REGISTERED
NURSING
NURR 201
10 Credits
Fall 2009
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TABLE OF CONTENTS
SECTION A
PAGE NO.
Course Overview………………………………………………………………..
4
Topical Outline…………………………………………………………………..
11
Calendar………………………………………………………………………….
19
Course Objectives………………………………………………………………
24
Teaching/Learning Lab Objectives……………………………………………
37
Clinical Objectives………………………………………………………………
40
SECTION B--ASSIGNMENTS
List of Assignments…………………………………………………………….
Case Studies……………………………………………………………………
Care Plan/Concept Map Template…………………………………………..
Care Plan Grading Rubric…………………………………………………….
Teaching Plan Template ……………………………………………………..
Teaching Plan Grading Rubric ………………………………………………
Portfolio…………………………………………………………………………
Record of Professional Development……………………………………….
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44
45
56
60
64
70
71
SECTION C—CLINICAL
Guidelines for Clinical Activity…………………………………………………….
Objectives for Clinical Spinouts………………………………………………….
Criteria for Clinical Journaling………………………………………………………..
Clinical Tally………………………………………………………….
ADN Program Agreement Form…………………………………………
Health Insurance Form …………………………………………………
Vehicle Insurance Form………………………………………………………….
Clinical Confidentiality Contract …………………………………..
Dialysis Confidentiality Contract
Alcohol/Drug Policy Form
Clinical Evaluation Clarification………………………………………………….
Clinical Evaluation Tool…………………………………………………………...
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SECTION A
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ASSOCIATE DEGREE NURSING PROGRAM
MISSION STATEMENT
“The Associate Degree Nursing Program, being an integral unit of the College of
Southern Idaho, educates graduates from diverse populations who: demonstrates
knowledge and caring through the nursing process to respond to the holistic needs of
individuals in a variety of settings and interacts professionally with patients, families,
and coworkers within the community. The graduate promotes optimum health in a costeffective manner, as part of a multidisciplinary workforce, and recognizes that learning is
a lifelong endeavor.”
COURSE TITLE: ADVANCED NURSING INTERVENTION
COURSE DESCRIPTION: NURR 201
Advanced Nursing Intervention
(Fall/Spring) 10 credit hours
(5Theory/5 Clinical)
The focus of this course is the nursing care of patients with medical/surgical health
deviations; with emphasis on pathophysiology. This course includes theory, clinical and
teaching/learning laboratories. Therapeutic nutrition, pharmacology, and medical terminology are
integrated throughout the course
Prerequisites: NURR 103, all science courses.
Corequisites: MATH 143 or 253, humanities, or other required general education courses.
LEVEL OBJECTIVES/OUTCOMES
UPON SUCCESSFUL COMPLETION OF NURR 201 THE LEARNER WILL BE ABLE
TO:
I.
PROFESSIONAL BEHAVIORS
Demonstrate with supervision, the role of a professional nurse as a member
of the healthcare team including legal/ethical responsibilities,
accountability, and identification of evidence-based nursing trends.
II.
III.
COMMUNICATION
Demonstrate with supervision, beginning skills in the use of verbal and
nonverbal communication fostering caring relationships with individuals,
families, and members of the health-care team. Demonstrate computer
knowledge and skill through the utilization of the internet.
ASSESSMENT
Demonstrate application of the principles of assessment through collection,
analysis, and synthesis of relevant data to meet the basic needs of individuals.
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IV.
V.
CLINICAL DECISION MAKING
Demonstrate application of the nursing process, critical thinking skills, and
technology to meet the increasingly complex needs of the individual.
CARING INTERVENTIONS
Develop and sustains trusting relationships in a diverse population.
VI.
TEACHING AND LEARNING
Apply the steps of the teaching-learning process to patients with more complex
needs.
VII.
COLLABORATION
Distinguish between members of the healthcare team and their contributions to
promote decisions in client care.
VIII.
MANAGING CARE
Demonstrate the principles of safe, cost-effective, evidence-based, patient-centered
nursing care.
REQUIRED FOR NURR 201
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Lab Kit
Clean gloves
Blank DVD with recording capability
I-Clicker
NURR 201 Syllabus
The following textbooks:
Brooks, M. L. & Brooks, D. L. (2004). Basic medical language (2nd ed.). St. Louis, MO: Mosby.
Castillo, S. L. & Werner-McCullough, M. (2002). Calculating drug dosages: An interactive approach to
learning nursing math. Philadelphia, PA: F.A. Davis.
Evolve select. (2007). St. Louis, MO: Elsevier.
Grodner, M., Long, S., & Walkingshaw, B. C. (2007). Foundations and clinical applications of nutrition:
A nursing approach (3rd ed.). St. Louis, MO: Mosby.
Hockenberry, M. J., & Wilson, D. (2009). Wong’s essentials of pediatric nursing (8th ed.). St. Louis, MO:
Mosby.
Hockenberry, M. J., & Wilson, D. (2009). Study guide to accompany Wong’s essentials of pediatric
nursing (8th ed.). St. Louis, MO: Mosby.
Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., O’Brien, P. G., & Bucher, L. (2007). Medical-surgical
nursing: Assessment and management of clinical problems (7th ed.). St. Louis, MO: Mosby.
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Lilley, L. L., Harrington, S., & Snyder, J. S. (2007). Pharmacology and the nursing process (5th ed.). St.
Louis, MO: Mosby.
Lilley, L. L., Harrington, S., & Snyder, J. S. (2007). Study guide for pharmacology and the nursing
process (5th ed.). St. Louis, MO: Mosby.
Mosby’s dictionary of medicine, nursing, and health professions (7th ed.). (2006). St. Louis, MO: Mosby.
Mosby’s comprehensive review of NCLEX-RN (19th ed.). St. Louis, MO: Mosby.
