NURS 2229: NURSING CARE OF ADULT II
Fall 2015
SYLLABUS
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Oklahoma State University Institute of Technology
Face to Face Syllabus
Fall 2015
NURS 2229 Nursing Care of Adults II
Focuses on the provision of advanced care for adult clients in complex settings. The student
demonstrates an internalization of the nursing process in the coordination of care for individuals
and groups of clients. In the roles of provider and manager of care the student provides the
opportunity to practice accountability for their own nursing judgments and actions. The clinical
component utilizes theory from NURS 2229. Selected clinical experiences provide management
and critical care opportunities for the student to apply concepts, principles, and skills acquired in
related theory classes. Theory and campus laboratory skills/simulation enable the student to
provide management and critical care for adult clients in complex settings.
Type of course
Credit Hours
Theory and Practicum
5 ½ credits hours Theory = 5 ½ hours weekly
½ credit hour skill lab = 1 hour weekly
3 credit hours clinical = 9 hours weekly
Class Length
Full Semester
Meeting Time:
Wednesday 1130-1400, Thursday 0900-1200
Clinical and simulation lab hours as assigned
Pre-requisite:
Fundamentals of Nursing NURS 1128
Dosage Calculation NURS 1322 (or equivalent, received approval)
Nursing Care of Families NURS 1229
Nursing Care Adult I NURS2129
Co-requisite:
NURS 2222 Nursing Capstone Seminar
Instructor:
Chrissi Martin MS, MBA, RN
Phone: 918-293-4789
Office:
AHS #106
E-mail:Chrissi.martin@okstate.edu
Contact: My preferred method of contact is email. Please allow 24-48 hours to return your
correspondence during the normal work week.
Office Hours:
Thursday
1300-1500 CST
Friday
0900-1200 CST
Division Name: School of Nursing and Health Sciences
Division’s Main Phone: 918-293-5339
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Required Text:
Text: Lewis, Dirksen, Heitkemper, Bucher, Camera. (2011). Medical Surgical Nursing
Assessment and Management of clinical problems (9th Ed.) St. Louis, Mo Elsevier,
E-text ISBN 97803232261869
Recommended Text:
Silvestri, Linda A. (2014). Saunders comprehensive review for the NCLEX-RN Examination
(6thEd.). St. Louis, MO: Elsevier. ISBN 9781455727551
Reference: Students are expected to utilize current (published in the last 5 years) nursing
texts/resources including but not limited to: drug handbook; lab/diagnostic test handbook;
medical dictionary; nursing diagnosis manual; Kaplan review book
Materials:
iPad2, Note-taking materials; email and internet access
Uniform/Tools:
OSU scrubs and assessment tools.
Estimated Cost for Materials:
approximate $150
Upon completion of the course, students should:
STUDENT LEARNING
OUTCOMES
Patient-centered care—graduate
recognizes the patient as the source
of control and full partner in
providing compassionate and
coordinated care based on respect
for the patients’ preferences, values
and needs.
Teamwork and collaboration—
graduate functions effectively
within nursing and interprofessional teams, fostering open
communication, mutual respect
and shared decision-making to
achieve quality patient care.
Evidence based practice—
graduate integrates best current
evidence with clinical expertise
and patient/family preferences
and values for delivery of optimal
health care.
Quality improvement—graduate uses
data to identify errors and hazards in
care and monitor the outcomes of care
processes and uses improvement
methods to design and test changes to
continuously improve the quality and
safety of health care systems.
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COURSE
OBJECTIVES
Provide patient centered care by
performing evidence based nursing
interventions, including teaching,
that are appropriate for diverse
patient populations with multiple
and complex healthcare needs.
Contribute to the ethical decision
making process within boundaries
as a contributing member of the
healthcare team.
ASSESSMENT OF
COMPETENCY
Major exams, simulation
lab performance
evaluation form,
practicum written
assignments, clinical
evaluation form, &
Kaplan Integrated Tests
Participate in research team
activities using interpreted
nursing research findings to
improve patient care and patient
safety.
Utilize research from quality
improvement studies to improve
patient care and safety.
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Informatics – graduate uses Evaluate ways in which future
information and technology to technology might improve patient
communicate, manage knowledge, care and safety.
mitigate error and support decision
making.
*Aspects of the competency assessments may be used in the university’s assessment of student
learning and/or assessments for Oklahoma Board of Nursing and National League for Nursing
Accrediting Commission, Inc.
COURSE ACTIVITIES
In this course students will:
 Prepare for class by completing assigned readings and activities and turn in assigned
Kaplan test prior to class
 Participate in class discussion and activities
 Work in groups to develop and refine concepts
 Participate in group and individual presentations
 Develop, implement, and evaluate nursing plans of care
 Participate in all assigned practicum experiences
 Complete all independent assignments
EVALUATION
Grade will be comprised of major exams; passing requires a 75% exam average or better AND a
satisfactory clinical grade. GRADES WILL NOT BE ROUNDED.
Exam 1: Neurology
Exam 2: Endocrine
Exam 3: Musculoskeletal & Integumentary
Exam 4: Trauma and Disaster /ICU
Exam 5: Hematology/ Immunity
Total Points
100
100
100
100
100
500
OSUIT
Grading Scale
A
B
C
D
F
=
=
=
=
=
92
84
75
66
65
&
100
91
83
74
below
*The student’s grade average for exams will be used in the university’s assessment of student
learning. A 75% average or higher receives a Pass rating. This Pass/Fail rating is independent
of the student’s course grade. Please refer to the “Gradebook” for accurate grades and not the
progress grade listed in D2L.
Exam grades will be posted in D2L no later than 2 business days following the exam. Any
adjustments made to test items following the exam review and student comment opportunity
will be posted prior to the following exam. No grades will be released via e-mail, phone or
personal other personal correspondence.
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Successful completion of Nurse Practicum (pass/fail) as specified below.
Simulation lab-satisfactory performance (pass/fail)
Practicum written assignments: passing average of 75% or better
1 case study
100 points
1 Leadership paper
100 points
11 clinical papers
1100 points
Community project
100 points
Total points available
1400 points
Clinical--Must receive a satisfactory clinical performance grade to pass (See clinical evaluation
form).
AUTHORIZED TOOLS
Students may use any/all course materials, including books and notes, while completing in class
assignments. All written assignments are to be completed independently unless directed
otherwise (e.g. group projects); no collaboration with classmates is permitted and any instance of
such will be considered academic dishonesty. This does not apply to major examinations given
throughout the course. Refer to the Nursing Student Handbook under Testing for guidelines.
TESTING
Major examinations are scheduled in the course syllabus and will be announced at least one
week in advance. It is not reasonable to expect that examinations be rescheduled except in the
case of an EMERGENCY absence, e.g. death in the immediate family or significant illness of
the student. In case of an EMERGENCY absence, the student must notify the instructor prior to
the test time, and the instructor reserves the right to give an alternate examination. Failure to
make arrangements (within 24 hours) for a make-up test will result in a grade of “zero”
recorded for the examination missed. If an exam is rescheduled for a non-emergency absence,
5 percentage points per calendar day will be deducted from the student’s test score. Bring
appropriate documentation (e.g., doctor’s statement, obituary) to avoid losing points. Refer to
the Nursing Student Handbook under Testing for additional guidelines. Students in NURS2229
Are allotted 75 seconds per exam question.
NURSING STUDENT HANDBOOK
The Nursing Student Handbook is provided to all nursing students through D2L on the Content
page. It is the student’s responsibility to be familiar with the policies within the handbook. If
you have questions concerning the handbook or you are unable to access the handbook contact
your instructor.
KAPLAN INTEGRATED TESTING PROGRAM
In order to aid in the progression and success of our students, while lowering our program’s
attrition rate and strengthening the NCLEX-RN pass rate, OSU Institute of Technology Nursing
Program has implemented Kaplan Integrated Testing Program for nursing schools. Kaplan
Integrated Testing Program is comprised of a series of secure online tests designed to evaluate
the knowledge of students in a basic nursing curriculum leading to RN licensure. The results
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enable nursing faculty to identify students with knowledge deficits in specific content areas, so
that early interventions can be implemented in order to positively influence student outcomes.
Kaplan Integrated Tests will be given in appropriate semesters as outlined in the student
handbook. Students should be aware that their ability to pass the NCLEX-RN is
strengthened by their ability to pass each series of test. Scores will be reviewed on an
individual basis and counseling will be provided as necessary.
In order to better prepare students for the Integrated Tests students will be required to complete
the Focused Review Tests applicable to the Integrated Test. In order to receive credit for
completion of the Focused Review Tests the student must score at least 65% correct and
remediate for 60 seconds on all questions. Students will not be allowed to complete the
Integrated Test until the assigned Focus Review Tests and remediation are completed.
Focused Review Test given this semester
1. Neurology
2. Endocrinology
3. Musculoskeletal/ Integumentary
4. Fluid and Electrolytes
5. Burns
6. Management
Students not completing the exam and any required remediation as assigned will receive an “I”
for incomplete until the assignment has been submitted and approved.
Students that are not successful on the nurse assessment test will remediate the exam and re-take
the nurse assessment test until the 55th percentile ranking is achieved.
An alternate exam format will be scheduled for second and third attempts. The third exam if
needed and able to schedule – time allowing - will be scheduled the last week of the semester. If
it can’t be scheduled the last week due to previous time commitments, it will be scheduled the
following Monday, after the end of the semester at 10:00 a.m. Individual examinations will not
be scheduled. Students that are not successful on the nurse assessment test will receive an “I” in
the course until the student achieves a 55th percentile ranking on the nurse assessment test and
remediation occurs. Students will receive an “I” until all assigned remediation is completed and
turned in.
Integrated test given this semester are
1. Kaplan Management- less than 55th percentile requires remediation
2. Kaplan Diagnostic -less than 55 percent requires remediation (this exam does not give
a percentile ranking)
3. Kaplan Nurse assessment test- less than 55th percentile ranking requires remediation
and re-take the exam. Instructor will provide the student with the percentile ranking
of the nurse assessment test
4. Kaplan Predictor – No remediation required
5. Kaplan Critical Thinking 2- No remediation required
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6. Kaplan Medical Surgical Comprehensive - less than 55th percentile requires
remediation
7. Kaplan Trainer 1, Trainer 2, Trainer 3, Trainer 4, and Trainer 5, -less than 55 percent
requires remediation (this exam does not give a percentile ranking)
8. Complete a minimum of 365 Q-bank test questions by 12/07/15
9. Students performing well on the integrated tests may receive points based on their
percentile score. Points will be based off of percentile ranking and will be awarded
only after successfully averaging a 75% or better on unit exams and clinical. Students
with a minimum examination average less than 75% will not receive extra credit
points. Points will be awarded as follows:
A total of 1-3 % points will be added according to the student’s average percentile ranking score
55-65 percentile = 1 point
66-80 percentile = 2 points
81-100 percentile = 3 points
If multiple tests are given during the semester the points will be averaged. For example:
If 3 tests are given and the test scores are in the 59, 70, and 84 percentile the student will receive
points based on 1+2+3=6 divided by 3 = 2 % points
UNIVERSITY & COURSE EXPECTATIONS
As a student of OSUIT, I understand that it is my responsibility to read, abide by and maintain a
copy of the syllabi for this course. Syllabi are also available on the OSUIT website.
As a student of OSUIT, I understand that excerpts of portions of my work may be utilized for
institutional assessment purposes. The purpose of institutional assessment is for verification of
student learning and program improvement. I recognize that every effort will be made to keep
this information confidential.
AMERICANS WITH DISABILITIES ACT (ADA)
According to the Americans with Disabilities Act, each student with a disability is responsible
for notifying the University of his/her disability and requesting accommodations. If you think
you have a qualified disability and need special accommodations, you should notify the
instructor and request verification of eligibility for accommodations from the Office of
Academic Accommodations/LASSO Center. Please advise the instructor of your disability as
soon as possible, and contact The LASSO Center, located in the Noble Center for Advancing
Technology – NCAT, top floor, and 918-293-4855 to ensure timely implementation of
appropriate accommodations. Faculty have an obligation to respond when they receive official
notice of a disability but are under no obligation to provide retroactive accommodations. To
receive services, you must submit appropriate documentation and complete an intake process
during which the existence of a qualified disability is verified and reasonable accommodations
are identified. (Fall 2013)
ACADEMIC DISHONESTY
Academic dishonesty or misconduct is neither condoned nor tolerated at OSUIT. Any student
found guilty of academic dishonesty or misconduct shall be subject to disciplinary action.
Academic dishonesty and/or misconduct includes, but is not limited to, the following actions:
(1) Plagiarism: the representation of previously written, published, or creative work as one’s
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own; (2) Unauthorized collaboration on projects; (3) Cheating on examinations; (4)
Unauthorized advance access to exams; (5) Fraudulent alteration of academic materials; (6)
Knowing cooperation with another person in an academically dishonest undertaking. Students
are required to actively protect their work against misuse by others. For details, refer to The
OSUIT Student Handbook (Student Rights and Responsibilities Governing Student Behavior)
available online at http://www.osuit.edu/academics/forms/student_rights_responsibility.pdf.
ATTENDANCE POLICY FOR NURSING
See Nursing Student Handbook policies for Attendance Theory & Lab and, Clinical Attendance.
COURSE CONTENT
EXAM 1: Neurology
Required Learning Activities:
Read chapters in Lewis text 56, 57, 58, 59, 61
Practice Questions for the NCLEX Examination
Kaplan Review Test Neurology
Class attendance and participation
Complete the online tutorial for each chapter http://www.evolve.elsevier.com/
Learning Outcomes:
Chapter 56
At the conclusion of this chapter the learner will:

