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Section A: Instructors Name I. Instructors Contact Information, Course Pre and Co-Requisites WCU Phone Number: WCU E-mail: Office location: Office hours: Course Prerequisites: NURS 480 and 481L Course Co-requisites: NURS 493
II. Mission and Outcomes University Mission: At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world. Institutional Learning Outcomes: Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student services play in contributing to a students success. Institutional learning outcomes assume achievement of the stated programmatic learning outcomes of ones discipline. Upon graduating from a degree program offered by West Coast University, students will be able to: 1. Develop intellectual and practical problem-solving skills through information assessment and critical thinking. 2. Demonstrate effective written communication skills. 3. Demonstrate effective oral communication skills. 4. Demonstrate computer proficiency and information literacy. 5. Describe ethical standards and legal guidelines associated with ones chosen career field. 6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality in ones discipline. Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society. Course Name: Integration of Nursing Practice Course Number: NURS 491L Campus: NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 2 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 2 Fall I, 2014 II. Mission and Outcomes Program Philosophy: The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individuals lifetime. Nurses are lifelong learners and critical thinkers. Program Learning Outcomes: 1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences. 2. Plan preventative and population focused interventions with attention to effectiveness, efficiency, cost, and equity. 3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence based practice. 4. Apply nursing process and critical thinking when providing holistic, patient centered nursing care to diverse populations. 5. Design health care education for individuals, families, and communities. 6. Comply with the professional standards of moral, ethical, and legal conduct in practice. 7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team. 8. Model leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. 9. Use patient care technology and information systems when providing nursing care in a variety of settings.
III. Course Information Term/Semester: Class Meeting Dates: Class Meeting Times: Class Meeting Location: Class Length: 9 weeks Credit Hours: 2 semester credits/10 contact hours per week/90 hours per term Study Hours: For every 1 hour in a skills lab or clinical class, it is expected that students complete 1 hour of study in preparation for class. For this course; it is expected that a minimum of 10 hours of study, outside of class, is completed each week. Class Required Texts, Learning Resources: No new required texts, learning resources. Class Required Texts, Learning Resources from Previous term(s): American Psychological Association. (2009).Publication manual of the American Psychological Association (6 th ed.).Washington, DC: American Psychological Association. Class Recommended Texts, Learning Resources: All textbooks used in nursing courses. NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 3 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 3 Fall I, 2014 III. Course Information Course Catalog Description: This is the last in a series of nursing practicum courses whose purpose is to prepare students for the real life work environment of an RN. This course includes the Nursing Process in providing therapeutic care and evidenced based practice using therapeutic communication, teaching/learning principles and role development. The student will work side by side with a pre-approved RN preceptor or a West Coast University faculty member in a pre-approved clinical setting and will assume all assignments and responsibilities of a registered nurse under supervision. Course Learning Outcomes: Course outcomes are comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon completion of the course. Course outcomes map to the Program Learning Outcomes Must be assessed in the course to determine if learning outcomes are met 1. Apply the Nursing Process in a consistent, systematic, effective, and integrated manner. 2. Evaluate patients and determine priority problems. 3. Perform within ethical, legal, and regulatory nursing practice guidelines, including patient/client confidentiality, at all times. 4. Demonstrate critical thinking skills needed to provide safe and effective nursing care. 5. Demonstrate effective communication skills when dealing with patients, family, and members of the interdisciplinary team. 6. Demonstrate beginning leadership skills, attitudes, and behaviors. AACN Essentials for Baccalaureate Education For Professional Nursing Practice: The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.
The Essentials that are met in NURS 491L Integration of Nursing Practice include the following:
Essential VI, Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Discussion and application of interprofessional and intraprofessional communication, collaboration and socialization, with consideration of principles related to communication with diverse culture. Teaching and Learning Strategies Updated per course reflecting the instructional strategies appropriate to the subject area. Examples: simulation laboratory, clinical experience, discussion, case studies, blended learning, on line assignments, quizzes or other electronic teaching devices, lecture, guest speakers, community projects, class presentations, videos/DVD, kinesthetic learning activities Clinical practicum will consist of providing the highest quality patient care in an RN role under the guidance of an RN preceptor of University faculty member. Skills review and/or validation Simulation experience Completion of Advanced Cardiac Life Support (ACLS) certification. Concept Map
NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 4 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 4 Fall I, 2014 IV. Evaluation Methods, Grading Formative Assessment of Student Learning: Examples -- Evidenced- based Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, clinical or lab assignments/assessment, practice exams
Summative Assessment of Student Learning: Will not count more than 30% of final grade Examples Final Exam, Term Paper or Term Project
Signature Assignment Examples- Term Paper or Project Assignment/Assessments Due Date Points Weights/ Percent Formative Assessment: Med Math Exam (Must achieve 85% to pass the course) Week 1 P/NP P/NP Concept Map Week 2 - 8 44 10 Clinical Report (1 for each clinical day.) Objectives Activities Preceptor Evaluation Note Week 2 - 8 36 30 Skills Validation Week 2 - 8 10 10 Nursing Process Worksheet: Student will develop a nursing process outline for one patient of their choice. To be done throughout the shift and not taken home. To be discussed in post conferences with the faculty. Each Clinical Day P/NP P/NP Summative Assessment: Final Practicum Evaluation Week 9 30 30 Simulation Week 2 - 8 20 20 Total: 140 100 Additional Information: Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.
