Caberoy, Calitis, Perez ACT 200 Teaching Plan

7/30/2019 Caberoy, Calitis, Perez ACT 200 Teaching Plan

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CABEROY A.; CALITIS E.; PEREZ D. ACT 200 CLINICAL TEACHING PLAN

Course Title : HOSPICE CARE: DEALING WITH PATIENTS WHO ARE TERMINALLY ILL.

Course Description : This course deals with the concepts, principles and theories of human behavior and the hospice care amongst terminally ill

patients in different settings.

Contact hours : 45 hoursCourse Objectives : At the end of the course and given actual clients, population group who are under hospice care, the student should be able:

(1) To find out how nurses cope with daily confrontation with the death and suffering of dying patients, (2) To identify whether

nurses feel it is important to have communication skills in order to assist the terminally ill patient, (3) To estimate nurses' degree

of work satisfaction, and (4) To explore the humane aspects of nursing assistance to the dying.

Name of the Institution : Medical Center Imus, Inc. Palico IV , Imus City, Cavite

Unit/Area Assigned : ICU (Intensive Care Unit)

Description of the Learners : The students belong to the novice group. Who had finished their concepts course (Bachelor of Science in Nursing), have

successfully passed the Philippine Licensure Examination and an employee of Medical Center Imus.

Description of the Setting : The clinical exposure will take place at the Intensive Care Unit of Medical Center Imus, Inc. situated at the 4th floor of the old

building of the hospital.

Length of Exposure : The students will be exposed for 45 hours. Shifting may be morning/night/graveyard within the length of 8/12 hours in Medical

Center Imus, Inc. Imus City, Cavite.

Method of Evaluation:


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Knowledge (33.33%)

- RLE exam 45%- Bedside Conference 25%- Case Study 15%- Case Presentation 15%

Skills (33.33%)

- Delivery of Care 70%- OSCE 30%

Attitude (33.33%)

- Attendance 30%- Decorum 70%


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Matrix:

OBJECTIVES BEHAVIORAL SIGNS

(STUDENTS)

MENTORING PROCESS

(CLINICAL INSTRUCTOR)

ASSESSMENT

STRATEGIES

At the end of the shift in the

area, the student will be able

to:

1. Discuss all about the

policies, procedures and

protocols in the hospital,

specifically in the ICU.

- Acts in accordance with the establishednorms of conduct of the institution.

- Acts how the procedure MUST beimplemented specially when handling

patients.

Orientation/Briefing

- The Clinical Instructor will conduct a generalorientation program for the students. The

Training Officer and/or the Operating Manager

of the ICU of the hospital will be asked to

discuss the policies, Standard Operation, unit

activities, and procedures during the activity.

Patients Assignment: Overall

patient care (1 patient at a time)

Learning Plan

2. Discuss all about the course

objectives.

Lecture schedules Duty Schedules Delegation of tasks

- Identifies advantages anddisadvantages for the given schedules

- Determining ways to finish the coursewith great plans

- Sets attainable objectives to enhance

Pre-conference

- The clinical instructor will discuss SMARTcourse objectives, schedules (lecture/duty),

requirements and grading system specific for

the course.

- The clinical instructor will now explain the

Reflective Learning Journal

How do you promote safe

environment and safe and

quality nursing care of the


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and responsibilities

Requirements Grading System

nursing knowledge, skills and attitude

- Identifies strengths and weaknesses

for the tasks and responsibilities given

- Assesses own performance based onthe ideals

specific tasks and responsibilities and will

assign it to the students in a timely manner.

- The clinical instructor will formulate a groupfor brainstorming once a week.

(This brainstorming will include all students

learning within the week. Whether, it was a

learning based on lecture, duty or even

incidental.)

patient?

3. Describe the learning

environment for the clinical

experience

- Respectfully following all rules andregulations as well as the standard

operating procedure when:

Entering the hospital premises Entering the ICU Approaching Patient Leaving ICU Leaving Hospital premises

Tour in the Area

- The clinical instructor will let the studentlook for all the premises located inside

the hospital (e.g. nurses station,

medication, working, hand washing,

waste disposal areas). As well as the

prohibited areas where students cant

access without permission.

- The clinical instructor will specificallyshow and present the intensive care unit

where most of the students time will be

spent. He/ She will present the devices

used inside the unit (e.g. Defibrillator,

Cardiac Monitor, Suction Machine)

ARFA (Reflective Journal)


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- The clinical instructor will then againreview the rules and regulations but this

time, specific for the Intensive Care Unit

(e.g. Using of PPE every time going to the

patients bedside, wearing of gowns

whenever going out of the ICU, etc.)

4. Promote safe and quality

nursing care to the ICU

patient at risk/with problems

(KRA: Safe and Quality

Nursing Care)

Identifies the health needs of the patient

Explains the health status of the patient

Development of a Health Education Plan

The clinical instructor asks the student to carefully

examine the patient and identify his/her health

needs at the moment. From the data, the clinical

instructor asks the student to develop a health

education plan to explain the health status of the

patient.

