Associate Degree Nursing Program
Coleman Health Sciences College
RNSG 2261 NURSING CARE OF THE CHILDREARING FAMILY CLINICAL
CRN’S: SPRING 2016
96493, 96491, 96494, 96492, 96495, 96496, 96498, 96499, 96497, 96500,
| Saturday 7p-7a, Sunday 7p-7a, Sunday 7a-7p, Monday 7a-7p, Monday 8a-8p, Friday 8a-8p
Other days as needed in Community
Instructors: Dr.Penelope Williams, Dr. Tyrone Sharp, Dr. Shana Westerfield, Ms.Sofia John,
Ms.Susan Thomas, Ms.Lilian Ofoegbu
Instructor Contact Information
PENELOPE WILLIAMS, EdD, MSN, MEd, RN
Office: 356 (Suite 359)
Office phone: (713) 718-7341
Email: Penelope.williams@hccs.edu
Office hours: (as posted)
SOFIA A. JOHN, MSN, RN, PNP, CNE Office: 327
(CRN- 96492)
(Suite 326)
Office phone: (713) 718-7472
Pager: (281) 267-9272
Email: sofia.john@hccs.edu
Office hours: (as posted)
TYRONE SHARP, Ph.D, RN
Office: 329 (Suite 326)
Office phone: (713)-718-7476
Email: tyrone.sharp@hccs.edu
Office hours: (as posted)
SHANA WESTERFIELD, PHD, RN (Pedi) Office:
328
Office phone: 713-718-7251
Email: shana.westerfield@hccs.edu
Office hours: (as posted)
SUSAN THOMAS, MSN, RN
(Suite
Office phone (713) 718-7479
RNSG 2261– page 2
LILIAN OFOEGBU
Office 357 (suite 359)
Office phone:
Lilian.ofoegbu
Office location and hours (as posted above with contact information)
Please feel free to contact me at any time concerning any problems that you are experiencing in this course. You do
not need to wait until you have received a poor grade before asking for my assistance. Your performance in my class
is very important to me. I am available to hear your concerns and discuss course topics. Feel free to contact me by
phone or email.
Course Description. A health-related work-based learning experience that enables the student to apply
specialized occupational theory, skills and concepts. Direct supervision is provided by the clinical
professional. On-site clinical instruction, supervision, evaluation, and placement are the responsibility of the
college faculty. Clinical experiences are unpaid external learning experiences. Course may be repeated if
topics and learning outcomes vary.
Pre-requisites: Admission into the ADN Program and First Level Courses
Co-requisites: RNSG 2261
Student Learning Outcomes
As outlined in the learning plan, the student will apply the theory, concepts, and skills involving specialized
materials, equipment, procedures, regulations, laws, and interactions within and among political, economic,
environmental, social, and legal systems associated with the particular occupation and the business/industry;
demonstrate legal and ethical behavior, safety practices, interpersonal and teamwork skills, communicating
in the applicable language of the occupation and the business or industry
Clinical and LAB:
Students are expected to attend all theory and lab classes scheduled during the semester. A student may miss
only 12.5% (4.5 days) of scheduled class during the semester.
Absences exceeding this amount may result in the administrative withdrawal of the student from the course.
Last day for Administrative/Student Withdrawals is Monday March 28,2016 at 4:30 pm.
Classroom attendance records will be maintained. It is the responsibility of the student to sign the attendance
record, or answer the roll when called.
Students will not sign for other students, which is a violation of the Honesty Policy. Failure to sign the roll
will constitute an absence for that day.
Revised Spring 2016
RNSG 2261– page 3
Repeated tardiness (more than 2 times) may result in counseling and possible disciplinary action. A student who
exceeds the allowed absences may be administratively dropped from the course and co-requisite courses.
If a student has a disability or needs instructional accommodation due to a disability, please meet with the
instructor at the beginning of the course. Documentation must be provided at this time with an official letter of
accommodation.
Clinical Math Testing
Math Policy and Procedure:
Policy: Safe administration of medications is a cornerstone of safe patient care. In an effort to assure students are
prepared to calculate medication dosages, there will be a math test prior to each clinical rotation
Procedure: Each student will be given a math packet to review prior to the new semester. Foundation students
will be given the packet during orientation. On the first day of theory for the designated term (Foundations,
Transition, Medical/Surgical Nursing, Pediatrics, and Obstetrics), the instructor for the theory class will present
an overview of the math for the upcoming clinical.
The math test will be given the second week of classes by the theory instructor. Students will be required to pass
the exam with 90% or better. The student who is not able to successfully pass the math test with 90% or better
on the first attempt will have their weekly formative grade reduced by 30 points, with the exception of the
Foundation students, who do not attend clinical until the 5th week of school. Students who do not pass the exam
will be given a second test the following week after remediation with a peer tutor or faculty tutor.
A third and final test will be given the following week. All students will take the initial math exam the 2nd week
of the semester.
Any student unable to pass the exam by the third attempt will not be allowed to continue in the clinical rotation
and therefore will be counted as failing the clinical course. The student will also have to drop the theory corequisite course.
C. Computer Based Testing:
All Houston Community College System ADN program exams will be computer based to prepare the student for
and meet the NCLEX testing requirements. Paper-pencil versions of exams would constitute a security risk and is
not available for standardized exams. This is an intentional design of the exams so that our computerized exams
more closely emulate the NCLEX exams. Keep in mind that the NCLEX is a CAT (Computer Adaptive Test) and is
not delivered in paper form.
Academic Dishonesty:
A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and
that student is claiming an advantage not available to other students. The instructor is responsible for measuring
each student's individual achievements and also for ensuring that all students compete on a level playing field.
Thus, in our system, the instructor has teaching, grading, and enforcement roles. You are expected to be familiar
with Houston Community College’s Policy on Academic Honesty, found in the catalog. What that means is: If you
are charged with an offense, pleading ignorance of the rules will not help you. Students are responsible for
conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary
proceedings may be initiated by College System officials against a student accused of scholastic dishonesty.
“Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating includes:
• Copying from another students’ test paper or assignments;
Revised Spring 2016
RNSG 2261– page 4
• Using materials not authorized by the person giving the test;
• Collaborating with another student during a test without authorization;
• Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a
test that has not been administered;
• Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of
that work in one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written
work offered for credit. Possible punishments for academic dishonesty may include a grade of “0” or “F”
in the particular assignment, failure in the course, and/or recommendation for probation or dismissal
from the College System (See Student Handbook).
Professional Behavior
As your instructor and as a student in this class, it is our shared responsibility to develop and maintain a
positive learning environment for everyone. Your instructor takes this responsibility very seriously and will
inform members of the class if their behavior makes it difficult for him/her to carry out this task. As a fellow
learner, you are asked to respect the learning needs of your classmates and assist your instructor in achieving
this critical goal.
Electronic Media Policy
Protected Health Information (PHI):
Students are allowed to access electronic medical records only for gathering information. The information
obtained must be handwritten; it cannot be photographed or electronically transmitted. Auxiliary drives (USB
drives, portable drives, discs, data storage cards, etc.) are not to be inserted into any facilities EMR system.
Do Not access any medical records that you are not using for patient care. This includes your own medical
records, your child’s, a family member’s, someone famous, or someone you saw on the news. This is a breach in
patient information and privacy and may result in consequences up to failing your clinical rotation, fines, and
dismissal from the program. Hospitals consider PHI violations as critical errors in judgment resulting in grounds
for immediate dismissal.
Password Security:
Do not share any facility password or your username with anyone. Please be advised that facility staff members
are not allowed to share their password or username with any student or faculty member.
HCC Course Withdrawal Policy:
If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final date
of withdrawal. Before, you withdraw from your course; please take the time to meet with the instructor to
discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that
would enable you to complete the course. Your success is very important. Beginning in fall 2007, the Texas
Legislature passed a law limiting first time entering freshmen to no more than SIX total course withdrawals
throughout their educational career in obtaining a certificate and/or degree.
If you plan on withdrawing from your class, you MUST contact a HCC counselor or your professor prior to
withdrawing (dropping) the class for approval and this must be done PRIOR to the withdrawal deadline to
receive a “W” on your transcript. **Final withdrawal deadlines vary each semester and/or depending on class
length, please visit the online registration calendars, HCC schedule of classes and catalog, any HCC Registration
Office, or any HCC counselor to determine class withdrawal deadlines. Remember to allow a 24-hour response
time when communicating via email and/or telephone with a professor and/or counselor. Do not submit a
Revised Spring 2016
RNSG 2261– page 5
request to discuss withdrawal options less than a day before the deadline. If you do not withdraw before the
deadline, you will receive the grade that you are making in the class as your final grade.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed classes. To
increase student success, students who repeat the same course more than twice, are required to pay extra
tuition. The purpose of this extra tuition fee is to encourage students to pass their courses and to graduate.
Effective fall 2006, HCC will charge a higher tuition rate to students registering the third or subsequent time
for a course. If you are considering course withdrawal because you are not earning passing grades, confer
with your instructor/counselor as early as possible about your study habits, reading and writing homework,
test taking skills, attendance, course participation, and opportunities for tutoring or other assistance that
might be available.
Sex/Gender Discrimination
Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that
protect students' rights with regard to sex/gender discrimination. Information regarding these rights are on the
HCC website under Students-Anti-discrimination. Students who are pregnant and require accommodations
should contact any of the ADA Counselors for assistance.
It is important that every student understands and conforms to respectful behavior while at HCC. Sexual
misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these
difficult situations.
Log in to www.edurisksolutions.org Sign in using your HCC student email account, then go to the button at
the top right that says Login and enter your student number.
Remediation, Testing Protocol, and Computer Based Testing:
A. Remediation Policy and Procedure:
Policy: All students who fail an exam with less than 75% shall be required to remediate before taking another
exam.
A remediation form in the syllabus must be completed and given to the Professor before the next exam.
Procedure: To remediate is to remedy the deficiencies. Remediation procedure is as follows
1. Upon the initial failure the instructor shall submit an early alert notification
2. Student will meet with the instructor to review the test (or this can be done by the retention specialist if
desired by the instructor
3. The student will schedule and attend a meeting with the advisor if recommended by the instructor
4. The student will meet with the retention remediation coach to review the test
5. Student will attend a remediation session for study skills, time management, and test taking skills for
nursing students
6. No student shall be allowed to sit for a subsequent exam until remediation has been completed.
7. Student shall be required to repeat the above steps for each exam failure
8. Faculty/peer tutoring will be provided if requested by the student or if deemed necessary by the
retention remediation coach.
9. Success Coaching is also available on the 5th floor. Please contact Kally Numa in Rm. 540
Revised Spring 2016
RNSG 2261– page 6
Student responsibilities include bringing textbook, lecture notes, questions or topics for discussion and following
through with all instructor-made assignments. Student may receive extra assignments to facilitate his/her
learning. (NOT FOR EXTRA CREDIT)
EGLS3 -- Evaluation for
Greater Learning Student
Survey System
At Houston Community College, professors believe that thoughtful student
feedback is necessary to improve teaching and learning. During a designated
time near the end of the term, you will be asked to answer a short online
survey of research-based questions related to instruction. The anonymous
results of the survey will be made available to your professors and
department chairs for continual improvement of instruction. Look for the
survey as part of the Houston Community College Student System online
near the end of the term.
COURSE OUTLINE: Childrearing lectures (Pediatric Module) Refer to text for specific outcomes.
CHILDREARING MODULE
At the completion of the course, the student will have been provided with opportunities and resources to:
1.
Assess the health status and health needs of childrearing clients and their families in health and
illness. (DEC-IIA,IIB)
2.
Communicate effectively with childrearing clients and their families, significant
others, and members of the multidisciplinary team.
3.