Mosby’s nursing drug reference (22nd Ed.). (2009) St. Louis, MO: Mosby.
O’Brien, P. G., Dirksen, S. R., Lewis, S. L., Heitkemper, M. M., & Bucher, L. (2007). Clinical companion
to medical-surgical nursing (7th ed.). St. Louis, MO: Mosby.
O’Brien, P. G., Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R., & Bucher, L. (2007). Study guide for
medical-surgical nursing (7th ed.). St. Louis, MO: Mosby.
Pagana, K. D. & Pagana, T. J. (2007). Mosby’s diagnostic and laboratory test reference (8th ed.). St. Louis,
MO: Mosby.
Potter, P. A. & Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St. Louis, MO: Mosby.
Preusser, B. A. (2009). Winningham and Preusser’s critical thinking in medical-surgical settings (4th ed.).
St. Louis, MO: Mosby.
Publication manual of the American psychological association (5th ed.). (2002). Washington DC:
American Psychological Association.
Sole, M. L., Klein, D. G., & Moseley, M. J. (2009). Introduction to critical care nursing (5th ed.). St.
Louis, MO: Elsevier.
Yoder-Wise, P. S. (2007). Leading and managing in nursing (4th ed.). St. Louis, MO: Mosby.
Zerwekh, J., Claborn, J. C., & Gaglione, T. (2005). Mosby’s pharmacology note cards: Visual, mnemonic,
and memory aids for nurses. St. Louis, MO: Elsevier.
CREDIT/HOURS ALLOCATION
Ten (10) hours credit: Theory, clinical experience, experience laboratory class, and practice labs
are included in the ten credits. Lab credits are at a ratio of 3 hours of lab/week per one credit
5 credits = 5 theory hours/week
5 lab credits = 14 clinical hours/week and
2 hour teaching/learning lab class hours x 7 weeks during the semester
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The clinical learning experiences will be obtained in various settings: Campus laboratory, various
community facilities, and out-patient settings.
METHOD OF INSTRUCTION
Lecture, discussion, small group work, role playing, games, videotaping, selected computer
assisted instruction, power point, reference readings, written assignments workbooks, study guides,
simulation, films and clinical instruction, personal journals, poster presentations, and computer
assignments.
ACADEMIC POLICIES
Policies regarding: attendance, plagiarism, required assignments, lateness, uniform dress, and
others are identified in the Associate Degree Nursing Program Student Handbook.
METHOD OF EVALUATION AND COMPUTATION OF FINAL GRADE
The learning for each semester encompasses a variety of assignments designed to develop
a sound knowledge/performance foundation for the student. Computation of a final grade for a
semester is a multi-step process. Step One requires that the student achieve a minimum of a
70.0% average on theory tests. Step Two averages in quizzes with theory tests; and this must
once again average 70.0% or higher. Step Three requires that the student achieve a 70.0% or
higher in all written work and an "S" in all clinical performance behaviors (see clinical evaluation
form). Step Four requires that the student achieve a minimum of 90.0% on a Dosage Calculation
Exam (the student is allowed three attempts at passing a dosage calculation exam during the
semester following remediation). Step Five is the final calculation of the semester grade.
THEORY
STEP ONE
Six Exams 260 points total
Comprehensive Final exam 75 points
70% or higher average
****STUDENTS MAY MAKE AN APPOINTMENT TO VIEW THEIR EXAMS WITH
THEIR CLINICAL INSTRUCTOR. EACH UNIT EXAM CAN ONLY BE VIEWED
UNTIL THE NEXT UNIT EXAM. STUDENTS WILL NOT BE ALLOWED TO VIEW
EXAMS BEFORE THE FINAL
STEP TWO
Having achieved a 70% or higher
average on all tests, the final theory
grade is based on:
Theory tests average
Quiz average: 120 points
90 %
10 %
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STEP THREE
Written Work
Journaling
Portfolio
Clinical Application
T & L Labs
70% or higher average
S
S
S
S
Having achieved a 70% or higher average on all written work, and all "satisfactory" in lab
and clinical performance and assignments, the final clinical grade is computed. Please note that
Pass/Fail assignments not submitted on time can result in an ‘Unsatisfactory’ grade and the
student may not be successful in completing the semester.
STEP FOUR
The student must successfully complete a dosage calculation exam at a 90% level or
higher. The student will be afforded three (3) attempts to accomplish the 90% level and a
remediation process will be put in place after each failed attempt. Should the student not pass the
dosage calculations exam at a 90% level or higher after remediation and completion of the third
exam, Step Five of the computation of the final semester grade will not be completed and the
student will not be successful in completing the semester.
STEP FIVE
Having achieved the above, step five of this process for computation of the final grade is
based on:
THEORY
70%
} = FINAL GRADE
CLINICAL
30%
**At any step in the grading process, 69.5% to 69.9% will not be rounded to a 70%
STEP SIX
After a student has achieved a 70% exam grade average, if the student passes the proctored
exam at the benchmark, one percentage point per ATI exam will be added to the students’ exam
grade average.
CLINICAL EVALUATION
Evaluations of the student are given at the end of each clinical rotation and at other times
as deemed necessary. (See Clinical Evaluation Sheet, Section D). Students will complete a self
evaluation and clinical instructor will complete a student evaluation to be discussed during an
evaluation meeting, scheduled individually at the end of each clinical rotation. The student will
present the Portfolio, including printed journal entries and the Record of Professional
Development (Section C) and Clinical Experience Tally (Section D) during the evaluation as well.