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
Differentiate between the functions of neurons and glial cells.
Explain the anatomic location and functions of the cerebrum, brainstem, cerebellum,
spinal cord, peripheral nerves, and cerebrospinal fluid.
Identify the major arteries supplying the brain.
Describe the functions of the 12 cranial nerves.
Compare the functions of the two divisions of the autonomic nervous system.
Link the age-related changes in the neurologic system to the differences in assessment
findings.
Select significant subjective and objective data related to the nervous system that should
be obtained from a patient.
Select appropriate techniques to use in the physical assessment of the nervous system.
Differentiate normal from abnormal findings of a physical assessment of the nervous
system.
Describe the purpose, significance of results, and nursing responsibilities related to
diagnostic studies of the nervous system.
Chapter 57
At the conclusion of this chapter the learner will:


Explain the physiologic mechanisms that maintain normal intracranial pressure.
Describe the common etiologies, clinical manifestations, and collaborative care of the
patient with increased intracranial pressure.
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Describe the collaborative and nursing management of the patient with increased
intracranial pressure.
Differentiate types of head injury by mechanism of injury and clinical manifestations.
Describe the collaborative care and nursing management of the patient with a head injury.
Compare the types, clinical manifestations, and collaborative care of patients with brain
tumors.
Discuss the nursing management of the patient with a brain tumor.
Describe the nursing management of the patient undergoing cranial surgery.
Differentiate among the primary causes, collaborative care, and nursing management of
brain abscess, meningitis, and encephalitis.
Chapter 58
At the conclusion of this chapter the learner will:
 Describe the incidence of and risk factors for stroke.

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

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
Explain mechanisms that affect cerebral blood flow.
Compare and contrast the etiology and pathophysiology of ischemic and hemorrhagic
strokes.
Correlate the clinical manifestations of stroke with the underlying pathophysiology.
Identify diagnostic studies performed for patients with strokes.
Differentiate among the collaborative care, drug therapy, and surgical therapy for patients
with ischemic strokes and hemorrhagic strokes.
Describe the acute nursing management of a patient with a stroke.
Describe the rehabilitative nursing management of a patient with a stroke.
Explain the psychosocial impact of a stroke on the patient, caregiver, and family.
Chapter 59
At the conclusion of this chapter the learner will:

