1
Annual Program Assessment
Nursing
2009-2010
EXECUTIVE SUMMARY:
Over the past few years, the Nursing program has made a number of changes and improvements
to its program offerings. Changes made to the program over the course of the past five years are
all detailed in the Nursing Program 5-year (2004-2009) report which will be presented to the
Educational Program Committee March 19, 2010. Some noted changes were as follows:
Summer 2004: Assessment: Discovered new nursing program curriculum had 2 semesters of
Psychiatric Nursing and no pediatric nursing content. Intervention: Revise curriculum to
remove one Psyc Nursing course and add Pediatric Nursing course. Requested change which
was approved through appropriate committees, and college personnel, & Virginia State
Board of Nursing. Provides students with instruction in all major content areas needed. E
valuation: 100% acceptance by students, faculty, and Nursing Advisory Committee
Fall 2004: Assessment: Students currently receive instruction & practice in safe medication
dosage in a 1 credit hour course over three semesters (NUR 136, NUR 137, and NUR 236).
Students and faculty evaluation indicated there was insufficient time in the 1st one credit hour
course to ensure that students master calculation concepts & the general pharmacology that
must be taught. Changing the first course to 2 credit hours would enable the faculty to give
all instruction & practice calculations during the first semester. Intervention: Deleted NUR
236 from 4th
semester, integrate pharmacology content throughout the program, and added
one more credit hour to NUR 136 making it 2 credit hours. Evaluation: Students still
verbalize need more time but are able to complete course with 2 credit hours. Change - 100%
acceptance by students, faculty, and Nursing Advisory Committee.
Requested change and approved through appropriate committees and personnel It was
recommended and approved by all individuals at all levels of the college and the State Board
of Nursing for NUR 136 to increase from 1 CH to 2 CH and NUR 236 be deleted from the
curriculum effective fall 2005. This has proven to be an effective decision.
During the academic year 2005-2006: Assessment: the VCCS and Nursing Program Heads
moved to standardize the admission criteria for all VCCS nursing program. The VCCS
requested that its nursing programs use the designation HUM EEE instead of specifying a
specific course for this 3 credit requirement. Intervention: Provides students with the
flexibility to take a course they are interested in and can use at 4-year institutions.
Evaluation: 100% acceptance by students, faculty, and Nursing Advisory Committee
Requested change which was approved through appropriate committees and personnel
Fall 2006: Assessment: In nursing curriculum Bio 150 is listed as a fall (4th
quarter)
requirement however the course is currently only offered by the college in the summer (3rd
)
semester. Intervention: Moved BIO 150 from 4th
semester to third semester Requested
change and approved through appropriate committees and personnel. Evaluation: Course
now aligned on program plan with semester offered by college 100% acceptance by students,
faculty, and Nursing Advisory Committee
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Fall 2006: Assessment: To balance summer semester course offerings by moving PSY 230
from summer semester (moving BIO 150 into its place). Placing PSY 230 into fall semester
where BIO 150 was. Intervention: Moved PSY 230 from 3rd
semester to fourth semester.
Requested change and approved through appropriate committees and personnel. Evaluation:
Course now balanced on program plan offered by college. Change - 100% acceptance by
students, faculty, and Nursing Advisory Committee
Fall 2010: Assessment: Student taking NCLEX review sources since spring 2006 (ECI, Hurst
& Kaplan. Report Kaplan most effective in helping them review for NCLEX exam. Kaplan
Integrated (content) Testing cost the same as ATI however included in cost is the NCLEX
Review course. Faculty reviewed the offerings from Kaplan and agrees it is a more
comprehensive assessment method. Intervention: Fall 2010 began using Kaplan Integrated
Testing. Evaluation: 3-20-2010 Too early to evaluate at this time
Based on the data from the 2008-2009 Course Reports, revisions for 2009-2010 academic
year are as follows (Overall recommendations to be implemented in each nursing
course beginning Fall 2009): o Require written drug cards on standing drugs. PRN drugs cards prepared just prior to
administration. Student will add therapeutic effects expected an observed.
o Alternate clinical experiences written assignment papers: one paper will be required in
which the student describes the learning experience for all the experiences as they relate
to the course objectives role of the RN and the Nursing Process.
o Add ATI testing results to course reports
o Strengthen integration of community health and based care in curriculum. Include test
questions on this content in each course.
o Track med admin experience for each student-Ann will create form to track
o All clinical assignments will be 2-6 hour shifts per week
o Service Learning:
N111 students are required to write a paper in which they seek an article about
service learning and define service learning. Group projects will be assigned under
supervision of clinical faculty.
N170 plan identification for Service Learning will be required. The record of
student Service Learning activities and verification of attendance forms will be
maintained in the students’ clinical folder each course. The clinical instructor will
approve the activities planned for that semester.
A minimum of 10 hours is expected each semester (total of 4 semesters) with
minimum of 30 hours total being the expectation.
L. Chitwood suggested that the Service Learning activities planned be based on the
students’ assessment of their community.
o Changes to handbook: Add Faculty-Student Liaison committee
In 2006, the VCCS approved five national nursing testing agencies the nursing programs could
use to conduct admission and content testing in their program after review of the various
agencies the PDC nursing program began using Assessment Technologies Institute (ATI). This
testing service provided everything the nursing program required to assist the nursing students’
mastery of core content except an NCLEX Review course. In an effort to provide the students
will all the tools possible to successfully pass the NCLEX exam the nursing faulty set up several
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review courses for the students using different agencies. Based on feedback for graduates it was
determined the best course to offer was the Kaplan Review. After presentations on their
assessment offerings at the VCCS Nursing Program Head meeting held summer 2009, the PDC
nursing faculty with support for its advisory committee agreed to change form the ATI
assessments to the Kaplan Assessment. At this time we will continue to administer the ATI
Nursing Admission (TEAS) test. The rationale is that the Kaplan test requires knowledge of
anatomy and physiology and the ATI test requires general biology knowledge. The nursing
program admission requirement is general biology. Therefore, at this time we will continue to
administer the ATI TEAS Admission Test.
Both of these testing services provide online student specific remediation and retesting as a
component of student success. Students who do not score at or above the proficient level are
required to complete remediation and retest until they demonstrate content mastery at a specific
level. Remediation must be completed prior to the start of the next nursing course.
The Virginia Community College System (VCCS) Policy 2.5 states that local citizens’ curricular
advisory committees must be utilized to assist in development of all occupational/technical
curricula and courses. Members for these local advisory committees are recommended by each
program head to the community college president and then to the Local College Board for
approval. Each local program advisory committee acts in an advisory capacity to the program
head and shall meet as needed or at least once annually. In addition to recruitment and promoting
an understanding of the community college, its assessment and evaluation duties include:
Assisting the community college in the establishment of occupational/technical programs and
curricula by: (a) Helping to identify present and future occupational needs within the college
region and the skills and knowledge required by prospective employees; (b) Advising the
community college concerning employment practices, specific certification and licensure
requirements, job entry educational levels required by business, industry and the professions,
standards and regulations relating to student employment, and occupational placement of
graduates; (c) Reviewing and submitting recommendations regarding specific program and
curricular proposals, and specialized equipment and facility requirements for new or
innovative programs.
Participate in the evaluation of community college programs as they relate to the
educational and occupational needs of the region.
As a result, the Nursing Advisory Committee plays a large part in discussions regarding student
and graduate progress and make recommendations to improve the program. The Nursing faculty
also plays a major role in the assessment of its students by using rubrics in the evaluation of
various projects and clinical proficiency. The final action plans are based on the approval of both
groups, and as appropriate the College Educational Planning Committee, College Board, and the
Virginia State Board of Nursing.
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Academic Dean’s Analysis and Response:
By any measure used the Nursing Program is well run. The only item, which is being worked on,
is the pass rate for the RN exam has not been sustained at a level of 80% or more. The Nursing
faculty is in the process of implementing systems to ensure higher pass rates in the future. Items
that have been mentioned that would help with the RN pass rates are simulation hardware and
software. I recommend that the NUR faculty incorporate these findings when preparing their
budget request for the College. All in all this is an excellent program.
