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NUR 134
Summer 2011
Family Nursing Clinical
North Seattle Community College
Course Syllabus
Course Prefix and Number: NUR 134
Course Title: Family Nursing Clinical
Course Credits: 1.5
Course Start Date: July 27, 2011
Course Location: Northwest Hospital Medical Center
Course Times: 6:30am-3:00pm
INSTRUCTOR INFORMATION:
Margaret Johnston, RN-BC, BSN, M.Ed.
Email: johnstonmm@earthlink.net
mjohnston@sccd.ctc.edu
Phone: 206-265-9907
Kristi Cunnington, RN-BC, BSN, CDE
Email: akjjj@aol.com
Phone: 425-466-8119
Dianne Wisner, PhD(c)MN, RN
Email: dwisner@sccd.ctc.edu
Phone: 206-367-4959
Terry Heldreth, MN, RN
Email: theldreth@sccd.ctc.edu
phone: 425-877-1582
Email or text messaging is the best and quickest way to reach us. We will make every
effort to get back to you within 24 hours. If there is an emergency or if you will be absent
from clinical, for any reason, a phone call is required.
TEACHING PHILOSOPHY: As the instructors for this course, we believe it is our job
to foster a safe learning environment, to provide experiences that will facilitate
achievement of the course outcomes, to clearly communicate expectations, and to provide
evaluation. It is our expectation that each student will assume responsibility for their own
learning by completing all of the reading assignments and activities provided as well as
actively participating in clinical. It is the student’s responsibility to seek instructor or
preceptor guidance and support in performing nursing care.
COURSE DESCRIPTION
This course focuses on application of practical nursing care of families, including;
perinatal clients and their partners, infants and children in a childbirth center and
pediatric setting. The focus of nursing care for children will center on health promotion
and wellness maintenance as well as parenting.
COURSE Skills goals:
1. Plan and implement care for clients with normal and complex conditions in
labor and delivery and postpartum while meeting clinical evaluation criteria
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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2.
3.
4.
5.
6.
Observe therapeutic interventions in labor and delivery and postpartum
Complete physical and psychosocial assessment of families
Apply therapeutic communication skills
Implement the nursing process in the care of clients with complex conditions
Demonstrate effective, independent, problem solving skills in the care of
clients with complex and well conditions
7. Demonstrate ability to collaborate with other members of the healthcare team.
8. Plan and implement safe and effective nursing care in antepartum, labor and
delivery, SCN, and postpartum units
9. Perform assessment of antepartum, labor and delivery, neonatal, and
postpartum patients
10. Identify and describe communication strategies for interviewing labor and
delivery and postpartum
11. Perform nursing skills in a safe and effective manner that demonstrates a
caring ethic in labor and delivery, antepartum, postpartum, nursery care and
pediatric care settings
12. Assess current knowledge level, learning readiness, and developmental level
of client in regard to her health status
13. Utilize appropriate channels of communication with client, family, faculty,
preceptor and staff
14. Collaborate with healthcare team to develop plan of care to achieve desired
outcomes
15. Adhere to standards of professional practice in nursing
16. Identify and separate self issues from those of clients
NSCC General Learning outcomes and/or Related Instructional Outcomes (for
Technical courses) met by this course:
Outcome 2. Use quantitative reasoning processes to understand, analyze, interpret, and
solve quantitative problems
Outcome 4. Access, evaluate, and apply information from a variety of sources and a
variety of contexts
Outcome 5. Apply computer competency appropriate to general education and
occupational goals
Outcome 6. Work and communicate effectively in groups
Outcome 7. Deal constructively with information, ideas, and emotions associated with
such issues of diversity and conflict as culture, ethnicity, race, gender, religion, age,
sexual orientation, and abilities
Outcome 11. Understand the nature of the individual and of the relationship between the
self and the community
Course Outcomes/Learning Objectives:
Upon completion of this rotation, the student will be able to observe, plan, and care for
the routine perinatal or pediatric client meeting clinical evaluation criteria.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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1. Initiate and document holistic care of perinatal and pediatric patients within the scope
of practice of the practical nurse.
2. Communicate effectively with patients, patients’ families and healthcare team.
3. Begin understanding of data gathering, problem-identification, planning, implementing
nursing care and contributing to the evaluation within the childbirth center and pediatric
setting using appropriate technology.
COURSE POLICIES:
Conform to NSCC policies regarding appearance and professional behavior at all times.
Come to clinical prepared. You are not to perform any procedure (giving meds, dressing
changes, catheters etc) without notifying your instructor or preceptor first. Failure to do
so will result in immediate dismissal for the day, followed by disciplinary action.
The role of the clinical instructor is one of instruction and evaluation. It is the student’s
responsibility to seek instructor guidance and support in performing nursing care.
For a positive clinical experience it is recommended to bring a nursing drug reference and
care plan reference. Come to clinical prepared. This means being able to develop a plan
of care for your assigned patient and to answer questions about your client's diagnosis,
medications, and therapy with your instructor each day. It also means having the
appropriate equipment and the ability to research or provide the appropriate data. Course
expectations are the following:
Arrive on time
Come prepared
Ask for help
Use each other as resources
Actively participate in discussion
Communicate information clearly to staff, instructor, team, patients and families
Use your critical thinking skills to the best of your ability when making decisions about
patient care
Check in with instructor/preceptor prior to meal breaks
ATTENDANCE/TARDINESS POLICY
There are NO make-up clinical days. All scheduled times missed will be considered an
absence. It is expected that all students attend all clinical sessions, arrive on time, not
leave early, and be prepared to actively participate. Students are expected to attend all
orientation classes. You are expected to call instructor’s cell phone immediately to notify
her that you will be late or absent. Except in the case of an absolute emergency, absence
without notification prior to the start of the clinical day will constitute an unexcused
absence and will be subject to disciplinary action. Any unexcused absence for any reason
prevents the student from meeting course objectives and will result in a 0 grade for the
day.