A Satisfactory or Unsatisfactory clinical evaluation is based on demonstration of skills and
applied knowledge. Any student receiving an ‘Unsatisfactory’ final clinical evaluation grade at
the end of the second clinical rotation will receive a failing grade for the course. Separate credit is
not given for clinical. All written work required for clinical must average 70% for the student to
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progress. Exception: The Intermediate Nursing Interventions Course (NURR 103) is one
individual course with two separate clinical components: Medical-Surgical and Mental Health. A
student who does not achieve a satisfactory clinical evaluation from either one or both of these
clinical components will receive a failing grade for the course.
OTHER EVALUATIONS
Evaluations for guest speakers, clinical sites, and clinical spin outs are required for each
course and can be found under the evaluation tab on individual course blackboard sites.
COURSE EVALUATION
Course evaluations and instructor evaluations are posted on Blackboard and each student is
encouraged to evaluate each instructor as well as the course for future modifications and
improvements.
COMPUTER USAGE
Computers are available for students in the computers labs (Aspen 144 and Library).
Internet access is available to students in the library, the computer lab, and the Outreach Centers.
All students are required to maintain a CSI e-mail address. Since email is the primary source of
written communication with students, all registered CSI students get a college email account.
Student e-mail addresses have the following format: <address>@eaglemail.csi.edu where
<address> is a name selected by the student as a part of activating his/her account. Students
activate their accounts and check their CSI e-mail online at http://eaglemail.csi.edu. Instructors
and various offices send messages to these student accounts. Students must check their CSI email accounts regularly to avoid missing important messages and deadlines. At the beginning
of each semester free training sessions are offered to students who need help in using their
accounts.
LIBRARY USAGE
The college library contains many recent acquisitions both in book form and current
subscriptions to professional journals. This resource is for student utilization for study or when
writing required papers. Books and articles in great demand are placed on reserve "for library use
only" to make them available to a greater number of students.
DISABILITIES:
Any student with a documented disability may be eligible for related accommodations. To
determine eligibility and secure services, students should contact the coordinator of Disability
Services at first opportunity after registration for a class. Student Disability Services is located on
the second floor of the Taylor Building on the Twin Falls Campus. 208-732-6260 (voice) or 209734-9929 (TTY)
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ATI EXAMS
Total Testing Program
The ADN program utilizes a total testing program from Assessment Technologies Institute
(ATI), Inc. to help the student and the program evaluate the effectiveness with which they are
meeting the objectives of the educational program. The cost of these exams is the student's
responsibility and payable with tuition each semester. These required exams must be completed by
the deadline dates listed in course syllabi. The student will take the proctored exam and attempt to
pass at the benchmark proficiency level. If the Level II benchmark is not met, a written
remediation plan must be submitted to the course coordinator and completed before
another exam is administered. Attempts to pass exams at the benchmark must be taken at least
24 hrs. apart. The benchmark is 90% for the nonproctored exams. Failure to complete the ATI
test requirements specified in each individual course calendar will result in a failing grade for the
course. Various exams, including a Virtual ATI NCLEX success package, are part of the total
testing program.
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TOPICAL OUTLINE AND CALENDAR
NURR 201
Advanced Nursing Intervention
Class 1
Focus:
Fluid and Electrolyte and Acid Base Review
Fluid and electrolyte imbalances
Acid base imbalances
Readings:
Lewis et al., 2007, Chapter 17 with associated study guide
Adams & Koch, Chapter 42
Assignment: Fluid & Electrolyte practice in assignment section of Blackboard
Objectives: A-B
Instructor:
Laurie Anne Silva, RN BS
Class 2
Focus:
Readings:
Objectives:
Instructor:
Class 3
Focus:
Readings:
Objectives:
Instructor:
Class 4
Focus
Readings:
Objectives:
Instructor:
Genitourinary
Genitourinary disorders in the adult and pediatric patient
Lewis, 2007 Chapters 45 & 46 with associated study guides
Associated study guide for Lewis
Hockenberry, Chapter 27
Adams & Koch, Chapter 51
A-K
Gay Bondelid, RN MS
Renal
Renal disorders; acute and chronic renal failure, ESRD
Lewis, 2007 Chapter 47 with associated study guide
Sole, Chapter 14
Grodner Chapter 21
Murphy study guide for Chapter 27 (Hockenberry)
Adams & Koch, Chapter 35
A-D
Gay Bondelid, RN MS
Guest speaker(s) from DaVita Dialysis Center
Burns
Burns; care of the adult and pediatric burn patient
Lewis, 2007 Chapter 25 with associated study guide
Hockenberry, Chapter 30: pp. 1091-1104
Grodner, 2007 pp. 351-355
Sole, Chapter 20
ATI Adult medical-surgical nursing, pp. 1085-1095
A-F
Laurie Anne Silva, RN BS
EXAM #1
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Class 5
Focus:
Readings:
Objectives:
Instructor:
Class 6
Focus:
Readings:
Objectives:
Instructor:
Class 7
Focus:
Readings:
Objectives:
Instructor:
Class 8
Focus:
Readings:
Objectives:
Instructor:
Class 9
Focus:
Readings:
Objectives:
Video:
Instructor:
Respiratory System
Structure and function of the respiratory system, pathophysiology, assessment
of the respiratory system, diagnostic studies of the respiratory system
Lewis et al., 2007, Chapter 26 with associated study guide
ATI Nursing care of children, pp. 139-152
ATI Adult medical-surgical nursing, pp.29-79
5 A, B
Laurie Anne Silva, RN BS
Respiratory System
Upper respiratory problems, pulmonary function volumes and capacities,
pathophysiology, nursing care of patients with upper respiratory conditions,
arterial blood gases
Lewis et al., 2007, Chapter 27 with associated study guide
Sole et al., 2009, pp. 173-193
ATI Adult medical-surgical nursing, pp. 22-28 and pp. 172-180.