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PDC NURSING DEGREE (156)
ASSESSMENT PLAN
Program Student Learning Outcomes Assessment Plan
Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Objective 1: Critical Thinking
The student/graduate will use the
nursing process and critical thinking to
meet multiple health needs for clients
across the lifespan in a variety of
healthcare settings.
Benchmark (measurement) for ATI
Test administered in Objectives 1-10
ATI Testing (Began Fall 2006): Students are deemed proficient if they meet or exceed the group and national standard and non-proficient if they do not score at those levels
In 2008 ATI conducted re-norming of test and changes to the following Leveling: Level 3 Advanced:
Level 2 Proficient
Level 1 or below Non-Proficient
Students unsuccessful in meeting
The primary measures which for this
objective occurs in NUR 202 Nursing
1 are the final exam, preceptorship,
ATI NCLEX Readiness Exam, and
NCLEX-RN exam results.
The ATI Critical Thinking Entrance
and Exit Exam have been
administered in N111 & N202
respectively.
VCCS administered Critical Thinking
Core Competency test,
College administered California
Critical Thinking Test
Note R/T Each Objective (1-10)
Student proficiency of each learning
outcome (1-10) is formatively
assessed throughout the program by
using multiple measures such as
quizzes, unit examinations, final
examinations, standardized content
testing, service learning, health
teaching, and written assignments.
Additional Measures include skills
laboratory, clinical learning,
simulation, role playing, student
presentations to students and
community, small group
interactions.
ATI Critical Thinking
(Administered Fall)
Enter PDC Group National
2004-6 Not Administering
2005-7 Not administering
2006-8 70.0% 70.3%
2007-9 69.1% 68.0%
2008-10 Data not available
2009-11 68.8% 68.0%
ATI Critical Thinking
(Administered Spring)
Exit PDC Group National
2004-6 Not Administering
2005-7 Not administering
2006-8 73.4% 70.3%
2007-9 68.1% 70.3%
2008-10 data available spring 2010
ATI NCLEX Readiness Exam (Administered Spring)
PDC Group National
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-8 % . % .8%
2007-9
2008-10 Data not available VCCS
VCCS Critical Thinking Core
Competency (Spring)
PDC VCCS Test Norm
Sp06[SD] 12.87 14.83 14.75
Sp07 [SD] 13.86 15.39 14.75
Based on the data 2008-2009
nursing course reports (critical
thinking: Fall 2009) Increase
use of simulation in clinical
nursing courses
Based on the data 2008-2009
course Reports: Add ATI
testing results to course
reports
100% of students requiring
ATI remediation successfully
completed.
Based on the data 2008-2009
course Reports, beginning
Fall2009: All clinical
assignments will be two-6
hour shifts per week
See 2008 Report to State
Board of Nursing Re: NCLEX
Results
Use Kaplan Integrated Testing
which included Kaplan
NCLEX Review for all
students beginning with Fall
2009 admissions (Class 2011)
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proficiency levels are required to
complete remediation and retest
content until the achieve
proficiency level.
A review of all data is conducted the
nursing faculty and Nursing
Advisory Committee. Required data
is sent to the National Council of
State Boards of Nursing and the
Virginia State Board of Nursing.
Input from all sources is used to
develop actions taken as
appropriate for each objective (1-
10).
.
California Critical Thinking Test
2006 PDC VCCS Test norm
Analysis 3.53 3.99 4.13
Inference 6.03 6.82. 6.81
Induction 7.74 8.67 8.60
Deduction 5.13 6.16 6.15
Evaluation 3.31 4.02 3.81
Preceptorship (Spring)
Data reported under Objective 8
NCLEX License Exam
Data reported in Objective 10
Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Objective 2. Quantitative Reasoning:
The student/graduate will integrate
nursing theories, research and skills when
providing care for groups of clients with
multiple physiological and/or
psychosocial needs in a caring and
compassionate manner.
The initial measure for Quantitative
Reasoning occurs in NUR 136,
Principles of Pharmacology I.
The ATI Pharmacology Exam.
VCCS administered Quantitative
Reasoning Core Competency test.
NUR 136 (Fall)
Proficient Non-Proficient
2004 Data not available
2005 Data not available
2006 91.6 % 8.4%
2007 70.0% 30.0%
2008 91.1% 8.9 %
2009 85.7% 14.3%
ATI Pharmacology Exam (Fall)
PDC Group National
2004-6 Not Administering
2005-7 Not administering
2006-8 70.0% 70.3%
Level 3 Level 2 <Level 1
2007-9 2.9% 37.1% 42.9%
2008-10 Data not available
VCCS Quantitative Reasoning Core
Competency (Administered Spring)
2005 PDC VCCS
Change in Fall 2005 (increase
in credit hours from 1 to 2)
have proven successful in
providing students with an
additional hour per week to
receive content.
Changes implemented Fall
2008 have increased retention
and student competency in
course as long as students
complete assignments and
remediation. No additional
changes recommended at this
time.
Based on the data 2008-2009
course Reports: Add ATI
testing results to course
reports
100% of students requiring
ATI remediation successfully
completed.
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Advanced 5.2% 8.2%
Proficient 49.4% 67.4%
Non Proficient 45.5% 24.4%
2009 PDC VCCS
Advanced % %
Proficient % %
Non Proficient % %
No additional action at this
time.
PDC need to develop
strategies to reach 80% for
VCCS Core Competency
proficiency by 2009
Objective 3: Communication
The student/graduate will communicate
therapeutically with individuals, groups
and their families and significant others.
The initial measures in NUR 170,
Essentials of Medical/Surgical
Nursing are the final exam, clinical
evaluation, and content mastery exam.
VCCS administered Oral
Communication Core Competency
test
ATI Fundamentals of Nursing Exam (Administered Spring)
PDC Group National
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-8 % % %
2007-9 4.8% 54.8% 35.7%
2008-10 14.7% 55.9% 29.4%
Kaplan Basic Nursing
2009-11 Data not available
VCCS Oral Communication Core
Competency (Administered Spring)
PDC VCCS
Sp 2006 55.3 60.9
Sp 2007 52.6 60.9
Based on the data 2008-2009
course Reports: Add ATI
testing results to course
reports
100% of students requiring
ATI remediation successfully
completed.
Based on the data 2008-2009
course Reports: Service
Learning: N170 plan
identification for Service
Learning will be required. The
record of student Service
Learning activities and
verification of attendance
forms will be maintained in
the students’ clinical folder
each course. The clinical
instructor will approve the
activities planned for that
semester.
Nursing students currently
assigned oral presentations in
every nursing class as well as
with their service learning
experiences, patient teaching,
and communication with other
healthcare professionals and
paraprofessionals.
Speech Course is a Nursing
program curriculum
requirement
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Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Objective 4 Communication: Written,
Oral, and Computer Competency
The student/graduate will synthesize and
communicate relevant data in a
comprehensive and concise manner,
verbally and in writing and through
information technology
NUR 246 Pediatric Nursing are the
final exam, clinical evaluation, and
content mastery exam.
VCCS administered Writing Core
Competency test
ATI Pediatric Nursing Exam (Spring)
PDC Group National
2004-6 Not Administering at this time
2005-7 70.0% 70.3%
Level 3 Level 2 <Level 1
2006-8 17.6% 70.0% 11.8%
2007-9 3.2% 48.4% 48.4%
2008-10 7.7% 59.0% 33.4%
VCCS Writing Core Competency
(Mean Score)
PDC Nursing
2008 5.07 4.99
No additional data available at this time
Based on the data 2008-2009
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
No additional action at that
time
Based on VCCS Core
Competency scores the faculty
is reviewing the grading criteria
for written assignments and
revising as needed to strengthen
grading criteria. Nursing
students currently have multiple
written assignments in every
nursing course
Require written drug cards on
standing drugs. PRN drugs
cards prepared just prior to
administration. Student will add
therapeutic effects expected an
observed.
Alternate clinical experiences
written assignment papers: one
paper will be required in which
the student describes the
learning experience for all the
experiences as they relate to the
course objectives role of the
RN and the Nursing Process.
