N113 Syllabus W 11-1-1

Associate Degree Nursing

Program

Course Syllabus

Quarter Winter Year 2011

NURS # N113 Course Title

Credits 4 Clock Hours

Highline (D) Anne Kinne email [email protected]

Highline (E) Marghee Baldridge [email protected]

Valley (E) JoAnn Mizzi [email protected]

VA (D) Becky Dolan [email protected]

St Francis (D) Sherry Tabor [email protected]

St Francis (E) Paula Tusup [email protected]

CLASS DATES / TIMESSee Nursing Program quarterly schedule posted on Blackboard.

If instructor illness or other emergency forces change in course schedule, students will be notified

immediately.

MISSION STATEMENT

We, the Nursing Faculty, are committed to excellence in the nursing profession as exemplified by graduates who are caring professionals that value life-long learning.

PROGRAM OUTCOMES COURSE OUTCOMES

Critical Thinking

Satisfactorily achieve the second quarter Clinical Objectives outlined in the Clinical Outcomes and Quarterly Evaluation Criteria

Utilize critical thinking to adapt skills learned in the laboratory to individual clinical situations

Utilize critical thinking to adapt nursing care to client’s individual needs

Communication Abilities Satisfactorily achieve the second quarter Clinical Objectives outlined in the Clinical Outcomes and Quarterly Evaluation Criteria

Identify resources in the clinical area that may be utilized for

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clients who do not communicate independently in English

Assess your learning needs and communicate to your instructor a plan for meeting these needs prior to the start of clinical

Therapeutic Nursing

Interventions


Interpersonal Working

Relationship Skills


Identify situation where your client needs you to act as an advocate for them

Identify those skills that require teamwork or collaboration with other healthcare team members

Lifelong Learning Utilizes a variety of resources to access information to formulate a plan of care for your clients

Professionalism Behave in an ethical and legally responsible manner

METHOD OF INSTRUCTION (Check or “X” whatever you anticipate using.)

Lecture Clinical experiences X Computer-assisted learning

Guest lectures Lab experiences Worksheets

Discussion X Independent study X Self-evaluation X

Small group activities Audiovisual materials Self-directed methods identified by student X

Seminars X Required reading Individual guidance and assistance X

Test reviews Recommended reading Role playing

Case studies Written assignments X

COURSE ADAPTATIONS & ACCOMMODATIONS

Highline Community College provides academic and support services to insure equal access for students

with disabilities. Contact Access Services (located in Building 99) to discuss accommodations.

METHODS OF EVALUATION

Evaluation of clinical outcomes occurs weekly (formative) with summative (final) ratings at the end of

the course. The weekly ratings reflect the instructor’s professional judgment regarding the student’s

overall achievement of outcomes and provide ongoing feedback to the student regarding current

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performance and areas in which to improve.

CLASS ATTENDANCE

There is no make-up for missed clinical days. The students must report the absence to the instructor and the assigned clinical unit PRIPOR to the beginning of the clinical shift. One or more absences may hinder to meet all the course objectives and pass the course.

RESOURCES: All required nursing texts

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HIGHLINE COMMUNITY COLLEGE

Associate Degree Nursing Program

SCHEDULE

NURS 113 QUARTER Winter YEAR 2011

WEEK DATES TOPIC / READING/ EXAMS / PAPERS

1/25, 1/26 Clinical Orientation per facility

Due – Clinical Background Information Sheet

1 1/31, 2/1 Due – Quarterly Goals

2 2/7, 2/8

3 2/14, 2/15

2/21, 2/22 Holiday, no clinical except VA group on 2/22

4 2/28, 3/1 Due – Interaction Analysis

5 3/7, 3/8 Due – Clinical Issues Report

Final Conferences To be arranged by students and Clinical Instructors

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CLINICAL BACKGROUND INFORMATION SHEET

Please complete this information for your clinical instructor and bring with you to your clinical orientation

Name Telephone #

Describe your previous clinical experiences (include facilities and types of patients, observation experiences).

Have you worked in health care settings other than those as a student in Highline’s Nursing Program? If so, in what areas and in what capacity?