The procedure for reporting clinical absences is to notify the instructor a
minimum of 1 hour prior to the start of the clinical day. Students must call the
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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instructor to report an absence. Sending a message with a fellow student will not
be accepted. A “No Call, No Show” is a serious offense and may be grounds for
dismissal and will be referred to the VP of Student Services. All clinical absences
will be reviewed by the nursing faculty and the Nursing Director. If you have a
communicable disease/condition, an injury, or a change in health status that may
affect your ability to provide patient care, you are required to bring a note from
the physician that specifies whether or not you may return to the clinical setting
and any work-related physical constrictions.
Clinical objectives must be met daily and absences will jeopardize the meeting of
these objectives, which are necessary to pass the course. Attendance is pertinent
to pass the course. Tardiness will reduce points on professionalism and will affect
the total course grade
Guidelines per the NSCC LPN Handbook:
1. Absences will jeopardize meeting daily objectives and therefore success.
2. A student is allowed one medical or family emergency absence from clinical
with a doctor’s note each quarter. Any additional absences or ones that are
not a medical emergency (unexcused) will result in a 0 for the day which in
clinical results in failing the course.
3. Two 5-minute tardies will constitute an absence and a zero for the day which
results in failing the clinical course.
4. There is no scheduled “make up” laboratory or clinical days. Any make-up
work for an excused absence will be negotiated with the involved instructor.
5. In the case of an absence
a. Call clinical site
b. Call instructor, not another student
EXPECTATION OF THE STUDENTS
Because you have only two shifts in OB, you will not be giving any medications. Your
experience will focus on observation as well as practice of clinical skills. You will be
assigned to work with a staff nurse and will be expected to participate in caring for
mothers and infants, doing assessments, and practicing any skills that are within your
scope of practice as student LPNs. You are expected to arrange your nursing activities so
you are on time for conferences. Students are expected to come to pre and post
conference ready to discuss and actively participate. Information shared in pre and post
conference regarding patients or fellow classmates is considered confidential. “What is
shared in the classroom stays in the classroom”.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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NURSING CLINICAL POLICIES
Guidelines for Student Conduct: Students are expected to comply with student conduct
policy and procedures. Information on student responsibilities and rights is available at
the following websites: http://www.seattlecolleges.com/studentrules.aspx or
Intranet site: http://www.seattlecolleges.com/studentrules.aspx
Patient Confidentiality
Strict confidentiality should be maintained at all times. Refer to LPN Student Handbook.
Cell Phone Etiquette: To avoid disruption of the learning environment, students are
expected to turn off or silence cell phones. Phones are not to be on the student’s person.
Do not answer phone calls while on the unit. Please use scheduled breaks to return calls.
Classroom Diversity Statement: Respect for diversity is a core value of NSCC. Our
college community fosters an optimal learning climate and an environment of mutual
respect. We, the college community, recognize individual differences. Therefore, we are
responsible for the content and tone of our statements and are empathetic speakers and
listeners.
Respectful and Inclusive Environment: The instructor and student share the
responsibility to foster a learning environment that is welcoming, supportive, and
respectful of cultural and individual differences. Open and respectful communication
that allows for the expression of varied opinions and multicultural perspectives
encourages us to learn freely from each other.
Fragrance Policy: Students are encouraged to refrain from wearing heavily scented
products during class sessions, since some individuals may experience chemical
sensitivities to fragrances that interfere with their learning. Do not wear any scents,
perfumes, strong smelling deodorants or lotions.
Transportation: Clinical instruction and experience are provided throughout the
program in long-term care facilities, acute care hospitals, and clinics. It is the student’s
responsibility to arrange transportation to and from these facilities.
Student Ratios: Clinical placements are made to ensure that all students receive the
appropriate variety of experiences. Long term care facilities and acute care facilities
generally have a ratio of 6-8 students per instructor and clinics utilize the nurses as
preceptors in a 1:1 ratio.
Dress Code: Students are to adhere to the standards, policies, and regulations of the
clinical sites during their clinical education program. These standards include wearing
appropriate attire, including nametags, and patches ironed on the left upper arm at the
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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shoulder, and conforming to the standards and practices of the site. Nametags and patches
must remain visible at all times and must not be covered by a sweater while on the floor.
A sweater or T-shirt may be worn under the scrubs. Students should wear casual business
attire (no jeans) with facility ID badge during the pediatric clinical if scrubs are not
requested by your preceptor.
Facility Orientation: If the clinical site requires a special orientation of students,
students MUST attend or they will be unable to attend clinical. Each facility has unique
policies, procedures, and documentation practices. Students must attend the orientation in
order to be prepared to attend clinical and provide safe care for patients within these
facilities. Students who do not attend the orientation will meet with the Nursing Faculty
and the Program Director, and referred to the VP of Student Services.