*This is a Pass/Not Passed course. Only students who earn a minimum of 76% cumulative score on points designated for course assignments will be given a Pass (P) for the course. Students who fail to earn a minimum of 76% will be given a Not Passed (NP) grade and will need to repeat the course before moving forward in the program.
**The Medication Math Exam must be passed by week 3 of the term.
***Competency validations will occur throughout the term as determined by the faculty member. Validation may occur in skills lab, clinical sites, or the simulation center. Students must achieve 76% or greater on each competency validation to pass the course. If the student does not achieve the required 76% on the first validation attempt, a second or third attempt will be offered.
****Students must obtain a Passing P grade on all clinical core competencies at the final evaluation to pass the course.
All midterm and final evaluations are to be uploaded by the student to e-college after they have been completed and signed by the student and faculty. The document to be uploaded must include all pages including any student and faculty comments and the final grade of P/NP. Once the final evaluation form has been uploaded by the student the final grades may be released. If a student does not upload the evaluation forms, the student will receive an incomplete (I) until the form has been uploaded
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V. Policies and Procedures West Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog) Grade Points WCU Grading Scale A 4 93-100 A- 3.7 90-92 B+ 3.3 87-89 B 3.0 83-86 B- 2.7 80-82 C+ 2.3 76-79 C* 2.0 73-75 C-* 1.7 70-72 D+ 1.3 66-69 D 1.0 63-65 D- 0.7 60-62 F 0.0 59 or below AU 0.0 Audit CR 0.0 Credit P 0.0 Pass NP 0.0 Not Passed I 0.0 Incomplete TC 0.0 Transfer Credit W 0.0 Withdrawal (Before Drop Deadline) WF 0.0 Withdrawal (After Drop Deadline) Note: AU, CR, I, P, NP,TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average (CGPA) .
C+ is the minimum passing grade in Nursing, Dental Hygiene, and Occupational Therapy.
C* and C-* grades in Nursing, Dental Hygiene, and Occupational Therapy courses reflect that the course has not been successfully completed.
P/"NP" will be the only grade issued in the following courses: Developmental Pathway, Nursing Clinicals, Global Studies/Symposium, and Capstone courses and NURS 493. Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination. NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 6 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 6 Fall I, 2014 V. Policies and Procedures Attendance Policy Attendance in class lectures and clinical experiences, including hospital and community rotations, simulation and skills laboratory, is mandatory. Failure to attend, arriving late or leaving early will impact the ability of the student to achieve course objectives. Tardiness to or a failure to call an agency and clinical instructor prior to missing a scheduled clinical experience is unprofessional, reflects poorly on the student and the university, and will be reflected in the clinical evaluation. A referral to the Conduct Committee may be made. All absences will require documentation of an extenuating circumstance. All missed clinical hours will need to be made up. Documentation of an extenuating circumstance does not change the need to make up the hours. West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the Academic Policies and Procedures section of the University Catalog. Academic Integrity Policy Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. Academic honesty is central to the institution/student partnership towards student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the Academic Policies and Procedures section of the University Catalog. Academic Dishonesty Students should review the Academic Dishonesty Policy in the Academic Policies and Procedures section of the University Catalog. Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The Reasonable Accommodations Policy is found in the Academic Policies and Procedures section of the University Catalog. West Coast University Make-up Work Policy In order to meet course objectives, students may be allowed to make up assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence. Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the students responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade). In order to meet course objectives, students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence. NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 7 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 7 Fall I, 2014 V. Policies and Procedures Classroom Policies Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class. Late Work Policy
Written assignments must be turned in when due. Assignment turned in after the due date will be penalized at 10% per day.
No late work will be accepted that is more than 3 calendar days late, unless pre- approval from faculty has been obtained within 24 hours. Note due dates and time in syllabus or posted by faculty. ** Be sure to contact the faculty if you believe you must turn in an assignment after the due date. Testing and Examination Policy The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. Other restrictions/policies may apply in certain courses, as determined by the instructor. Any form of communication between students and students and faculty during the examination period is strictly forbidden. Results will be posted to eCollege no later than one week after the exam. The instructor will review topics, key concepts and themes for learning improvement. The instructor will NOT review the exam item by item. NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 8 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 8 Fall I, 2014 V. Policies and Procedures Clinical Policies CLINICAL EVALUATION:
Clinical performance will be evaluated at the end of the term using the clinical evaluation tool. Students should complete the self-evaluation at the end of each day and consult with instructor about any questions or concerns regarding performance or clinical opportunities. The clinical evaluation is kept as a permanent record in the student file. The total time spent by the student in achieving the clinical course objectives is included in the clinical evaluation.