What are your post-graduation and long-term career goals?

Evaluate your clinical progress so far: on a scale of 1-5 if 1 is weak and 5 is strong

Nursing Process

Skills

Clinical Performance

Overall Clinical Abilities

Do you have any personal preferences, requests, assets, or limitations of which you would like your clinical instructor to be aware?

In what ways can your instructor be most helpful to you in this course?

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HIGHLINE COMMUNITY COLLEGE NURSING PROGRAM

N 113 QUARTERLY GOALS/SELF-EVALUATION

Name: Course: Quarter: Year:Facility: Unit(s):Instructor:

Indicate your learning goals for this quarter (3-4 measurable, specific goals with at least 2 activities to help you meet each goal).

Evaluate your progress this quarter toward your goals (include specific details that indicate your achievements or continued learning needs for each).

Describe your strengths in your clinical performance (support with examples).

Describe your areas for continued development in your clinical performance.

List your learning goals for the next clinical course.

Student _______________________________________________________ Date __________

Instructor _____________________________________________________ Date __________

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HIGHLINE COMMUNITY COLLEGE NURSING PROGRAMAssociate Degree Nursing Program

N113 CLINICAL ISSUES REPORT

1. Describe how you individualized your care delivery for one of your clients. Include all factors that apply: cultural background, religious beliefs, personal values, health beliefs and practices, emotional response, developmental issues, lifestyle, socioeconomic status, and support systems. (III-A1, C1)

Client initials: Age: M/F Dx:

2. Describe an actual or possible legal or ethical dilemma related to one of your clients. Develop a plan to resolve this dilemma, including attention to relevant legal standards and ethical principles. (VI-A2)


3. Identify care tasks from your clinical assignment this week that could be delegated to an unlicensed care provider (e.g., nurse's aide) or an LPN and explain your rationale. (IV-A1)

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4. Give an example of each of the following: an instance where you collaborated with another discipline on a client's care planning or delivery, how you advocated for a client during this clinical course by contributing relevant information to the health care team plan of care, a referral you made to another health care discipline for one of your clients. (IV-B1, 2; E6)

5. Describe the methods you have used this clinical course to organize your time in clinical; give examples of how these methods have been helpful or not in providing care. (IV-C2)

6. For a client this clinical course, evaluate that person's readiness to be discharged from this facility, in terms of self-care abilities and knowledge level. (IV-E2)


7. Identify behaviors that you are practicing this quarter to prevent professional burnout. (VI-C1)

8. Describe a clinical care situation for which your facility/unit has an identified standard of care. Explain the standard as defined by your facility/unit. Evaluate the performance you have observed on your unit (including that of yourself, if applicable) according to that standard. Describe a plan to improve care provided on that unit as related to the standard.

(VI-D1)

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HIGHLINE COMMUNITY COLLEGEAssociate Degree Nursing Program

N113 INTERACTION ANALYSIS PAPER

Student ___MINH PHUNG____________________Instructor__Becky Dolan_____________________________

For questions 1-7, select an interaction you have had this clinical course with a client or client’s family member.

Client initials NR___ Age/Gender 97/male____ Diagnosis _CAD, COPD______________________________

1. If this was a planned interaction, list goals for yourself and for your client; if the interaction was unplanned, describe the circumstances of the interaction. What did you hope to achieve during this interaction?

The goal was to do Head To Toe Assessment for NR including neuro (heads, eyes, ears, nose and mouth), LOC, skin, thoracic region, abdomen, extremities.

2. Describe the general setting/atmosphere in which the interaction took place.

The setting was on his bed and the pt tolerated well during the assessment

3. Describe the main topics that were discussed in the interaction.

The main topic was the pulmonary system assessment for his mild SOB problem. He had been CLC for respite care and often c/o mild SOB. Pt often smokes 1 cigarette one day. The main recommendation was quitting smoking, but it was hard for him.

4. Describe the client’s nonverbal behaviors during the interaction. Were these consistent or inconsistent with his/her verbal messages?

The pt sat quietly without the eye contact during the assessment performance but he made eye contact when I asked him questions. He tried to breath hard during the pulmonary assessment. The nonverbal behaviors were not inconsistent with verbal message. He was alerted and oriented.