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Compare and contrast the etiology, clinical manifestations, collaborative care, and
nursing management of tension-type, migraine, and cluster headaches.
Differentiate the etiology, clinical manifestations, diagnostic studies, collaborative care,
and nursing management of seizure disorders, multiple sclerosis, Parkinson’s disease, and
myasthenia gravis.
Describe the clinical manifestations and nursing and collaborative management of
restless legs syndrome, amyotrophic lateral sclerosis, and Huntington’s disease.
Explain the potential impact of chronic neurologic disease on physical and psychological
well-being.
Outline the major goals of treatment for the patient with a chronic, progressive neurologic
disease.
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Chapter 61
At the conclusion of this chapter the learner will:
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Explain the etiology, clinical manifestations, collaborative care, and nursing management
of trigeminal neuralgia and Bells palsy.
Explain the etiology, clinical manifestations, collaborative care, and nursing management
of Guillain-Barr syndrome, botulism, tetanus, and neurosyphilis.
Describe the classification of spinal cord injuries and associated clinical manifestations.
Describe the clinical manifestations, collaborative care, and nursing management of
neurogenic and spinal shock.
Relate the clinical manifestations of spinal cord injury to the level of disruption and
rehabilitation potential.
Describe the nursing management of the major physical and psychological problems of
the patient with a spinal cord injury.
Describe the effects of spinal cord injury on the older adult population.
Explain the types, clinical manifestations, collaborative care, and nursing management of
spinal cord tumors.
EXAM 2: Endocrine
Required Learning Activities:
Read chapters 48, 49, 50
Practice Questions for the NCLEX Examination
Kaplan Review Test Neurology
Class attendance and participation
Complete the online tutorial for each chapter http://www.evolve.elsevier.com/
Learning Outcomes:
Chapter 48
At the conclusion of this chapter the learner will:
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Describe the common characteristics and functions of hormones.
Identify the locations of the endocrine glands.
Describe the functions of hormones secreted by the pituitary, thyroid, parathyroid, and
adrenal glands and the pancreas.
Describe the locations and roles of hormone receptors.
Select the significant subjective and objective assessment data related to the endocrine
system that should be obtained from a patient.
Link age-related changes in the endocrine system to differences in assessment findings.
Differentiate normal from common abnormal findings of a physical assessment of the
endocrine system.
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
Describe the purpose, significance of results, and nursing responsibilities related to
diagnostic studies of the endocrine system.
Chapter 49
At the conclusion of this chapter the learner will:
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Describe the pathophysiology and clinical manifestations of diabetes mellitus.
Differentiate between type 1 and type 2 diabetes mellitus.
Describe the collaborative care of the patient with diabetes mellitus.
Describe the role of nutrition and exercise in the management of diabetes mellitus.
Discuss the nursing management of a patient with newly diagnosed diabetes mellitus.
Describe the nursing management of the patient with diabetes mellitus in the ambulatory
and home care settings.
Relate the pathophysiology of acute and chronic complications of diabetes mellitus to the
clinical manifestations.
Explain the collaborative care and nursing management of the patient with acute and
chronic complications of diabetes mellitus.
Chapter 50
At the conclusion of this chapter the learner will:
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Explain the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with an imbalance of hormones produced by the anterior
pituitary gland.
Describe the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with an imbalance of hormones produced by the posterior
pituitary gland.
Explain the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with thyroid dysfunction.
Describe the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with an imbalance of the hormone produced by the
parathyroid glands.
Identify the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with an imbalance of hormones produced by the adrenal
cortex.
Describe the pathophysiology, clinical manifestations, collaborative care, and nursing
management of the patient with an excess of hormones produced by the adrenal medulla.
List the side effects of corticosteroid therapy.
Describe common nursing assessments, interventions, rationales, and expected outcomes
related to patient teaching for management of chronic endocrine problems.
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EXAM 3: Musculoskeletal & Integumentary
Required Learning Activities:
Read chapters 62, 63, 64, 65, 23, 24, 25
Practice Questions for the NCLEX Examination
Kaplan Review Test Neurology
Class attendance and participation
Complete the online tutorial for each chapter http://www.evolve.elsevier.com/
Learning Outcomes
Chapter 62
At the conclusion of this chapter the learner will:
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Describe the gross anatomic and microscopic composition of bone.
Explain the classification system for joints and movements at synovial joints.
Compare and contrast the types and structure of muscle tissue.
Describe the functions of cartilage, muscles, ligaments, tendons, fascia, and bursae.
Link age-related changes in the musculoskeletal system to the differences in assessment
findings.
Select significant subjective and objective data related to the musculoskeletal system that
should be obtained from a patient.
Select appropriate techniques to use in the physical assessment of the musculoskeletal
system.
Differentiate normal from abnormal findings of a physical assessment of the
musculoskeletal system.
Describe the purpose, significance of results, and nursing responsibilities related to
diagnostic studies of the musculoskeletal system.
Chapter 63
At the conclusion of this chapter the learner will:
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Differentiate among the etiology, pathophysiology, clinical manifestations, and
collaborative care of soft tissue injuries, including strains, sprains, dislocations,
subluxations, bursitis, repetitive strain injury, carpal tunnel syndrome, and injuries to the
rotator cuff, meniscus, and anterior cruciate ligament.
Relate the sequential events involved in fracture healing.
Compare closed reduction, cast immobilization, open reduction, and traction regarding
purpose, complications, and nursing management.
Evaluate the neurovascular assessment of an injured extremity.
Explain common complications associated with a fracture and fracture healing.
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Describe the collaborative care and nursing management of patients with various kinds of
fractures.
Describe the indications for and the collaborative care and nursing management of the
patient with an amputation.
Describe the types of joint replacement surgery for arthritis and connective tissue
disorders.
Prioritize the preoperative and postoperative management of the patient having joint
replacement surgery.
Chapter 64
At the conclusion of this chapter the learner will:
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Describe the pathophysiology, clinical manifestations, collaborative care, and nursing
management of osteomyelitis.
Differentiate among the types, pathophysiology, clinical manifestations, and
collaborative care of bone cancer.
Differentiate between the causes and characteristics of acute and chronic low back pain.
Explain the conservative and surgical therapy of intervertebral disc damage.
Describe the postoperative nursing management of a patient who has undergone vertebral
disc surgery.
Specify the etiology and nursing management of common foot disorders.
Describe the etiology, pathophysiology, clinical manifestations, and collaborative and
nursing management of osteomalacia, osteoporosis, and Paget’s disease.
Chapter 65
At the conclusion of this chapter the learner will:
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Compare and contrast the sequence of events leading to joint destruction in osteoarthritis
and rheumatoid arthritis.
Detail the clinical manifestations, collaborative care, and nursing management of
osteoarthritis and rheumatoid arthritis.
Describe the pathophysiology, clinical manifestations, and collaborative care of gout,
Lyme disease, and septic arthritis.
Summarize the pathophysiology, clinical manifestations, collaborative care, and nursing
management of ankylosing spondylitis, psoriatic arthritis, and reactive arthritis.
Differentiate the pathophysiology, clinical manifestations, collaborative care, and nursing
management of systemic lupus erythematosus, scleroderma, polymyositis,
dermatomyositis, and Sjogren’s syndrome.
Explain the drug therapy and related nursing management associated with arthritis and
connective tissue diseases.
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
Compare and contrast the possible etiologies, clinical manifestations, and collaborative
and nursing management of fibromyalgia and chronic fatigue syndrome.
Chapter 23
At the conclusion of this chapter the learner will:
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Describe the structures and functions of the integumentary system.
Link the age-related changes in the integumentary system to differences in assessment
findings.
Select the significant subjective and objective data related to the integumentary system
that should be obtained from a patient.
Describe specific assessments to be made during the physical examination of the skin and
the appendages.
Compare and contrast the critical components for describing primary and secondary
lesions.
Select appropriate techniques to use in the physical assessment of the integumentary
system.
Specify the structural and assessment differences in light- and dark-skinned individuals.
Differentiate normal from common abnormal findings of a physical assessment of the
integumentary system.
Describe the purpose, significance of results, and nursing responsibilities related to
diagnostic studies of the integumentary system.
Chapter 24
At the conclusion of this chapter the learner will:
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Specify health promotion practices related to the integumentary system.
Explain the etiology, clinical manifestations, and nursing and collaborative management
of common acute dermatologic problems.
Summarize the psychological and physiologic effects of chronic dermatologic conditions.
Explain the etiology, clinical manifestations, and nursing and collaborative management
of malignant dermatologic disorders.
Explain the etiology, clinical manifestations, and nursing and collaborative management
of bacterial, viral, and fungal infections of the integument.
Describe the etiology, clinical manifestations, and nursing and collaborative management
of infestations and insect bites.
Explain the etiology, clinical manifestations, and nursing and collaborative management
of allergic dermatologic disorders.
Explain the etiology, clinical manifestations, and nursing and collaborative management
related to benign dermatologic disorders.
Distinguish the dermatologic manifestations of common systemic diseases.
Explain the indications and nursing management related to common cosmetic procedures
and skin grafts.
Chapter 25
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At the conclusion of this chapter the learner will:

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Relate the causes of and prevention strategies for burn injuries.
Differentiate between partial-thickness and full-thickness burns.
Apply the tools used to determine the severity of burns.
Compare the pathophysiology, clinical manifestations, complications, and collaborative
management throughout the three burn phases.
Compare the fluid and electrolyte shifts during the emergent and acute burn phases.
Differentiate the nutritional needs of the burn patient throughout the three burn phases.
Compare the various burn wound care techniques and surgical options for partialthickness versus full-thickness burn wounds.
Prioritize nursing interventions in the management of the physiologic and psychosocial
needs of the burn patient.
Examine the various physiologic and psychosocial aspects of burn rehabilitation.
Design a plan of care to prepare the burn patient and caregiver for discharge.
Exam 4: Trauma and Disaster/ ICU
Required Learning Activities:
Read chapters 66, 67, 68, 69
Practice Questions for the NCLEX Examination
Kaplan Review Test Neurology
Class attendance and participation
Complete the online tutorial for each chapter http://www.evolve.elsevier.com/
Learning Outcomes:
Chapter 66
At the conclusion of this chapter the learner will:

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
Differentiate the various certification opportunities for critical care nurses.
Select appropriate nursing interventions to manage common problems and needs of
critically ill patients.
Develop strategies to manage issues related to caregivers of critically ill patients.
Apply the principles of hemodynamic monitoring to the collaborative care and nursing
management of patients receiving this intervention.
Differentiate the purpose of, indications for, and function of circulatory assist devices and
related collaborative care and nursing management.
Differentiate the indications for and modes of mechanical ventilation.
Select appropriate nursing interventions related to the care of an intubated patient.
Relate the principles of mechanical ventilation to the collaborative care and nursing
management of patients receiving this intervention.
NURS2229_Fall2015
[15]
Chapter 67
At the conclusion of this chapter the learner will:




Relate the pathophysiology to the clinical manifestations of the different types of shock:
Cardiogenic, hypovolemic, distributive, and obstructive.
Compare the effects of shock, systemic inflammatory response syndrome, and multiple
organ dysfunction syndrome on the major body systems.
Compare the collaborative care, drug therapy, and nursing management of patients
experiencing different types of shock.
Describe the nursing management of a patient experiencing multiple organ dysfunction
syndrome.
Chapter 68
At the conclusion of this chapter the learner will:





Compare the pathophysiologic mechanisms and clinical manifestations that result in
hypoxemic and hypercapnic respiratory failure.
Differentiate between the nursing and collaborative management of the patient with
hypoxemic or hypercapnic respiratory failure.
Relate the pathophysiologic mechanisms and the clinical manifestations associated with
acute lung injury and acute respiratory distress syndrome (ARDS).
Select appropriate nursing and collaborative management strategies for the patient with
ARDS.
Prioritize measures to prevent or reverse complications that may result from acute
respiratory failure or ARDS.
Chapter 69
At the conclusion of this chapter the learner will:





Apply the steps in triage, the primary survey, and the secondary survey to a patient
experiencing a medical, surgical, or traumatic emergency.
Relate the pathophysiology to the assessment and collaborative care of select
environmental emergencies (e.g., hyperthermia, hypothermia, submersion injury, bites).
Relate the pathophysiology to the assessment and collaborative care of select
toxicological emergencies.
Select appropriate nursing interventions for victims of violence.
Differentiate among the responsibilities of health care providers, the community, and
select federal agencies in emergency and mass casualty incident preparedness.
NURS2229_Fall2015
[16]
Exam 5: Hematology/Immunity
Required Learning Activities:
Read chapters 30, 31, 12, 14, 15
Practice Questions for the NCLEX Examination
Kaplan Review Test Neurology
Class attendance and participation
Complete the online tutorial for each chapter http://www.evolve.elsevier.com/
Learning Outcomes:
Chapter 30
At the conclusion of this chapter the learner will:








Describe the structures and functions of the hematologic system.
Differentiate among the different types of blood cells and their functions.
Explain the process of hemostasis.
Link the age-related changes in the hematologic system to differences in findings of
hematologic studies.
Select the significant subjective and objective assessment data related to the hematologic
system that should be obtained from a patient.
Describe the components of a physical assessment of the hematologic system.
Differentiate normal from common abnormal findings of a physical assessment of the
hematologic system.
Describe the purpose, significance of results, and nursing responsibilities related to
diagnostic studies of the hematologic system.
Chapter 31
At the conclusion of this chapter the learner will:







Describe the general clinical manifestations and complications of anemia.
Differentiate the etiologies, clinical manifestations, diagnostic findings, and nursing and
collaborative management of iron deficiency, megaloblastic and aplastic anemia’s, and
anemia of chronic disease.
Explain the nursing management of anemia secondary to blood loss.
Describe the pathophysiology, clinical manifestations, and nursing and collaborative
management of anemia caused by increased erythrocyte destruction, including sickle cell
disease and acquired hemolytic anemias.
Describe the pathophysiology and nursing and collaborative management of
polycythemia.
Explain the pathophysiology, clinical manifestations, and nursing and collaborative
management of various types of thrombocytopenia.
Describe the types, clinical manifestations, diagnostic findings, and nursing and
collaborative management of hemophilia and von Willebrand disease.
NURS2229_Fall2015
[17]









Explain the pathophysiology, diagnostic findings, and nursing and collaborative
management of disseminated intravascular coagulation.
Describe the etiology, clinical manifestations, and nursing and collaborative management
of neutropenia.
Describe the pathophysiology, clinical manifestations, and nursing and collaborative
management of myelodysplastic syndrome.
Compare and contrast the major types of leukemia regarding distinguishing clinical and
laboratory findings.
Explain the nursing and collaborative management of acute and chronic leukemia’s.
Compare Hodgkin’s lymphoma and non-Hodgkin’s lymphomas in terms of clinical
manifestations, staging, and nursing and collaborative management.
Describe the pathophysiology, clinical manifestations, and nursing and collaborative
management of multiple myeloma.
Describe the spleen disorders and related collaborative care.
Describe the nursing management of the patient receiving transfusions of blood and
blood components.
Chapter 12
At the conclusion of this chapter the learner will:









Describe the inflammatory response, including vascular and cellular responses and
exudate formation.
Explain local and systemic manifestations of inflammation and their physiologic bases.
Describe the drug therapy, nutrition therapy, and nursing management of inflammation.
Differentiate among healing by primary, secondary, and tertiary intention.
Describe the factors that delay wound healing and common complications of wound
healing.
Describe the nursing and collaborative management of wound healing.
Explain the etiology and clinical manifestations of pressure ulcers.
Apply a patient risk assessment for pressure ulcers to measures used to prevent the
development of pressure ulcers.
Discuss nursing and collaborative management of a patient with pressure ulcers.
Chapter 14
At the conclusion of this chapter the learner will:





Describe the functions and components of the immune system.
Compare and contrast humoral and cell-mediated immunity, including lymphocytes
involved, types of reactions, and effects on antigens.
Characterize the five types of immunoglobulins.
Differentiate among the four types of hypersensitivity reactions in terms of immunologic
mechanisms and resulting alterations.
Identify the clinical manifestations and emergency management of a systemic
anaphylactic reaction.
NURS2229_Fall2015
[18]


Describe the assessment and collaborative care of a patient with chronic allergies.
Explain the relationship between the human leukocyte antigen system and certain
diseases.
 Describe the etiologic factors, clinical manifestations, and treatment modalities of
autoimmune diseases.
 Describe the etiologic factors and categories of immunodeficiency disorders.
 Differentiate among the types of rejections following transplantation.
 Identify the types and side effects of immunosuppressive therapy.
Chapter 15
At the conclusion of this chapter the learner will:












Evaluate the impact of emerging and reemerging infections on health care.
Identify ways to decrease the development of resistance to antibiotics.
Explain the ways the human immunodeficiency virus (HIV) is transmitted and the factors
that affect transmission.
Describe the pathophysiology of HIV infection.
Chart the spectrum of untreated HIV infection.
Identify the diagnostic criteria for acquired immunodeficiency syndrome (AIDS).
Describe methods used to test for HIV infection.
Discuss the collaborative management of HIV infection.
Summarize the characteristics of opportunistic diseases associated with AIDS.
Describe the potential complications associated with long-term treatment of HIV
infection.
Compare and contrast HIV prevention methods.
Describe the nursing management of HIV-infected patients and HIV at-risk patients
NURS2229_Fall2015
[19]
OSUIT NURSING PROGRAM
NURS 2229 NURSING CARE OF ADULTS II
PRACTICUM HOURS
Hospital Orientation(s)
Hospital Experience 11 weeks x 9 hrs.
Community Project
Leadership
Total
9
99
9
9
126
hours
hours
hours
hours
hours
Clinicals-Must receive a satisfactory clinical performance grade of 2.0 or greater to pass (See
clinical evaluation form).
EXPECTED LEARNER OUTCOMES/OBJECTIVES:
At the conclusion of the course and after faculty evaluation, the student will be able to:
1. Demonstrate competent nursing care of clients experiencing stressors in a
medical/surgical/ICU setting.
2. Expand application of the nursing process as it relates to the health care needs of the
medical/surgical/ICU client.
3. Manage care for clients in a medical/surgical/ICU setting.
4. Accept accountability for own nursing judgments and actions and the impact they have
on the systems of care and safety of patients in a medical-surgical setting/Intensive care
setting.
5. Examine areas of needed personal/professional growth.
EVALUATION:
Clinical grades are based on clinical performance and written/oral assignments. Failure to make
a satisfactory grade in either clinical performance or written/oral assignments will result in an
unsatisfactory clinical grade. A satisfactory clinical grade is necessary for successful completion
of the course.
The clinical performance grade is based on weekly evaluations using the "Clinical Evaluation
Form" (provided within course materials). The student receives 0-2 points on each behavior s/he
has performed that day according to observations by the instructor, and a pass or fail for
unobserved clinical experiences.
In order to pass NURS 2229 Practicum, the student must:
 Student must pass the dosage calculation test with a 90% or better within 2 attempts, and
 Earn a satisfactory clinical performance grade, and
 Earn a total average grade of 75% all written assignments, and
 Earn at least an 84% on a case study. If a student does not score at least 84% s/he will be
given the opportunity to complete an additional case study to demonstrate competency,
NURS2229_Fall2015
[20]