Goal Being Assessed Evaluation method Findings/Results Action to be Taken
9
Objective 5 Communication: Written &
Oral
The student/graduate will integrate
holistic health teaching into the care of
the individual and groups.
The primary measures which occurs in
NUR 180, Essentials of
Maternal/Newborn Nursing are the
final exam, clinical evaluation, and
content mastery exam.
VCCS administered Information
Literacy Core Competency
ATI Maternal/Newborn Exam
(Spring)
PDC Group National
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-8 Data not available
2007-9 8.7% 52.2% 39.1%
2008-10 Data not available
Information Literacy Core
Competency (Mean Score) [> 37
Proficient; > 42 Advanced Proficient]
(Spring)
PDC Nursing
2008 37.59 41.32
Based on the data 2008-2009
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
No additional action at that
time
Due to the test results, the
College now requires all
courses to have a library
component. No additional
action at this time
Objective 6
The student/graduate will integrate
ethical values and legal principles into the
delivery of nursing care.
The primary measures which occurs in
NUR 201, Psychiatric Nursing are the
final exam, clinical evaluation, and
content mastery exam.
ATI Mental Health Nursing Exam (Summer)
PDC Group National
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-8 Data not available
2007-9 4.8% 28.6% 76.6%
2008-10 0.0% 51.6% 48.4%
2009-11 Data not available
Based on the data 2008-2009
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
No additional action at that
time
Based on the data 2008-2009
course Reports: Service
Learning: A minimum of 10
hours is expected each semester
(total of 4 semesters) with
minimum of 30 hours total
being the expectation.
Service Learning activities are
planned based on the students’
assessment of their community
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Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Objective 7 Cultural and Social
Enrichment
The student/graduate will utilize
management skills and concepts to plan
and coordinate the care for a culturally
diverse group of clients in a variety of
settings.
Student proficiency of this learning
outcome is formatively assessed
throughout the program by using
multiple measures such as numerous
written assignments utilizing APA
format, community teaching through
service learning, quizzes, unit
examinations, final examinations,
health teaching, and nursing care plans.
The primary measures which occurs in
NUR 212, Second Level Nursing II are
the final exam, clinical evaluation, and
content mastery exam.
PDC Graduate Survey
Preceptorship Experience
ATI Community Health Exam
ATI Adult Medical Surgical Nursing
Exam
Healthy lifestyle is covered in all
NURING classes and STD 100
Preceptorship Experience (Spring)
Data Reported under Objective 8
ATI Community Health Exam
(Spring)
Proficient Non-Proficient
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-08 3.1% 50.0% 46.4%
2007-09 3.2% 32.3% 29.0%
2008-10 Data not available
ATI Adult Medical Surgical
Nursing Exam (Spring)
Proficient Non-Proficient
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-08 21.9% 40.6% 37.5%
2007-09 6.5% 41.9% 51.7%
2008-10 Data not available
No additional action at this time
No additional action at this time
Based on the data 2008-2009
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
Strengthen integration of
community based health care in
curriculum. Include test
questions on this content in
each course.
No additional action at that
time
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Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Objective 8:
The student/graduate will assume the
role of the associate degree nurse as care
provider, advocate, teacher and
manager.
The primary measures which occur in
NUR 202, Medical/Surgical Nursing I,
are the final exam, successful
completion of preceptorship, and ATI
NCLEX Readiness exam.
Preceptorship Experience (Spring)
Proficient Non-Proficient
2004-6 100% 0
2005-7 100% 0
2006-8 100% 0
2007-9 100% 0
2008-10 Data not available
ATI NCLEX Readiness Exam
(Spring)
Proficient Non-Proficient
2004-6 Not Administering
2005-7 Not administering
Level 3 Level 2 <Level 1
2006-08 21.9% 40.6% 37.5%
2007-09
2008-10 Data not available
100% of students requiring
preceptorship remediation
(additional clinical
assignments) successfully
completed..
No additional action at that
time
Based on the data 2008-2009
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
No additional action at that
time
Objective 9: Personal Development:
The student/graduate will assume
accountability and responsibility for
his/her own actions and education as a
contributing and competent member of
the health care team, the nursing
profession and society.
The primary measures which occurs in
NUR 254, Dimensions of Professional
Nursing, class presentations attendance
at Annual VNA Legislative Day at the
General Assembly, and the PDC
graduate survey, and attendance at a
professional nursing organization
meeting,
Annual VNA Legislative Day at the
General Assembly (Spring)
Attend Non-Attend
2004-6 100% 0%
2005-7 100% 0%
2006-8 100% 0%
2007-9 100% 0%
2008-10 100% 0%
Professional Nursing Organization
Meeting (other than leg day)
(Spring)
Attend Non-Attend
2004-6 100% 0%
2005-7 100% 0%
2006-8 100% 0%
2007-9 100% 0%
2008-10 Data not available
ATI Leadership Exam (Spring)
2004-6 Not in use
2005-7 Not in use
Students not attending leg day
must still complete required
legislative assignment and since
this is a clinical day the student
must make-up the day as
assigned by clinical instructor
Based on the data 2008-2009
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Level 3 Level 2 <Level 1
2006-08 0.0% 35.5% 64.5%
2007-09
2008-10 data available spring
Course Reports: Add ATI
testing results to course reports
100% of students requiring ATI
remediation successfully
completed.
No additional action at that
time
Goal Being Assessed Evaluation method Findings/Results Action to be Taken
Goal #10
At the
completion
of the
nursing
Program, the
graduate will
indicate
academic
achievement
in program
by:
achievement of 75%
or higher graduate
rates;
80 % or higher
licensure pass rates;
100% employment
rates for those
desiring employment
at graduation;
The primary measure is the VCCS
reports on graduation rates with a
review of data by and with input from
the nursing faculty, Nursing Advisory
Committee and the Virginia State
Board of Nursing is incorporated in
actions taken as appropriate.
3-year Graduation Rates
PDC Nsg VCCS Nsg
2004-07 77% 62%
2005-08 70% 65%
2006-09 Data not yet available
Met Proficiency Level
No action required
The primary measure is the score on
the National Council License
Examination for Registered Nurses
(NCLEX-RN) and the Virginia
Community College System (VCCS)
Annual Nursing Report comparisons.
A review of data by and with input
from the nursing faculty, Nursing
Advisory Committee and the Virginia
State Board of Nursing is incorporated
in actions taken as appropriate.
Licensure Pass Rates
(Spring-Summer)
PDC VA
2004-6 73.9% 85.8%
2005-7* 70.6% 79.7%
2006-8 81.8% 85.7%
2007-9 77.4% 87.3%
2010 data not yet available
Mixed Proficiency Level
Standardized admission
requirement changes Fall 2006
Use NCLEX Blueprint
incorporated in all exams
ATI TEAS Admit Test required
>45th
percentile in each content
area
For Fall 2010, consider
changing program pass grade
(currently 75%)
*2008 See Letter to the
Virginia State Board of Nursing
and Following table for
strategies to improve NCLEX
results
The primary measure is the pre-
graduate Exit Surveys conducted in the
Spring prior to graduation. A review of
data by and with input from the nursing
faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing
is incorporated in actions taken as
appropriate.
Job Placement Rates (Spring)
Those seeking and reporting
employment were as follows:
2006: 100% employed
2007: 100% employed
2008: 100% employed
2009: 100% employed
Met Proficiency Level
No action required
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Nursing Curriculum Map: X - primary course assessment; S – secondary course assessment
PROGRAM-SPECIFIC
STUDENT LEARNING
OUTCOMES
NUR
111
NUR
136
NUR
170
NUR
180
NUR
137
NUR
115
NUR
201
NUR
212
NUR
246
NUR
202
NUR
254 ASSESSMENT MEASURES
Objective 1: Critical
Thinking The student/graduate will use
the nursing process and critical
thinking to meet multiple
health needs for clients across
the lifespan in a variety of
healthcare settings.