5. Describe your behavior, thoughts, and feelings while interacting with the client. How did you convey consistency between your verbal and nonverbal messages?

The pt quietly collaborated and did not talk much during the assessment even though he was very talkative during the FHPs interview. He quietly and looked outside the window and expressed no feelings. He asked about the BP and questioned whether it was high or not. I concentrated on doing the Head To Toe assessment with the guideline to prevent the outside topic.

6. List the therapeutic communication techniques you practiced in the interaction. Evaluate the effectiveness of these techniques in promoting communication. If any techniques blocked communication, state how you responded to restore effective communication.

The therapeutic communication techniques were quietly listening and sitting face to face with client during the FHPs interview. Pt talked and shared a lot of his stories and experiences.

7. Describe ways you adapted your communication style for your specific client (consider factors such as the client’s developmental stage, knowledge level, health beliefs, cultural background, emotional state, etc.). Evaluate the effectiveness of these adaptations.

Since NS was the parking attendant and seafood deliver after he finished his military service, I asked him about his experiences and stories from his jobs. I collected FHPs information from that. The effectiveness was fair since I didn’t have much knowledge about cars and types of seafood. Hence, he almost dominated the communication.

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8. Describe a conflict you have been involved with during this clinical course. What was the conflict about? How did you and the other party respond? How did you resolve this conflict?

The conflict was the misunderstanding of putting the warm coat on the pt for going to the smoking shelter. I got a hard time to put the coat on him since he was unable to spread his arm in standing up position. To solve the problem, I dressed him in the sitting position.

9. Assess your development of your communication skills over this clinical course. Consider the following criteria as appropriate from the clinical evaluation tool: use of the English language; use of medical terminology; being clear, concise, and complete; adapting communication for the situation and other persons involved; displaying courtesy and respect; being goal-directed, roles in group dynamics. Give examples to support your assessment.

Communication with clients/families

I feel more confident as communicating with the client by using short sentences with simple common words and no medical terminology. For example, when I dressed Mr. JD, I asked” can you raise your arms?” and said “thanks” after he raised his arms.

Communications with members of the health care team

I feel more confident as communicating with members of the healthcare team by using the respect and thanks for their help. For example, I said thanks to Quinn, the RN nurse at the end of every clinical day.

Communications in clinical group discussions

I feel more confident as asking questions and discussing clinical issues with classmates by using some medical terminology such as MRSA and NKA. I also showed the respect for the expression and emotions from classmates. For example, Will was kind of showing his sad feeling for caring his hospice pt. I quietly listened to show the sympathy.

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Nursing Clinical Orientation Scavenger Hunt

EQUIPMENT/SUPPLIES/LOCATIONS

Fire Alarm Fire Extinguisher

Exits Crash/Code Cart

Respiratory Supplies CPR Masks

Medication Room (& Door Code) Nurses' Report Room (& Door Code)

Clean Utility Room (& Door Code) Dirty/Soiled Utility Room

Pantry/Nourishment Room (& Door Code) Linen Supplies

Pt/Family Lounge Shower/tub Room

Vital Sign Equipment Hygiene Supplies (basin, soap, etc.)

Catheter Supplies Dressing/Wound Care Supplies

Suction Equipment Tube Feeding Equipment

Restraints IV Stock Supplies

Glucometer Specimen Testing Supplies

Syringes Needleless System Equipment

Medications sent from Pharmacy Pt. Teaching Resources

Policy/Procedure Books Resource Books (nursing policies, diet, lab, etc.)