Apply principles of the teaching/learning process in promoting, maintaining,
and/or restoring health to childrearing clients and their families.
4.
Use clinical data and current literature as a basis for decision-making in nursing
practice for childrearing clients and their families. (DEC-IIC)
5.
Collaborate with clients, their families, and other health care professionals to
provide care for childrearing clients and their families.
6.
Safely administer nursing care to childrearing clients and their families. (DEC-IID)
7.
Apply legal and ethical standards of nursing practice to childrearing clients and their families.
(DEC-IIE)
8.
Evaluate childrearing clients’ and their families’ responses to therapeutic
interventions.
9.
Participate in activities that promote the development and practice of nursing care for
childrearing clients and their families.
10.
Exhibit accountability and responsibility for the quality of nursing care provided
to the childrearing clients and their families.
V.
METHODS OF ACCOMPLISHING LEARNING OUTCOMES
1.
Multimedia - Computer Aided Instruction and Video use*
2.
Nursing Skills Lab*
3.
Client care*
4.
Nursing care plans*
5.
Health teaching
Revised Spring 2016
RNSG 2261– page 7
VI.
EVALUATION
1. Clinical/Simulation Preparation:
Students must be adequately prepared for the clinical practicum each clinical day. The student must
demonstrate orally and/or in writing evidence of preparation for clinical/client care. For the pediatric rotation,
students will complete Preclinical Data Sheet each week as clinical preparation. A current (within 5 years of
publication) evidence-based practice Nursing Journal article review must be submitted as assigned by clinical
instructor.
Preclinical and Simulation preparation: 20% for pediatric course.
2. Nursing Care Plans/Mini Care Plans and Simulation Assignments/Day Care/Community:
A nursing care plan with a minimum of three (3) nursing diagnoses or data collection/analysis paper is
required every week. One satisfactory (75% or higher) Standard Care Plan is required for the pediatric
clinical. Once a satisfactory standard care plan is completed, the student can complete a mini care plan for
subsequent clinical days. When the student submits each care plan, a grading form for the care plan (Criteria
for Grading Nursing Care Plans) must be included. Failure to include a grading form will result in 10 points
being deducted from care plan grade. The grades for all nursing care plans, standard and mini care plans,
will be averaged at the end of the course. Care plans handed in after the due date/appointed time will result in
10 points deducted from care plan grade each day the care plan is late. A care plan handed in more than 2 days
late will result in a grade of “0”.
Care Plans/ Simulation Assignments: 40% for each module.
Selection of Clinical Experiences:
a) Students are required to participate in the selection of clients in clinical practice, as applicable.
b) Children are NOT allowed on clinical units. Please make appropriate child care arrangements for
pre-clinical and clinical activities.
3. Client Care Performance Clinical and Simulation Evaluation/Day Care/Community:
Students are expected to monitor clients’ responses to nursing care and treatment and report these responses
to the appropriate member of the health team. All data reported and recorded concerning clients must be
accurate and complete. Students will be required to calculate and administer the correct dose. Administration
of medications in incorrect dosages endangers the lives of clients and therefore, it is an absolute necessity
for students to have adequate knowledge in drug dosage calculation and administration. The student will
satisfactorily complete the Drug Calculations Exam (score of 90 or better). A student who scores less than 90
on the exam will have two opportunities to achieve 90% or higher before being administratively dropped from
the course. The student may not give medications in the clinical area until a score of 90 or better is attained.
During the first week of clinical, all students are required to review and complete pediatric drug calculations.
An unexcused absence for the Drug Calculations Exam is considered an attempt. No makeup exam will
be administered. All students are required to attend and participate in mandatory clinical simulation lab,
which will be facilitated by their respective clinical instructor, and will receive a performance grade for the
simulation participation. All students must submit a reflective journal (documentation) related to the
simulation experience to the clinical instructor.
Virtual Clinical Excursion (VCE): Completion of VCE is recommended for all students to enhance
learning of concepts covered in RNSG 1412 and 1460 courses.
Revised Spring 2016
RNSG 2261– page 8
Students are expected to participate in group conferences with staff, peers, and faculty to coordinate client
care management and to share information regarding clients’ progress, clients’ need for teaching, and
discharge planning. *These activities will serve to demonstrate student competency in the following
SCANS competency requirements: Display creative thinking, exhibit decision-making skill, use
problem-solving skill, and visualize eye concepts. The student will receive a grade for each clinical day,
according to designated criteria.
Drug Calculations Policy and Procedure:
Policy: Safe administration of medications is a cornerstone of safe patient care. In an effort to assure students
are prepared to calculate medication dosages, there will be a drug calculation test prior to each clinical rotation
Procedure: Each student will be given a math packet to review prior to the new semester. On the first day of
theory for the designated term (Foundations, Transition, Medical/Surgical Nursing, Pediatrics, and Obstetrics),
the instructor for the theory class will present an overview of the math for the upcoming clinical.
With the exception of the foundation course, the drug calculations test will be given the second week of classes
by the theory instructor. Students will be required to pass the exam with 90% or better. The student who is not
able to successfully pass the math test with 90% or better on the first attempt will have the weekly formative
grade reduced by 30 points. Students who do not pass the exam will be given a second test the following week
after and will also have to complete remediation with a peer tutor or faculty tutor.
A third and final test will be given the following week. All students will take the initial drug calculation exam
the 2nd week of the semester.
Any student unable to pass the exam by the third attempt will not be allowed to continue in the clinical rotation
and therefore will be counted as failing the clinical course.
Clinical and Simulation/Day Care/Community Weekly performance grades:20% for each module.
VII. CLINICAL PERFORMANCE/PREPARATION
The student must demonstrate orally and in writing evidence of thorough and accurate assessment of client
(s). Failure to complete the care plan components will result in an unsatisfactory grade for that day and this
student will not be allowed to do client care. The student must submit a care plan for client(s) including drug
cards. The care plan must be submitted within the stated deadline. The student will select their clients as per
clinical instructor’s guidance. Students are required to collaborate with faculty and the staff of the institution
so that the rules or guidelines regarding student’s clinical practice are adhered to and clients’ safety is not
compromised. NOTE: Students who demonstrate behaviors endangering the clients, other people or self
will be removed from the clinical facility.