and must earn an average grade of at least 84%. Case study is due 1 week after clinical
date. Case studies later than 7 days will not be accepted and a zero will be given for the
case study grade.
All clinical paperwork is due within 24 hours of clinical (except a case study)
experience and posted to drop box. Failure to complete the assigned paperwork and
post to drop box will result in a zero for that clinical grade
Once a student has passed the theory course with a 75% passing Test average - only then
will points be added for clinical paperwork to your final average grade. Points will be
added accordingly:
Clinical Paperwork averaging between 92 – 100% = 3 points added
Clinical paperwork averaging between 84 – 91% = 2 points added
Clinical paperwork averaging between 75 – 83% = 1 point
Example: Your test averages equal 83%, your clinical paperwork average 93% - three points
will be added to your 83% to give you 86% and you will have a B for the semester. Another
Example your test average is 90% (B), your homework average is 76% (C) - one point is added
to your 90% to now give you 91% you continue to have a B for the semester. Final example –
you have a 74.9% test average you have failed the course you will not receive any
homework points. A student must pass the exams with a 75% average to pass the course
and receive clinical paperwork points– no scores are rounded up.
SUMMARY OF WRITTEN & ORAL ASSIGNMENTS
WRITTEN/ORAL
ASSIGNMENTS
Daily Work x 11
Case Studies x1
DUE DATE
POINT VALUE
During clinical
experience
100 points each
Due 1 week after
scheduled clinical
100 points each
As assigned
100 points
As Assigned
100 points
Community Project
Leadership Contact Jodi,
Shawnna, Jamie, Kathryn
or Robin for this rotation.
As assigned by Chrissi
NURS2229_Fall2015
GRADING
TIME
Graded on site.
posted/returned to
student by next
clinical day
(approximately 1
week)
Grade
posted/returned to
student within 2
weeks of receipt.
Within 1 week of
discussion close
date for each unit
Grade
posted/returned to
student within 2
weeks of receipt.
[21]
WRITTEN ASSIGNMENT GUIDELINES
Format
 Each assignment must be typed in black ink.
 Correct spelling and grammar are essential.
 Assignments will only be accepted electronically. Please name the file with your last
name, first initial and the date of the clinical. E.g. MartinC_01-06-15
 Students are required to turn in written work each week. Taking a zero is not
acceptable; students must turn in written work every week of clinical for the
instructor to evaluate clinical performance. Student will receive an “I” for the
semester until all clinical paperwork has been turned in.
References:
 A minimum of two (2) current (< 5 years old) professional references must be used for
each paper.
 Medical dictionaries and encyclopedias may not be utilized as one of the two required
reference, but may be used as supplemental references.
 All information taken from a reference must be cited within the text, as well as included
in the Reference Sheet. References should be formatted to current APA guidelines.
Note:
 Case study must be turned in on or before week 11 of clinical.
 Clinical attendance is mandatory. Any student missing a clinical will be assigned a
clinical make-up by the instructor of record and it will include an additional case
study worth 100 points for the missed clinical week.
 Feedback will be given at the clinical site by the instructor. Instructor feedback will
be on clinical paperwork when submitted to Dropbox. Grading will be completed
after the student post clinical assignment to Dropbox.
DAILY WORK GUIDELINES AND GRADING CRITERIA
Daily work provides a way for the student to summarize patient information, assessment and
care provided each day, as well as demonstrates knowledge of the nursing process as it pertains
to his/her patient. This work will be typed on provided forms and include at a minimum:
 Assessment focused on abnormal and diagnosis specific data
 Nursing notes summarizing care provided that shift
 Summary of laboratory data and ordered treatments
 List of medications patient is taking including order details along with the reason for
the medication
 Recommendations for discharge including placement, further care needed, education,
equipment, etc.
 Nursing care plan with a priority diagnosis following OSUIT guidelines
If a student is assigned to an observation experience, e.g. surgery, s/he will submit an assignment
following the guidelines and objectives as assigned.
Each daily assignment is worth 100 points which will be assigned according to the posted rubric.
NURS2229_Fall2015
[22]
CASE STUDY GUIDELINES & GRADING CRITERIA
A case study provides a comprehensive patient situation for you to review and critique. It should
present a complete picture of your patient and the clinical situation. Writing a case study will
help you to apply concepts and theories to clinical situations, identify actual and potential
problems, propose varied approaches for solving them, weigh different decisions possible, and
arrive at judgments as to the effectiveness of interventions.
All students are required to submit one typed case study this semester. One week after the
clinical experience students must turn in all completed paper work including individualized
pathophysiology paper, head to toe narrative assessment, laboratory tests form, medication
worksheets, narrative documentation, medical treatments and diagnostic tests form, care plan,
reference sheet, and case study evaluation form. Case study will include two (2) nursing
diagnoses as instructed below.
Each case study will be evaluated using the “Case Study Evaluation Form.” Make sure to turn in
a copy of the evaluation form with your case study to avoid losing points. Case studies must be
typed, use appropriate terminology, correct spelling and grammar, and follow other specified
requirements listed in the case study evaluation form (Rubric). Points will be deducted for not
following all directions. Students must achieve an 84% or higher on the case study. If a student
does not achieve an 84% or higher on the first case study they will be required to complete
a second case study. If a second case study is required the student will receive a weekly
grade for the first case study submitted.
* It is recommended that you schedule an appointment with your clinical instructor to discuss
your plans for the paper.
CLINICAL PAPERWORK SUBMISSION PROCEDURE
All paperwork is to be submitted electronically to the appropriate dropbox folder on D2L. At no
time will emailed or printed assignments be accepted. Graded paperwork will be returned to
the corresponding dropbox on D2L and will be accessible via the “feedback” mechanism.
Please refer to the Nursing Student Handbook for other relevant Clinical Policies.
NURS2229_Fall2015
[23]
Adult 2
Course Outline
Schedule
Wednesday/Week 1
0800-1100 Lab
1130-1400
Thursday/ Week
1
0900-1200
Friday/Week 1
0900-1600
Wednesday/Week 2
1130-1400 class
Thursday/Week 2
0800-1100 Lab
1200-1500
Topic
Simulation Lab SCI
WELCOME- Syllabus
Orientation
Lecture Neurology
Chapter 56 and 57
Clinical Orientation /
Complete Syllabus
Orientation
Complete lecture on
chapter 56 and 57
Amanda Pape Kaplan Rep
at 1330
Lecture Neurology
Chapters 58,59
Simulation Lab Stroke
Lecture Neurology
Chapters 61
Simulation Lab TBI
Exam 1
Assignment
Due Date
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
Dosage Calculation Exam
At 1130
Please do Kaplan Focus
Review over neurology and
turn into me at beginning of
class. This is mandatory to
attend class. Read All
Chapters before class.
This counts as a clinical Day
Please post 3 learning
objectives in dropbox that
you would like to learn at
clinical this semester for this
clinical day assignment.
9/2/15
9/3/15
9/4/15
9/9/15
9/10/15
0800-1100 Lab
1130-1400 class
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
Lecture Endocrine Chapter Please do Kaplan Focus
48
Review over Endocrine and
turn into me at beginning of
class. This is mandatory to
attend class. Read All
Chapters before class.
Simulation Lab DM type 1 Group 1 0800-0900
Lecture Endocrine Chapter Group 2 0900-1000
49
Group 3 1000-1100
Lecture Endocrine Chapter
50
Simulation Lab DKA
Group 1 0800-0900
Group 2 0900-1000
Exam 2
Group 3 1000-1100
Thursday/Week 5
0900-1200
Lecture Integumentary
Chapter 23,24,25
10/1/15
Wednesday/Week 3
0800-1100 Lab
1130-1400 class
Thursday/Week 3
0900-1200
Wednesday/Week 4
0800-1100 Lab
1130-1400 class
Thursday/Week 4
0900-1200
Wednesday/Week 5
NURS2229_Fall2015
Please do Kaplan Focus
Review over Musculoskeletal
9/16/15
9/17/15
9/23/15
9/24/15
9/30/15
[24]
Wednesday/Week 6
0800-1100 Lab
1130-1400 class
Thursday/Week 6
0900-1200
Wednesday/Week 7
0800-1100 Lab
1130-1400 class
Thursday/Week 7
0900-1200
Wednesday/Week 8
0800-1100 Lab
1130-1400 class
Thursday/Week 8
0900-1200
Wednesday/Week 9
0800-1100 Lab
1130-1400 class
Thursday/Week 9
0900-1200
Wednesday/Week 10
0800-1100 Lab
1130-1400 class
NURS2229_Fall2015
Simulation Lab Burn
Lecture Integumentary
Chapter 62,63
Lecture Integumentary and
Musculoskeletal Chapter
64,65
Simulation Lab
Compartment Syndrome
Exam 3
Lecture ER
/Trauma/Disaster/ICU
Chapters 66
Simulation Lab ARDS
Lecture ER
/Trauma/Disaster
Chapters/ ICU 67,68
Lecture ER
/Trauma/Disaster
Chapters/ ICU 69
Simulation Lab Sepsis
Exam 4
Hematology/Immunity
Chapter 30,31
Simulation Lab Anemia
w/blood transfusion
Lecture Chapter 12,14
and fluid and electrolyte and
turn into me at beginning of
class. This is mandatory to
attend class. Read All
Chapters before class.
Capstone topic due- please
email me with group and
topic
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
10/7/15
10/8/15
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
Please do Kaplan Focus
Review over Respiratory 2
and Cardiac 2 and turn into
me at beginning of class. This
is mandatory to attend class.
Read All Chapters before
class.
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
10/14/15
10/15/15
10/21/15
10/22/15
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
Please do Kaplan Focus
Review over HematologyImmunity turn into me at
beginning of class. This is
mandatory to attend class.
Read All Chapters before
class.
Group 1 0800-0900
Group 2 0900-1000
Group 3 1000-1100
10/28/15
10/29/15
11/4/15
[25]
Thursday/Week 10
0900-1200
Tuesday/Week 11
Clinical to OBN
Wednesday/Week 11
0800-1100 Lab
1130-1400 class
Thursday/Week 11
Take at Home on
a PC (iPad will
not work)
Wednesday/Week 12
0800-1100 Lab
1130-1400 class
Lab hour utilized
Thursday/Week 12
0900-1200
Wednesday/Week 13
0800-1100 Lab
1130-1400 class
Lab hour utilized
Thursday/Week 13
0900-1200
Monday –Thursday
week 14
0900-1600
Week 14
NURS2229_Fall2015
Lecture
Hematology/Immunity
Chapter15
OBN Clinical-wear
nursing uniform
Meet at the school at 0530.
This is a mandatory
clinical.
Simulation Lab Code
Blue, Hematology
Exam 5
Kaplan Testing Trainer 1,
2 and 3
11/5/15
Mandatory trip to OBN
Meet at the school at 0530,
will return at approximately
4:30 p.m.
Mandatory remediation if
less than 55% on trainer 1, 2
and 3. Post remediation (if
needed) to clinical dropbox
by 11/18/15 @ 0800
Kaplan Diagnostic
Mandatory remediation if less
Kaplan Critical Thinking 2 than 55% on Diagnostic not
Testing
critical thinking. Post
remediation (if needed) to
clinical dropbox by 11/19/15
@ 0800
Kaplan med - surg comp in Mandatory remediation on
class. Kaplan Management management and med-surg
Testing
comp if less than 55%. Post
remediation (if needed) to
clinical dropbox by 11/30/15
@ 0800
Nurse Assessment Test
Mandatory remediation if less
Take Trainer 4 at home
than 55% on NAT test. Post
tonight and post
remediation (if needed) to
remediation to dropbox
clinical dropbox by 12/4/15
nd
NAT 2 attempt 12/4/15
@ 0800
@ 0900
Kaplan Predictor
Take Trainer 5 at home
tonight and post
remediation to dropbox
Mandatory Kaplan Live
Pinning practice at 1130 in
Review Monday through
Covelle Hall on 12/10/15
Thursday 0900-1600
Pinning and Graduation
 NCLEX = RN!!!!
Congratulations! 
11/10/15
11/11/15
11/12/15
11/18/15
11/19/15
12/2/15
12/3/15
12/7/15
12/10/15
12/11/15
[26]
Lab Groups Keah Allen RN, MSN 918-293-5331
Lab Group 1
Wednesday 0800-0900
Lab Group 2
Wednesday 0900-1000
Armstrong, Barbara
Hunalp, Paula
Arnold, William
Kelch, Felicia
Brillhart-Green, Cassandra
Long, Kelsey
Caldwell, Erin
Martin, Lauren
Casey, Elizabeth
Minter, Alexis
Chitseko, Robert
Nestlerode, Meranda
Gould, Rachel
Rowlett, Michael
Hickman, Elizabeth
Sarant, Jessica
Kyle Curry
Lab Group 3
Wednesday 1000-1100
Shaw, Taylor
Stanton, Autumn
Stevens, Michelle
Thai, Lan
Thoman, Paige
Tuttle, Mary
Vose, Cari
NURS2229_Fall2015
[27]
OSUIT NURSING PROGRAM
ER Observation
CLINICAL OBJECTIVES
Instructions for Leadership Rotation






You will be following an RN in the emergency room.
You will work a scheduled shift with the ER RN.
This clinical cannot conflict with class or other scheduled clinicals.
You will attend this clinical on the week scheduled on the clinical schedule.
Your written assignment is due within 24 hours of your experience, to be posted in the weekly
dropbox on D2L.
If you have any issues, please call Chrissi immediately (918-269-9538)
Clinical Objectives
1. Attend a clinical as scheduled and observe an emergency room RN.
2. Identify the purpose of the RN in the emergency room.
3. Describe ways in which the information presented will affect your personal nursing practice.
4. Identify why a registered nurse is needed for patient care in the ER
Written Assignment Directions
1. A written description of your day—a journal of sorts including what you did and saw and how
you felt about it. No more than one page is expected.
2. A short (at least 2, no more than 4 pages) paper addressing the rubric listed below.
3. This sheet, signed where indicated, by ER nurse verifying your attendance and participation in
the day.
4. Your written assignment is due within 24 hours of your experience, to be posted in the weekly
dropbox on D2L.
Student Name: _____________________________________
Date: ____________
I verify that the above named student did attend this home health observation experience and was
appropriately participative and professional.
Preceptor signature: ____________________________________________________
NURS2229_Fall2015
[28]
GRADING CRITERIA AND RUBRIC FOE ER
1. Describe the role of the nurse in the ER. What is the primary purpose of the nurse
in the ER?
2. How does the ER nurse roles differ from nurses you have observed at the
bedside in the hospital on the floors?
3. Identify one thing you learned from your clinical with an ER nurse.
4. Identify one thing you intend to incorporate into your current care and future
practice as a registered nurse after learning more about the nurse’s role in the ER.
5. Describe your experience during the clinical (what you seen, how you felt).
6. Identify one topic that stood out to you and why, while learning about
emergency room nursing.
7. Do you feel this experience is beneficial for nursing students why or why not?
Would you recommend this rotation to other nursing students?
TOTAL POINTS
POSSIBLE
NURS2229_Fall2015
Points
Possible
(All or
nothing)
20
15
15
15
15
15
5
100
[29]
OSUIT NURSING PROGRAM
Leadership Observation
CLINICAL OBJECTIVES
Instructions for Leadership Rotation