Patient Bed/Room Numbering System Patient Call Bell

Gloves Needle/Sharps Disposal Box

Bed Controls Patient Bathroom

Narcotics Assignment/Unit Census Board

Charts/Computer Terminals Student Assignment Sheets

Patient Kardexes Rest Rooms

CHARTING

Nursing History & Admission Form Physician History & Physical

Progress Notes Physicians’ Orders

Operative Reports Lab Reports

Radiology Reports Medication Administration Record (MAR)

Flow-sheets/Assessment Flow Sheets (VS/Tx, Restraints, I/O, pain assessment)

Computer charting requirements

ROUTINES

Shift-to-shift Report Mealtimes

Obtaining meds from medication delivery system Visiting Hours

Obtaining equipment from central supply Calling a code

Changing IV sites, tubing, solutions Changing tube feeding solutions, tubing

Unit-specific standing orders Sending specimens to lab

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SHIFT REPORT FORMAT

Pt Room #/Name

*Age/Gender/Dr

*Date adm/Dx

*Surgeries/Procedures/Date

*Important Hx/Major hospital events

(*Can be omitted if the oncoming nurse is familiar with the pt)

Code status (if not full code)

VS/ I&O (if abnormal)

Telemetry (if applicable)

Abnormal assessments (report normal assessments only if vital to pt or a change from previous findings)

Abnormal/important labs

HL/IV (soln/rate/amt left/change time)

Tubes/dressings/procedures

PRN meds given/time/response

ADLs/Activity & tolerance (if important/unusual)

Pt teaching/DC planning

Psychosocial considerations

Important changes in orders

Misc info important to next shift

END OF SHIFT CHECKLISTFor each pt. cared for:

Are all meds (routine, 1x, prn) given/charted?Are all flow sheets completed (VS/Treatments, I/O, restraints, assessments, procedures)?Has the care plan been reviewed/updated?Is all relevant info documented in progress notes (pt. teaching, DC planning/readiness, unusual occurrences, pt progress

evaluation, etc.)?Is the room orderly with supplies available for the next shift?Is the assignment posted for the next day (if Monday)?Has the RN in charge of the pt been given final report?

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MED-SURG CLINICAL EXPECTATIONS

1. Client/Patient AssignmentsEach student is expected to go to the hospital the afternoon/evening (not night shift) before a day shift clinical or at least 4 hours before an evening-shift clinical to select one or more appropriate patients. You should avoid shift-change or other unit-specific “busy times” when staff or patient records are not available to students. Students should be wearing their HCC ID and either full uniform or a lab coat with professional attire (no jeans, sweats, etc.), and should be aware that they are representing themselves as well as the program when they are on-site. Students are prohibited from engaging in any patient care activities while at the facility outside of clinical hours for gathering information.Students are expected to select patients which will provide them with a variety of patient demographics over the clinical course, have conditions which are discussed in concurrent theory courses whenever possible, and will provide learning opportunities for meeting course and personal objectives. You should contact the charge/staff nurse to verify the appropriateness of their selection(s) for a student. You may wish to introduce themselves to the patient to confirm consent to be cared for by a student.Students should post their selected assignments on the assignment sheet as directed during orientation (one sheet per unit per week). In case of duplicate selected assignments, the student whose assignment is posted first on the sheet will care for the patient that week—the other student will need to select another. Be sure to verify that no other student has posted the same patient (watch for transfers within the unit, which could result in duplication), and be sure that your assignment is accurately posted once you have selected your patient(s). If appropriate, complete the Kardex notifier card also to indicate to staff which patient’s students have selected.

2. Pre-clinical PreparationStudents should review the patient’s chart to gather information about their selected patient(s). This review should include physician’s history and physical/admission notes, physician’s and interdisciplinary progress notes, nursing admission history, kardex for current orders, and other parts of the chart which would help the student understand the patient’s condition, history, reason for admission, and major events since admit (such as operative reports, diagnostic reports, etc.). Students are not allowed to photocopy or print out any of the patient’s chart. The areas on the Client Care Sheet (CCS) that are underlined need to be completed prior to the start of the clinical shift for all selected patients. Students are also responsible for demonstrating understanding of their written prep during discussions throughout the clinical shift (merely writing what you don’t understand is not acceptable prep). The prep areas will be turned in for instructor review at the start of the first clinical shift each week as directed in orientation.