*These activities will serve to demonstrate student competency in the SCANS competency requirements.
Students are expected to monitor client’s responses to nursing care and treatment and report these responses to
the appropriate member of the health team. All data reported and documented must be accurate and complete.
Students are expected to participate in-group conferences with staff, peers, and faculty to coordinate client care
management and to share information regarding clients’ progress and the need for client teaching and
discharge planning.
Facility requirements and guidelines:
Students are required to complete all orientation for the clinical facility, per facility requirements.
Students must maintain updated immunization, CPR, TB, and all required health records on Certified
Background. A student who does not attend clinical orientation and/or does not have updated records
on certified background, will be not be allowed to attend clinical and will be dropped from clinical, per
ADN program and clinical facility policies. Students are required to work with the faculty and the staff of
the institution so that the rules and/or guidelines regarding students’ clinical practice are adhered to and
Revised Spring 2016
RNSG 2261– page 9
clients’ safety is not compromised. Note: Students who demonstrate behaviors endangering the clients,
other people, or self will be removed from the clinical facility.
VIII. ATTENDANCE AND TARDINESS
Strict attendance is required for all clinical experiences and clinical facility orientation. For RNSG 1460,
student must complete 96 hours pediatric clinical rotation per BON requirements. Failure to complete the
required hours may result in the student receiving an incomplete for the clinical course and may not
progress in the program. Students are responsible for notifying faculty and/or the clinical agency of
absences from required clinical experiences prior to the scheduled time for the experience. Students are
expected to follow guidelines provided by individual courses or levels. Discussion with your clinical faculty
member should occur prior to any anticipated absence such as illness or crisis in the family or death of a
close family member. Students who are either pregnant or have become pregnant during their clinical
rotation must submit documentation from their physician to assume full duty in clinical. If you attend
clinical but is ill or have other issues that require you not to continue in clinical, it will be considered an
absence and you will need to complete the missed clinical hours upon documentation provided.
The stated numbers of absence may vary by course and the student should refer to the syllabi for specifics.
Absences will result in a deduction of 10% per occurrence to the final grade.
Students are expected to be on-time to simulation and clinical site. A student who does not arrive at the
assigned simulation and clinical facility and designated place at the appointed time will be considered tardy.
After two clinical "tardiness", the student will be counseled for unprofessional conduct. A student who is
thirty or more minutes late will be marked absent for the clinical day, and it is the faculty’s discretion
and clinical facility requirements that will determine if student is allowed to stay for clinical and
simulation day.
Any absence must be accompanied by valid documentation. Students who fail to notify their clinical
instructor of a clinical absence will receive a zero (0) for this behavior on the weekly performance
evaluation. A student who has excessive absences may be administratively dropped from the course.
IX.
REQUIRED TEXTBOOKS:
Perry, S. E., Hockenberry, M. J, Lowdermilk, D. L., Wilson, D., (2014). Maternal Child Nursing Care,
5th ed. St. Louis: Elseiver/Mosby Co.
ISBN 978-0-323-09610-2
Crum, K. A. & Wilson, D. (2014). Virtual Clinical Excursion, 5th ed. Maryland Heights, Missouri:
Elseiver/Mosby Co. ISBN 978-0-323-22187-0
X.
RECOMMENDED RESOURCES:
Gray-Morris, Debra, (2006) Calculate with Confidence, 4th ed. St. Louis: C.V. Mosby.
ISBN0-323-01349-X.
Hockenberry, M. J. (2004). Wong’s Clinical Manual of Pediatric Nursing, 6th ed. St. Louis: C.V.
Mosby. ISBN 0-323-01958-7.
XI.
POLICIES:
All students will adhere to HCCS policies as delineated in the HCCS and ADN handbooks. Students who
repeat a course three or more times will face significant tuition/fee increases at HCC and other Texas public
colleges and universities. Please ask your instructor/counselor about opportunities for tutoring/other
assistance prior to considering course withdrawal, or if you are not receiving a passing grade.
Revised Spring 2016
RNSG 2261– page 10
.
XIII. MEETING DATES/TIMES
Dates/Time: TBA (see clinical schedule for dates and times)
XIV. LEARNING ACTIVITIES
A. Contemporary Technology
1. Computer Assisted Instruction (explanatory and interactive)
2. Internet access
3. Medline access
B. Clinical / Laboratory Activities
1. Learning through simulation
2. Psychomotor skill development
3. Client care management
4. Clinical conferences
XV.
METHODS OF EVALUATION
Pre-Clinical and Simulation Preparation
Nursing Care Plans & Simulation Assignments
Clinical and Simulation Weekly Performance Evaluation
20%
40%
40%
XVI. PORTFOLIO
The student will maintain all written work and care plans in a portfolio that will be available to the clinical
instructor at all times. Students are required to submit their portfolio prior to final clinical evaluation. It is the
student’s responsibility to maintain and update skills checklist during the Pedi/OB clinical rotation.
Revised Spring 2016
RNSG 2261– page 11
RNSG 2261
SCANS AREAS OF COMPETENCY
The U.S. Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) to enter
the workplace has determined that a total of 43 competencies must be addressed and method(s) of
determining competency listed:
Three SCANS competencies are addressed:
Employ Interpersonal Skills:
#12.
Participate as a team member
Each week in the clinical area, each student participates as a member of a team, with a licensed nurse as
team leader. The student receives report from the leader, consults with her about the assigned clients, helps
the leader with other clients, and reports to her at the end of the clinical shift.
#13.
Teach others
Each student implements a written health teaching plan a minimum of four times during the course. Each
health teaching plan, implementation and evaluation is graded. Client teaching is evaluated each clinical
day as part of the clinical performance.
Apply Thinking Skills:
#38.