Leaving the Unit: Students are to remain at the site during the clinical assignment.
Leaving the floor without notifying the staff and instructor/preceptor where patients are
assigned is considered abandonment of patients. If a student is found to have abandoned
his/her patients, the student may be referred to the VP of Student Services, which may
lead to dismissal from the program. If the student needs to leave the floor for any reason
he/she must let the nurse in charge and the instructor/preceptor know.
Standard Precautions: Students are expected to follow the Standard Precautions with
ALL patients regardless of whether they have a communicable disease or not.
Procedures and Treatments: Students should NOT perform any procedure/treatment
independently (i.e. giving meds, dressing changes, catheters etc) without first obtaining
permission from the instructor/preceptor. Failure to do so may result in immediate
dismissal for the day followed by disciplinary action.
Clinical Errors: Clinical errors must be reported immediately to the charge nurse and the
clinical instructor. An NSCC Practical Nursing Program Student incident report must be
filled out, even if the instructor catches the error before the student administers the
medicine or treatment. In the event that the student does perform the wrong procedure a
facility incident report must also be made out. The student incident report will be placed
in the student’s file until graduation. Serious errors will be reviewed by the faculty and
administration and may be referred to the VP of Student Services. (See Student Clinical
Incident Report in Section VII.)
Injuries and Accidents: Any injuries sustained during the clinical day should be
reported to the nursing instructor immediately.
Student Support Services:
Students are encouraged to seek campus support services when necessary to support their
learning and academic progress. Refer to student handbook, brochures/flyers, or college
website for information about: Disability Services, Advising Center, Tutoring Services,
Student Leadership Programs, Library, Financial Aid Office, LOFT Writing Center Plus,
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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Admission/Registration/Records/Credentials (ARRC), Counseling, Women’s Center,
Multicultural Services Office, and/or Wellness Center
http://www.northseattle.edu/services/tutor/
INFORMATION FOR CLINICAL SITES
OB Clinical at Northwest Hospital:
Please meet instructors Margaret Johnston or Kristi Cunnington in the family waiting
room next to the nursing station of the Childbirth Center at 0630. Please arrive with
your ID badges from Northwest Hospital. Your badges must be obtained from Human
Resources at Northwest Hospital prior to beginning your clinical rotation.
NURSING 134
Summer 2011
Childbirth Center Clinical Assignments
1)
Weekly Goals and Reflection Paper
Weekly Goals are to be completed and turned in at the beginning of each day
of the clinical rotation. Turn in your goal sheet at the beginning of the clinical
day with your identified goals and plan for meeting those goals. After you
have completed the clinical day, take them home to complete the evaluation
portion. The completed goal worksheets should be typed and turned in with
your OB Care Plans. Your instructor may request that you submit them as an
attachment to an email or on ANGEL. Reflection papers should also be
submitted with your OB Care Plans.
2)
OB Care Plans
There are three different OB Care Plans for your OB clinical. You are
expected to complete one of the Care Plans: Labor and Delivery,
Antepartum, or Postpartum/Neonatal, (however, if your patient delivers,
you should also incorporate the neonatal assessment section with the L&D
Care Plan) during the two shifts you will be doing clinical at Northwest
Hospital. The Care Plans should be turned in to the instructor’s mailbox by
5pm within three days of your last clinical experience. Again, your instructor
may request that you submit them as an attachment to an email or on ANGEL.
Pediatric Clinical Sites:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
8
Students will attend a total of two days at child care centers: one day at Pinehurst Child
Care Center and a second day at North Seattle Childcare Center; total, 2 days.
Pinehurst Child Care Center
7330 35th Ave NE
Seattle, WA 98115
206-365-2197
Plan to arrive at 8am and stay until 3:30pm
Bring a lunch with you
North Seattle Community College Child Care Center
On Campus
206-527-3644
Plan to arrive at 8am and stay until 3:30pm
Bring a lunch with you
Pediatric Clinical Assignments:
As you interact with and observe the children attending the NSCCC and
Pinehurst, you will be able to apply what you learn in class to what you observe.
Keys to your reflection papers are your knowledge about child growth and
development and stages of play.
Your write up will be submitted to me electronically, one (1) week after your last
clinical day, in APA format, consisting of no more than 5 pages double spaced,
using at least one outside source other than your textbook; citations on the last
page in APA format. Below are bulleted the objectives you will address in your
write-up.


Please note the age of the child(ren) you are observing
Briefly describe the normal developmental level (Erikson/Piaget) for the
child(ren). Please, no Freud.
 Compare and contrast the normal developmental level to that of the actual
child(ren) you are observing
 Observe and describe the difference in the play between:
o Infant/toddler
o Preschool/toddler
o E.g. if you are observing a toddler, how does that play compare
with a preschooler; if you are observing an infant how does that
play compare with that of a toddler\?