Students should use whatever reference materials are appropriate and necessary in their preparation (be sure to indicate sources on the CCS). Particular attention should be paid to understanding the reference/text information as it applies to your specific patient; if you have questions about how the information applies, discuss this with your instructor during clinical. Students should bring reference materials such as a drug book to clinical to use when discussing your patient with the instructor or to respond to changes in the patient’s condition or physician’s orders. As you work with the information about medications, etc. for the patients on your assigned unit, you should be committing more and more of that information to memory, but using reference materials for anything about which you are uncertain is prudent and responsible nursing practice.

Students should review any skills/procedures that are anticipated for your selected patient(s), either in your textbooks, the resource lab materials, or through mental rehearsal. Students should also plan a tentative schedule for the shift, taking into account medication and procedure schedules, meal times, and other prescribed activities.

3. Clinical ShiftStudents should arrive on time to pre-conference or the unit in full uniform with appropriate equipment (e.g., stethoscope, penlight, scissors, watch, and drug book). Students should identify themselves promptly to the co-assigned RN and get report on their patient(s). It is your responsibility to let the RN know what you can and cannot do for your patient, when you need the instructor to be present or their help with anything and what is happening with your patient and your progress in providing care throughout the shift. DON’T WAIT FOR THE RN TO COME TO YOU!

Students should complete their assessment of their patient early in the shift, and document findings as soon as possible. Keep up with documentation throughout the shift. Be prepared to give status and progress reports to your instructor and RN throughout the shift, including physical assessment findings, vital signs, I/O, IV fluids (solution, rate, time left), need for and response to prn medications, and any psychosocial or teaching issues. Students should report off to the RN whenever leaving the unit, and at the end of the shift. Double-check all documentation (flow sheets, assessments, progress notes, medications—routine, one-time, and prn) for completeness and accuracy before leaving. Any changes in assignments for


the next day should be posted on the student assignment sheet. If extra time is available, assist your peers or staff with other patients on the unit.

4. Between Clinical ShiftsStudents need to work on documentation and care planning on their CCS between the first and second clinical days. You should not be spending more than 30 minutes during clinical doing school paperwork, so outside work is necessary. Review any information related to changes in your patient(s) on the first day, and revise the shift schedule/plan as needed. The final CCS (1 full per week) will be turned in to your instructor before you leave the second clinical day, so day 2 assessment data, NCP implementation and evaluation, and any day 2 changes in physician orders or medications should be filled in during clinical day 2.

5. Assignment ChangesIf the assignment changes due to patient discharge or transfer on/before the first clinical day, you will need to select a new patient and start over with the CCS (selecting another patient with the same/similar diagnosis and care if possible will speed this process). Students will need to do sufficient preparation before starting care, but should not spend more than the first 30-60 minutes doing this prep. If it is far enough along in the clinical course and you have demonstrated adequate preparation for and understanding of your previous patients, your instructor may allow you to waive some of the written prep and discuss the information instead.

If the assignment changes on the second clinical day, you will select a new patient. You will be responsible for knowing (and writing out, if directed so by your instructor) the following information: major history, diagnosis, and events since admission, rationale for nursing treatments/procedures, and medications (minor classification, indication for use in your patient). You only need to do one full CCS per week.


CLINICAL CONFERENCE GUIDELINES

The purposes of clinical conferences are as follows:1. To promote application of theory content to the clinical setting.2. To engage in discussion of professional issues in preparation for practice.3. To develop skills in group dynamics, including practice in diverse group roles and abilities in giving and receiving

feedback.4. To develop self-confidence in the professional role, group interactions, and leadership situations.

The success of clinical conferences depends on the level of student participation and a willingness of each individual to take responsibility for the process and outcome of the session. Each student is expected to lead at least one clinical conference per quarter. This conference may be an “in-service”, a group discussion, or a combination of these, depending on the student’s learning needs for leadership skills. Involving other members of the clinical group in the session as much as possible will help to promote interest and a positive experience. This clinical conference should be at least 20 minutes in length and may cover a variety of clinical topics:

Presentation of a patient (or several related patients) with interesting nursing problems, and a discussion of such issues as the development of the nursing care plan, how the patient exemplified or differed from textbook/classroom content, or other topic.Presentation of an in-service on specialized skills, procedures, or equipment.Presentation and discussion of an article from a recent professional journal, magazine or newspaper discussing current trends or events that affect nursing.Presentation or discussion of issues related to cultural awareness and sensitivity in health care.Conducting a problem-solving session related to difficult clinical situations, clinical performance improvement, or other clinical issue.Discussion of legal or ethical dilemmas in patient care.Discussion of examples of critical thinking used during patient care.Discussion of patient teaching topics or discharge-preparation issues.Discussion of psychosocial issues encountered in patient care.Discussion of professional issues and conflicts in the workplace and how these might be constructively managed.Discussion of the various interdisciplinary roles in health care.