Exhibit reasoning skills
Each student performs client care each clinical day and develops a nursing care plan for the assigned clients.
The nursing process is a problem-solving process consisting of assessment, analysis, planning,
implementation and evaluation.
Each nursing care plan is graded, and the grade average counts for twenty-five percent of the final course
grade.
Display Appropriate Personal Qualities:
# 43.
Display integrity/honesty
Integrity and honesty are integral to the nursing profession. Students are held accountable for their action.
They must maintain client confidentiality at all times. These behaviors are evaluated each clinical day. A
breach
of
these
expectations
will
result
in
a
student’s
failing
the
course.
Revised Spring 2016
RNSG 2261– page 12
RNSG 1460: Clinical Nursing, Nursing Care of the Childrearing Family
Student Name (print):
Last
First
Scale:
A = 90-100
B = 80-89
C = 75-79
D = 60-64
F = below 60
Pedi Module:
Pre-Clinical and Simulation Preparation
X 0.20 =
Nursing Care Plans, Assignments for Simulation, Day Care and
Community
X 0.40 =
Weekly Clinical and Simulation Performance
X 0.40 =
Excessive absences will be a deduction of 10% per occurrence to the final grade
Course Final Grade:
Student Signature:
Faculty Signature:
Date:
Revised Spring 2016
RNSG 2261– page 13
RNSG 2261 POLICY AND PROCEDURE STATEMENT, CLINICAL BEHAVIORS
The practice component for the ADN courses is graded using weekly performance evaluations and a summative
evaluation at the end of each clinical course. The purpose of this statement is to identify the procedure and
consequences for unsatisfactory behaviors. These procedures should be initiated upon the occurrence of the
unsatisfactory behavior or action rather than at the conclusion of the clinical course. A one-time violation of
any starred (*) item on the clinical evaluation tool will result in clinical failure. Clinical behaviors that are
normally dealt with fall into three categories. The first level identified as BNI (behaviors needing
improvement) involve incidents such as uniform infractions and misunderstanding of care plan assignments.
The second level, identified as RNI (reportable negative incidents) is more serious infractions which necessitate
more serious recognition and remediation. An example might be the failure to report vital signs not within the
normal range or repeated failure to report to the clinical area without the appropriate preparation. The third
level, identified as RNCI (reportable negative critical incidents) indicates a very serious infraction which has
endangered or impaired a life. These behaviors correspond to the Critical Elements that the faculty has
identified as Safety, Accountability, and Confidentiality. An example might be a medication error that impaired
a life or side rail left down resulting a patient injury. Student behaviors related to the Critical Elements are
starred on the Clinical Evaluation Tools. Three RNI’s or the occurrence of 1 RNCI (reportable negative
critical incident) may result in a student being dismissed for the ADN program upon recommendation of
five-member faculty committee.
PROCEDURE:
Level I - BNI
(Behaviors Needing Improvement)
1.
Identify the behavior to the student and counsel as needed.
2.
Document behavior or action via the ADN’s “Prescription for Success” form or an HCCS Contact
Action Form.
3.
Observe and document correction of behavior or action.
Level II – RNI (Reportable Negative Incident) - May be a more serious offense as described above or
repetition of a particular BNI.
1.
Identify the behavior or action to the student.
2.
Fill out a Contact Action Form and designate the incident as a RNI and submit it to the ADN
Department Chair.
3.
The Department Chair will then activate a five- member faculty hearing committee to determine if the
offense warrants designation as an RNI.
Three RNI’s approved by a 5-member faculty hearing committee may result in the student‘s being
dismissed for the ADN program at any point during the course of study.
4.
If the RNI is not approved, the incident is filed as a BNI and the student will be assigned remediation as
designated by the committee.
Level III - RNCI (Reportable Negative Critical Incident - One in which life is impaired or endangered)
1.
Steps 1 and 2 as above, however, the Contact Action must be identified as an RNCI (reportable negative
critical incident).
2.
Step #3 as above; however, the Faculty Committee must now determine if this behavior warrants
removal of the student from the program or decide if this is one of the three RNI’s.
3.
If the Reportable Negative Critical Incident report is accepted by the committee, then institutional policy
is followed to remove the student from the program.
4.
If an RNI status is granted, then assigned remediation must be performed by the student.
Signature
Revised Spring 2016
Date
RNSG 2261– page 14
RNSG 2261: POLICY AND PROCEDURE STATEMENT, CLINICAL BEHAVIORS
The practice component for the ADN courses is graded using weekly performance evaluations and a summative
evaluation at the end of each clinical course. The purpose of this statement is to identify the procedure and
consequences for unsatisfactory behaviors. These procedures should be initiated upon the occurrence of the
unsatisfactory behavior or action rather than at the conclusion of the clinical course. A one-time violation of any
starred (*) item on the clinical evaluation tool will result in clinical failure. Clinical behaviors that are
normally dealt with fall into three categories. The first level identified as BNI (behaviors needing
improvement) involve incidents such as uniform infractions and misunderstanding of care plan assignments.
The second level, identified as RNI (reportable negative incidents) is more serious infractions which
necessitate more serious recognition and remediation. An example might be the failure to report vital signs not
within the normal range or repeated failure to report to the clinical area without the appropriate preparation.
The third level, identified as RNCI (reportable negative critical incidents) indicates a very serious infraction
which has endangered or impaired a life. These behaviors correspond to the Critical Elements that the faculty
has identified as Safety, Accountability, and Confidentiality. An example might be a medication error that
impaired a life or side rail left down resulting a patient injury. Student behaviors related to the Critical
Elements are starred on the Clinical Evaluation Tools. Three RNI’s or the occurrence of 1 RNCI
(reportable negative critical incident) may result in a student being dismissed for the ADN program
upon recommendation of five-member faculty committee.
PROCEDURE:
Level I - BNI
(Behaviors Needing Improvement)
1.
Identify the behavior to the student and counsel as needed.
2.
Document behavior or action via the ADN’s “Prescription for Success” form or an HCCS Contact
Action Form.