Evaluation of simulation performance will be based on the Quality and Safety Education for Nurses (QSEN) Competencies and this in turn is reflected on the Simulation Learner Outcomes form and the Clinical Evaluation Tool.
CLINICAL PREPARATION:
Preparation for clinical and simulation is required for all class days. Because each clinical setting has different requirements and options for acute care, outpatient, and community experiences; clinical faculty will direct the students as to the appropriate preparation.
CLINICAL ATTENDANCE:
Students are accountable for demonstrating all behavioral objectives of the course. Clinical and simulation evaluation is based on demonstrated ability to achieve all course objectives no later than the last day of classes in the current semester. Course expectations include attendance and experiential learning. Attendance in class lectures and clinical experiences, including hospital and community rotations, simulation and skills laboratory, is mandatory. Failure to attend, arriving late or leaving early will impact the ability of the student to achieve course objectives. Tardiness to or a failure to call an agency and clinical instructor prior to missing a scheduled clinical experience is unprofessional, reflects poorly on the student and the university, and will be reflected in the clinical evaluation. A referral to the Conduct Committee may be made. All absences will require documentation of an extenuating circumstance. All missed clinical hours will need to be made up. Documentation of an extenuating circumstance does not change the need to make up the hours.
CLINICAL COURSE COMPLETION: Nursing practicum course must be taken concurrently with the theory course of that subject. Nursing skills are learned in the skills lab under supervision. When performed for the first time on a patient, it must be observed by the instructor who will determine if the student has performed it safely. If the performance is satisfactory, the instructor will initial in the section of the skills checklist.
This checklist is to be carried by the student each day she/he is at clinical or in skills lab to insure all skills are signed off prior to moving on to another class. Students should keep a copy in a safe place. The information on this NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 9 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 9 Fall I, 2014 V. Policies and Procedures checklist is part of the grading for the class and without this checklist; there is no verification that a skill has been successfully completed. Therefore, it is crucial the student keep this checklist safe throughout the entire nursing program, as it is a record of skills achieved and a required reference by the Board of Registered Nursing that skills were obtained first in the skills lab and later in the clinical practicum.
The final grade is cumulative and includes clinical performance, and other evaluation methods.
MEDICATION MATH EXAMINATION: Medication math exams are ATI Dosage Calculation Proctored Assessments in NURS 121L, 210L, 211L, 223L, 316L, 317L, and 481L (not created by individual faculty members) and are administered online. Each medication math exam consists of 5 unscored practice questions and 20 items that are designed to assess the students mastery of mathematical computations and fundamental knowledge of medication administration that are essential for safe nursing practice at each designated level. The majority of item types are fill-in-the-blank with alternate and multiple choice item formats used for some non-calculation items. The math exam will be administered to student cohorts by faculty members and proctors in the computer lab setting. Students will have a time limit of 60 minutes to complete the medication math exams and may use University-issued calculators
Students may not administer medication in the clinical setting until after passing the course medication math exam. Once a student has successfully passed the medication math exam, s/he may administer medications with a WCU faculty member or with faculty approval a licensed registered nurse employed by the clinical facility who is present on the clinical unit, and in keeping with facility policy.
Students will be given a total of 3 attempts to pass each course medication math competency exam. A mandatory Letter of Concern will be generated with each unsuccessful attempt. Students must attend math workshop(s) and/or tutor with an instructor, and use the math resources assigned prior to second or third attempts. Documented remediation must be presented prior to these exams. Second and third attempts will be scheduled outside of class time. Subsequent attempts will not be given any sooner than 3 calendar days after the previous attempt.
Failure of the medication math exam the third time constitutes a failure in the clinical course for that term. In this case, the student must withdraw from the corresponding theory course since the BRN requires theory and clinical courses to be taken concurrently. The student may not progress in the program until the clinical course is successfully passed.
UNIFORMS:
In the clinical and simulation settings, students are expected to wear clean pressed school uniforms, clean white shoes, watches with a second hand, their school ID badges and whatever other identification the facilities NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 10 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 10 Fall I, 2014 V. Policies and Procedures require. In community experience settings; students wear the community oxford shirt with the blue blazer and blue pants. Do not wear sandals, backless or high-heeled shoes. Do not wear jewelry, dangling earrings or necklaces. Do not wear heavy perfumes or cologne. Do not wear scarves, ties, thick necklaces or lanyards.
See the RN Student Handbook for additional clinical course guidelines. Additional Program or Accreditation Requirements NURSING: Nursing students may repeat no more than one failed or unsuccessfully completed course. Any Nursing student who fails or unsuccessfully completes any two courses or the same course twice, with the exception of NURS 492 will be dismissed from the program. Please see the university catalog for more information under Course Withdraw and Dismissal Policies. A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of F in the course. Please see the university catalog for more information under Course Withdraw and Dismissal Policies.