5 C-F
Laurie Anne Silva, RN BS
Respiratory System
Lower Respiratory problems
Lewis et al., 2007, Chapter 28 with associated study guide
ATI Adult medical-surgical nursing, pp. 92-100
5G
Laurie Anne Silva, RN BS
Respiratory System
Obstructive pulmonary diseases
Lewis et al., 2007, Chapters 28-29 with associated study guide
Grodner et al., 2007, Chapter 20, pp. 460-465
ATI Adult medical-surgical nursing, pp. 101-160
5G
Laurie Anne Silva, RN BS
Respiratory System
Respiratory pharmacology, pediatric respiratory disorders and related
collaborative and nursing management
Lilley et al., 2007, Chapters 35-36, and 40 with associated study guides OR
Adams & Koch, 2010, Chapters 73-74
Hockenberry Chapter 23 with associated study guide
ATI Nursing care of children, pp. 153-199
5 H-K
Respiratory agents
Laurie Anne Silva, RN BS
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Class 10
Focus:
Hematologic/Lymphatic System
Pathophysiology and Assessment of Hematologic and Lymphatic Systems of
Adult and Children Including Diagnostic Studies
Reading:
Lewis, Ch. 30
Sole (2005) Ch. 15 or Sole (2009) Ch. 16
Objectives:
6A, B, C, D
Instructor:
Darcie Koffer, BS, RN
Study Guides: O’Brien/Lewis Study Guide; Ch. 30
Class 11
Focus:
Hematologic/Lymphatic System
Nursing Role in the Care of Adults and Children with Hematologic and
Lymphatic Disorders
Reading:
In class handout on Diagnostic Tests
Lewis, Ch 31
Sole (2005) Ch. 15 or Sole (2009) Ch. 16
Hockenberry, Ch. 26
Grodner, Ch. 7, pp. 137-140; Ch. 8 pp. 174-178
Objectives: 6E
Instructor:
Darcie Koffer, BS, RN
Study Guides: O’Brien/Lewis Study Guide; Ch. 31
Murphy Study Guide; Associated Sections Only
Class 12
Focus:
Hematologic/Lymphatic System
Nursing Role in Pharmacologic and Blood Component Therapy in the Care of
Adults and Children with Hematologic and Lymphatic Disorders.
Reading:
Lewis, Ch. 31
Sole (2005) Ch. 15 or Sole (2009) Ch. 16
Hockenberry (2005) Ch. 26, pp. 978-980 or Hockenberry (2009) pp. 943-946
Lilley, Ch. 49, pp. 767-769, Ch. 54, pp. 832-833, pp. 836-838, and Ch. 56
Grodner, Ch. 7, pp. 137-140, Ch. 8 pp. 174-177
Objectives: 6F, G
Instructor:
Darcie Koffer, BS, RN
Study Guides: O’Brien/Lewis Study Guide, Ch. 31
Murphy Study Guide, Associated Sections Only
Lilley Study Guide, Associated Sections Only
EXAM #2
Class 13
Focus:
Reading;
Objectives:
Instructor:
Cardiovascular System
Anatomy, pathophysiology, and assessment of the cardiovascular system
in adults and children
Lewis, 2007 Chapter 32 with associated study guide
Sole, 2005, Chapter 11, pp. 291-296
7 A, B, C
Tammy Becker, MS RN
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Class 14
Focus:
Reading:
Objectives:
Instructor:
Class 15
Focus:
Reading:
Objectives:
Instructor:
Class 16
Focus:
Reading:
Objectives:
Instructor:
Class 17
Focus:
Reading:
Objectives:
Instructor:
Class 18
Focus:
Cardiovascular System
Clinical manifestations and nursing management of adults and children with
hypertension; prevention and pharmacological management
Lewis; Chapter 33 with associated study guide
Grodner; Chapter 20, pp. 447-460
Lilley; Chapter 24, 25 with associated study guides OR Adams & Koch, 2010,
Chapters 31-33
ATI Adult medical-surgical nursing, pp. 263-273
7 D-E
Tammy Becker, MS RN
Cardiovascular System
Pathophysiology, clinical manifestations, diagnostic testing and nursing care of
adults with coronary artery disease, angina, and acute myocardial infarction;
pharmacological management.
Lewis; Chapter 34 with associated study guide
Grodner; Chapter 20, pp. 447-460
Lilley; Chapter 21. 23, and 28 with associated study guides OR Adams & Koch,
Chapters 36-37
Sole, 2005 Chapter 11, pp. 296-340
ATI Adult medical-surgical nursing, pp. 209-232 and 330-340
7 F-J
Tammy Becker, MS RN
Cardiovascular System
Pathophysiology, clinical manifestations, and nursing care of adults and children
with heart failure; pharmacological management.
Lewis; Chapter 35 with associated study guide
Lilley; Chapter 25 with associated study guide OR Adams & Koch, 2010, Ch. 38
Grodner; Chapter 20, pp. 459-460
ATI Adult medical-surgical nursing, pp. 306-320
7K
Tammy Becker, MS RN
Cardiovascular system
Dysrhythmias, pathophysiology, clinical manifestations, nursing interventions of
adults and children experiencing dysrhythmias; antidysrhythmic pharmacology
Lewis, 2007, Chapter 36 with associated study guide
Lilley, 2007, Chapter 22 OR Adams & Koch, 2010, Chapter 39
ATI Adult medical-surgical nursing, pp. 181-188 and pp. 199-208
7L
Tammy Becker, MS RN
Cardiovascular System
Pathophysiology, clinical manifestations, and nursing care of adults and children
with inflammatory and structural heart disorders
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Reading:
Objectives:
Instructor:
Class 19
Focus:
Reading:
Objectives:
Instructor:
Lewis, 2007, Chapter 37 with associated study guide
Sole, 2005 Chapter 11, pp. 340-348
ATI Adult medical-surgical nursing, pp. 321-329
7M
Tammy Becker, MS RN
Cardiovascular System
Vascular disorders. Anticoagulation therapy. Pathophysiology, clinical
manifestations, diagnostic testing and nursing care of children after cardiac
catheterization and with congenital heart defects
Lewis, 2007, Chapter 38 with associated study guide
Hockenberry, 2009, Chapter 7, pp. 143-147
Hockenberry, 2009, Chapter 25, pp. 861-909 with associated study guide
Lilley, 2007, Chapter 27 OR Adams & Koch, 2010, Chapter 40
ATI Nursing care of children, pp. 200-214
ATI Adult medical-surgical nursing, pp. 274-305
7 N-O
Tammy Becker, MS RN
EXAM #3
Class 20
Focus:
Readings:
Objectives:
Instructor:
Neurological intro
Structure and function of the neurological system.