X S S S S X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as quizzes, unit
examinations, final examinations, standardized
content testing, service learning, health teaching,
and nursing care plans. The primary measures
which occurs in NUR 202 Nursing 1 are the
final exam, preceptorship, Mock NCLEX Exam,
and NCLEX-RN exam results. A review of data
by and with input from the nursing faculty,
Nursing Advisory Committee and the Virginia
State Board of Nursing is incorporated in actions
taken as appropriate.
Objective 2. Quantitative
Reasoning: The student/graduate will
integrate nursing theories,
research and skills when
providing care for groups of
clients with multiple
physiological and/or
psychosocial needs in a caring
and compassionate manner.
S X S S X X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as quizzes, unit
examinations, final examinations, standardized
content testing, service learning, health teaching,
and nursing care plans. The initial measure for
Quantitative Reasoning occurs in NUR 136,
Principles of Pharmacology I. A review of data
by and with input from the nursing faculty,
Nursing Advisory Committee and the Virginia
State Board of Nursing is incorporated in actions
taken as appropriate.
14
PROGRAM-SPECIFIC
STUDENT LEARNING
OUTCOMES
NUR
111
NUR
136
NUR
170
NUR
180
NUR
137
NUR
115
NUR
201
NUR
212
NUR
246
NUR
202
NUR
254 ASSESSMENT MEASURES
Objective 3: Communication
The student/graduate will
communicate therapeutically
with individuals, groups and
their families and significant
others.
X S S S S X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as skills
laboratory role playing, clinical experiences,
student presentations to classmates and
community (service learning), and human
simulation, quizzes, unit examinations, final
examinations, and nursing care plans. The initial
measures in NUR 170, Essentials of
Medical/Surgical Nursing are the final exam,
clinical evaluation, and content mastery exam. A
review of data by and with input from the
nursing faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing is
incorporated in actions taken as appropriate.
Objective 4 Communication:
Written, Oral, and Computer
Competency
The student/graduate will
synthesize and communicate
relevant data in a
comprehensive and concise
manner, verbally and in writing
and through information
technology
X S S S S X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as numerous
written assignments utilizing APA format,
community teaching through service learning,
quizzes, unit examinations, final examinations,
health teaching, and nursing care plans. The
primary measures which occurs in NUR 246
Pediatric Nursing are the final exam, clinical
evaluation, and content mastery exam. A review
of data by and with input from the nursing
faculty, Nursing Advisory Committee and the
Virginia State Board of Nursing is incorporated
in actions taken as appropriate.
15
PROGRAM-SPECIFIC
STUDENT LEARNING
OUTCOMES
NUR
111
NUR
136
NUR
170
NUR
180
NUR
137
NUR
115
NUR
201
NUR
212
NUR
246
NUR
202
NUR
254 ASSESSMENT MEASURES
Objective 5 Communication:
Written & Oral
The student/graduate will
integrate holistic health
teaching into the care of the
individual and groups.
X S S S S X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as numerous
written assignments utilizing APA format,
community teaching through service learning,
quizzes, unit examinations, final examinations,
health teaching, and nursing care plans. The
primary measures which occurs in NUR 180,
Essentials of Maternal/Newborn Nursing are the
final exam, clinical evaluation, and content
mastery exam. A review of data by and with
input from the nursing faculty, Nursing
Advisory Committee and the Virginia State
Board of Nursing is incorporated in actions
taken as appropriate.
Objective 6
The student/graduate will
integrate ethical values and
legal principles into the
delivery of nursing care.
X S S S S X S S S S S Student proficiency of this learning outcome is
formatively assessed throughout the program by
using multiple measures such as numerous
written assignments utilizing APA format,
community teaching through service learning,
quizzes, unit examinations, final examinations,
health teaching, and nursing care plans. The
primary measures which occurs in NUR 201,
Psychiatric Nursing are the final exam, clinical
evaluation, and content mastery exam. A
review of data by and with input from the
nursing faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing is
incorporated in actions taken as appropriate.
16
PROGRAM-SPECIFIC
STUDENT LEARNING
OUTCOMES
NUR
111
NUR
136
NUR
170
NUR
180
NUR
137
NUR
115
NUR
201
NUR
212
NUR
246
NUR
202
NUR
254 ASSESSMENT MEASURES
Objective 7 Cultural and
Social Enrichment
The student/graduate will
utilize management skills and
concepts to plan and
coordinate the care for a
culturally diverse group of
clients in a variety of settings.
X S S S S X S S X S S Student proficiency of this learning outcome is
formatively assessed throughout the program
by using multiple measures such as numerous
written assignments utilizing APA format,
community teaching through service learning,
quizzes, unit examinations, final examinations,
health teaching, and nursing care plans. The
primary measures which occurs in NUR 212,
Second Level Nursing II are the final exam,
clinical evaluation, and content mastery exam.
A review of data by and with input from the
nursing faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing is
incorporated in actions taken as appropriate.
Objective 8:
The student/graduate will
assume the role of the
associate degree nurse as care
provider, advocate, teacher
and manager.
X S S S S X S S S X X Student proficiency of this learning outcome is
formatively assessed throughout the program
by using multiple measures such as numerous
written assignments, community teaching
through service learning, quizzes, unit
examinations, final examinations, health
teaching, and nursing care plans. The primary
measures which occur in NUR 202,
Medical/Surgical Nursing I, are the final exam,
successful completion of preceptorship, and
NCLEX core competency exam. A review of
data by and with input from the nursing faculty,
Nursing Advisory Committee and the Virginia
State Board of Nursing is incorporated in
actions taken as appropriate.
17
PROGRAM-SPECIFIC
STUDENT LEARNING
OUTCOMES
NUR
111
NUR
136
NUR
170
NUR
180
NUR
137
NUR
115
NUR
201
NUR
212
NUR
246
NUR
202
NUR
254
ASSESSMENT MEASURES
Objective 9: Personal
Development:
The student/graduate will
assume accountability and
responsibility for his/her own
actions and education as a
contributing and competent
member of the health care
team, the nursing profession
and society.
S S S S S S S S S S X Student proficiency of this learning outcome is
formatively assessed throughout the program
by using multiple measures such as unit
examinations, final examinations, written
assignments and oral presentations. The
primary measures which occurs in NUR 254,
Dimensions of Professional Nursing, class
presentations, core competency exam,
attendance at Annual VNA Legislative Day at
the General Assembly, and attendance at a
professional nursing organization meeting, A
review of data by and with input from the
nursing faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing is
incorporated in actions taken as appropriate.
Objective 10
The student/graduate will
indicate academic
achievement in program by:
achievement of 75%
or higher graduate rates;
80 % or higher
licensure pass rates;
100% employment rates
for those desiring
employment at
graduation;
X X X X X X X X X X X The primary measure is the VCCS reports on
graduation rates.
The primary measure is the score on the
National Council License Examination for
Registered Nurses (NCLEX-RN) and the
Virginia Community College System (VCCS)
Annual Nursing Report comparisons.
The primary measure is the pre-graduate Exit
Surveys conducted in the Spring prior to
graduation.
A review of data by and with input from the
nursing faculty, Nursing Advisory Committee
and the Virginia State Board of Nursing is
incorporated in actions taken as appropriate.
18
NUR 136 PRINCIPLE OF PHARMACOLOGY
COURSE OBJECTIVES
FALL 2009
By the completion of this course the student will: Proficient Non Proficient
Demonstrate competency at or above the 75% (C) level in basic mathematical and dosage calculations 12/8/09: 85.7% students taking
course demonstrated final content
proficiency with a grade of A, B,
or C.
Compute medication dosages using dimensional analysis for individuals throughout the lifespan at or above
the 75% (C) level in basic mathematical and dosage calculations
Accurately interpret drug labels according to specified criteria at or above the 75% level in basic
mathematical and dosage calculations
9/09: 65.9 % students taking first
exam demonstrated proficiency
with a grade of A, B, or C.
Identify legislative acts that govern medication administration at or above the 75% (C) level in basic
mathematical and dosage calculations
Discuss ethical issues related to the administration of medications at or above the 75% (C) level in basic
mathematical and dosage calculations
Identify the role of the nurse when administering medications regarding individual responses, various side
effects, and ethical-legal considerations at or above the 75% (C) level
Apply critical thinking and problem-solving to everyday basic mathematical and dosage calculations
situations encountered by the student at or above the 75% (C)
12/8/09: 85.7% students taking
course demonstrated final content
proficiency with a grade of A, B,
or C.