This list is just a sample of what may be included in the conference. Check with the clinical instructor for appropriateness of the topic and format for clinical conference. This time is not meant to be a study or test-review session, but is to be related to clinical practice. Be creative and have fun with it!

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HIGHLINE COMMUNITY COLLEGE Associate Degree Nursing Program

N113 CLINICAL OUTCOMES AND EVALUATION CRITERIA

STUDENT QTR 2nd YEAR

INSTRUCTOR ABSENT TARDY

AGENCY/UNIT

WEEKLY INITIALS:

1 2 3 4 5 SUM

Evaluation of clinical outcomes occurs weekly with summative (final) ratings at the end of the course. The clinical program outcomes are listed with detailed, leveled, quarterly criteria. A higher score on an outcome cannot be achieved until performance on all criteria related to that outcome meets that higher rating standard. Weekly ratings provide ongoing feedback to the student regarding current performance and areas in which to improve. Summative ratings reflect the instructor’s professional judgment regarding the student’s overall achievement of the outcome. Evaluation of written work is included in the rating for the week in which it was submitted. Comments on performance follow the ratings. Instructors keep the official copy and make all entries in ink. Students are required to review/initial the tool each week.

RATINGS:3: Independent: Student requires minimal guidance, cueing, or correction to perform; shows much initiative; uses instructor for

validation of problem-solving in new/complex situations2: Assisted: Student requires moderate guidance, cueing, or correction to perform; shows some initiative; uses instructor for

validation of problem-solving in routine/common situations and for assistance in new/complex situations1: Dependent: Student requires significant guidance, cueing, or correction to perform; shows little initiative; uses instructor for

assistance in problem-solving in routine/common situationsX: Not applicable: Student absent; Student at observational experience; Not assessed

NOTE:Criteria in bold are critical behaviors and must be assessed weekly. The remaining criteria are less frequently occurring, non-critical (but still important), or difficult to ascertain with the usual weekly assessment methods; these will be assessed at least once per clinical course, based on student responses on one-time assignments—further evaluation may be done if additional evaluation opportunities present themselves.

Criteria marked with an asterisk (*) in certain quarters will be acceptable at “Assisted” level (2) at end of quarter, due to insufficient amount of theory content at that level, or historically known length of time required for practice of a certain behavior before independence can reasonably be expected.

A Learning or Probationary Contract may be established to focus the student on specific deficits. When a contract is established, the student is given a document that outlines contract terms/processes. Contract criteria include problem areas that impede progress, deficits that indicate possible course failure, or areas with insufficient data to thoroughly evaluate the student.

Formative ratings that indicate deficits may result in a clinical contract at any time. At the end of the quarter, a summative rating of less than “Independent” (or “Assisted” for any criterion marked with an asterisk {*}) on three to four critical behaviors (criteria in bold type), or three to five non-critical behaviors (in regular type) will result in a clinical contract. A summative rating of less than “Independent” (or “Assisted” for any criterion marked with an asterisk {*}) on five or more critical behaviors (criteria in bold type), or six or more non-critical behaviors (in regular type) will result in a clinical course failure.