3.
Observe and document correction of behavior or action.
Level II – RNI (Reportable Negative Incident) - May be a more serious offense as described above or
repetition of a particular BNI.
1.
Identify the behavior or action to the student.
2.
Fill out a Contact Action Form and designate the incident as a RNI and submit it to the ADN
Department Chair.
3.
The Department Chair will then activate a five- member faculty hearing committee to determine if the
offense warrants designation as an RNI.
Three RNI’s approved by a 5-member faculty hearing committee may result in the student‘s being
dismissed for the ADN program at any point during the course of study.
4.
If the RNI is not approved, the incident is filed as a BNI and the student will be assigned remediation as
designated by the committee.
Level III - RNCI (Reportable Negative Critical Incident - One in which life is impaired or endangered)
4.
Steps 1 and 2 as above, however, the Contact Action must be identified as an RNCI (reportable negative
critical incident).
5.
Step #3 as above; however, the Faculty Committee must now determine if this behavior warrants
removal of the student from the program or decide if this is one of the three RNI’s.
6.
If the Reportable Negative Critical Incident report is accepted by the committee, then institutional policy
is followed to remove the student from the program.
4.
If an RNI status is granted, then assigned remediation must be performed by the student.
Signature
STUDENT COPY
Revised Spring 2016
Date
RNSG 2261– page 15
RNSG 2261 – Weekly Pre-Clinical Evaluation
Student:
Faculty:
Childrearing Preclinical Preparation: (Pre-Clinical
Criteria:
Each item must be complete to receive 10pts. Incomplete
information will receive 0 pts)
Prepared for clinical experience evidenced by knowledge of
assigned unit and role responsibility.
Pre-clinical paperwork presented to clinical instructor by the
designated deadline. Pre-clinical paperwork is neat and legible.
Knowledgeable about patient’s plan of care evidenced by
conversation(s) with clinical instructor. Seeks and uses
feedback from clinical instructor.
Assigned pages of assessment guide are complete.
Medications to be administered are calculated.
Patient teaching need(s) is/are documented.
3 Relevant Nursing diagnoses are listed.
Patient’s #1 NANDA is completely documented. Short term
goal and outcome criteria are listed.
4 Nursing Interventions are listed in terms of priority according
to Maslow’s hierarchy of needs.
Nursing Interventions/Actions are documented with appropriate
scientific rationale.
Pediatric Nursing Journal Article Review
Additional Comments:
Revised Spring 2016
1
2
3
4
5
6 7
RNSG 2261– page 16
Additional Comments:
FINAL EVALUATION:
Faculty:
Student:
Faculty Signature
Student Signature
Date:
Revised Spring 2016
RNSG 2261– page 17
RNSG 2261 – Pediatric Weekly/Final Clinical Performance/Simulation Evaluation
Student: ___________________________________ Facility: _____________________________
Faculty: ___________________________________ Semester: ____________________________
1
2
3
4
5
Clinical Week
1.Reports to clinical on time or notifies clinical instructor
of tardy or absence
2. Prepared for clinical experience evidenced by
completion of pre-clinical paper- work
3. Receives report on client. Reviews client data to
ensure proper care for shift (labs, medications, procedures)
4. Completes physical assessment & collaborates
significant findings with staff
5. Knowledgeable about client’s plan of care and
identifies signs and symptoms of disease process
*6. Performs all clinical skills and procedures safely
according to policy of assigned affiliate agency
a. Vital signs
b. Asepsis
c. Personal care/hygiene
d. Other
7. Medications
a.
Checks medications to be given,
availability, & client allergies
b. Demonstrates knowledge of drugs and nursing
implications
* c. Correct preparation and calculation of
medications
* d. Administers medications safely
e. Evaluates client response
9. Client diet: Identifies type, amount taken, nutrition
needs
10. Communicates appropriate and accurate knowledge
about client’s plan of care
a. Discuss labs, medication and clinical procedures
b. Discuss significant assessment findings and
collaborate significant findings with staff
b. Discuss prioritized nursing diagnoses, goals and
interventions
11. Communicates effectively with peers, faculty,
members of the health care team and client on his or her
developmental level of comprehension
12. Accurately documents client care information
*13. Reports pertinent information critical to client
care to instructor or other health care team members in a
timely manner
14. Prioritizes and organizes client care according to
growth, development and disease process
*15. Demonstrates confidentiality of client
Revised Spring 2016
6
RNSG 2261– page 18
information/follows HIPAA guidelines
*16. Seeks & uses feedback from instructor/nursing
staff; seeks clarification of assignments & role
responsibility when in doubt
*17. Seeks and/or requests learning experiences to
enhance own learning; investigates unfamiliar
medications, procedures, or equipment
18. Implements health teaching appropriate to the clinical
area
*19. If error is made, reports to instructor or staff
immediately
20. Maintains standard of performance under stress
21. Demonstrates through appearance, verbal or written
communication, and person to person interactions, a
courteous, constructive and positive attitude.
22. Follows directions, organizes materials, manages
time and actively participate post clinical conference
*23. Demonstrates sensitivity, courtesy to others,
honesty, constructive positive attitude, accountability and
scholastic integrity/ Professional behaviors
Total
Student’s initial
*Indicates the behavior is critical to performance.
Evaluation Codes:
Satisfactory = S
Needs Improvement = NI
Unsatisfactory = U
NO = not observed
NA = not applicable
CRITICAL BEHAVIORS - If performance is less than satisfactory on any critical behavior:
First occurrence:
25 points deducted from grade and documented
remediation within one week
Second occurrence of same behavior: Zero for the clinical day
Third occurrence of same behavior:
Zero in clinical performance for the course (25% of
course grade)
NON-CRITICAL BEHAVI0RS:
Each U (unsatisfactory) received: 10 points deducted from grade
Each NI (needs improvement):
5 points deducted from grade
Revised Spring 2016
RNSG 2261– page 19
Additional Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________
FINALEVALUATION:_______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________
Faculty:___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________
Student:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________
Faculty Signature_________________________________
Student Signature_________________________________
Date:___________________________________________
Revised Spring 2016
RNSG 2261– page 20
RNSG 2261: Grading Criteria for Standard Care Plan
Student Name:
Grade:
Faculty Signature:
Student Signature:
The care plan is typed or written in ink and is neat and legible, illegible care plan will not be graded.