Lewis, 2007 Ch. 56
A-C
Gay Bondelid, RN MS
Class 21
Focus:
Neurological
Assessment, pathophysiology, and collaborative and nursing management of
patients with intracranial problems and craniocerebral trauma
Lewis, 2007 Ch. 57
Sole Ch. 12
Hockenberry, Ch 28
Brooks lesson 10
Associated study guides for assigned readings in Lewis and Hockenberry
D
Gay Bondelid, RN, MS
Readings
Objective:
Instructor:
Class 22
Focus:
Readings
Objective:
Instructor:
Neurological
Pathophysiology and risk factors for stroke and related collaborative and nursing
management of the patient with a stroke
Lewis, 2007 Ch. 58
Sole pp. 391-404
Associated study guide for Lewis
E
Gay Bondelid, RN, MS
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Class 23
Focus:
Readings:
Video:
Objective:
Instructor:
Class 24
Focus:
Readings:
Objective:
Instructor:
Class 25
Focus:
Readings:
Objective:
Instructor:
Neurological
Etiology and pathophysiology of chronic neurologic problems and
related collaborative and nursing management
Lewis, 2007 Ch. 59
Lilley, 2007 Ch. 12, 13, & 14
Parkinson’s Disease (optional)
Associated study guide for Lewis
F
Gay Bondelid, RN, MS
Neurological
Pathophysiology, etiology, collaborative and nursing management of
patients with peripheral and spinal nerve problems
Lewis, 2007, Ch. 61 (pp. 1580-1589, 1609-1611)
Sole p. 401 - 404
Hockenberry Ch. 32
Associated study guides for Lewis and Hockenberry
G, 1-8
Gay Bondelid, RN, MS
Neurological
Collaborative and nursing management of the patient with a spinal cord injury
Lewis, 2007, Ch. 61 (pp. 1589-1609)
Sole pp. 404 - 416
G-9
Gay Bondelid, RN, MS
EXAM #4
Class 26
Focus:
Readings:
Objectives:
Instructor:
Class 27
Focus:
Readings:
Objectives:
Gastrointestinal intro
Review Pathophysiology and Assessment of GI System
Lewis, Ch. 39
Sole (2005) Ch. 16, pp. 541-550, or Sole (2009) Ch. 17, pp. 559-568
Associated Study Guides and ATI sections
9A & B
Darcie Koffer BS, RN
Gastrointestinal
Upper Gastrointestinal Disorders
Lewis, Ch. 42
Lilley Ch. 51 and 53
Sole (2005) Ch. 16, pp. 550-563, or Sole (2009) Ch. 17, pp. 568-582
Hockenberry, Ch. 24
Grodner, Ch. 17
Associated Study Guides and ATI sections
9C1
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Instructor:
Darcie Koffer, BS, RN
Class 28
Focus:
Readings:
Gastrointestinal
Lower Gastrointestinal disorders
Lewis, Ch. 43
Hockenberry, Ch. 24
Lilley, Ch. 52
Grodner, Ch. 17
Associated Study Guides and ATI sections
9C2
Darcie Koffer, BS, RN
Objectives:
Instructor:
Class 29
Focus:
Readings:
Objectives:
Instructor:
Class 30
Focus:
Readings:
Objectives:
Instructor:
Gastrointestinal
Liver, Biliary Tract, and Pancreatic Problems
Lewis, Ch. 44
Sole (2005) Ch. 16, pp. 563-580, or Sole (2009) Ch. 17, pp. 583-603
Grodner, Ch. 18
Associated Study Guides and ATI sections
9D
Darcie Koffer, BS, RN
Gastrointestinal
Pharmacology Related to GI Disorders
Lewis, Ch. 42, 43, 44
Lilley, Ch. 51, 52, 53
Associated Study Guides and ATI sections
9E
Darcie Koffer, BS, RN
EXAM #5
EXAM #6 COMPREHENSIVE FINAL EXAM- Wed., Dec. 16, 1200-1400 Rooms TBA
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August 2009
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17 In-service Week
18 In-service Week
19 In-service Week
20 In-service Week
21 In-service Week
22
27 0900-1000
Dosage calc help
1000-1230 Theory 2
Genitourinary/Renal
28
F-S Clinical #2
29
F-S Clinical #3
Transition Class
orientation 13-1500
Aspen 176
23 Forms due on 8/24/08:
Handbook validation
Health insurance
Car insurance
Clinical confidentiality
Davita confidentiality
Drug/Alcohol
30
24 0800-1100 Meditech
orientation Aspen 144
1200-1600 Clinical #1 for
all Students TAY 276-277
[6 forms due ]
Dosage calc test opens
Portfolio due
25
1000-1230
Theory 1
Fluid/electrolytes
Acid/base imbalance
1400-1600 T & L Lab
Home Health
26
M-W Clinical #2
SLMV Orientation
0700-1300
Sunflower 0900-1100
Case study #56 due
31
M-W Clinical #3
Case study #56 due