You will be following an RN in a leadership position of your choice (Robin, Jodi, Jamie,
Kathryn, Shawnna or an RN that is approved by Chrissi).
You will attend a clinical following the RN that you have chosen, you will work their scheduled
shift with them.
This clinical cannot conflict with class or other scheduled clinicals.
You will attend this clinical on the week scheduled on the clinical schedule unless other
arrangements have been made with Chrissi
Your written assignment is due within 24 hours of your experience, to be posted in the weekly
dropbox on D2L.
If you have any issues, please call Chrissi immediately (918-269-9538)
Clinical Objectives
5.
6.
7.
8.
9.
Attend a clinical as scheduled and observe a nurse leader.
Identify the purpose of the nurse leader
Describe ways in which the information presented will affect your personal nursing practice.
Identify where nurse leader services are needed and why. (i.e. Acute care, LTC)
Identify resources available to nurses and nurse leaders for patient education such as healthy
people 2020 and national patient safety goals.
Written Assignment Directions
5. A written description of your day—a journal of sorts including what you did and saw and how
you felt about it. No more than one page is expected.
6. A short (at least 2, no more than 4 pages) paper addressing the rubric listed below.
7. This sheet, signed where indicated, by leadership nurse verifying your attendance and
participation in the day.
8. Your written assignment is due within 24 hours of your experience, to be posted in the weekly
dropbox on D2L.
Student Name: _____________________________________
Date: ____________
I verify that the above named student did attend this home health observation experience and was
appropriately participative and professional.
Preceptor signature: ____________________________________________________
NURS2229_Fall2015
[30]
GRADING CRITERIA AND RUBRIC
LEADERSHIP
1. Describe the role of the nurse Leader. What is the primary purpose of the nurse
leader?
2. How does leadership roles differ from nurses you have observed at the bedside
in the hospital?
3. Identify one thing you learned from your clinical with the nurse leader.
4. Identify one thing you intend to incorporate into your current care and future
practice as a registered nurse after learning more about leadership.
5. Describe your experience during the clinical (what you seen, how you felt).
6. Identify one topic that stood out to you and why, while learning about
leadership.
7.
Describe Autocratic leadership.
Describe Bureaucratic leadership.
Describe Democratic leadership or participative leadership.
Describe Laissez-faire leadership.
8.
Identify and describe the leadership style that you observed.
Identify and describe your leadership style.
How do you differ from the leader that you observed?
9. Visit the web site Healthy people 2020 pick 2 topic areas and read the topic
information. Describe what you learned about these 2 topics and if you would
include the information while doing patient education in the future and why you
chose these 2 health related topics. https://www.healthypeople.gov/
10. Identify the 2015 National patient safety goals for the hospital.
http://www.jointcommission.org/standards_information/npsgs.aspx
TOTAL POINTS
POSSIBLE
Points
Possible
(All or
nothing)
10
10
10
10
10
10
10
10
10
10
100
NURS2229_Fall2015
[31]
OSUIT NURSING PROGRAM
Home Health Observation
CLINICAL OBJECTIVES
Instructions for Home Health Rotation

You will be observing an RN from Traditions Home Health, Morris office 918-733-2062.
The Traditions contact person is Tamara Saddler RN her cell phone is (918) 759-4243
Please plan to arrive by 0900 am, at 511 West Ozark St., Morris OK 74445 or
 You will be observing an RN from St. Francis located at 6600 S. Yale, Ste 200 Tulsa, OK.
at the Warren Clinic Tower on the second floor, please arrive by 8:00am. Main Office
Number is 918-488-6888. The St. Francis contact person is Tamara Wolfe RN her numbers
are office 918-488-6885, cell 918-637-9305. (FYI you will be following the nurse in your
personal vehicle)
 If you have any issues, please call Chrissi immediately (918-269-9538)
Clinical Objectives