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Each clinical day each student will develop a nursing process outline for one patient of their choice. These are quick writes and should be done throughout the shift and not taken home. These will be discussed in post conferences with the faculty.
Nursing Diagnosis (2) Must be prioritized. Must be Nanda using three part statement (Based on systems: cardio, resp, GI/GU, mobility, Neuro, Safety, skin, pain, psychosocial) Stem (DX): Etiology (Cause): as evidenced by (Signs and symptoms) Abnormal Assessment Findings. (1)______________________________________________________________________________________ ________________________________________________________________________________________ __ (2)______________________________________________________________________________________ ________________________________________________________________________________________
Planning (Patient goals) Must be SMART goals Pt. will (verbalize, demonstrate, be able to, increase & maintain, or decrease & maintain) by the: (end of shift, end of day, discharge day) or within: (two hours; 12 hours, etc.) ________________________________________________________________________________________ ________________________________________________________________________________________ Implementation (Specific nursing interventions that were performed during your shift): Must contain the following: Assess {observe, palpate, percuss}; Monitor; Administer; Collaborate w/ specific multi-disciplinary team; & Teach ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ NURS 491L Integration of Nursing Practice Revision Date: Month, Year (i.e. February, 2010) Page 12 We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 31, 2014 Page 12 Fall I, 2014 ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Evaluation (What was the outcome: Goal; Met or Not met or Partially met and How to revise.) _________________________________________________________________________________________ _________________________________________________________________________________________
Nursing Application Assessment Include activities throughout the day performed in relation to the following NCLEX content categories. See content category examples below as cited by NCSBN
Management of Care ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Safety and Infection Control ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Basic Care and Comfort ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Management of Care: providing and directing nursing care that enhances the care delivery setting to protect clients and health care personnel. Related content includes but is not limited to: Advance Directives. Advocacy, Assignment, Delegation and Supervision, Case Management, Client Rights, Collaboration with Interdisciplinary Team, Concepts of Management, Confidentiality/Information Security, Continuity of Care, Establishing Priorities, Ethical Practice, Informed Consent, Information Technology, Legal Rights and Responsibilities, Performance Improvement (Quality Improvement), Referrals
Safety and Infection Control: protecting clients and health care personnel from health and environmental hazards. Related content includes but is not limited to: Accident/Error /Injury Prevention, Emergency Response Plan, Ergonomic Principles, Handling Hazardous and Infectious Materials, Home Safety Reporting of Incident/Event/Irregular, Occurrence/Variance, Safe Use of Equipment, Security Plan, Standard Precautions/Transmission- Based Precautions/Surgical Asepsis, Use of Restraints/Safety Devices
Basic Care and Comfort: providing comfort and assistance in the performance of activities of daily living. Related content includes but is not limited to: Assistive devices, Elimination, Mobility/Immobility, Non- Pharmacological Comfort Interventions, Nutrition and Oral Hydration, Personal Hygiene, Rest and Sleep
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N221L/N493L Emergency Case Simulation Rubric Primary Survey (Initial signs of problem) 1 = Met 0 = Not Met Recognizes problem and conducts an appropriate focused assessment Positions patient appropriately (high Fowlers, flat, side lying, feet up, etc.) Performs initial supportive interventions (suction, oxygen, stimulate to breath, etc.) CPR (Loss of adequate pulse, ventilation, or both) 1 = Met 0 = Not Met Establishes unresponsiveness with shake & shout and trapezius squeeze within 1 minute of loss of consciousness
Directs 2 nd rescuer to call for help Uses emergency HOB release if patient not already flat. Lowers bed. Lowers rails. Correctly performs head tilt chin lift, within 1 min of loss of consciousness. Pillow must be removed.
Checks for breathing, within 1 min of loss of consciousness Must be for a minimum 5 sec; maximum 10 sec
Checks carotid pulse, within 1 min of loss of consciousness Must be for a minimum 5 sec; maximum 10 sec
Initiates 30 compressions with consistently correct hand placement, depth, and rate within 1 min of loss of pulse OR Gives compressions with consistently correct hand placement, depth, and rate at a rate of 100/minute within 1 min of loss of pulse OR Detects presence of adequate pulse, no compressions needed
Places back board under patient, as soon as it arrives Attaches resuscitation bag to oxygen at 10L/minute, as soon as it arrives Gives 2 ventilations (1 sec each) that cause chest rise at end of each compression cycle If unable to give ventilations, repeats head tilt chin lift, inspects airway, and reattempts to give 2 ventilations again OR Give ventilations continuously at a rate of 1 breath every 5-6 seconds (10-12/minute) OR Detects presence of adequate ventilation, no resuscitation needed
Applies pulse oximetry probe and checks oxygen saturation to determine adequacy of ventilation
Checks pulse and rhythm every 2 minutes/5 cycles Switches compressor every 2 minutes/5 cycles OR No compressions needed
Only interrupts CPR for pulse/rhythm checks and defibrillation/cardioversion OR Determines no CPR needed
Communication 1 = Met 0 = Not Met Explains to patient and/or significant other what is happening OR Reassures patient and/or significant other
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Continues CPR immediately after analyzing rhythm Defibrillates quickly, safely, and independently (using correct clear process). OR Follows orders to cardiovert/pace correctly OR No electrical intervention needed
Medication Administration 1 = Met 0 = Not Met Correctly follows orders to administer medication(s) Follows medications with correct volume of saline flush Calls out medication given so that the entire team can hear Raises IV arm during 1 cycle of compressions immediately after medication given if compressions are being done.