ORIENTATION PORTFOLIO DUE TO CLINIC ORIENTATION PORTFOLIO DUE TO CLINICAL INSTRUCTOR AL INSTRUCTOR
18
Revised 2/9/2016
September 2009
6
7
HOLIDAY
No clinical
1
1000-1230
Theory 3
Renal/ESRD
Dialysis presentation
1400-1600
NURR 202 class
2
M-W Clinical #4
3
1000-1230
Theory 4 Burns
4
F-S Clinical # 4
8 1000-1230
Unit #1 Exam
9
M-W Clinical #5
10
1000-1100
Theory 6
Respiratory
11
F-S Clinical # 5
12
F-S Clinical # 6
#1 Test Review
16
M-W Clinical #7
18
F-S Clinical # 7
19
F-S Clinical # 8
1000-1230
Theory 7
Case Study #29 due
17
1000-1230
Theory 8
Respiratory
22 1000-1230
Theory #9
Respiratory
1400 Resp. T&L
23
M-W Clinical #9
24 1000-1100
Theory 10
25
F-S Clinical # 9
1000-1230
Theory 11
Hematology
1400-1600
NURR 202 class
30
M-W Clinical #11
Dosage calculation
Exam closes
1115-1230 Theory 5
5
HOLIDAY
No clinical
Resp. Intro
1400 Chest tubesT & L
13
14
M-W Clinical #6
15 0900-1000 Unit
Respiratory
1400 Trach T & L
20
27
21
M-W Clinical #8
28
M-W Clinical # 10
29
Hematology
Teaching plan #1
due
Care plan #1 due
19
Revised 2/9/2016
Case Study #29 due
Teaching plan #1
due
26
F-S Clinical # 10
October 2009
4
5
M-W Clinical # 12
6 1000-1100
Resp/Hemo Exam
1115
11
12
HOLIDAY
No Clinicals
18
19 2nd Clinical
Rotation Begins
M-W Clinical #1
SLMV orientation
0700-1300
Sunflower 09001100
26
M-W Clinical #3
25
1 1000-1230
Theory 12
Hematology
2
F-S Clinical # 11
Care plan #1 due
3
F-S Clinical # 12
7
M-W Clinical #13
8
Theory 14
Cardiac
9
F-S Clinical # 13
10
HOLIDAY
No Clinicals
14
M-W Clinical # 14
15 1000-1230
Theory 16 Cardiac
1300-1600
Meditech training
Sunflower SLMV
16
F-S Clinical # 14
Trach DVD due to
second clinical
instructor
17
No Clinicals
21
M-W Clinical #2
Case Study #15
due
22
1000-1100
Theory 18
Cardiac
23
F-S Clinical #1
Case Study #15
due
24
F-S Clinical #2
28
M-W Clinical # 4
29 1000-1115
30
F-S Clinical # 3
31
F-S Clinical # 4
Theory 13
Cardiac Intro
1400-1600 NURR
202 class
13 0900-1000
Hemo/Resp Test
Review 1000-1230
Theory 15 Cardiac
1400 T & L lab
ECG
20 1000-1230
Theory 17 Cardiac
1400-1600 NURR
202 class
27 1000-1230
Theory 19
Cardiac
1400-1600
NURR 202 class
1130-1230
Theory 20
Neuro Intro
20
Revised 2/9/2016
Cardiac Exam
November 2009
1
2
M-W Clinical #5
3
1000-1230
Theory 21
Neuro
1400-1600
NURR 202 class
4
M-W Clinical # 6
Teaching plan #2
due
Final Trach DVD
due
5
1000-1230
Theory 22
Neuro
6
F-S Clinical # 5
Teaching plan #2
due
Final Trach DVD
due
7
F-S Clinical # 6
8
9
M-W Clinical # 7
Case Study # due
10
1000-1230
Theory 23
Neuro
1400-1600
NURR 202 class
11
HOLIDAY
No Clinicals
12 1000-1230
Theory 24
Neuro
13
F-S Clinical # 7
Case Study # due
14
F-S Clinical # 8
Care Plan # 2 due
15
16
M-W Clinical # 8
17 1000-1230
Theory 25
Neuro
18
M-W Clinical # 9
20
F-S Clinical #9
21
F-S Clinical # 10
Care Plan #2 due
1400 NeuroT & L
19
1000-1100
Neuro exam
1115-1230
Theory 26
GI Intro
23
M-W Clinical # 10
24 0900-1000
Exam Review
1000-1230
Theory 27 GI
25
HOLIDAY
No Clinicals
26
HOLIDAY
27
HOLIDAY
28
No Clinicals
22
ATI Exams opens
29
30
M-W Clinical #11
21
Revised 2/9/2016
December 2009
1
1000-1230
Theory 28 GI
2
M-W Clinical #12
3
1000-1230
Theory 29 GI
4
F-S Clinical # 11
5
F-S Clinical # 12
1400 T & L Ostomy
Case study # 9 due
6
7
M-W Clinical #13
8
1000-1230
Theory 30 GI
9
M-W Clinical #14
Case Study # 9 due
10 1000-1100
GI Exam
11
F-S Clinical # 13
12
F-S Clinical # 14
1300-1400
GI Test Review
13
14
ATI Exam closes
at 1700
15
16 Final Exam
1200-1400
Rooms TBA
17
18
19
20
21
22
23
24
25
26
22
Revised 2/9/2016
COURSE:
Course Name:
Central Course Objective:
Theory Objective:
Level
Objectives
III through
VIII
III through
VIII
NURR 201
Advanced Nursing Interventions Part 1
Applies the concepts of caring, wellness, and illness in meeting the needs of unique individuals with
increasingly complex health issues through the use of the nursing process and critical thinking.
Analyzes the needs of the unique individual with the focus on advanced medical/surgical health conditions.