 Observe and describe for INFANT
o Interaction between infant and parent/caretaker
 Infant tracking of parent/caretaker
 Infant response to environment (overstimulated, under
stimulated)
 Infant play (what game, what objects, colors, sound of
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
9
object)
 Infant vocalization (self-soothing, interaction with toy,
interaction with parent/caretaker)
 Parent/caretaker talk (intonation, facial expression,
cadence)
 Infant body response to parent/caretaker (arm, legs, facial
expression, tone, arching, relaxed, no response)
 Infant crying (why, pitch, intensity)
 Parental/caretaker response to cry
 Infant ability to self-sooth or comfort
 Observe and describe for the TODDLER
o Interaction between toddler and parent/caretaker
 (in)ability to share with another toddler
 (in)ability to share with parent/caretaker
 Transitioning play
 Transitioning to another activity (i.e. from play to formal
environment or from play to lunch/snack time)
 Examples of play (dress-up, follow the leader, who can
play, who cannot), conversations,
 Response time to transition
 Ability to feed self
 Ability to self-comfort
 Response to toys, games being taken away by another
toddler/caretaker
 Vocalization to other toddlers/adult
 Touching base
 Ability to follow sequential requests (i.e. pick up the toys
and help me put them in the toy box then go sit down by
the [wherever]
 Observe and describe for the PRE-SCHOOLER
o Interaction between Preschooler and parent/caretaker
 (in)ability to share with another preschooler
 (in)ability to share with parent/caretaker
 Transitioning play
 Transitioning to another activity (i.e. from play to formal
environment or from play to lunch/snack time)
 Response time to transition
 Examples of play (dress-up, follow the leader, who can
play, who cannot), conversations
 Ability to self-comfort
 Response to toys, games being taken away by another preschooler/caretaker
 Conversations with caretaker/other preschoolers
 Ability to follow sequential requests (i.e. pick up the toys and help
me put them in the toy box then go sit down by the[wherever]
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
10
____________NORTH SEATTLE COMMUNITY COLLEGE_____________
NUR 134 DAILY CLINICAL PERSONAL/PROFESSIONAL GOALS
Personal/Professional Goals
How to Meet These Goals
Evaluation
(filled out prior to clinical; goals
should have specific clinical skill
focus)
(filled out prior to clinical)
(filled out after you’ve completed
your clinical)
Goal 1
Goal 2
Goal 3
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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DAILY REFLECTION: Complete after each clinical day and turn in with OB Care Plan.
Description of Clinical Experience
Reflection on Clinical Experience
(What happened in clinical today?)
(How did you feel about what happened today in
clinical? What did you learn, what did you already
know? What are your next steps?)
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
12
North Seattle Community College
Nursing 134
Labor and Delivery Nursing Care Plan
Student: ____________________________________________________________
Date: _________________
Date of Patient Admission: ___________________
PATIENT INFORMATION
Pt initials/identification:
Age:
Gravida:
Para:
Ab:
LC:
EDD:
Allergies:
Maternal VS:
Delivery date:
Type of delivery:
Gestational age:
Age at time of exam:
Infant Sex:
Apgars:
Birth Weight:
Feeding Method:
Time:
EBL:
LABS AND DIAGNOSTIC TESTING (Include dates; indicate if abnormal values and potential
implications)
Rh and type:
Rubella:
HBsAG:
GBS:
HIV:
Antibody Screen:
Other:
MEDICATIONS
Name of Drug Dosage/Route/Frequency
Generic &Trade
Hct:
Hgb:
Glucola:
GTT:
Ultrasounds:
Post Partum Labs:
Indication
Effectiveness/
Side effects
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
13
North Seattle Community College
Nursing 134
Signs of labor prior to admission:
Discuss any prenatal diagnosis/es and implications (for both Cesarean and vaginal
deliveries):
Pain management: (non-pharmacologic comfort measures, narcotics, epidural)
Stages and phases of labor (describe in detail):
Fetal monitoring: (describe contractions, FHR baseline, variability, accelerations, deceleration, use NICHD
terminology)
Care of neonate and rationale in delivery room and during recovery: (drying, tactile
stimulation, any resuscitation measures, vital signs, Apgars, medications, bonding, feeding)
Maternal care during recovery: (BUBBLE, vital signs, comfort measures)
Parent/infant attachment after delivery and during recovery:
Summary/other:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
14
North Seattle Community College
Nursing 134
NURSING DIAGNOSIS/ PROBLEM LIST IN PRIOROTY ORDER:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
COMMENTS/HISTORY/REVIEW (Include a review of any significant medical history, prenatal
diagnoses, delivery complications, family adjustment, involvement of partner/father, support system, developmental
phase of postpartum family)
DISCHARGE NEEDS/PLAN: (Are there identified problems or barriers to discharge? What are the needs
at home after discharge? Resources? Discuss involvement of social work, home visits or referrals)
NAME:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
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North Seattle Community College
Nursing 134
Post Partum Nursing Care Plan:
Student: ____________________________________________________________
Date: _________________ Date of Patient Admission:____________
PATIENT INFORMATION
Pt initials/identification:
Age:
Gravida:
Para:
Ab:
LC:
EDD:
Allergies:
Maternal V.S.
Delivery Date and Time:
Type of Delivery:
EBL:
Gestational Age:
Age at Time of Exam:
Infant Sex:
Apgars:
Birth Weight:
Feeding Method:
LABS AND DIAGNOSTIC TESTING (Include dates; indicate if abnormal values)
Rh and type:
Hct:
Rubella:
Hgb:
HBsAG:
Glucola:
GBS:
GTT:
HIV:
Ultrasounds:
Antibody Screen:
Post Partum Labs:
Other:
MEDICATIONS
Name of Drug Dosage/Route/Frequency
Generic &Trade
Indication
Effectiveness/
Side Effects
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
16
North Seattle Community College
Nursing 134
SYSTEMS/MATERNAL ASSESSMENT
Cardiovascular:(include VS, heart rhythm, postruals prn, edema, pulses, Homan’s sign, activity tolerance hx c/v
problems, HTN)
Respiratory:(RR, breath sounds,O2 sats, ?cough, Hx asthma, smoking in household?)