Describe the role of the primary nurse and compare it to the role of a bedside nurse in an
inpatient setting.
Identify the primary purpose of the home health/hospice setting and describe the patient
qualifications for this level of care.
Describe concerns that are unique to the home setting including, but not limited to:
safety, legal, and ethical concerns.
Describe how medication is controlled, monitored and evaluated in the home care setting.
Describe the care planning done in the home care setting and compare it to what is seen
in the inpatient setting.
Written Assignment Directions
1. A written description of your day—a journal of sorts including what you did and saw
and how you felt about it. No more than one page is expected.
2. A short (at least 2, no more than 4 pages) paper addressing the rubric listed below.
3. This sheet, signed where indicated, by the home health/hospice nurse verifying your
attendance and participation in the day.
4. Your written assignment is due within 24 hours of your experience, to be posted in the
weekly dropbox on D2L.
5.
Student Name: _____________________________________
NURS2229_Fall2015
Date: ____________
[32]
I verify that the above named student did attend this home health observation experience and was
appropriately participative and professional.
Preceptor signature: ___________________________________________________
NURS2229_Fall2015
[33]
Points
Possible
(All or
nothing)
GRADING CRITERIA AND RUBRIC
HOME HEALTH
1. Give a thorough description of what you observed.
10
2. Give a thorough description of your activities throughout the experience.
10
3. Give a thorough description of your impressions regarding the home care setting.
10
4. Give a thorough and accurate description of the role of the primary nurse and
compare it to the role of the bedside nurse in the inpatient setting.
15
5. Thoroughly and accurately identify the primary purpose of the health care setting
and describe patient qualifications for this level of care.
10
6. Give a thorough and accurate description of concerns (safety, legal, ethical) that are
unique to the home care setting.
10
7. Give a thorough and accurate description of how medications are controlled,
monitored and evaluated in the home care setting.
15
8. Give a thorough and accurate description of care planning in the home care setting and
compare it to what is seen in the inpatient setting.
20
Points Possible
NURS2229_Fall2015
100
TOTAL
[34]
GUIDELINES FOR BOARD MEETING ATTENDANCE
1. Ensure you have reservations for your group prior to attending the meeting. Although Board
meetings are open to the public, fire safety codes limit the number of persons that can be
accommodated in the conference center. (This is done by the school).
2. Weapons prohibited pursuant to the Oklahoma Self-Defense Act. Okla. Stat. Tit. 21 §1277.
It shall be unlawful for any person in possession of a valid handgun license issued pursuant to the
provisions of the Oklahoma Self-Defense Act to carry any concealed or unconcealed handgun into
any of the following places: Any structure, building, or office space which is owned or leased by a
city, town, county, state, or federal governmental authority for the purpose of conducting business
with the public; and any meeting of any state appointed officials.
3. All persons entering the area may be subject to a request to remove loose fitting or bulky clothing
and a search of any personal belongings.
4. Students are to dress appropriately and should wear school uniforms/scrubs
5. Turn off cell phones and pagers prior to entering the meeting room.
6. Avoid disrupting the proceedings. If you are arriving late and the Board meeting has already
begun, wait for the next break to enter the room and find your seats. Standing in the aisles,
walkways, or the back of the meeting room is not allowed.
7. Smoking is not permitted in the hotel hallways or conference center and is restricted to designated
areas only.
8. Participation in Board meetings is not permitted unless previously scheduled on the agenda, or an
invitation to speak is extended by the Board.
9. It is not appropriate to make comments, applaud, laugh, or verbally respond to any Board decision
while the Board is in session.
10. Do not interact or interfere with the Board as they exit and then reenter the conference center
after voting to go into an Executive Session.
11. Permit Board members to exit the room first during breaks.
12. Ensure trash, paper, cups etc.; have not been left behind for others to dispose of prior to making
your departure.
NURS2229_Fall2015
[35]
Oklahoma Board of Nursing (OBN)
Adult II Objectives
Clinical Objectives
1. Attend an OBN meeting as scheduled per your syllabus – mandatory.
2. Identify the purpose of the OBN.
3. Describe ways in which the information presented will affect your personal nursing
practice.
4. Identify the purpose of the nurse practice act and how it will affect your personal nursing
practice
Written Assignment Directions
Provide a written description of your experience that day answering the questions listed below.
Please include your feelings that you experienced, case (if one was available) that stood out to
you, and if you agreed or disagreed with the Board’s decision for the respondent.
Must be two pages in length, and please include the following: Due within 24 hours of
attendance
 List at least one thing you learned from your visit to the OBN
 List at least one thing you intend to incorporate into your current care and future practice.
 Define the Nurse Practice Act (NPA) and describe how the NPA will affect your practice
as a registered nurse in the future.
 Do you think it benefits student nurses to attend OBN meetings? Why or why not?
GRADING CRITERIA AND RUBRIC
1. Identify the purpose of the Oklahoma Board of Nursing.
2. Describe ways in which the information presented will affect your personal
nursing.
3. Identify the purpose of the nurse practice act and how it will affect your personal
nursing practice.
4. One thing you learned from your visit to the OBN.
5. One thing you intend to incorporate into your current care and future practice as
a Registered Nurse.
7. Your experience during the hearing (what you seen, how you felt).
9. One case that stood out to you and if you agreed or disagreed with the Board’s
decision for the respondent why or why not.
10. Do you think this activity benefits student nurses – why or why not?
TOTAL POINTS
POSSIBLE
NURS2229_Fall2015
Points
Possible
20
15
15
15
10
10
10
5
100
[36]
OSUIT Nursing Program
CASE STUDY EVALUATION FORM (Rubric)
NURS2229
Name: _________________________________________
U=
Date: ________________
GRADING KEY
The required content is either not present or is present in a form that does not demonstrate understanding of
the patient situation and of the case study or care planning process that is appropriate for the student’s
progression in the nursing program.
NI =
The required content is present in the case study. The student demonstrates a beginning understanding and
follows a logical line of reasoning concerning the patient situation and the care planning process that is
appropriate for progression in the nursing program.
S=
The required content is present in the case study and demonstrates understanding of the patient situation
and of the case study or care planning process that is appropriate for the student’s progression in the
nursing program.
**All sections must be present or the case study will not be accepted
INTRODUCTION
U
0 pts
NI
1 pts
1. Description of the patient and their demographics is clear, direct, and does
not leave any questions.
2. Clear description of present medical problems and events leading to
hospitalization.
3. Addresses growth and development stage according to Erikson’s, cultural
issues, and spiritual issues.
4. Past medical history (as is relevant to current patient status) is identified,
includes definition of pertinent diagnosis.
5. It is concise and no more than 2 pages.
Subtotal
ASSESSMENT
/10 points
U
0 pts
1. All systems (head to toe) and contents of assessment are addressed, including
normal data
2. Abnormal data is fully addressed including reassessment and interventions as
appropriate
3. A focused assessment in present for patient’s priority problems
4. Includes appropriate baseline data for comparison.
5. Findings support nursing diagnoses and patient’s medical problems are
evident, easily identified and supported by medical/medication orders.
6. Written in concise format using proper medical terminology.
7. Includes pertinent psycho-social assessment addressing patient’s perception
of current health status, mood/affect.
NURS2229_Fall2015
S
2 pts
[37]
NI
1 pts
S
2 pts
8. Information is factual, consistent with other packet information,
comprehensive, and organized
Subtotal
SUPPORTING DOCUMENTATION
/16 points
U
0 pts
NI
1 pts
1. Medications
a. All medications are listed including PRN, with dose, frequency, route,
and reason this patient is taking medication identified
b. Classification and dosage range is identified, including safe dose
c. Assessment needed and implementation guidelines are identified for each
medication. Evaluation of effects of meds is concise, complete, and
relevant to the patient. Includes data related to potential adverse effects.
2. Laboratory:
a. List all lab values, normal and abnormal (see example table)
b. Reference values and trends are noted for all normal and abnormal lab
values within 48 hours of the time care was provided. Additional
abnormal data may be included to show trending as appropriate.
(Abnormal values should be formatted in red)
c. Interpretation of abnormal lab values is accurate and correlates with
diagnosis, medication regime and assessment findings.
d. Nursing interventions for abnormal lab data is appropriate to the
patient and situation
e. A summary statement is included, in student’s own words, that
summarizes the abnormal findings and their relevance/connection to
the patient’s situation
3. Treatments and other diagnostic testing:
a. Identify why treatment is necessary, what it provides for the patient;
b. Review both normal and abnormal results and their significance as it
relates to the patient.
Subtotal
PATHOPHYSIOLOGY
/20 points
U
0 pts
1. Pathophysiology of one of the major medical diagnoses experienced during
this admission and is written in the student’s own words.
2. Rationale for the student’s choice for discussion of this medical diagnosis is
included and reflects student’s ability to prioritize and to be active in their
own learning.
3. A complete description of the disease process, etiology, risk factors, medical
treatments and common nursing interventions are provided for the diagnosis.
4. Each section is individualized to the patient comparing actual data and
treatment plans with general recommendations for this diagnosis.
5. This section is concise (1- 2 pages in length). At least two (2) references are
provided. The references should be valid, reliable, and appropriate.
Subtotal
NURS2229_Fall2015
S
2 pts
NI
1 pts
S
2 pts
/10 points
[38]
NURSING PLAN OF CARE #1
NURSING DIAGNOSIS
U
0 pts
NI
1 pts
1. This nursing diagnosis is stated according to the PES format, using a
NANDA approved problem statement. NANDA defining characteristics and
supporting assessment data are present to support the choice of nursing
diagnosis and priority. The “related to” factor of the nursing diagnosis is
NOT a medical diagnosis and reflects an etiology that can be addressed by
virtue of the RN’s legal and ethical scope of practice. Actions necessary to
modify the “related to” factor are realistic for this patient situation.
2. The student’s rationale for choosing the priority of this nursing diagnosis
reflects a solid understanding of the patient’s care and situation. Supporting
data for this decision is sufficient for decision making.
Subtotal
EXPECTED GOAL AND OUTCOMES (SHORT TERM)
/4 points
U
0 pts
NI
1 pts
1. An overall goal with three outcome indicators is established. The expected
goals/outcomes are stated in measurable patient behavior and include a time
frame for evaluation.
2. The expected goal/outcomes are realistic for the patient and relevant to the
diagnosis.
Subtotal
NURSING INTERVENTIONS
S
2 pts
/4 points
U
0 pts