Verbalize a basic understanding of general pharmacological terms and processes at or above the 75% (C)
level
Accurately calculate dosages for the administration of basic parenteral and nonparenteral medications at or
above the 75% (C) level
Accurately calculate dosages for the administration of basic intravenous and pediatric medications at or
above the 75% (C) level
NUR 139 Principles of Pharmacology
EXAMINATION BLUEPRINT
EXAM #
% APPLICATION
&/OR ANALYSIS
WAS EXAM GREATER THAN OR
EQUAL TO 80% APPLICATION &/OR
ANALYSIS?
EXAM MEAN
SCORE
COMMENTS
Yes No
1 100% X 74.92 Focus general pharmacology
2 100% X 75.73 Focus Introduction to dimensional analysis
3 100% X 88.57 Calculating nonparenteral and parenteral medications
4 100% X 68.16 Calculating IV and pediatric medications
Final 100% X 83.99 Comprehensive dosage calculation examination
19
Rubrics: Insert below is a list and copies of rubrics used in annual course assessments.
NUR 111: Grading Criteria For The Clinical Prep Form & Nursing Care Plan
NUR 111: Elderly Developmental Assessment
NUR 111: Reminiscing Assignment
NUR 111: Clinical Evaluation Tool
Competency/Skills Checklist
NUR 212/211 Grading Criteria For Service Learning
NUR 212/211 Verification Of Attendance At Service Learning Event
NUR 212/211 Grading Criteria For The Daily Clinical Prep Form (S/U)
NUR 212/211 Grading Criteria For The Daily Clinical Prep Form (S/U)
NUR 212/211 Criteria For Grading The Major Nursing Care Plan
NUR 212/211 Clinical Case Study And Care Map With Oral Presentation
Grading Criteria For NUR 212/211 Alternate Clinical Rotation Experiences
NUR 211/212 Clinical Evaluation Tool
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
PAUL D. CAMP COMMUNITY COLLEGE
Nursing Program
NUR 111
Grading Criteria for the Clinical Prep Form & Nursing Care Plan
Name: Date:
Mechanics (10 points)
Correct grammar, punctuation, spelling, and sentence structure. Neatly typed using APA format. Includes title and
reference pages.
0 1 2 3 4 5 X 2 =
Textbook Description (15 points)
Primary Medical/Surgical Diagnosis and Pathophysiology
0 1 2 3 4 5 X 1 = _______________
Clinical Manifestations 0 1 2 3 4 5 X 1 =
Medical-Surgical/Nursing Management
0 1 2 3 4 5 X 1 =
Development and Legal/Ethical Issues (20 points)
Identified Developmental Theorist and Tasks according to text
0 1 2 3 4 5 X 1 =
Client specific behaviors R/T achievement of developmental tasks.
0 1 2 3 4 5 X 1 = _______________
Psychosocial adaptation 0 1 2 3 4 5 X 1 = _______________
Legal/Ethical Concerns 0 1 2 3 4 5 X 1 = _______________
Community Resources per text and actual (5 points)
0 1 2 3 4 5 X 1 = _______________
Assessment of Self Care Deficit according to Orem (10 points)
Identified the correct Nursing System according to Orem
0 1 2 3 4 5 X 1 = _______________
Identified at least two appropriate actual or risks self care deficits
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
0 1 2 3 4 5 X 1 =
General Survey and Care Plan (50 points)
General Survey (10) 0 1 2 3 4 5 X 2 = _______________
Laboratory values (5) 0 1 2 3 4 5 X 1 = _______________
Diagnostic tests (5) 0 1 2 3 4 5 X 1 = _______________
*Medications (5) 0 1 2 3 4 5 X 1 = _______________
Identified at least two priority Nursing Diagnoses (5)
0 1 2 3 4 5 X 1 =
Identified a patient specific & measurable goal for each nursing diagnosis (5)
0 1 2 3 4 5 X 1 =
Identified at least 6 patient specific nursing interventions & rationale (10)
0 1 2 3 4 5 X 2 =
Made a patient specific evaluation statement specific to the goal (5)
0 1 2 3 4 5 X 1 =
TOTAL POINTS =
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
PAUL D. CAMP COMMUNITY COLLEGE
Nursing Program
Nursing 111
Elderly Developmental Assessment
Grading Criteria
Student Name: Date:
Clinical Instructor: _______ Agency:
I Mechanics (20%)
Correct grammar, punctuation, spelling, and sentence structure. Typed using APA format. Includes title
page and references. Submits 2 copies, on date assigned.
0 1 2 3 4 5 X 4
II Content (80%)
A Physiological Development (40%)
Changes in nervous system 0 1 2 3 4 5 X 1
Changes in gastrointestinal function
a) Ingestion 0 1 2 3 4 5 X 1
b) Digestion 0 1 2 3 4 5 X 1
c) Elimination 0 1 2 3 4 5 X 1
Changes in cardiovascular function 0 1 2 3 4 5 X 1
Changes in pulmonary function 0 1 2 3 4 5 X 1
Changes in genitourinary system 0 1 2 3 4 5 X 1
Changes in endocrine regulation 0 1 2 3 4 5 X 1
B Psychological changes (15%)
Psychological development 0 1 2 3 4 5 X 1
Body image changes 0 1 2 3 4 5 X 1
Cognitive changes 0 1 2 3 4 5 X 1
C Socioeconomic changes (10%)
Family structure 0 1 2 3 4 5 X 1
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Retirement 0 1 2 3 4 5 X 1
D Comprehensive summary of comparisons (15%)
0 1 2 3 4 5 X 3
TOTAL
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
PAUL D. CAMP COMMUNITY COLLEGE Nursing Program
Nursing 111
Reminiscing Assignment
Grading Criteria
Student Name: Date:
Clinical Instructor: Agency:
I Mechanics (20%) Correct grammar, punctuation, spelling, and sentence structure. Typed using APA
format. Included title page and grading criteria, Submitted 2 copies.
0 1 2 3 4 5 X 4
II Content (80%)
A Summary of conversation (40%)
0 1 2 3 4 5 X 8
B Interpretation of Reminiscing Experience (40%)
0 1 2 3 4 5 X 8
TOTAL (Satisfactory or Unsatisfactory grade assigned)
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
PAUL D. CAMP COMMUNITY COLLEGE
NURSING PROGRAM
NUR 111: CLINICAL EVALUATION TOOL
Introduction
Clinical Experience is a required component of nursing courses. The experience is provided so that students can
apply knowledge and practice skills learned in the college skills laboratory to prepare them for the roles of the
associate degree nurse. The clinical evaluation tool is designed to meet the associate degree nurse clinical
competencies.
The core components of the ADN include:
Nursing Process Teaching/Learning Effective Communicator
Collaboration Clinical Decision Making Professional Ethics/Legally Grounded
Therapeutic Interventions Manager of Care Safety & Infection Control
Written Assignments Critical Thinker Client Advocate
The clinical evaluation tool delineates expected and critical clinical behaviors of the clinical experience.
Evaluation Process
The goals of the clinical evaluation process are to:
Determine whether the student has sufficient knowledge for the established level of practice.
Determine whether the student is performing treatments and procedures effectively and safely.
Provide feedback to encourage behaviors associated with professional nursing practice.
Clinical Behaviors
Each nursing course has a clinical evaluation tool with identified student behaviors. Critical behaviors are those
aspects of nursing care, which are crucial to the client’s physical and psychological well-being and are identified
with an asterisk (*).
The clinical instructor uses the following scale to evaluate weekly performance of clinical behaviors:
3 Student consistently functions independently without supporting cues or requires minimal prompting.
Continues to update self & uses instructor guidance with growing independence.
2 Student functions with supervision, requiring occasional prompting &/or supporting cues
1 Student functions with assistance, requiring frequent instructor verbal prompting & occasional physical
directive cues
0 Student functions dependently, requires continuous verbal & physical cues
N/O Not observed by the instructor
N/A Not applicable
The weekly evaluation is shared with the student who is asked to initial the form. Each student is encouraged to
conduct self-evaluation using the same evaluation form.