Neurologic: Pain Status, Sleep/Rest Patterns (also consider communication barriers, sensory deficits)
Breastfeeding: (include nipples, knowledge & preparation, past experience or concerns,
your observations)
GI : (include wt. or BMI, wt gain through pregnancy. Bowel sounds, diet progression and appetite, dietary
restrictions?, last BM, hemorrhoids, usual bowel habits)
GU: (include fundus, lochia amount and character, I&O prn, ability to void after anesthesia/birth, sx of pp dieresis?)
Integument: (include hygiene, perineum, incision, IVs, rashes)
Endocrine: (consider thyroid, diabetes)
Psychosocial/Cultural: (include bonding, parent-infant attachment, role adaptations, family interaction,
emotional state & perceptions, cultural/religious practices/traditions, language barriers, alternative or complimentary
health practices, home environment, support, resources):
Infant Care: (participation in newborn care, assess learning needs, bonding, challenges)
Other:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
17
North Seattle Community College
Nursing 134
NEWBORN ASSESSMENT
Skin: (color , acrocyanosis, turgor, mucous membranes, jaundice, mottling, rashes, Mongolian spots, birth marks,
echymosis, lesions)
Head/Neck: (symmetry,
caput, cephalohematoma, lesions, echymosis, types/ description of fontanels)
Eyes/Ears/Nose/Face: (symmetry, position, abnormalities, epicanthal folds, sclera, drainage, edema, ear
pinna, nasal patency, palate, mucous membranes, tongue)
Chest/Lungs: (RR, bilateral breath sounds, grunting/retracting, nasal flaring, rales, rhonchi, nipple buds,
symmetry)
Cardiac: (heart rate and rhythm, murmurs, color changes, peripheral pulses,)
Abdomen: (shape, tone, umbilical cord, bowel tones, palpation)
Genitals: (uretheral opening, penis, scrotal rugue, testes, labia majora, pseudo menses)
Extremities: (ROM, equal size, length, gluteal folds, symmetry, fingers, toes, color, cap refill, palmar & plantar
creases, reflexes)
Back: (spine curvature, sacral dimple, anal patency)
Neurologic: (reflexes, hips,)
Behavioral State: (feeding cues, crying, visual)
Feeding/ Elimination: (breast, bottle, frequency, suck, latch, Lactation Consult; void, anal patency, stool,
frequency)
Attachment/Bonding: (maternal, family, bonding, skin-to-skin)
Labs/tests: (bilirubin, glucose, hematocrit, Rh, hearing screen)
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
18
NURSING DIAGNOSIS/ PROBLEM LIST IN PRIOROTY ORDER:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
COMMENTS/HISTORY/REVIEW (Include a review of any significant medical history, prenatal
diagnoses, delivery complications, family adjustment, involvement of partner/father, support system, developmental
phase of family)
DISCHARGE NEEDS/PLAN: (Are there identified problems or barriers to discharge? What are the needs
at home after discharge? Resources? Discuss involvement of social work, home visits or referrals)
North Seattle Community College
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
19
Nursing 134
Antepartum Nursing Care Plan:
Student: ____________________________________________________________
Date: _________________
Date of Patient Admission:_______________
PATIENT INFORMATION
Pt initials/identification:
Age:
Gravida:
Para:
Ab:
LC:
Allergies:
EDD:
Current Gestational Age:
Birth Plan:
Anticipated Feeding Method:
V.S.
LABS AND DIAGNOSTIC TESTING (Include dates; indicate if abnormal values, implications)
Rh and type:
Hct:
Rubella:
Hgb:
HBsAG:
Glucola:
GBS:
GTT:
HIV:
Ultrasounds:
Antibody Screen:
Other:
MEDICATIONS
Name of Drug Dosage/Route/Frequency
Generic &Trade
Indication
Effectiveness/
Side effects
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
20
North Seattle Community College
Nursing 134
SYSTEMS/MATERNAL ASSESSMENT
Cardiovascular:(include VS, heart rhythm, postruals prn, edema, pulses, Homan’s sign, activity tolerance hx c/v
problems, HTN)
Respiratory: (RR, breath sounds,O2 sats, ?cough, Hx asthma, smoking in household?)
Neurologic: Pain Status, Sleep/Rest Patterns (also consider communication barriers, sensory deficits)
GI: (include wt. or BMI, wt gain through pregnancy. Bowel sounds, appetite, dietary restrictions?, last BM,
hemorrhoids, usual bowel habits)
GU: (include bleeding, bladder, discharge)
Integument: (include hygiene, perineum, IVs, rashes)
Endocrine: (consider thyroid, diabetes)
Psychosocial/Cultural: (role adaptations, family interaction, emotional state & perceptions, cultural/religious
practices/traditions, language barriers, alternative or complimentary health practices, home environment, support,
resources):
Other:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
21
North Seattle Community College
Nursing 134
1. Describe past medical/obstetrical history and prenatal diagnoses that may have
contributed to present risk factors for antepartum hospitalization.
2. What interventions have taken place? Also provide rationale for each
intervention.
