Annual Program Assessment Nursing 2009-2010 Annual Program Assessment Nursing 2009-2010 EXECUTIVE SUMMARY: Over the past few years, the Nursing program has made a number of changes

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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.

5

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



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



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


course Reports: Add ATI

testing results to course

reports

100% of students requiring

ATI remediation successfully

completed.


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)

6

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


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



2006-8 70.0% 70.3%


2007-9 2.9% 37.1% 42.9%


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.




reports



completed.

7

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




2006-8 % % %

2007-9 4.8% 54.8% 35.7%

2008-10 14.7% 55.9% 29.4%

Kaplan Basic Nursing


VCCS Oral Communication Core

Competency (Administered Spring)

PDC VCCS

Sp 2006 55.3 60.9

Sp 2007 52.6 60.9




reports



completed.


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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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%


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


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.


9

Objective 5 Communication: Written &

Oral


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



VCCS administered Information

Literacy Core Competency

ATI Maternal/Newborn Exam

(Spring)

PDC Group National





2007-9 8.7% 52.2% 39.1%


Information Literacy Core

Competency (Mean Score) [> 37

Proficient; > 42 Advanced Proficient]

(Spring)

PDC Nursing

2008 37.59 41.32






completed.


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


ethical values and legal principles into the

delivery of nursing care.


NUR 201, Psychiatric Nursing are the



ATI Mental Health Nursing Exam (Summer)

PDC Group National





2007-9 4.8% 28.6% 76.6%

2008-10 0.0% 51.6% 48.4%







completed.


time


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

10


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.


NUR 212, Second Level Nursing II are

the final exam, clinical evaluation, and


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)





2006-08 3.1% 50.0% 46.4%

2007-09 3.2% 32.3% 29.0%


ATI Adult Medical Surgical

Nursing Exam (Spring)





2006-08 21.9% 40.6% 37.5%

2007-09 6.5% 41.9% 51.7%


No additional action at this time

No additional action at this time






completed.

Strengthen integration of

community based health care in

curriculum. Include test

questions on this content in

each course.


time

11


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)


2004-6 100% 0

2005-7 100% 0

2006-8 100% 0

2007-9 100% 0


ATI NCLEX Readiness Exam

(Spring)





2006-08 21.9% 40.6% 37.5%

2007-09



preceptorship remediation

(additional clinical

assignments) successfully

completed..


time






completed.


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.


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%


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


12


2006-08 0.0% 35.5% 64.5%

2007-09

2008-10 data available spring





completed.


time


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

13

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


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,


State Board of Nursing is incorporated in actions


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


Objective 3: Communication

The student/graduate will

communicate therapeutically

with individuals, groups and

their families and significant

others.



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


synthesize and communicate

relevant data in a

comprehensive and concise

manner, verbally and in writing

and through information

technology



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


Objective 5 Communication:

Written & Oral


integrate holistic health

teaching into the care of the

individual and groups.








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


Objective 6


integrate ethical values and

legal principles into the

delivery of nursing care.









Psychiatric Nursing are the final exam, clinical

evaluation, and content mastery exam. A





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


Objective 7 Cultural and

Social Enrichment


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






Second Level Nursing II are the final exam,

clinical evaluation, and content mastery exam.

A review of data by and with input from the




Objective 8:


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


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,


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:


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


by using multiple measures such as unit

examinations, final examinations, written

assignments and oral presentations. The


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





Objective 10


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




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


Discuss ethical issues related to the administration of medications at or above the 75% (C) level in basic


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


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 =



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


Retirement 0 1 2 3 4 5 X 1

D Comprehensive summary of comparisons (15%)

0 1 2 3 4 5 X 3

TOTAL


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)



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:


# 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


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


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


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


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


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


NG tube insertion

Medication administration Date S/N Comment Signature Date S/N Comment Signature

Documents medication administration

Administers oral medications


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


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


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


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




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).




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)



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 =




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 ______________________




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



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.




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:



# 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

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



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