10 Points deducted for each day late. Must be turned in at appointed time or is considered late.
S
2 pts
S=Satisfactory
NI=Needs Improvement
U=Unsatisfactory
NI
U
1 pt
0 pts
Assessment & Data Collection - 10%
A. Assessment guide is complete (NO blanks) and pertinent. All pages of
assessment guide are completely filled out with factual information about patient.
For Pediatric Care Plans: Appropriate Growth Chart submitted: Includes client’s
weight, height, FOC (under 6 months), and documentation of percentiles.
B. Minimum of 3 medications the patient receives are listed and calculated
correctly and documentation of drug reference.
C. Significant laboratory results are documented, including significance of result to
patient’s condition/plan of care.
D. Patient/family teaching needs, based on assessment data, are listed.
E. All pertinent date that leads to the formulation of the nursing diagnoses are
listed.
S
6-5 pts
NI
4-1 pts
U
0 pts
Analysis/Nursing Diagnoses - 30%
A. Analyzes assessment data.
B. Significant data collection findings are documented and related to patient’s
NANDA Diagnoses.
C. Five (5) relevant nursing diagnoses are listed, supported by sufficient
assessment findings, and correctly states three parts:
NANDA + Etiology (r/t) + defining characteristics (AEB).
D. NANDA diagnoses are prioritized according to Maslow’s hierarchy of needs.
E. The patient’s three (3) most significant nursing diagnoses, based on assessment
data, are completely worked through.
S
5-4 pts
NI
3-1 pts
U
0 pts
Planning/Patient Goal - 10%
A. The short-term goal is clearly stated, realistic, and relates to the NANDA
Diagnosis.
B. Three (3) outcome criteria are clearly stated, realistic, related to the goal,
measurable, and within a realistic time frame.
Revised Spring 2016
RNSG 2261– page 21
S
6-5 pts
NI
4-1 pts
U
0 pts
S
4-3 pts
NI
2-1 pts
U
0 pts
Implementation -30%
A. Documentation of sufficient and developmentally appropriate nursing acti
(5) to meet the patient’s goals
B. Each nursing action is supported by an appropriate scientific rationale wit
documentation of reference and page number(s)
C. Interventions are individualized by including medications, treatments, die
developmental, cultural aspects, resources, etc.
D. Nursing interventions are listed in terms of priority according to Maslow’
hierarchy of needs.
E. Patient/family teaching is implemented in the plan of care
Evaluation- 20%
A. Specific results based on the patient goal criteria are correctly documented
(I & O, Vital Signs, Wt, Pain Score, Medications/Responses, etc.)
B. Correctly documented whether or not the goal was met, not met, or partial
and includes a rationale
C. Correctly noted if the plan is to be continued, discontinued, or altered and
includes rationale
D. Appropriate revisions, based on client response to nursing interventions, a
identified. Revisions include a new intervention listed and a rationale for the
intervention.
E. Narrative Nursing Documentation is complete. Each entry is signed by the
student and correct date and time are noted. Documentation is legible and
adequately reflects the client’s plan of care
Additional Comments:
Revised Spring 2016
RNSG 2261– page 22
Nursing Care Plan 1
Student Name
Houston Community College System
Coleman Campus
Professor’s Name :
Spring 2016
Revised Spring 2016
RNSG 2261– page 23
HOUSTON COMMUNITY COLLEGE SYSTEM
ASSOCIATE DEGREE NURSING
NURSING PROCESS FORM: PART I – ASSESSMENT
Student:
Date of Care:
Client’s Initials
Occupation:
Age:
Sex:
Race:
Religion:
Role in family:
Admission date:
Primary language:
Stage in Life Cycle
Chief complaint:
Additional Diagnosis:
Allergies:
History of Present Illness (Sources: Patient, Chart, Family/Caregiver)
Past Medical/Surgical History:
Family History:
Psychosocial History
Revised Spring 2016
Admission Diagnosis:
RNSG 2261– page 24
NURSING PROCESS FORM: PART I
PATHOPHYSIOLOGY OF CURRENT DIAGNOSIS
FROM TEXTBOOK
Diagnosis and Definition of Diagnosis:
Etiology:
Diagnostic Procedures:
Signs, Symptoms, and Course of the Disease/Disorder:
Treatment and Prognosis:
Reference (with pages numbers):
Revised Spring 2016
RNSG 2261– page 25
KARDEX WORKSHEET INFORMATION
Description
*Vital signs frequency
Weight
*I&O
*Urinary Elimination
*Bowel Elimination
NG tube
*Diet
*Positioning or Turn
*Bath Type
*Activity Level
Dressing
Change/Site
Orthopedic Device/Care
Scheduled Procedures
O2 at L/Min via:
EKG Monitoring
I.V. Fluid Type
I.V. Site/rate
(Hep Lock IV)
*Allergies
Code Status
Isolation Status
* Required Critical Information
Revised Spring 2016
RNSG 2261– page 26
NURSING PROCESS FORM: PART I
SUBJECTIVE/OBJECTIVE ASSESSMENT
Overall Appearance: [i.e. Posture, expression, first impressions]
Integumentary [i.e. skin undertone, turgor, edema, warmth, etc.]