A summary evaluation is written at the completion of the clinical rotation. The summary evaluation is satisfactory
or unsatisfactory. No letter or numerical grades are given. In order to receive a satisfactory summary evaluation, the
student must be performing at a level 2 or better in each of the critical behaviors by the end of the course.
Student
Clinical Agency
Instructor
Dates of Experience:
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
# CLINICAL BEHAVIOR DATES
NURSING PROCESS
1* Identifies subjective & objective data
from appropriate sources as evidence of
actual or potential client problems
2 Formulates accurate and concise NANDA
nursing diagnoses
3* Prioritizes nursing diagnoses
4 Formulates measurable goal with
timeframe for each nursing
diagnosis(includes at least 2 assessment,
2 therapeutic and 2 teaching
interventions)
5 Provides referenced rationale for each
nursing intervention
6 Includes a patient specific
implementation and evaluation statement
specific to the goal (includes time frame)
COLLABORATION
1 Collaborates with client, family, and
health team members; is aware of
individual roles
THERAPEUTIC INTERVENTIONS
1* Maintains client safety
2* Prepares for and performs clinical nursing
skills accurately
3* Demonstrates accurate knowledge drug
therapy prior to administration
4* Administers all medications safely and
accurately
5* Utilizes universal precautions
CLIENT TEACHING/LEARNING
1 Identifies learning needs of client/family
2 Evaluates the results of teaching/learning
experience
CLINICAL DECISION MAKING/CRITICAL THINKING
1* Prioritizes nursing care to best meet
client’s needs
2* Implements and contributes to assigned
clients established plan of care
3* Reports significant client information to
faculty and healthcare team members in a
timely manner
MANAGER OF CARE
1* Organizes and prioritizes nursing activities
to meet the client’s needs within the
allotted timeframe
2 Utilizes clinical time effectively for
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
learning/improving skills
COMMUNICATION
1* Communicates effectively with client,
family, and health care team members
2* Coveys respect and acceptance of client by
word and action
3* Communicates with faculty and staff with
respect and professionalism
4 Records information on client’s chart in an
accurate, concise and legible manner
according to agency policy
PROFESSIONAL BEHAVIORS
1* Demonstrates a caring, professional
attitude/demeanor
2* Demonstrates accountability and self-
direction
3* Seeks assistance when appropriate
4 Modifies behavior based on evaluation by
self and others as appropriate
5* Adheres to the policies of PDCCC Nursing
Student Handbook and the clinical agency
6* Maintains confidentiality of the client,
family, staff, and clinical agency
7* Submits all required written clinical
assignments
WRITTEN ASSIGNMENTS Unsatisfactory in areas of written work means that student will have to revise and
resubmit information before going on to the next course. A grade of “I” will be given. Student must submit two (2)
typed copies of all graded (received % grade) assignments*.
1 Final Nursing History & Care Plan (S/U) Date Due: Date Submitted: Grade:
2 *Elderly Assessment (counts 2% course grade) Date Due: Date Submitted: Grade:
3 Reminiscing assignment (S/U) Date Due: Date Submitted: Grade:
4 *Service Learning paper (counts 3% course
grade)
Date Due: Date Submitted: Grade:
Comments
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
PAUL D. CAMP COMMUNMITY COLLEGE
Nursing Program
Nursing 111 Clinical Evaluation
Name Date
Clinical Agency
Rating Scale 0 1 2 3
Assessment
Management of Care
Collaboration
Therapeutic Interventions
Teaching and Learning
Clinical Decision Making
Safety and Infection Control
Written Assignments
Work Ethics, includes
Attendance and Punctuality
Initiative
Interpersonal skills (Communication)
Professional Behaviors (including dress & demeanor)
Prompt submission of assignments
Rating Codes:
0 Student functions dependently, requiring continuous verbal and physical cues
1 Student functions with assistance, requiring frequent instructor verbal prompting and occasional physical
directive cues
2 Student functions with supervision, requiring occasional prompting &/or supporting cues.
Appropriately clarifies and asks questions. Uses instructor guidance and supervision appropriately.
3 Student consistently functions independently without supporting cues or requires minimal
prompting. Continues to update self and uses instructor guidance with growing independence.
NOTE: A rating code of 2.0 or above in each behavior is required by mid clinical and
final clinical evaluation in order to pass Nursing _____.
Student’s Overall Score: Satisfactory _______Unsatisfactory________
Anecdotal Comments:
Instructor’s Signature & Date Student’s Review Signature & Date
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Paul D. Camp Community College
Nursing Student
Competency/Skills Checklist
Student: __________________________ Class of: ___________
Certain skills must be directly supervised by an instructor in the Clinical setting.
Key: S = Satisfactory N = Needs Practice
Knowledge & Skill Area Classroom Instruction,
and/or Lab Practice
Clinical Setting
Infection Control Date S/N Comment Signature Date S/N Comment Signature
Performs hand washing
Dons & removes unsterile gloves
Dons & removes sterile gloves
Applies & removes mask
Applies and removes
Applies and removes gown
Applies and removes goggles
Activities of Daily Living Date S/N Comment Signature Date S/N Comment Signature
Provides complete bed bath
Provides shower
Provides tub bath or whirlpool
Provides skin care & back rub
Shaves patient
Date S/N Comment Signature Date S/N Comment Signature
Combs hair
Assists with dressing & undressing
Provides nail care
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Provides care for dentures
Oral care for an unconscious client
Oral care for a conscious client
Provides perineal care (female)
Provides perineal care (male)
Provides Foley catheter care
Bed making: closed bed/occupied bed
Vital Signs Date S/N Comment Signature Date S/N Comment Signature
Measures & Records Temperature:
oral (glass or electronic)
rectal
axillary
tympanic
Measures & Records Pulse :
radial
apical
peripheral
Assess pulses with Doppler
Measure and Record Blood Pressure:
Specify: manual or electronic
Measures & Records Respirations
Measures and documents pain on scale
Moving/Mobilizing/Falls prevention
Utilizes Gait belt
Ambulates patient with a cane
Ambulates patient with a walker
Performs range of motion exercises
Turns & positions patient: Side-lying
Moves patient from bed to chair
Moves client up in bed with draw sheet
Utilizes mechanical lift
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Transports patient: stretcher,
wheelchair
Cares for patient in traction
Utilizes restraint alternatives
Applies restraints (specify type)
Specimen Collection
Collects routine urine
Collects stool specimen
Collects sputum specimen
Elimination Date S/N Comment Signature Date S/N Comment Signature
Gives &/removes bedpan/urinal
Assists patient on bedside commode
Inserts Foley catheter
Measures and Records Output
Administers Enema: Indicate Type
Provides ostomy care
Applies external urinary catheter
Intake/ Nutrition
Feeds helpless patient
Cares for gastrostomy tube (G-tube)
Cares for patient with N.G. tube
Administers tube feeding by bolus
Administers tube feeding by pump
Measures and Records Intake
Measures and records blood glucose
via fingerstick
Date S/N Comment Signature Date S/N Comment Signature
NG tube insertion
Medication administration Date S/N Comment Signature Date S/N Comment Signature
Documents medication administration
Administers oral medications
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Administers ophthalmic medications
Administers otic medications
Administers nasal medications
Administers rectal
Administers sublingual medications
Administers dermatologic medications
IV administration Date S/N Comment Signature Date S/N Comment Signature
IV insertion
Administers continuous IV infusion
Administers intermittent IV
infusion (piggyback)
Administers IV push medication or
flush
Administers Total Parenteral Nutrition
(TPN)
Manages central line
Performs central line dressing change
Manages Implanted Vascular Device
Manages Patient Controlled Analgesia
(PCA)
Manages patient receiving epidural
medication
D/C IV
Administers blood transfusion
Changes IV to INT
Injections Date S/N Comment Signature Date S/N Comment Signature
Administers subcutaneous (SQ) inject
Mixes medications in one syringe
Administers intradermal injection
Administers intramuscular (IM) inject.