Health Education Plan or Session

design for the Health Education

Identifies wellness potential and/or

health problems of the patient

Gathers data related to the health

SIDE-BY-SIDE TEACHING

The clinical instructor may act as a ro le model

when he/she is performing an assessment as

Bedside Questioning


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condition of the patient

Analyzes the data gathered

Selects appropriate action to

support/enhance response of the patient

Monitors the progress of the action taken

to the patient

needed.

The clinical instructor observes the student while

obtaining information from the adult or family

member and identify and address challenges.

The clinical instructor may alternate with thestudent duties of examining the patient, writing

relevant information to countercheck students

outputs.

Performs safety measures in all aspects

of care to the patient

Performs comfort measures in all aspects

of care to the patient

Performs measures to ensure privacy in

all aspects of care to the patient

DIRECT OBSERVATION

The clinical instructor observes the student in the

performance of safety measures, comfort

measures and measures to ensure privacy.

Give emphasis on these measures during the

skills laboratory

These measures must be emphasized during the

skills laboratory of the student. In all procedures,

these must be observed always

Actual Student Evaluation


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Identifies the priority needs of the

patient

Analyzes the needs of the patient

Determines appropriate nursing care toaddress priority needs/problems

The clinical instructor must be present during the

assessment of the student and identify with the

student the priority needs of the adult.

Assists the student in the analysis of the data

gathered.

Bedside Conference

Asks the students how to

prioritize the needs of the

patients?

Asks the student the modelhe/she may utilize (e.g. ABC,

Maslow Hierarchy)

Refers identified problem to the clinical

instructor, staff nurse or any appropriate

individual

Establishes means of providing

continuous care to the patient.

The clinical instructor gives the patients

assignment to the charge nurse-on-duty.

The clinical instructor must see to it that the

student is assigned to the same patient as of the

duty (except if the patient is already discharged)

Nursing Care Plans

Conforms to the 10 Golden Rules in

medication administration and health

therapeutics

DIRECT OBSERVATION

Initially, the clinical instructor reviews with the

student the 10 golden rules in medication

administration and health therapeutics The

clinical instructor directly observes the student in

the preparation of medications until the student

has already been given the medication to the

OSCE


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patient.

Obtains informed consent from the

significant others if not from the patient

Completes appropriate assessment forms

Performs appropriate assessment

techniques for a patient

Obtains comprehensive information from

the child/significant others

Maintains privacy and confidentiality

Identifies health needs of the patient

SIDE-BY-SIDE TEACHING

- The clinical instructor may act as a role modelwhen he/she is performing an assessment as

needed.

- The clinical instructor observes the studentwhile obtaining information from the client and

identify and address challenges.

- The clinical instructor may alternate with thestudent duties of examining the patient, writing

relevant information to countercheck students

outputs.

Bedside Conference


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Includes the patient and family in care

planning

Collaborates with other members of the

health team

States expected outcomes of nursing

intervention

Develops comprehensive care plan for

the patient maximizing opportunities for

prevention of problems and/or enhancing

wellness response

Accomplishes a patient-centered

discharge plan

Development of Nursing Care Plan (NCP)

The clinical instructor assists the students in thedevelopment of NCP

The NCP is submitted by the student everyday

(except the first day) and checked by the clinical

instructor

The NCP is evaluated by the student and the CI

guides the students in the evaluation of patients

outcomes

Submission of Nursing Care

Plans

Explains interventions to the patient and

family before carrying them out to

BEDSIDE TEACHING

(defined as teaching and reinforcing skills at

Bedside Conference/questioning


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achieve identified outcomes

Implements nursing intervention that is

safe and comfortable

Acts to improve the health condition orhuman response of the patient

Performs nursing activities effectively and

in a timely manner

Uses the participatory approach to

enhance patient-partners empowering

potential for healthy lifestyle and

wellness

patients bedside)

The clinical instructor can watch the student

interact with patients and family

The clinical instructor guides and supervises thestudent in the actual performance of nursing

activity.

The clinical instructor can experience what the

student does and how he/she act with patient

firsthand.

The clinical instructor models important clinical

skills, attitudes, and communication in the

context of patient care as well as observes

students performance.

Monitors effectiveness of nursing

intervention

The clinical instructor guides the students in the

evaluation of patient care

Nursing Care Plans


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Revises care plan based on expected

outcomes

During evaluation of patient care, the clinical

instructor must be present at the bedside to

ensure validity of the clinical evaluation made by

the student

A revised care plan may be asked as needed

SUMMARY OF ACTIVITIES

TIME

TABLE

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

5:45am-

6:00am

1:45pm-

2:00pm

Pre-conference:

>Self introduction.

>Prayer

>Self-awareness

Pre-conference:

>Prayer

>Checking of

attendance,

grooming and

paraphernalia

Pre-conference:

>Prayer

>Checking of

attendance and

paraphernalia

>Checking of uniform

and grooming

Pre-conference:

>Prayer

>Checking of

attendance and

paraphernalia

>Checking of uniform

and grooming

Pre-conference:

> Prayer

>Checking of

attendance,

grooming, and

paraphernalia.


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9:45pm-

10:00pm

(getting to know).

>Checking of

attendance and

paraphernalia.