QUARTERLY ASSIGNMENTS:Must each be completed at a satisfactory level or redone (except weekly CCS/NCP) for satisfactory grade in clinical course:

• Weekly CCS (for each client)/1 NCP • Quarterly Goals/Self-Evaluation• Interaction Analysis • Clinical Issues Report


HIGHLINE COMMUNITY COLLEGE Associate Degree Nursing Program

N113 CLINICAL EVALUATION CRITERIA

I. CRITICAL THINKINGA. Uses appropriate thinking skills to effectively define and solve problems

1. Uses appropriate fundamental priorities for basic clinical problem-solving

1 2 3 4 5 SUM

B. Applies specific knowledge and skills to various clinical situations with accurately stated rationale1. Identifies rationale for client symptoms, test results, treatments, and nursing interventions2. Identifies rationale for client procedures3. Provides rationale for nursing interventions that are relevant to nursing diagnosis

1 2 3 4 5 SUM

C. Performs analysis of data: determines relevancy, critiques information and ideas, identifies relationships, draws conclusions, and conducts evaluations1. Identifies expected assessment findings and relevant nursing care from textbook/references2. Identifies significant changes in client status from baseline 3. Compares expected findings and plan of care to actual assessments and care needs 4. Demonstrates possible interactions between acute and chronic conditions

1 2 3 4 5 SUM

II. COMMUNICATION ABILITIESA. Demonstrates proficiency in the English language and health care terminology

1. Utilizes correct grammar and spelling in written and verbal communication2. Uses medical terminology and approved abbreviations in client charting and assignments

1 2 3 4 5 SUM

B. Communicates with clarity, a sense of purpose, congruence between verbal and nonverbal messages, and respect for others1. Communicates clearly with clients, families, and other health care providers2. Appropriately adapts communication style, use of terminology, and content to clinical or professional situation3. Provides examples of possible discrepancies between verbal and nonverbal communication in self and others4. Displays courtesy and respect in interpersonal interactions

1 2 3 4 5 SUM


N 113 CLINICAL EVALUATION CRITERIA (CONTINUED)

C. Uses technology as an aid for written communication1. Enters and retrieves data from computer data base2. Uses word processing to complete professional papers

1 2 3 4 5 SUM

III. THERAPEUTIC NURSING INTERVENTIONSA. Uses the nursing process (assessment, diagnosis, planning, implementation, and evaluation) as a framework for delivery of care

to clients in various settings*1. Performs complete assessment using Functional Health Patterns as a framework

2. Accurately identifies 1-2 nursing diagnoses for each client3. Writes 1 realistic, measurable, client-centered outcome with appropriate deadline for nursing diagnosis4. Identifies 3 relevant nursing interventions, at least 1 of which is independent, for nursing diagnosis5. Implement facility-established plan of care6. Implements at least 2 of own planned interventions7. Evaluates client according to stated outcome criteria

1 2 3 4 5 SUM

B. Demonstrates proficiency in technical knowledge and skills: psychomotor skills, client education, use of technology, and computational skills1. Performs skills safely and develops confidence in prior skills2. Assesses and plans client teaching needs based on client health beliefs, developmental stage, knowledge level, and

readiness to learn3. Safely uses equipment in providing client care4. Uses mathematics to accurately calculate medication dosages and other numerical client data

1 2 3 4 5 SUM

C. Displays caring behaviors in interactions with clients, such as providing individualized care, showing respect for the diversity of others, being supportive, and promoting maximum independence and wellness1. Identify factors that influence delivery of client care: cultural background, religious beliefs, personal values, health

beliefs & practices, emotional response, developmental issues, lifestyle, socioeconomic status, & support systems2. Provides care that promotes dignity, comfort, and coping mechanisms of client3. Keeps client environment organized and safe4. Encourages client/family participation in care

1 2 3 4 5 SUM


N113 CLINICAL EVALUATION CRITERIA (CONTINUED)

D. Uses a sound knowledge base as the foundation for delivering care1. Uses a variety of appropriate resources to develop plan of care 2. Uses text-referenced rationales to defend nursing interventions3. Integrates theory knowledge with laboratory skills to determine proper care delivery

1 2 3 4 5 SUM

IV. INTERPERSONAL WORKING RELATIONSHIP SKILLSA. Demonstrates effective leadership skills in delegating tasks, establishing and maintaining effective working relationships with

others, and supervising and evaluating other personnel1. Identifies client-specific tasks that could be delegated