1. Five individualized nursing interventions are documented for each nursing
diagnosis. Each intervention should be designated as “done”, “observed”, or
“planned”. One intervention should be a teaching intervention. Interventions
are directed toward assisting the patient to achieve the expected outcome
chosen for the nursing diagnosis.
2. Nursing interventions are individualized to the patient and are specific enough
to direct care provided by other nurses or assistive personnel. Nursing
interventions are within the RN’s scope of practice.
Each interventions includes the following:
a. Rationale: Each nursing intervention is accompanied by a scientific
rationale that describes why the intervention is appropriate for the patient
situation. There is an APA citation for each scientific rationale provided.
The source of the scientific rationale directly related to the care of the
particular patient. **at least one rational must come from an evidence
based practice journal article
NURS2229_Fall2015
S
2 pts
[39]
NI
1 pts
S
2 pts
b. Implementation and Evaluation: Care that was given or planned is
described along with an evaluation of the effectiveness of the
intervention. The discussion of clearly identifies the student’s
understanding of the RN role in provision of care.
Subtotal
EVALUATION OF THE EXPECTED GOAL/OUTCOMES
/8 points
U
0 pts
NI
1 pts
S
2 pts
U
0 pts
NI
1 pts
S
2 pts
Each expected outcome is evaluated as “met”, “partially met”, or “not met”.
If “partially met” or “not met”, discussion of what changes in the plan of
care, necessary to move the patient toward achievement of the expected
outcome are clear and concise. This evaluation section should not exceed ½
page.
LONG-TERM GOAL
The long-term goal selected for the patient is appropriate and well developed.
Documentation of the parameters that would be evaluated to assess attainment
of the long-term goal are appropriate and measurable. This discussion is at
least ½ page in length, but does not exceed 1 page.
Subtotal
/4 points
NURSING PLAN OF CARE #2
NURSING DIAGNOSIS
1. This nursing diagnosis is stated according to the PES format, using a
NANDA approved problem statement. NANDA defining characteristics
and supporting assessment data are present to support the choice of
nursing diagnosis.
2. The student’s rationale for choosing the priority of this nursing diagnosis
reflects a solid understanding of the patient’s care and situation.
Supporting data for this decision is sufficient for decision making.
Subtotal
EXPECTED GOAL AND OUTCOMES (SHORT TERM)
U
0 pts
NI
1 pts
U
0 pts
NI
1 pts
3. An overall goal with three outcome indicators is established. The expected
goals/outcomes are stated in measurable patient behavior and include a time
frame for evaluation.
4. The expected goal/outcomes are realistic for the patient and relevant to the
diagnosis.
Subtotal
NURSING INTERVENTIONS
NURS2229_Fall2015
S
2 pts
/4 points
S
2 pts
/4 points
U
0 pts
[40]
NI
1 pts
S
2 pts
1. Five individualized nursing interventions are documented for each nursing
diagnosis. Each intervention should be designated as “done”, “observed”,
or “planned”. One intervention should be a teaching intervention.
Interventions are directed toward assisting the patient to achieve the
expected outcome chosen for the nursing diagnosis.
2. Nursing interventions are individualized to the patient and are specific
enough to direct care provided by other nurses or assistive personnel.
Nursing interventions are within the RN’s scope of practice.
Each interventions includes the following:
a. Rationale: Each nursing intervention is accompanied by a
scientific rationale that describes why the intervention is
appropriate for the patient situation. There is an APA citation for
each scientific rationale provided. The source of the scientific
rationale directly related to the care of the particular patient. **at
least one rational must come from an evidence based practice
journal article
b. Implementation and Evaluation: Care that was given or planned is
described along with an evaluation of the effectiveness of the
intervention. The discussion of clearly identifies the student’s
understanding of the RN role in provision of care.
Subtotal
EVALUATION OF THE EXPECTED GOAL/OUTCOMES
/8 points
U
0 pts
NI
1 pts
S
2 pts
U
0 pts
NI
1
point
S
2 pts
Each expected outcome is evaluated as “met”, “partially met”, or “not met”.
If “partially met” or “not met”, discussion of what changes in the plan of
care, necessary to move the patient toward achievement of the expected
outcome are clear and concise. This evaluation section should not exceed ½
page.
LONG-TERM GOAL
The long-term goal selected for the patient is appropriate and well developed
Subtotal
EVALUATION OF THE STUDENT’S EXPERIENCE WITH THE
PATIENT
/4 points
U
0
pts
NI
1 point
This discussion is insightful. This discussion is at least ½ page in length, but
does not exceed 1 page.
Subtotal
EVIDENCE BASED PRACTICE ARTICLES
NURS2229_Fall2015
S
2 pts
/2 points
U
0 pts
[41]
NI
1 pts
S
2 pts
For each article cited, a review is present which includes a summary
reflecting the student’s understanding of the information presented and a
description of the article’s application to this patient.
Subtotal
/2 points
Overall Score
/100 points
NURS2229_Fall2015
[42]
FACULTY EVALUATION OF STUDENT'S CARE PLAN
SATISFACTORY
UNSATISFACTORY*
Dates:
 The case study must be submitted to the appropriate dropbox folder on D2L by the due
date announced in class and posted on D2L
 If a student does not achieve an 84% or higher on the first case study, they will be
required to complete a second case study. If a second case study is required, the student
will receive a weekly grade for the first case study submitted.
Late work:
 Five (5) percentage points will be deducted for each calendar day the assignment is past
due. Late points will be deducted when any part of the next calendar day elapses before
receipt of the assignment given.
 Assignments submitted seven (7) calendar days late will not be graded and the student
will receive a zero (0) for that assignment; however, assignments MUST be posted for
student to receive credit for clinical time.
*Grades lower than 84% are considered unsatisfactory. An unsatisfactory case study result in a
clinical faculty report and the student being placed on clinical probation. The student has one
opportunity to do another case study, which is submitted to the instructor within 2 weeks of
receipt of original grade. The student is responsible for contacting the instructor immediately for
guidance regarding the new case study.
FACULTY SIGNATURE
DATE
For grade <84%:
I have reviewed this document with my clinical faculty and have had an opportunity to ask
questions.
STUDENT SIGNATURE
NURS2229_Fall2015
DATE
[43]
APA Help: https://owl.english.purdue.edu/owl/resource/560/01/
Formatting Examples:
Journal Summary—Required Formatting
Name
Date
Instructions: The purpose of an article citation is to cite nursing literature support for the nursing
case study. Use correct grammar, spelling and punctuation.
REFERENCE CITATION
Provide the full article citation in APA format
SUMMARY
Provide a summary of the article including the purpose, research methods and results.
This should be a paragraph in length, approximately ½ page.
NURSING IMPLICATIONS
Identify how this article applies to your patient and what the implications of the research
are to nursing practice. This should be a paragraph in length, approximately ½ page.
NURS2229_Fall2015
[44]
Medications:
Medication Order
Class
Dosage range
Assessment needed
Implementation
Outcome/expected
outcome
Adverse Effects
Azithromycin
500 mg PO daily for
community acquired
pneumonia
Assess for fever. Assess for
allergy. Monitor CBC
specifically white blood
cell count.
Class: Antibiotic
Normal Dosage Range:
500 mg orally every day
for 5-7 days
Vancomycin
1 g/250 mL NaCl IV
q8h for lower
respiratory tract
infection
Adverse Effects: side
effects including abdominal
pain, nausea, vomiting, and
headache.
Assess CBC for white
blood cell count. Assess
for fever.
Adverse Effects:
Hypokalemia, GI upset
Class: Antibiotic
Normal Dose Range:
2 g/day divided q6-12 h
Take on an empty stomach
one hour prior to eating or 2
hours after eating. Do not give
with medications containing
potassium. Patient was on KCl
infusion, monitor for S/S of
hyperkalemia.
Outcome: WBC count went
3
from 27.2x10
indicating reduction of
presence of pathogen.
3
uL,
Administer over 60
minutes. Dilute in D5W,
LR, or NS. Maximum
infusion rate 10 mg/min.
Outcome: WBC count
3
went from 27.2x10
3
uL9x10 uL,
indicating reduction of
presence of pathogen.
Lab Values:
Lab Test
Blood Chemistry
 Na
 K+
 Ca
 BUN
 CO2
 Creatinine
 Chloride
NURS2229_Fall2015
Normal
Values
135-145
3.5-5.0
8.5-10.7
7-20
20-29
0.8-1.4
101-111
Date
Value
Obtained
Probable
Cause/Reason
(Reference)
Nursing
Intervention
(Reference)
7-7-15
134
4.5
9.2
11
22
0.9
99
List probable
cause/reason
for abnormal
lab in this
section. Don’t
forget your
reference.
List nursing
intervention
for abnormal
lab in this
section.
Don’t forget
your
reference.
7-8-15
135
4.6
10.0
16
27
1.2
101
[45]
STUDENTS
Group2
Tammie Baker RN
918-284-8713 Cell
918-269-9538 Chrissi
9/4/15
Nestlerode,
Meranda
Chitseko, Robert
Sarant, Jessica
Shaw, Taylor
Stanton, Autumn
Stevens, Michelle
Thai, Lan
Thoman, Paige
Hunalp, Paula
Vose, Cari
9/7/15
9/14/15
9/21/15
9/28/15
10/5/15
10/12/15
10/19/15
Holiday
"O"
"O"
"O"
Holiday
STICU
3Sp
HHT
STICU
STICU
CICU
11/16/15
11/23/15
11/30/15
CICU
STICU
STICU
STICU
OBN
OBN
CICU
CICU
CICU
HHT
STICU
Lead
3Sp
CICU
3Sp
3Sp
CICU
CICU
Lead
STICU
3Sp
BOO
CICU
OBN
CICU
CICU
CICU
BOO
BOO
CICU
OBN
OBN
HHT
STICU
CICU
STICU
HHT
CICU
BOO
STICU
Lead
OBN
STICU
STICU
3Sp
STICU
STICU
HHT
3Sp
CICU
STICU
Holiday
3Sp
CICU
3Sp
3Sp
Lead
STICU
"O"
Holiday
STICU
CICU
STICU
STICU
STICU
Lead
"O"
"O"
Holiday
STICU
CICU
HHT
CICU
STICU
STICU
CICU
CICU
CICU
3Sp
CICU
STICU
"O"
Holiday
STICU
Lead
STICU
STICU
CICU
HHT
BOO
BOO
"O"
Holiday
CICU
STICU
HHT
CICU
3Sp
STICU
"O"
Holiday
CICU
STICU
CICU
STICU
STICU
Hickman, Elizabeth
"O"
Holiday
STICU
3Sp
CICU
STICU
Gould, Rachel
"O"
Holiday
CICU
3Sp
CICU
CICU
STICU
STICU
OBN
OBN
BOO
CICU
OBN
STICU
CICU
Lead
CICU
BOO
HHT
OBN
Lead
3Sp
3Sp
HHT
CICU
BOO
3Sp
OBN
CICU
Lead
3Sp
CICU
CICU
BOO
3Sp
OBN
3Sp
STICU
Lead
Fall 2015 Clinical Schedule Chrissi Martin 918-269-9538 Chrissi.martin@okstate.edu
3 Specialty = 3S
Lead = Leadership
3W STICU = 3W
HH= Home Health St. Francis Monday 0800-1630
5 Specialty CICU = 5S
OBN= OK Board of nursing
NURS2229_Fall2015
11/10/15
BOO
"O"
Holiday
11/2/15
12/7/15
BOO
Lead
Holiday
10/30/15
[46]
M
M
M
M
M
M
M
M
M
M
M
M
STUDENTS
Group1
Chrissi Martin RN,
MS,MBA
918-269-9538 Cell
9182934789 Office
Armstrong, Barbara
Arnold, William
Brillhart-Green,
Cassandra
Caldwell, Erin
Casey, Elizabeth
Rowlett, Michael
Brandi Radebaugh
Kyle Curry
Tuttle, Mary
Kelch, Felicia
Long, Kelsey
Martin, Lauren
Minter, Alexis
9/4/15
9/7/14
"O"
Holiday
"O"
Holiday
9/14/15
9/21/15
9/28/15
10/5/15
10/12/15
10/19/15
10/30/15
11/2/15
Lead
STICU
3Sp
HHT
STICU
3Sp
CICU
ER
STICU
Lead
3Sp
HHT
3Sp
BOO
BOO
Holiday
"O"
"O"
"O"
Holiday
Holiday
3Sp
3Sp
CICU
CICU
ER
3Sp
Lead
ER
STICU
Lead
STICU
STICU
STICU
CICU
STICU
STICU
ER
Lead
STICU
CICU
HHT
CICU
STICU
STICU
CICU
CICU
CICU
3Sp
ER
STICU
BOO
BOO
"O"
"O"
Holiday
"O"
Holiday
STICU
Lead
STICU
STICU
CICU
HHT
BOO
BOO
"O"
Holiday
CICU
ER
HHT
CICU
3Sp
STICU
"O"
Holiday
CICU
STICU
CICU
STICU
STICU
"O"
Holiday
STICU
3Sp
CICU
STICU
"O"
Holiday
CICU
3Sp
CICU
"O"
Holiday
HHT
STICU
CICU
Holiday
BOO
OBN
OBN
11/16/15
11/23/15
11/30/15
CICU
STICU
ER
CICU
CICU
CICU
CICU
CICU
STICU
STICU
Lead
OBN
OBN
OBN
CICU
HHT
CICU
STICU
CICU
CICU
STICU
HHT
CICU
STICU
STICU
3Sp
STICU
STICU
HHT
3Sp
CICU
STICU
ER
BOO
CICU
OBN
STICU
CICU
Lead
CICU
BOO
HHT
OBN
Lead
3Sp
3Sp
CICU
CICU
BOO
3Sp
OBN
ER
Lead
3Sp
CICU
CICU
CICU
BOO
3Sp
OBN
3Sp
ER
Lead
3Sp
STICU
CICU
BOO
Lead
OBN
CICU
STICU
STICU
[47]
12/7/15
M
M
M
OBN
OBN
OBN
Fall 2015 Clinical Schedule Chrissi Martin 918-269-9538 Chrissi.martin@okstate.edu
3 Specialty = 3S
Lead = Leadership
3W STICU = 3W
ER= Henryetta Medical Center Monday 0630-1500
5 Specialty CICU = 5S
HHT= Home Health (Traditions) Monday 0800-1630 with Tamara Sadler RN
OBN= OK Board of nursing
NURS2229_Fall2015
STICU
BOO
11/10/15
M
M
M
M
M
M
M
M
M
M