>Checking of

uniform and

grooming.

>Receiving

endorsement from

outgoing shift

>Receiving of

endorsement

6:00am-

6:30am

2:00pm-

2:30pm

Orientation and

Delegation of

Individual

Functions and

Responsibility

>Receive

endorsement from

outgoing shift.

>Conduct nursing

rounds.

>Assigning of

students individual or

respective tasks,

individual

responsibilities

>Giving of individual

assignment and

responsibilities

>Assigning of

students' individual

work in admission,

vital signs

monitoring, and

medication

>Assigning of

students individual

or respective tasks,

individual

responsibilities.


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10:00pm-

10:30pm

>Orientation to

staff nurses,

physician on duty

and other health

personnels.

>Orientation to ICU

set up, equipments,

facilities and

drugs,admission

procedures and

hospital protocols

and policies.

>Assigning of

students to their

respective tasks,

individual patient,

and responsibilities.


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6:30-

7:00am

2:30-

3:00pm

10:30-

11:00pm

Supervise students

in:

>Checking of IVF,

regulate to its

appropriate rate,

documenting the

level and assessing

the site.

>Assessing patient's

condition.

>Taking vital signs.

>Preparation and

administration of

oral or parenteral

medications or

treatment.

>Reading patient's

Supervision and

monitoring of

students:

>vital signs

>oral and parenteral

medication

>nursing

nterventions

>admission, charting,

nd documentation

Supervision and

monitoring of

students:

>vital signs


medication

>nursing intervention

>admission, charting

and documentation

Supervision and

monitoring of

students:

>vital signs


medications

>nursing

interventions>

admission, charting

and documentation

Supervision and

monitoring of

students:

>vital signs


medication>nursing

interventions

>admission, charting

and documentation


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chart.

>Carrying out

Doctor's order.

>I and O

monitoring.

>Pain scale

management.

>Arranging and

completing the data

of the chart.

7:00-

8:00am

3:00-

4:00pm

11:00pm-

12:00am

>Individual

Conference

>Pretest


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8:00-

8:15am

4:00-

4:15pm

12:00-

12:15am

>Break for first

batch (snack) with

proper

endorsement to

second batch

First batch break

snack)

>First batch

break (snack)

>First batch

break (snack)

>First batch

break (snack)

8:15-

8:30am

4:15-

4:30pm

12:15-

12:30am

>Break for second

batch (snack) with

proper

endorsement to

first batch

Second batch break

snack)

Second batch break

snack)

Second batch break

snack)

>Second

batch break

(snack)

8:30- >Conference for the

requirements and

>Individual beside

care NCP

>Discussion >Discussion with

evaluative test

>Post test and

Rationalization


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11:00am

4:30-

7:00pm

12:30-

3:00am

activities

>Preparation and

administration of

oral or parenteral

medications or

treatment.

> Checking of sample

charting ( small

notebook)

>Quiz

>Continue supervising

and assisting the

students

>Bedside care

>Self evaluation

> Checking of

sampling charting

> Continue

supervising and

assisting the

students

11:00-

11:30am

7:00-

7:30pm

3:00-

3:30am

>Break for first

batch (meal) with

proper

endorsement to

second batch

>First batch (meal) >First batch (meal) >First batch (meal) >First batch (meal)

11:30-

12:00nn

7:30-

>Break for second

batch (meal) with

proper

>Second batch (meal) >Second batch (meal) >Second batch (meal) >Second batch (meal)


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8:00pm

3:30-

4:00am

endorsement to

first batch

12:00-

1:00pm

8:00-

9:00pm

4:00-

5:00am

>Checking of

sample charting

>Counter sign final

charting and to be

noted by the clinical

instructor

>Latest vital signs

taking and

recording the

results on the

patient's chart

>Closing of charts, I

and O and IVF

> Continue

supervising and

assisting students

> Checking of

charting and

countersigning

> Closing of charts, I

and O, and IV

>Checking of sample

charting

>Counter signing of

final charting and to

be noted by the C.I

>Closing of charts,

I&O and I.V

>Checking of sample

charting

>Closing of I & O, and

IV.

>Continue

supervising and

assisting students.

>Checking of charting

and counter signing.

>Closing of charts,

I&O and IVF


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2:30-

3:00pm

10:30-

11:00pm

6:30-

7:00am

Post- Conference:

>Endorsement on

the incoming shift

>Reminding

students regarding

the submission of

all requirements

and also the things

to be expected for

the next day

>Evaluation of the

students by asking

Post Conference:

> Endorsement on

the incoming shift

>Reminding students

regarding the

submission of all the

requirements and

also the activities for

the next day

>Evaluation of

students by asking

feedback (action

reflection time)

>Prayer

>End of the duty

Post-conference:

>Evaluation of

students by asking

feedback

>Prayer

>End of Duty

Post-conference:

> Evaluation of

students by asking

feedbacks.

>Closing Prayer

>End of Duty

Post-conference:

>Reminding students

about the activities

for the next day.

>Evaluation of

students by asking

feedback (action

reflection time)

>Prayer

>End of Duty

Documents

Caberoy, Calitis, Perez ACT 200 Teaching Plan