Secondary Survey 1 = Met 0 = Not Met Accurately assesses LOC, breathing, and cardiac rhythm after intervention(s) Accurately obtains vital signs and oxygen saturation after intervention(s) Total Points Possible = Total Points Earned = Score = % Role: Name Team Leader (faculty member): Charge Nurse (with scenario checklist to evaluate team): Reporting/Documenting Nurse: Medication Nurse: Electrical Intervention Nurse: Respiratory Therapist (oxygen, airway, CPR): Nursing Assistant (CPR): Significant Other (with microphone for prompting): Comments
NURS 491L Integration of Nursing Practice
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BEHAVIORAL OBJECTIVES STRENGTHS AREAS FOR IMPROVEMENT FINAL GRADE RATING SCALE (CIRCLE ONE) A. Patient Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs. Met/Not Met B. Teamwork / Collaboration: Functions effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve outcomes.
Met/Not Met C. Evidence-Based Practice: Integrates best current evidence with clinical expertise and patient / family preference and values for delivery of optimal health care.
Met/Not Met D. Quality Improvement: Uses data to monitor the outcomes of care processes and improvement methods to design, and tests changes to continuously improve the quality and safety of health care systems.
Met/Not Met E. Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
Met/Not Met F. Informatics: Used information technology (IT) to communication, manage knowledge, mitigate error, and support decision making.
Met/Not Met
NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 16 Fall I 2014 CLINICAL EXPERIENCE OPPORTUNITIES Integration of Nursing Practice
Integration of Nursing Practice is the capstone clinical course offering students the opportunity to participate in acute and non-acute clinical experiences in one of 3 tracks. Students may request a preference but the final track assignment and placement cannot be guaranteed because of various external factors such as site availability and hosting site requirements. Each track will offer the learning environment necessary for students to meet course learning outcomes as demonstrated via the course evaluation methods.
Track I Acute Care Clinical Experience: Pairs students with nurses in Medical-Surgical, Critical Care, or other units for 60 clinical hours. Students will work with several different nurses throughout the rotation and participate in the care of a full load of patients each day. Students will attend these sessions in groups on a set schedule. A clinical faculty member will be on-site while students are in the clinical setting.
Track II Community Preceptorship: Places students in a community setting such as a School, Outpatient Ambulatory Clinic, or Public Health Agency for 60 hours under the 1 on 1 direct supervision of an agency designated Preceptor who is a Registered Nurse. Students will work with their preceptors to create their term schedules. An assigned clinical faculty member will be available to the students remotely during the times they are with their preceptors.
Track III Acute Care Preceptorship: Places students in a specialty acute care setting (i.e. Emergency Room, Perioperative Area, or Medical- Surgical, Critical Care, Mental Health, Pediatric, or Maternal Newborn Unit) for 60 hours under the 1 on 1 direct supervision of an agency designated Preceptor who is a Registered Nurse. Students will work with their preceptors to create their term schedules. An assigned clinical faculty member will be available to the students remotely during the times they are with their preceptors.
NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 17 Fall I 2014 DAILY CLINICAL REPORT Integration of Nursing Practice Student: Date: Preceptor or Faculty Name: Signature: Facility: Unit: # of Patients: Clinical Day (Circle one): 1 2 3 4 5 Time in: Time out: Total hours completed: Instructions: A. The student must identify daily objectives and review them with the preceptor or clinical faculty member each day. (Refer to the Final Practicum Evaluation form for the types of items that can be included in each category.) B. The student must outline activities he/she participated in each day, with an emphasis on meeting objectives. (Be specific.) C. The student must ask the preceptor to provide written feedback about progress toward goals and overall performance. D. In the note section, the student should discuss any objectives not met and reflect on the clinical learning experience. E. The student must submit the completed report to the faculty member within 24 hours after the clinical experience.