3. What information did you gain by reviewing the fetal monitor? (Use NICHD
Terminology for baseline, variability, acceleration, decelerations). If early gestation, ultrasound monitor may not be
used for FHTs, describe the uterine contraction pattern.
4. Review implications of lab work, ultrasound reports, and/or any other diagnostic
modalities for this client.
5. What teaching needs does this client have and how would you present this
information to her?
6. Summarize the care you gave to this client during her hospitalization.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
22
North Seattle Community College
Nursing 134
NURSING DIAGNOSIS/ PROBLEM LIST IN PRIOROTY ORDER:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
PRIORITY#____ (Identify by number and provide brief rationale for your decision)
Nursing Diagnosis: (Identify problem, etiology & defining characteristics (signs & symptoms)




Assessments:
Interventions:
Outcomes:
Evaluations:
COMMENTS/HISTORY/REVIEW (Include a review of any significant medical history, prenatal
diagnoses, family adjustment, involvement of partner/father, support system, developmental phase of family)
DISCHARGE NEEDS/PLAN: (Are there identified problems or barriers to discharge? What are the needs
at home after discharge? Resources? Discuss involvement of social work, home visits or referrals)
CLINICAL EVALUATION OF STUDENTS
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
23
1. Clinical Evaluation Grading is based on the attached form with the point scale of
1-4 for each category each clinical day.
a. Each student receives a formal, written clinical performance evaluation
from the instructor. The written clinical evaluation measures the student’s
performance of the course objectives, outlines strengths and weakness,
and makes appropriate recommendations for improvement if necessary.
Students in danger of failing will receive a Learning Agreement, which
remains in the student file until graduation from the program. (See Section
VII for the Learning Agreement)
b. The student must sign the evaluation to show that he/she has read the
evaluation. If the student does not agree with the instructor’s evaluation
he/she may make comments on the document. A copy will be given to the
student. (See Clinical Evaluation Objectives/Clinical Evaluation in
Appendix)
c. Clinical performance will be evaluated on a daily basis. If the student is
deemed unsafe, a Learning Agreement will be issued and the student will
plan for improvement with the instructor. If the safety issue continues, the
student will meet with the faculty and administration to discuss the
student’s ability to progress in the program. Performance evaluations will
be written by the instructor, reviewed by the student, and MUST be signed
as evidence of having been read. The student will receive a copy. Students
may write a response to instructor’s anecdotal notes.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
24
EDUCATIONAL OBJECTIVES
Educational Objective: To develop a basic level of understanding and communication
for different obstetrical patients
Definitions: Mastery = student is able to complete a skill with minimal cueing from the
instructor.
Competency = student is able to complete skill with some cueing (no more
than 1-2 reminders) from the instructor
Student needs > 2 reminders from the instructor
Student is unable to perform skill or unable to perform skills at mastery
level with mastery requirement (skills designated with *)
The student demonstrates
1. Application of the nursing process in skills demonstrations:
a. Verbalizes necessary assessment prior to skill
b. Verbalizes the goal and /or rationale for the skill
c. Accurately identifies the client and introduces self
d. Implements the plan of care by performing the skill with proficiency
e. Evaluating the outcome of care plan
f. Modifying the plan of care to reflect the diverse needs of the client
g. Reports outcomes and findings to the appropriate person
h. Documents care given according to standards
2. Ability to organize client care and self by:
a. Completing all care within allotted time
b. Establishing appropriate priorities for care
c. Conserving supplies
3. Ability to adapt to change by:
a. Adapting to new clinical scenarios
b. Adapting care for individual client needs
c. Responding in a positive way to constructive criticism
4. Professional and therapeutic communication skills by:
a. Using correct medical terminology in all verbal and written
communication
b. Demonstrating legible handwriting, correct spelling and grammar in all
written work
c. Protecting client confidentiality at all times
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
25
d. Demonstrating the ability to interact professionally with peers and
instructors
e. Demonstrating the ability to interact with diverse populations
5. * Demonstrate application of microbiological principles by:
a. Following infection control procedures
b. Hand washing
c. Using surgical and medical asepsis correctly
d. Following standard and transmission based precautions
e. Following disinfection and cleaning techniques
f. Safely collecting specimens for testing
6. Demonstrates knowledge of NANDA Nursing Diagnoses
7. Demonstrates knowledge of and ability to obtain a thorough physical assessment
in the clinical setting
8. Demonstrates knowledge and understanding of a variety of medications, the
medication classification, what symptoms or disorders each medication is commonly
used to treat, the intended medication effect, common and serious side effects and
contraindications.
9. Demonstrates knowledge of the Nursing Process in planning the care of clients
from diverse cultures while in the labor and delivery and postpartum clinical
setting.