EENT [i.e. eyes, ears, nose or sinus problems, swallowing difficulties, dental or oral problems]
Gastro-Intestinal [i.e. bowel sounds, appetite, weight gained or lost, elimination pattern, nutritional supplements, date of last
bowel movement]
Neurological [i.e. pain and its perception, last hearing or visual check, LOC, papillary response, signs of conduction deficits,
speech pattern, orientation]:
Reproductive [i.e. last breast or testicular self-examination, mammogram, pelvic or prostate exam, LMP, pain]
Female: external genitalia
LMP
Breast abnormalities
Male: external genitalia
Revised Spring 2016
RNSG 2261– page 27
Renal [i.e. elimination route, discharge, 24-hour production, & findings of current urinalysis]
Revised Spring 2016
RNSG 2261– page 28
SUBJECTIVE/OBJECTIVE ASSESSMENT
Pulmonary [i.e. tobacco history, shortness of breath, breath sounds, rate, rhythm, cough,]
Endocrine [i.e. diagnosed at what age, last HgbA1c or associated lab work, BS ranges, compliant]
Musculo-Skeletal [i.e. mobility, safety, range of motion, atrophy or edema, prosthetic]:
Revised Spring 2016
RNSG 2261– page 29
Cardiovascular
Heart rate & rhythm
Blood pressure
Point of maximal impulse
Adventitious sounds
Pulse rhythm & quality
[scale 0-4]
Dorsalis pedis
Posterior tibial
Radial
Edema
Capillary refill
Pulse deficit [if
applicable]
Twelve Lead ECG
Results:
Revised
Spring 2016
right extremity
left extremity
right extremity
left extremity
RNSG 2261– page 30
NURSING PROCESS: PART 1
Discharge /Home care [needs after hospitalization]
Teaching needs [data based]:
Readiness to learn [describe behavior that reflects readiness or ability to learn]:
Revised
Spring 2016
RNSG 2261– page 31
Report of Laboratory Test(s) /Diagnostic Procedure
Date
Name of test
Revised
Spring 2016
Normal values
Client’s Values
Significance to patient’s plan of care
RNSG 2261– page 32
Medication Sheet
Medication/Dose/Route/Time:
Classification:
Therapeutic Use:
Nursing Considerations:
Side Effects/Incompatibilities/Toxic Reactions:
Contraindications:
Pertinent Labs:
Safe Dose Range (show calculations):
Is this a safe dose to be administered to the patient?
No
Medication/Dose/Route/Time:
Classification:
Therapeutic Use:
Nursing Considerations:
Side Effects/Incompatibilities/Toxic Reactions:
Contraindications:
Pertinent Labs:
Safe Dose Range (show calculations):
Revised
Spring 2016
□ Yes
□
RNSG 2261– page 33
Is this a safe dose to be administered to the patient?
No
Drug Reference:
Revised
Spring 2016
□ Yes
□
RNSG 2261– page 34
List all with a minimum of three (3) appropriate nursing
diagnoses for this patient.
1.
2.
3.
4.
5.
Revised
Spring 2016
Time
Narrative or PIE Format or SBAR Nursing Documentation
RNSG 2261– page 27
RNSG 2261– page 28
Nursing Diagnosis #1:
Goal:
________________________________________________________________________________MET/NOT MET/PARTIALLY MET
Outcome Criteria: (The goal has been met if the client…)
1. ______________________________________________________________________________________________________MET/NOT MET
2. ______________________________________________________________________________________________________MET/NOT MET
3. ______________________________________________________________________________________________________ MET/NOT MET
Priority Nursing Interventions
1.
2.
3.
4.
Scientific Rationale For Every Intervention
Evaluation of each Nursing Intervention
RNSG 2261– page 29
5.
Care Plan to be continued: yes______ no_______
Revisions to plan of care:
Reference: (must use pediatric reference as primary resource; include pages)
Nursing Diagnosis #2:
Goal:
________________________________________________________________________________MET/NOT MET/PARTIALLY MET
Outcome Criteria: (The goal has been met if the client…)
1. ______________________________________________________________________________________________________MET/NOT MET
2. ______________________________________________________________________________________________________MET/NOT MET
3. ______________________________________________________________________________________________________MET/NOT MET
Priority Nursing Interventions
1.
2.
3.
4.
Scientific Rationale For Every Intervention
Evaluation of each Nursing Intervention
RNSG 2261– page 30
5.
Care Plan to be continued: yes______ no_______
Revisions to plan of care:
Reference: (must use pediatric reference as primary resource; include pages)
Nursing Diagnosis #3:
Goal:
________________________________________________________________________________MET/NOT MET/PARTIALLY MET
Outcome Criteria: (The goal has been met if the client…)
1. ______________________________________________________________________________________________________MET/NOT MET
2. ______________________________________________________________________________________________________MET/NOT MET
3. ______________________________________________________________________________________________________MET/NOT MET
Priority Nursing Interventions
Scientific Rationale For Every Intervention
1.
2.
3.
4.
5.
Care Plan to be continued: yes______ no_______
Revisions to plan of care:
Reference: (must use pediatric reference as primary resource; include pages)
Evaluation of each Nursing Intervention
RNSG 2261– page 27
PEDIATRIC DOSAGE CALCULATIONS FOR MEDS
Student Self Evaluation
Clinical Week
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Learning goals
for the week
Skills Performed
Actual accomplishments
for the week [Relate
goals and
accomplishments]
Areas for
Improvement
HOUSTON COMMUNITY COLLEGE SYSTEM
RNSG 2261 – Nursing Care of the Chidrearing Family
COURSE EXPECTATIONS CONTRACTUAL AGREEMENT
I, ______________________________, have read the RNSG 2201 syllabus and fully understand the
expectations of me as a student in this course.
I acknowledge that I am aware that the Houston Community College A.D.N. Student Handbook is on
the course website (Eagle Online) and that I am accountable for following the policies and
procedures discussed in the handbook.
In addition, I agree to uphold the honesty policy by neither giving nor receiving any information
about test content in this course as well as signing in for another student in class.
Failure to submit a signed agreement will be considered a breach of contract and I may be
administratively dropped.
My signature below signifies my willingness to comply with the course requirements and I don’t
have any questions regarding the syllabus.
________________________________________
SIGNATURE
________________________________________
PRINTED NAME
________________________________________
DATE