Met Not Met NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 18 Fall I 2014 DAILY OBJECTIVES
ACTIVITIES PRECEPTOR/FACULTY FEEDBACK OUTCOME
Communication:
Met Not Met
Notes: (Minimum 200 words)
NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 19 Fall I 2014 DAILY CLINICAL REPORT RUBRIC Integration of Nursing Practice
CLINICAL SITE: _____________________________________________ PRECEPTOR/FACULTY: ____________________________ Criteria 4 3 2 1-0 Score 1. Student/Unit Information Student and Facility information is completed with accurate information Student and Facility information is somewhat completed with one missing data Student and Facility information is somewhat completed with two missing data Student and Facility information is somewhat completed with more than two missing data
2. Leadership Objectives Must have four (4) Leadership objectives which are written in complete sentences with emphasis on but not limited to patient management; Assessments; professionalism and taking initiatives Must have three (3) Leadership objectives which are written in complete sentences with emphasis on but not limited to patient management; professionalism and taking initiatives Must have two (2) Leadership objectives which are written in complete sentences with emphasis on but not limited to patient management; professionalism and taking initiatives Must have one (1) Leadership objectives which are written in complete sentences with emphasis on but not limited to patient management; professionalism and taking initiatives
3. Critical Thinking Objectives Must have four (4) Critical Thinking objectives which are written in complete sentences with emphasis on but not limited to prioritization, performing critical interventions; monitoring patient findings; diagnosing; and performing follow ups. Must have three (3) Critical Thinking objectives which are written in complete sentences with emphasis on but not limited to prioritization, performing critical interventions; monitoring patient findings; diagnosing; and performing follow ups. Must have two (2) Critical Thinking objectives which are written in complete sentences with emphasis on but not limited to prioritization, performing critical interventions; monitoring patient findings; diagnosing; and performing follow ups. Must have one (1) Critical Thinking objectives which are written in complete sentences with emphasis on but not limited to prioritization, performing critical interventions; monitoring patient findings; diagnosing; and performing follow ups.
4. Communication Objectives Must have four (4) communication objectives which are written in complete sentences with emphasis on but not limited to reporting; delegating, collaborating; giving patient and or family education. Must have three (3) communication objectives which are written in complete sentences with emphasis on but not limited to reporting; delegating, collaborating; giving patient and or family education.
Must have two (2) communication objectives which are written in complete sentences with emphasis on but not limited to reporting; delegating, collaborating; giving patient and or family education. Must have one (1) communication objectives which are written in complete sentences with emphasis on but not limited to reporting; delegating, collaborating; giving patient and or family education.
NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 20 Fall I 2014
COMMENTS: __________________________
__________________________
FACULTY SIGNATURE: __________________________________________________________________________ DATE: ________________ Criteria 4 3 2 1-0 Score 5. Activities Activities are written specifically to demonstrate tasks/duties performed in clinical Activities are written specifically to support objectives identified, but does not give specific tasks or duties completed Activities are written somewhat related to but not specific to the objectives identified Activities are not written specifically to support objectives that are identified. 6. Preceptor/ Faculty Feedback Complete preceptor or faculty feedback for each of the identified objectives. Somewhat complete preceptor or faculty feedback for each of the identified objectives with one missing component. Somewhat complete preceptor or faculty feedback for each of the identified objectives with two (2) missing component. Somewhat complete preceptor or faculty feedback for each of the identified objectives with three (3) missing component.
7. Outcome Met or not met must be noted with complete list of what activities are accomplished and modifications to accomplish objectives which are not met. Met or not met must be noted with somewhat complete list of activities accomplished and modifications to accomplish objectives which are not met. Met or not met must be noted without minimal list of activities done or modifications to accomplish objectives which are not met. Met or not met noted list of activities accomplished nor modifications to accomplish objectives which are not met
8. Journal Notes Journal is written in complete sentences with a minimum of four hundred words Journal is written in complete sentences with a minimum of three hundred words Journal is written in complete sentences with a minimum of two hundred words Journal is not written in complete sentences with less than two hundred words.
9. Journal Reflection Journal must be written as a complete recount of what student experienced in clinical for 12 hours with at least four (4) highlights of his or her experience. Journal must be written as a complete recount of what student experienced in clinical for 12 hours with at least three (3) highlights of his or her experience. Journal must be written as a complete recount of what student experienced in clinical for 12 hours with at least two (2) highlights of his or her experience. Journal must be written as a complete recount of what student experienced in clinical for 12 hours with at least one (1) highlights of his or her experience.
TOTAL: /36= % NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 21 Fall I 2014 FINAL PRACTICUM EVALUATON Integration of Nursing Practice
Instructions: This form is used by the preceptor and/or faculty member to summarize the performance of the student at the end of the clinical experience and to provide direction for further development. Please check that box next to each statement that most accurately reflects the students overall performance. Failure to consistently demonstrate any of the criteria with an asterisk (*) may result course failure.
Objectives Consistently done with no or minimal prompting (1) Inconsistent performance and/or needing repeated prompting (0) Leadership & Professionalism 1. Represents West Coast University and the profession of nursing well by maintaining professional appearance and demeanor at all times. Wears the appropriate West Coast University uniform and ID badge in the clinical setting.