10. Demonstrates knowledge of the Nursing Process in formulating appropriate
discharge goals/discharge plans for labor and delivery and postpartum clients in
the clinical setting.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
26
NUR 134: FAMILY NURSING CLINICAL
OB CLINICAL EVALUATION SUMMARY
STUDENT ____________________
INSTRUCTOR __________________
LOCATION _ NWHMC __________
DATES: FROM _______ TO _______
ABSENCES ____________
TARDIES
_________
Clinical Day:
1 2 AVERAGE:
CLIENT CARE:
SAFETY
INFECTION CONTROL & UNIVERSAL PRECAUTIONS
PREPARATION
SKILLS APPLICATION
PRIORITIZATION& ORGANIZATION
NURSING PROCESS:
HEALTH ASSESSMENT
PROBLEM IDENTIFICATION & NURSING DIAGNOSIS
PLANNING &IMPLEMENTATION
RELATING INFORMATION
EVALUATION & FOLLOW-UP
DOCUMENTATION:
DOCUMENTATION OF PATIENT DATA & CARE
ASSIGNMENTS & CLINICAL DAILY SHEETS
COMMUNICATION:
COMMUNICATION SKILLS
FEEDBACK
PROFESSIONAL BEHAVIOR:
PROFESSIONAL BEHAVIOR
& RESPONSIBILITY
TOTAL POINTS: _____
53-60= MEETS EXPECTATIONS CONSISTENTLY WITHOUT PROMPTS/REMINDERS
45-52= MEETS EXPECTATIONS CONSISTENTLY WITH PROMPTS/REMINDERS
37-44= MEETS EXPECTATIONS INCONSISTENTLY WITH PROMPTS/REMINDERS
<37 = DOES NOT MEET EXPECTATIONS <77% (FAIL)
______________NORTH SEATTLE COMMUNITY COLLEGE___________________
NUR 134: CLINICAL EVALUATION OBJECTIVES
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available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
27
EVALUATION
OBJECTIVES
I. CLIENT CARE:
SAFETY
INFECTION CONTROL
& UNIVERSAL
PRECAUTIONS
PREPARATION
DESCRIPTION
Demonstrate safe patient care within the childbirth center
and pediatric setting
Maintain a safe environment for self and patients.
(Examples: side rails up, bed low & locked, transfers, fall
prevention, patient identification, rights of medication
administration, disposal of sharps)
Demonstrate understanding of infection control and
universal precautions in delivery of patient care within the
childbirth center and pediatric setting
Adheres to infection control precautions. Applies
appropriate PPE for care and procedures. Demonstrates
competency in use of aseptic & sterile technique for care
and procedures. Disposal of waste in accordance to facility
policy and procedure.
Demonstrate initial understanding of data gathering within
the childbirth center and pediatric setting
Research patient diagnoses, medications, treatments, labs.
Review medical record for patient history, labs,
medications and physician orders. Review skills manual
and/or facility policy and procedure prior to treatments and
procedures. Review physician order and gather supplies for
treatments and procedures.
SKILLS APPLICATION
Demonstrate competency in skills within the childbirth
center and pediatric setting
Demonstrate competency in skills learned in NUR 117 &
NUR 118. Performs skills and procedures with attention to
patient safety.
PRIORITIZATION &
ORGANIZATION OF
CARE
Demonstrate prioritization & organization of care for
assigned patients within the childbirth center and pediatric
setting
Plan care for the shift; Adjust plan of care as needed;
Prioritize tasks and care for assigned patients; Seek
assistance as needed. Complete care and documentation for
assigned patients in timely manner. Collaborate with
members of the health care team to meet patient needs.
Demonstrate initial understanding of health assessment
including newborn, pediatric, labor & delivery, postpartum
HEALTH ASSESSMENT
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available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
28
and parenting patient population
Complete head to toe physical assessment of assigned
patients. Collect patient history data from medical record
and/or patient. Perform psychosocial assessment. Review
lab work and diagnostic test results. Compare assessment
findings to patient baseline.
PROBLEM
IDENTIFICATION &
NURSING DIAGNOSIS
Demonstrate initial understanding of problem identification
for the newborn, pediatric, labor & delivery, postpartum
and parenting patient population
Identify significant patient problems and provide nursing
care that reflects an understanding of those problems.
Identify at least two significant nursing diagnoses for
assigned patients. Write NANDA nursing diagnoses in
correct format.
PLANNING &
IMPLEMENTATION
Demonstrates initial understanding of planning and
implementation of care for the newborn, pediatric, labor &
delivery, postpartum and parenting patient population
Reviews plan of care and implements interventions and
basic nursing care to assist assigned patients in meeting
outcomes.
RELATING
INFORMATION
Demonstrate use of quantitative reasoning processes to
understand, analyze, interpret and solve problems for the
newborn, pediatric, labor & delivery, postpartum and
parenting patient population
Access, evaluate and apply information from a variety of
sources and a variety of contexts. Identify significant and
relevant assessment findings and relate these to the plan of
care and implementation of interventions.
EVALUATION &
FOLLOW-UP
Demonstrate initial understanding of evaluation of patient
health status and response to interventions for the newborn,
pediatric, labor & delivery, postpartum and parenting
patient population
Identify and follow up with abnormal physical assessment
findings. Identify and follow up with abnormal vital signs,
lab and/or diagnostic test results. Evaluate and follow up
with patient response to treatments and interventions.
II. DOCUMENTATION
DOCUMENTATION OF
Demonstrate initial understanding of documentation within
PATIENT DATA & CARE the childbirth center and pediatric setting
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available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
29
CLINICAL DAILY
SHEETS &
ASSIGNMENTS
III. COMMUNICATION
COMMUNICATION
SKILLS
FEEDBACK
Document holistic care of the newborn, pediatric, labor &
delivery, postpartum and parenting patient population
within the scope of the practical nurse. Document relevant
patient assessment data, nursing care, medications and
treatments objectively and accurately in patient charts
(paper and/or electronic). Document data in timely manner
and according to facility policy and procedure.