Student Objectives
1. Fluid & Electrolytes, acid-base imbalances
A. Pathophysiological deviations in patients experiencing fluid and
electrolyte imbalances.
1. Causes, clinical manifestations, and therapeutic and nutritional
management of imbalances in: Potassium, sodium, calcium,
magnesium, and phosphate.
2. Fluid excess/deficit: clinical manifestations, therapeutic and
nutritional management
B. Acid Base Imbalances
1. Metabolic Acidosis and alkalosis; Respiratory acidosis and
alkalosis
2. Compensatory mechanisms
3. Systematic assessment of arterial blood gases.
C. Oral and IV fluid and electrolyte replacement
2. Genitourinary system disorders: Describe the pathophysiological
impact on patients experiencing impairments in the functioning of the
genitourinary system:
A. Structures, functions, assessment and diagnostic studies of the urinary
system
B. Urinary tract infection and pharmacological management of the adult
and child
1. Lower UTI – cystitis
2. Upper UTI – acute and chronic pyelonephritis
3. Urethritis
4. Urethral diverticula
5. Interstitial cystitis
6. Renal Tuberculosis
C. Disorders of the kidney: etiology, clinical manifestations, therapeutic
pharmacologic, and nutritional management of the adult and child
1. Acute and chronic glomerulonephritis and acute
poststreptococcal glomerulonephritis
2. Good pasture Syndrome
23
Revised 2/9/2016
Learning Activities
Lecture/class discussion
Readings:
Lewis et al., 2007, Ch. 17
Associated Study Guide for Lewis
Adams & Koch, Ch. 42
Prior to class:
Complete the Study guide (with
answer sheet) provided in the
assignment section of Blackboard
Lecture/class Discussion
Readings:
Lewis, 2007 Ch. 45 & 46
Associated study guide for Lewis
Hockenberry, Ch. 27
Brooks, Lesson 4
Adams & Koch, Ch. 51
Preusser Case Study, Ch 5, #59
Evaluation
Quizzes
Exam
Practice
assignment
Quiz
Exam
Quiz
Exam
III through
VIII
III through
VIII
3. Nephrotic syndrome
D. Obstructive uropathies: Etiology, clinical manifestations, therapeutic
pharmacologic, and nutritional management
1. Urinary tract calculi
2. Strictures: Ureteral or urethral
E. Renal Vascular Problems
1. Nephrosclerosis
2. Renal artery stenosis
3. Renal vein thrombosis
F. Hereditary renal disease
1. Polycystic kidney disease
G. Neoplastic disorders of the urinary tract
1. Wilms Tumor
2. Kidney, bladder, or prostate cancer
H. Urinary incontinence and retention
I. Instrumentation
1. Ureteral catheters
2. Suprapubic catheters
3. Nephrostomy tubes
J. Surgery of the urinary tract
1. Urinary diversion
3. Renal Failure
A. Acute renal failure
1. Etiology, pathophysiology, clinical manifestations, therapeutic
pharmacological management, nutritional therapy, and nursing
management
2. Uremia; etiology, pathophysiology, clinical course
3. Initiating, oliguric, diuretic, and recovery phases of renal failure
4. Diagnostic studies
B. Chronic kidney disease (CKD); clinical manifestations, metabolic
disturbances, therapeutic collaborative management
1. Metabolic disturbances, electrolyte and acid-base balance,
hematologic system, and other system affected by CKD
2. Pharmacologic therapy
3. Nutritional therapy
4. End stage renal disease
5. Dialysis- peritoneal and hemodialysis
6. Kidney Transplantation
4. Burns
A. Pathophysiological deviations that occur with patients experiencing
burns; causes, prevention, clinical manifestation, and complications of
burn injuries.
24
Revised 2/9/2016
Lecture/class discussion
Readings:
Lewis, 2007 Ch. 47
Associated study guide for Lewis
Sole, 2009, Ch. 15, or Sole, 2005,
Ch. 14
Murphy study guide for Chapter 27
(Hockenberry)
Grodner, 2007, Chapter 21
Adams & Koch, Ch. 35
Lecture/class discussion
Quiz
Exam
Case Study
Quiz
Exam
III-VIII
B. Types of burns
1. Thermal burns
2. Chemical burns
3. Smoke and inhalation injury
4. Electrical burns
C. Classification of burn injury
1. Depth, extent, location
2. Patient risk factors
D. Phases of burn management; nursing management in each phase,
including airway management, pharmacologic therapy, fluid resuscitation,
nutritional therapy, and wound care
1. Pre-hospital care
2. Emergent phase
3. Acute phase
4. Rehabilitation phase
F. Nursing and collaborative management for the patient with burns.
1. Airway management
2. Fluid therapy
3. Wound care
4. Drug therapy
5. Nutritional therapy
6. Pain management
5. Respiratory
A. Describe the structure and function of the upper and lower
respiratory tract and chest wall.
B. Differentiate normal and abnormal findings of altered pulmonary
function and identify nursing assessment related to the following
clinical manifestations.
1. Dyspnea
2. Abnormal breathing pattern
3. Hypo/hyperventilation
4. Cough/hemoptysis/sputum
5. Cyanosis
6. Pain
7. Clubbing
8. Chest deformities
9. Sounds breath/voice/percussion
C. Identify common measures of pulmonary function and
relationship of lung volumes and capacities.
D. Analyze difference between restrictive and obstructive pulmonary
disease
E. Identify and describe the etiology, pathophysiology, clinical
25
Revised 2/9/2016
Readings:
Lewis, 2007 Ch. 25
Hockenberry, 2009, Ch. 30; pp.
1091-1104 or Hockenberry, 2005,
pp. 1129-1145.
Grodner, 2007, Ch. 15, pp. 351-355
Brooks, Lesson 2
Sole, 2009,Ch. 20, or Sole, 2005, Ch.