2. Functions as co-leader of group conference session

1 2 3 4 5 SUM

B. Uses collaborative skills, such as teamwork, advocacy for the client, interdisciplinary referrals, and coordination with other health care providers, in providing goal-oriented care

*1. Seeks out RN and non-nursing team members to collaborate on plan/delivery of care *2. Advocates for client by contributing information to health care team

3. Seeks out opportunities to assist others4. Notifies Instructor or staff RN when care requires additional personnel

1 2 3 4 5 SUM

C. Organizes and prioritizes care for the individual and for groups of clients1. Completes required care on time for 1 client2. Establishes schedule for activities for shift, using form of choice 3. Discusses staff organizational methods for completing care delivery

1 2 3 4 5 SUM

D. Uses appropriate techniques in conflict management and resolution with individuals and in group dynamics1. Identifies possible resolution to conflict when it arises2. Participates actively and facilitates group discussions during clinical conferences

1 2 3 4 5 SUM



E. Provides for continuity and coordination of care across the health care continuum1. Identifies where client will go upon discharge2. Identifies criteria for client readiness for discharge3. Reports client care situations beyond own skill level to RN or instructor4. Written documentation and oral reports to instructor and staff are clear, accurate, and focused5. Coordinates any time off unit with staff RN and reports off to staff RN whenever leaving unit6. Identifies contributions of non-nursing members of health care team to client outcomes

1 2 3 4 5 SUM

V. LIFELONG LEARNINGA. Effectively uses resources, including technology, to access information

1. Gathers data from a variety of resources, which are current, reliable, and professionally respected2. Properly documents and credits source of information as appropriate

1 2 3 4 5 SUM

B. Demonstrates self-direction in the assessment of personal needs and abilities, developing a plan for meeting own needs, and applying previous knowledge to current situation1. Engages in realistic self-assessment of strengths and areas for continued growth2. Establishes and works toward goals for rotation, relevant to personal knowledge base and performance level3. Applies prior and concurrent theory content to clinical situation

1 2 3 4 5 SUM

C. Seeks and incorporates feedback from others to foster professional development1. Integrates feedback from instructor and staff into personal learning goals

1 2 3 4 5 SUM

VI. PROFESSIONALISMA. Adheres to the legal and ethical standards of the profession

1. Abides by school, agency, and state policies and standards of care and behavior2. Discusses personal views, relevant legal standards and ethical principles in legal and ethical dilemmas

1 2 3 4 5 SUM



B. Demonstrates personal responsibility: accountability for own actions, completion of assignments, performance within limitations of personal abilities and scope of practice, self-discipline1. Completes client care and academic assignments by established dead 2. Limits actions to those on par with personal knowledge level, skill experience and training, and seeks assistance

appropriately3. Is self-motivated in seeking activities and completing assignments4. Comes adequately prepared for clinical

1 2 3 4 5 SUM

C. Engages in behaviors that promote self-care1. Identifies symptoms of professional burnout

1 2 3 4 5 SUM

D. Maintains standards of care to promote quality of process and outcomes1. Critiques performance of self in relation to standards to quality care

1 2 3 4 5 SUM

VII. INDIVIDUALIZED OBJECTIVESThis space is for the objectives written by the student on the Quarterly Goals/Self-Evaluation form. Please enter the goals here and rate them weekly.

A. ______________________________________________________________________________________________________

B. ______________________________________________________________________________________________________

C. ______________________________________________________________________________________________________

D. ______________________________________________________________________________________________________

1 2 3 4 5 SUMA.B.C.D.


COMMENTS (REQUIRED FOR 1 OR 2 RATINGS; OPTIONAL FOR 3)

WEEK OUTCOME # R D COMMENTS

KEY: # = Criteria not “Independent” R = Rating achieved D = Source of data1, 2, etc. = Week of rotation Sum = Summative rating for the rotation


COMMENTS (REQUIRED FOR 1 OR 2 RATINGS; OPTIONAL FOR 3)

WEEK OUTCOME # R D COMMENTS

KEY: # = Criteria not “Independent” R = Rating achieved D = Source of data1, 2, etc. = Week of rotation Sum = Summative rating for the rotation


Documents

N113 Syllabus W 11-1-1