2. *Performs within ethical, legal, and regulatory nursing practice guidelines, including patient/client confidentiality, at all times.
3. Acts as a patient advocate by ensuring that the patient/client receives holistic care that includes attention to his/her individual biological, psychological, social, and spiritual needs, preferences, and goals.
4. Uses effective organizational strategies to maintain efficiency and to ensure that care is provided on time. 5. *Maintains a focus on safety, and adequately reports and addresses any safety concerns that arise. Comments:
NURS 491L Integration of Nursing Practice
O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 22 Fall I 2014 Objectives Consistently done with no or minimal prompting (1) Inconsistent performance and/or needing repeated prompting (0) Critical Thinking 6. *Recognizes changes in patient/client status, and reports complete and accurate information to the appropriate health care providers in an appropriate timeframe.
7. Makes decisions about carrying out orders for medications, tests, and treatments based on patient assessment findings and knowledge of such topics as pharmacology, lab values, and facility specific protocols.
8. *Performs evidence based, therapeutic nursing interventions safely in accordance with standard of care and based on individual patient/client needs.
9. Identifies potential complications and takes steps to prevent them. 10. Identifies and meets patient/client and significant other learning needs using appropriate principles of patient education.
Comments:
Communication 11. Upon receiving report, is able to verbalize a complete and correct understanding of the patients/clients problems, level of priority, care needs, and goals of care.
12. *Keeps Registered Nurse updated on any changes in patient/client status, new orders, or changes in the plan of care throughout the shift.
13. Initiates communication with patients/clients primary care providers regarding patient care needs and correctly processes orders (reading back telephone orders, accurately entering/transcribing orders, submitting paperwork to other departments, etc.).
14. *Documents findings, interventions and outcomes accurately, legibly, using appropriately terminology/abbreviations and in accordance with facility standards.
15. Prepares and gives end of shift report (with preceptors input) that includes each patients/clients problems, level of priority, care needs, and goals of care.
Comments:
NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 23 Fall I 2014 NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 24 Fall I 2014 NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 25 Fall I 2014 CONCEPT MAP RUBRIC Integration of Nursing Practice NAME: COURSE: ________ DATE: ___________ ________ PATIENT INITIALS: PATIENT DISEASE/DISORDER:_____________________ Criteria 4 3 2 1-0 Score 1.Pathopysiology for admitting diagnosis, S/S, Diagnostic test and proposed treatment Pathophysiology is explained in complete detail with accurate and in- depth understanding of chief complaint and presenting signs/symptoms supported by diagnostic test and proposed treatment plan; APA references. Pathophysiology is explained in some detail with some understanding of chief complaint and presenting signs/symptoms somewhat supported by diagnostic test and understanding to proposed treatment plan; with references. Pathophysiology is explained vaguely with marginal Understanding of chief complaint and presenting signs/symptoms vaguely supported by diagnostic tests and vague understanding to proposed treatment plan; no references cited. Pathophysiology details limited with poor understanding of chief complaint and presenting signs/symptoms does not support medical diagnosis, Not supported by diagnostic test and with no proposed treatment plan, no references cited. 2. History of other health problems, hospitalizations and surgeries Complete details given of other health problems with full understanding in relation to present health problem explanation and provides detailed history of previous hospitalizations and surgeries. Some details given of other health problems with partial explanation in relation to present health problem with some history provided for clients previous hospitalization and surgeries. Vague details given of other health problems with minimal explanation in relation to present health problem and previous hospitalization and any surgeries No details given of other health problems, without explanation in relation to present health problem With no history provided for previous hospitalization and surgeries 3. Family, Culture and Ethnic background Complete information provided about client family, provides cultural point of view in illness and wellness and connects Ethnicity to health problems, APA references Some information provided about client family and cultural point of view in illness and wellness, somewhat connects Ethnicity to health problems, with references Vague information provided about client family and cultural point of view in illness and wellness, vaguely connects Ethnicity to health problems, no references cited No information provided about client family and cultural point of view in illness and wellness, establishes no connect to Ethnicity and the health problems, no APA references NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 26 Fall I 2014 Criteria 4 3 2 1-0 Score 4. Discharge Planning Complete information provided about discharge planning Some information provided about discharge planning Vague about the information on discharge planning No information provided on discharge planning 5. Identify complications occurred with present medical diagnosis using priority assessments specific to patients status Complete information provided with present medical diagnoses using priority assessment specific to patients status. Example stroke patient with priority assessment can identify paralysis as a complication or inability to swallow Some information provided with present medical diagnoses using priority assessment specific to patients status Vague information provided with present medical