Administers IM injection (Z-track)
Respiratory care Date S/N Comment Signature Date S/N Comment Signature
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw Reviewed 8-2-09 abp
Assists with incentive spirometry
Regulates flowmeter
Administers oxygen: nasal cannula
Administers oxygen via face tent
Administers oxygen via mask
(specify type)
Performs trachesotomy tube suctioning
Performs endotracheal tube suctioning
Provides tracheostomy care
Administers metered dose inhaler meds
Cares for chest tube
Wound Care Date S/N Comment Signature Date S/N Comment Signature
Performs dry dressing change
Applies hydrocolloid dressing
Irrigates and packs a wound
Performs wet-to-dry dressing change
Applies bandage/ binder
Cares for wound with drain
Communication/ Charting Date S/N Comment Signature Date S/N Comment Signature
Documents care according to facility
Completes teaching plan
Other Skills/Procedures Date S/N Comment Signature Date S/N Comment Signature
Admitting a patient
Discharging a patient
Date S/N Comment Signature Date S/N Comment Signature
Measures and Records Weight/Height
Applies Antiemboli stockings
Cares for patient that is dying
Postmortem care
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
Paul D. Camp Community College
Nursing Program
Grading Criteria for NUR 212 Service Learning
I. Mechanics: Correct spelling, grammar, capitalization, punctuation, sentence structure, paragraph
construction, documentation using APA format. (10%) (one point will be deducted for every 3 errors
noted) 0 1 2 3 4 5 X 2 = _________________________
II. Organization: Clarity, intro, body, conclusion, follows format: 2 pages (10%)
0 1 2 3 4 5 X 2 = ________________________
III. Content: (80%)
Discusses service learning experiences which have been completed. (10%)
0 1 2 3 4 5 X 2 = _________________________
Identifies a teaching need that will be addressed with rational for your choice. (10%)
0 1 2 3 4 5 X 2 = _____________________
Discusses previous service learning activities that influenced your plan. (10%)
0 1 2 3 4 5 X 2 =_________________________
Identifies plan to initiate and contribute to this project. (10%)
0 1 2 3 4 5 X 2 = _______________________
Describes personnel and resources that may be helpful in the teaching project. (10%)
0 1 2 3 4 5 X 2 =___________________________
Attaches a teaching plan to the paper which includes a nursing diagnosis, goal, 3 objectives, proposed
content, visual aids, activities, and evaluation (30%)
0 1 2 3 4 5 X 6 =___________________________
Total: (100%) _______________________
Note: This paper should be passed in to your clinical instructor by October 23, 2009
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
Paul D. Camp Community College
Nursing Program
NUR 212/211
Verification of Attendance at Service Learning Event
This verifies that _________________________was present as a
Student Name
community volunteer at _______________________________ on
Community Agency
__________________________
Date
___________________________
Times attended
Signed___________________________________
Agency Staff Member
When going out into the community to perform service learning, you must follow the PDCCC student
dress code. Please wear professional attire covered by your clean lab coat with the PDCCC patch visibly
displayed. Be sure to wear your PDCCC name badge and photo ID.
You must also confirm all services and teaching materials including date/time/setting with Mrs. Wright
prior to volunteering hours. Include location (address, telephone number, formal name of organization),
contact person (name, phone number, title), and directions from PDCCC School of Nursing (100 N.
College Dr. Franklin, VA 23851).
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
PAUL D. CAMP COMMUNITY COLLEGE
Nursing Program
NUR 212/211
Grading Criteria for the Daily Clinical Prep Form (S/U)
Name: Date:
Mechanics (15 points) Correct grammar, punctuation, spelling, and sentence structure. Neatly typed or written
using APA format. (one point will be deducted for every 3 errors noted)
0 1 2 3 4 5 X 3 =
Section I
Textbook Description (20 points)
Etiology 0 1 2 3 4 5 X 1 =
Pathophysiology
0 1 2 3 4 5 X 1 =
Signs and Symptoms
0 1 2 3 4 5 X 1 =
Medical-Surgical/ Nursing Management
0 1 2 3 4 5 X 1 =
Section II and III
Assessment of Vital signs and Self Care Deficit according to Orem (20 points)
Identified clients Vital signs and rationales for deviations from normal (10)
0 1 2 3 4 5 X 2 =
Identified the correct Nursing System according to Orem (5)
0 1 2 3 4 5 X 1 =
Listed observations for each SCD identified (objective and subjective) (5)
0 1 2 3 4 5 X 1 =
Section IV and V
Standards of Care (25 points)
Identified at least three Nursing Diagnoses (5)
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
0 1 2 3 4 5 X 1 =
Correctly identified the priority Nursing Diagnosis (5)
0 1 2 3 4 5 X 1 =
Identified a patient specific & measurable goal for the priority nursing diagnosis (5)
0 1 2 3 4 5 X 1 =
Identified at least 6 patient specific plans/actions to implement (5)
0 1 2 3 4 5 X 1 =
Made a patient specific evaluation statement specific to the goal (5)
0 1 2 3 4 5 X 1 =
Section F Medications and Labs (20 points)
Identified all medications and labs appropriately (20)
0 1 2 3 4 5 X 4 =
TOTAL POINTS =
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
PAUL D. CAMP COMMUNITY COLLEGE
Nursing Program
Criteria for Grading the Major Nursing Care Plan
NUR 212/211
Name: Date:
A Mechanics (10)
Correct spelling, punctuation, grammar and capitalization. Use the APA format for documentation. (one
point will be deducted for every 3 errors noted)
0 1 2 3 4 5 X 2 =
B Content (90)
1 Client history and assessment of findings (10%)
0 1 2 3 4 5 X 2 =
2 Nursing Systems according to Orem and rationale (10%)
0 1 2 3 4 5 X 2=
3 Assessment of Data (10%)
0 1 2 3 4 5 X 2 =
4 Stating and prioritization of nursing 3 diagnoses based on client’s specific subjective and objective
assessment data. (20%)
0 1 2 3 4 5 X 4 =
5 Developing a plan of care (30)
Short and/or long term goals which are measurable including a realistic timeframe for goal attainment.
(10%)
0 1 2 3 4 5 X 2 =
Nursing interventions (in your own words) with rationale cited appropriately (10%)
0 1 2 3 4 5 X 2 =
Evaluation of care plan which is specific to client with timeframes indicated (10%)
0 1 2 3 4 5 X 2 =
6 Patient medications and labs (10)
0 1 2 3 4 5 X 2 =
Total ______________________
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
PAUL D. CAMP COMMUNITY COLLEGE
Clinical Case Study and Care Map with Oral Presentation NUR 212/211
Name: Date:
Organization (10%)
Clarity of introduction, body, conclusion Grade 1 2 3 4 5 X 2 = ______ (10 max)
Presentation (30%)
Student presents information and concept map flows in a logical, interesting sequence which audience can
follow. Grade 1 2 3 4 5 X 2 =_______ (10 max)
Student maintains eye contact with audience, seldom returning to notes, but referring to concept map as
necessary to explain key points & relationships between parts of the map.