Demonstrate daily clinical sheets accurately
Assignments and clinical daily sheets are completed
according to instructions and turned in to instructor on due
date. Assignments and clinical daily sheets are detailed and
thorough showing evidence of understanding the patient
condition, medications, treatments, labs and nursing care)
Demonstrate effective communication with patients and the
health care team
Reports changes in patient health status, abnormal vital
signs, lab values and assessment findings to nurse
preceptor and clinical instructor in a timely manner.
Use effective interpersonal communication skills with
patients, families and members of the health care team.
Provide education to patients, families and members of the
health care team with focus on health promotion.
Identify patients’ health beliefs, knowledge level, and
learning styles and incorporate these into the provision of
education.
Deal constructively with information, ideas, and emotions
associated with such issues of diversity and conflict as
culture, ethnicity, race, gender, religion, age, sexual
orientation and abilities.
Seek, accept and utilize feedback to improve professional
behavior and skills.
Respond positively to staff and/or instructor feedback and
exhibit recommended behaviors.
 Response to feedback is positive & part of
recommended behaviors exhibited (-1 point)
 Response to feedback is negative & part of
recommended behaviors exhibited (negative
compliance) (-2 points)
 Response to feedback is positive or negative but
recommended behaviors not exhibited (zero points)
 Response to feedback is hostile or aggressive
behavior is exhibited (zero points)
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
30
IV. PROFESSIONAL
BEHAVIOR
& RESPONSIBILITY
Demonstrate and exhibit professional behavior in the
learning environment
Adhere to established policies of the NSCC nursing
program and of the clinical facility. (EX: Dress code;
Confidentiality (HIPPA); Attendance & punctuality;
Professional behavior; Student responsibilities &
limitations). Accept responsibility for own actions and
behaviors. Holistically care for self, others, and community
within an ethical, legal and diverse framework within the
scope of practice of the LPN.
____NORTH SEATTLE COMMUNITY COLLEGE_________________________
NUR 134 EVALUATION TOOL SCORING
Directions:
Each of the clinical objectives is scored on each clinical day using
the following point scale*
4- Student meets expectations (objectives) consistently by performing previously
learned tasks and providing client care with no prompting or reminders and
performing newly learned tasks and client care with 1 reminder or prompting
given throughout the shift.
3- Student meets expectations (objective) consistently by performing previously
learned tasks and providing client care with no prompting or reminders and
performing newly learned tasks and client care with 2 occasional reminders or
prompting given throughout the shift.
2- Student meets expectations (objectives) inconsistently by performing previously
and newly learned tasks and client care with 3 reminders or prompting given
throughout the shift.
1- Student does not meet expectations (Objective). Student is unable to perform
previously or newly learned tasks and provide client care unless provided with
more than 3 reminders and/or step-by-step instruction from instructor.
N/A- No opportunity to observe
*Note: Partial points (ie. 0.5 or 0.25) may be given.
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
31
Any score of <2 requires a separate anecdotal note to be written and placed with
the student’s evaluation. The instructor should meet with the student to discuss the
anecdotal note & inform the student of inconsistency in meeting the clinical
objectives. The clinical expectations and objectives should be reinforced and the
student assisted in forming a plan to meet those objectives.
If during any clinical day or week the student receives a total of <37 points, the
student may be dismissed immediately from the clinical rotation. This indicates that
the student is not safe in the clinical setting.
CLINICAL EVALUATION OF SITE AND INSTRUCTOR
1. The following forms will be given to the clinical groups in the classroom at the
end of the quarter.
a. CLINICAL SITE EVALUATION
Students are expected to evaluate the clinical sites after their rotation.
Classroom instructors will administer these evaluations. See form in
Appendix.
b. CLINICAL INSTRUCTOR/PRECEPTOR EVALUATION
Students are expected to evaluate the clinical instructors/preceptors after their
rotation. Classroom instructors will administer these evaluations.
_______NORTH SEATTLE COMMUNITY COLLEGE__________________________
NUR 134 Family Nursing CLINICAL EVALUATION
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available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
32
This is the OB evaluation for NUR 134 (50%)
CLINICAL GRADE: ______________________
________________________________
INSTRUCTOR SIGNATURE
________________
DATE
(Signature indicates that you have reviewed this document with the student and provided
an opportunity for the student to read the document and ask questions)
________________________________
STUDENT SIGNATURE
________________
DATE
(Signature indicates that you have read this document and been offered the opportunity to
ask questions)
COMMENTS
_______NORTH SEATTLE COMMUNITY COLLEGE__________________________
NUR 134 Pediatric CLINICAL EVALUATION
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available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.
33
This is the final evaluation for NUR 134.
CLINICAL GRADE OB (50%): ______________________
CLINICAL GRADE Pediatric (50%):___________________
Final Grade:______________
________________________________
INSTRUCTOR SIGNATURE
________________
DATE
(Signature indicates that you have reviewed this document with the student and provided
an opportunity for the student to read the document and ask questions)
________________________________
STUDENT SIGNATURE
________________
DATE
(Signature indicates that you have read this document and been offered the opportunity to
ask questions)
COMMENTS:
The Seattle Community Colleges are an equal opportunity employer/program. Auxiliary aids and services are
available upon request to individuals with disabilities. This project was funded in part by a grant awarded under the
President’s Community-Based Job Training Grants, as implemented by the U.S. Department of Labor’s Employment &
Training Administration.