diagnosis using priority assessment specific to patients status No information provided with present medical diagnosis using priority assessment specific to patients status 6. Use clinical & psychosocial assessment data to validate selection of nursing diagnoses Completely able to provide rationale for chosen nursing diagnosis using clinical and psychosocial assessment data Somewhat able to provide rationale for chosen nursing diagnosis using clinical and psychosocial assessment data Vague in providing rationale for chosen nursing diagnosis using clinical and psychosocial assessment data Not able to provide rationale for chosen nursing diagnosis using clinical and psychosocial assessment data 7. Priority NANDA Nursing Diagnosis 1 at risk and 2 actual TWO (2) Actual nursing diagnoses written correctly per NANDA format with proper R/T and Evidence for actual Nursing diagnosis and R/T for at risk Nursing diagnosis Written correctly without sufficient data to support diagnosis Written incorrectly with sufficient data to support diagnosis Written incorrectly without sufficient data to support diagnosis 8.Planning/Goals& Evaluation Goal is measureable, realistic, related to the problem Goal is not measureable, realistic, related to the problem Goal is not measureable, not realistic, related to the problem Goal is not measureable, not realistic, not related to the problem 9. Data Provided for Evaluation Data supports if goal is met, not met with appropriate revisions Data somewhat supports if goal is met, not met with appropriate revisions Data vaguely supports if goal is met, not met with inappropriate revisions Data does not support if goal is met, not met with inappropriate revisions 10. Medications (Attach MAR) Lists all MAR medications with relevant side effects and nursing considerations specific to patient and Lists all MAR medications but does not include relevant side effects and nursing considerations Lists most of the MAR medications with relevant side effects and nursing considerations Lists some MAR medications but does not include relevant side effects and nursing NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 27 Fall I 2014 COMMENTS: ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ FACULTY SIGNATURE: __________________________________________________________________________ DATE: ________________ reasons why patient is receiving drug. specific to patient and why patient is receiving drug. specific to patient and why patient is receiving drug. considerations specific to patient. 11. General Organization (Attach Reference Page) Accurate APA format, Appropriate citations &references, No spelling or grammar errors One (1) to two (2) APA format errors, Some citations, references are appropriate, Minimal spelling or grammar errors Many APA format errors, Inappropriate citations or references, Many spelling or grammar errors No APA formatting, No citations or references included, many spelling or grammar errors TOTAL: /44= % NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: July 14, 2014 Page 28 Fall I 2014 Section B: Course Outline Weekly Class objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes as identified in Section A. Content outline provides the student with a course roadmap. Which topics are intended to be covered each week? Specific course activities outline the teaching strategies used Student assignments identify the learning and assessment requirements that students are to fulfill throughout the duration of the course. Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments Week 1 Complete all MANDATORY on campus and clinical orientation activities and validations. Course Orientation Specific Clinical Site Requirements Syllabus Review Medication Math Exam Skills Practice and Validation Review Medication Math Review ATI Skills Modules Weeks 2-8 Determine individualized daily clinical objectives within the 3 objective categories. Complete activities to meet daily clinical objectives. Function in the clinical setting to meet Final Practicum Evaluation objectives. Clinical Experience Attend 60 hours of time in the Clinical Setting with satisfactory performance Attend Simulation Complete Skills Validation prior to scheduled simulation day Complete Concept Map as assigned Complete Daily Clinical Reports and submit to DropBox TM within 24 hours of the end of each clinical day Week 9 Submit completed Practicum Evaluation as assigned Submit completed Student Evaluation of the Clinical Experience NURS 491L Integration of Nursing Practice O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date: August 4, 2014 Page 29 Summer I 2014 STUDENT EVALUATION OF THE CLINICAL EXPERIENCE Integration of Nursing Practice Preceptor: ________________________________________ Term: ___________________________ Facility: ___________________________________________ Unit/Dept.: _____________________ INSTRUCTIONS: Please choose one number which best describes your experience: Rating Scales: 4- Strongly Agree 3- Agree 2- Disagree 1-Strongly Disagree The facility environment was appropriate to your learning needs: 1. Orientation to clinical site was sufficient for me to begin my rotation 4 3 2 1 2. I consistently had the opportunity to care for a full load of patients 4 3 2 1 3. The type & variety of patients/clients was conducive to learning 4 3 2 1 4. Supply & equipment availability was consistent with quality care 4 3 2 1 5. Unit resources were adequate to support learning 4 3 2 1 The preceptor facilitated learning: 1. Knowledgeable 4 3 2 1 2. Role Modeled Professionalism 4 3 2 1 3. Encouraging 4 3 2 1 4. Available to Assist 4 3 2 1 5. Fostered independence 4 3 2 1 6. Clearly Communicated Feedback 4 3 2 1 The program is appropriate in meeting your learning needs: 1. The amount of clinical hours was appropriate 4 3 2 1 2. The clinical objectives were met 4 3 2 1 3. The experience benefited my learning 4 3 2 1 4. The overall experience was positive 4 3 2 1 Additional suggestions or comments regarding your clinical experience for both the student and the program development: Thank you for your feedback! CONGRATULATIONS you have completed N491 course.