Grade 1 2 3 4 5 X 2 =_______ (10 max)
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can
hear presentation. Grade 1 2 3 4 5 X 2 = ______ (10 max)
Content (60%)
a. Chief Complaints (reason for present admission) 1 2 3 4 5 X 1 = ______(5 max)
b. Biographical/social data (include family history, stage of development, spouse, children,
education, residence, cultural influences 1 2 3 4 5 X 2 = ______(10 max)
c. Previous Health History 1 2 3 4 5 X 2 = ______(10 max)
d. Clinical Presentation/Findings (description of patient’s illness and symptomology compared with
textbook picture of illness) 1 2 3 4 5 X 2 = ______(10 max)
e. Significant lab values and medications prescribed 1 2 3 4 5 X = 1 ______(5 max)
f. Nursing Process
Prioritized Nursing Diagnosis (at least 3)
Database for top priority diagnosis
Goals specific to patient & nursing diagnosis, measurable with time frame
Planned nursing interventions-at least 3 in each of the following areas: assessment,
therapeutic, teaching
Scientific rational for each planned intervention
Evaluation of client response 1 2 3 4 5 X 2 = _____(10 max)
g. Client/family teaching identified/implemented 1 2 3 4 5 X 1 = ______(5 max)
h. Discharge planning (referrals, medications, follow-up care) 1 2 3 4 5 X 1 = ______ (5 max)
FINAL GRADE EARNED
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
Paul D. Camp Community College RN Program
Grading Criteria for NUR 212/211
Alternate Clinical Rotation Experiences
I. Mechanics: Correct spelling, grammar, capitalization, punctuation, sentence structure,
paragraph construction, documentation using APA format. (15%)
0 1 2 3 4 5 X 3 = _________________________
II. Organization: Clarity, introduction, body, conclusion, follows format. (15%)
0 1 2 3 4 5 X 3 = __________________________
III. Content: (70%)
Discussion of professional behavior of yourself as the PDCC nursing student (10%)
0 1 2 3 4 5 X 2 =__________________________
Discussion of duties of the RN in each of the Alternate Clinical settings. (10%)
0 1 2 3 4 5 X 2 =___________________________
Discussion of the RN working with other health care workers to advocate (10%)
0 1 2 3 4 5 X 2 =___________________________
Discussion of 2 assessments done by the Registered Nurse in each area (10%)
0 1 2 3 4 5 X 2 =___________________________
Discussion of 1 therapeutic interaction between the RN and the client/family (10%)
0 1 2 3 4 5 X 2 =___________________________
Discussion of how the nursing process was used in one area (10%)
0 1 2 3 4 5 X 2 =___________________________
Discussion of the area you enjoyed visiting most and your rationale (10%)
0 1 2 3 4 5 X 2 =___________________________
Total: (100%) _______________________
Note: This paper should be passed in to your clinical instructor when you have finished
all of your Alternate Clinical Experiences.
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
PAUL D. CAMP COMMUNITY COLLEGE
NURSING PROGRAM
NUR _211/212__: CLINICAL EVALUATION TOOL
Introduction
Clinical Experience is a required component of nursing courses. The experience is provided so that students can
apply knowledge and practice skills learned in the college skills laboratory to prepare them for the roles of the
associate degree nurse. The clinical evaluation tool is designed to meet the associate degree nurse clinical
competencies.
The core components of the ADN include:
Nursing Process Teaching/Learning Effective Communicator
Collaboration Clinical Decision Making Professional Ethics/Legally Grounded
Therapeutic Interventions Manager of Care Safety & Infection Control
Written Assignments Critical Thinker Client Advocate
The clinical evaluation tool delineates expected and critical clinical behaviors of the clinical experience.
Evaluation Process
The goals of the clinical evaluation process are to:
Determine whether the student has sufficient knowledge for the established level of practice.
Determine whether the student is performing treatments and procedures effectively and safely.
Provide feedback to encourage behaviors associated with professional nursing practice.
Clinical Behaviors
Each nursing course has a clinical evaluation tool with identified student behaviors. Critical behaviors are those
aspects of nursing care, which are crucial to the client’s physical and psychological well-being and are identified
with an asterisk (*).
The clinical instructor uses the following scale to evaluate weekly performance of clinical behaviors:
3 Student consistently functions independently without supporting cues or requires minimal prompting.
Continues to update self & uses instructor guidance with growing independence.
2 Student functions with supervision, requiring occasional prompting &/or supporting cues
1 Student functions with assistance, requiring frequent instructor verbal prompting & occasional physical
directive cues
0 Student functions dependently, requires continuous verbal & physical cues
N/O Not observed by the instructor
N/A Not applicable
The weekly evaluation is shared with the student who is asked to initial the form. Each student is encouraged to
conduct self-evaluation using the same evaluation form.
A summary evaluation is written at the completion of the clinical rotation. The summary evaluation is satisfactory
or unsatisfactory. No letter or numerical grades are given. In order to receive a satisfactory summary evaluation,
the student must be performing at a level 2 or better in each of the critical behaviors by the end of the course.
Student
Clinical Agency
Instructor
Dates of Experience:
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
# CLINICAL BEHAVIOR DATES
NURSING PROCESS
1* Identifies subjective & objective data
from appropriate sources as evidence of
actual or potential client problems
2 Formulates accurate and concise NANDA
nursing diagnoses
3* Prioritizes nursing diagnoses
4 Formulates measurable goal with
timeframe for each nursing
diagnosis(includes at least 2 assessment,
2 therapeutic and 2 teaching
interventions)
5 Provides referenced rationale for each
nursing intervention
6 Includes a patient specific
implementation and evaluation statement
specific to the goal (includes time frame)
COLLABORATION
1 Collaborates with client, family, and
health team members; is aware of
individual roles
THERAPEUTIC INTERVENTIONS
1* Maintains client safety
2* Prepares for and performs clinical nursing
skills accurately
3* Demonstrates accurate knowledge drug
therapy prior to administration
4* Administers all medications safely and
accurately
5* Utilizes universal precautions
CLIENT TEACHING/LEARNING
1 Identifies learning needs of client/family
2 Evaluates the results of teaching/learning
experience
CLINICAL DECISION MAKING/CRITICAL THINKING
1* Prioritizes nursing care to best meet
client’s needs
2* Implements and contributes to assigned
clients established plan of care
3* Reports significant client information to
faculty and healthcare team members in a
timely manner
MANAGER OF CARE
1* Organizes and prioritizes nursing
activities to meet the client’s needs within
the allotted timeframe
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
2 Utilizes clinical time effectively for
learning/improving skills
COMMUNICATION
1* Communicates effectively with client,
family, and health care team members
2* Coveys respect and acceptance of client
by word and action
3* Communicates with faculty and staff with
respect and professionalism
4 Records information on client’s chart in
an accurate, concise and legible manner
according to agency policy
PROFESSIONAL BEHAVIORS
1* Demonstrates a caring, professional
attitude/demeanor
2* Demonstrates accountability and self-
direction
3* Seeks assistance when appropriate
4 Modifies behavior based on evaluation
by self and others as appropriate
5* Adheres to the policies of PDCCC
Nursing Student Handbook and the
clinical agency
6* Maintains confidentiality of the client,
family, staff, and clinical agency
7* Submits all required written clinical
assignments
WRITTEN ASSIGNMENTS
1 Graded Nursing History & Care Plan Date Due: Date Submitted:
2 Date Due: Date Submitted
3 Date Due: Date Submitted:
4 Date Due: Date Submitted:
Unsatisfactory in areas of written work means that student will have to revise and resubmit information before
going on to the next course. A grade of “I” will be given. Student must submit two (2) typed copies of all graded
(received % grade) assignments.
Week# Comments
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Approved July 19, 2005 CMR/Revised August 21, 2006 LSS
Revised August 15, 2007 abp/ Revised July 30, 2008 abp, lc, cw
PAUL D. CAMP COMMUNMITY COLLEGE
Nursing Program
Nursing 211/212 Clinical Evaluation
Name Date
Clinical Agency
rating scale 0 1 2 3
Assessment
Management of Care
Collaboration
Therapeutic Interventions
Teaching and Learning
Clinical Decision Making
Safety and Infection Control
Written Assignments
Work Ethics, includes
Attendance and Punctuality
Initiative
Interpersonal skills (Communication)
Professional Behaviors (including dress & demeanor)
Prompt submission of assignments
Rating Codes:
0 Student functions dependently, requiring continuous verbal and physical cues
1 Student functions with assistance, requiring frequent instructor verbal prompting and occasional physical
directive cues
2 Student functions with supervision, requiring occasional prompting &/or supporting cues.
Appropriately clarifies and asks questions. Uses instructor guidance and supervision appropriately.
3 Student consistently functions independently without supporting cues or requires minimal
prompting. Continues to update self and uses instructor guidance with growing independence.
NOTE: A rating code of 2.0 or above in each behavior is required by mid clinical and
final clinical evaluation in order to pass Nursing _____.
Student’s Overall Score: Satisfactory _______Unsatisfactory________
Anecdotal Comments:
Instructor’s Signature & Date Student’s Review Signature & Date