19
Lecture/class discussions/case
studies
Readings:
Brooks Lesson 3
Lewis Chapters 26, 27, 28, 29
Lewis Chapter 17, 333-341
Sole, 2009, Ch. 9, pp. 173-193,
pp. Sole, 2005, pp. 159 – 179
Grodner, Chapter 20. pp 460-463
Lilley, 2007, Ch. 35, 36, 37, 38, &
40
Hockenberry Chapter 23
Murphy Chapter 23
Preusser, 2009, Ch. 2
Exam
Quiz
Case Study
Written
assignment
III-VIII
manifestations, interdisciplinary care, and appropriate nursing
care of adults with upper respiratory problems.
1. Nasal fracture
2. Expistaxis
3. Chronic Sinusitis
4. Influenza
5. Sleep Apnea
6. Tracheostomy
7. Laryngectomy
F. Identify basics of respiratory acid-base physiology with
respiratory alterations. Priority nursing diagnosis for acid-base
disturbance, collaborative and nursing management of a patient
experiencing an acid-base disturbance
G. Identify and describe etiology, pathophysiology, clinical
manifestations, interdisciplinary care, and appropriate nursing
care of patients with lower respiratory and obstructive
problems.
1. Pneumothorax
2. Acute bronchitis
3. Pneumonia
4. Tuberculosis
a. Diagnostic tests: Mantoux test, CXR, sputum for
acid fast bacillus
b. Drug regimen
5. COPD emphysema and chronic bronchitis
a. use of oxygen, methods of administration,
b. CO2 narcosis, and oxygen toxicity
c. nutritional therapy for the COPD
d. patient teaching
6. Asthma
a. Compare the inflammatory process early vs. late
phase
b. Diagnostic measures and classification
c. Nurses role in prevention
d. Management during an acute attack
e. Current recommendations for pharmacologic
treatment
7. Lung Cancer
a. Risk factor for lung cancer
b. Nurses role in primary prevention
c. Nursing implications for three standard
d. Treatments of lung cancer
26
Revised 2/9/2016
III-VIII
e. Surgical Therapy
8. Radical neck dissection and other surgical interventions
9. Bronchiectasis
10. Cystic Fibrosis
H. Identify various pharmacologic agents used to treat respiratory
disorders and discuss nursing implications for patients receiving
these medications.
1. Corticosteroids
2. Beta agonist
3. Mast cell stabilizers
3. Leukotriene modifiers i.e. Singular
4. Methylxanthines
5. Anticholinergics
6. Expectorants and mucolytics
7. Antitussives
I. Identify how respiratory function is affected in infants and
children by structural differences and immunologic immaturity.
J. Identify and describe the etiology, pathophysiology, clinical
manifestations, and interdisciplinary care and appropriate
nursing care of the following pediatric respiratory disorders.
1. Croup Syndromes
2. Acute epiglottitis
3. Acute Laryngitis
4. LTB
5. Acute spasmodic laryngitis
6. Bacterial tracheitis
7. Pharyngitis
8. Tonsillitis
9. Pneumonia
10. Otitis Media
11. RSV
12. Pertussis
13. Tuberculosis
14. Asthma
15. Cystic Fibrosis
K. Describe the diet therapy, rationale and related nursing
interventions used to meet the nutritional needs of patients with
respiratory disorders.
6. Hematologic/Lymphatic System
A. Review the pathophysiology of the hematologic and lymphatic
systems of adult and children
B. Differentiate the types of blood cells and their function.
27
Revised 2/9/2016
Lecture/class discussions
Practice NCLEX questions
Video: Blood
Written
exam
Quizzes
C. Identify assessment findings common to deviations in the
hematologic/lymphatic systems.
1. Assessment findings
2. Lab data
D. Interpret the nurses’ role in diagnostic studies of the hematologic
and lymphatic systems.
E. Identify and describe the etiology, pathophysiology,
interdisciplinary care, risk factors, diet therapy and appropriate
nursing care of adults and children with the following
hematologic/lymphatic system disorders:
Red blood disorders
1. Anemia
a. Generalized anemia
b. Iron-deficiency anemia
c. Thalassemia
d. Vitamin B12 deficiency
e. Folate deficiency
f. Acute hemorrhagic anemia
g. Aplastic anemia
h. Anemia of chronic illness
2. Sickle cell disease
3. Hemochromatosis
4. Polycythemia
Platelet disorders
5. Thrombocytopenia
6. Hemophilia A & B
7. DIC
White blood cell disorders
8. Neutropenia
9. Myelodysplastic Syndrome
10. Leukemia
Lymph system disorders
11. Hodgkin’s Lymphoma
12. Non-hodgkin’s Lymphoma
13. Multiple Myeloma
F. Explain the pharmacologic interventions as they relate to
hematologic disorders for the following:
1. Vitamins and Minerals
a. Vitamin K
b. Cyanocobalamin
c. Iron
d. Folic Acid
28
Revised 2/9/2016
Required Reading:
Lewis; Ch. 30
Lewis Ch. 31
Sole (2005) Ch. 15 or Sole (2009)
Ch. 16
Hockenberry (2005) Ch. 26, pp.
939-972 and pp. 978-980, or
Hockenberry (2009) Ch. 26, pp. 912939 and pp. 943-946
Lilley; Ch. 49, pp. 767-769
Ch. 54, pp. 832-833, pp. 836-838
Chapter 56
Grodner; Ch. 7, pp. 137-140
Ch. 8 pp. 174-177
Review Lilley and Grodner
2.
III-VIII
Hematopoietic agents
a. Erythropoietin
b. Neupogen
G. Identify the different types of, care involved, and adverse
reactions in blood component therapy.
7. Cardiovascular
A. Review the anatomy, physiology and assessment of the
cardiovascular system in adults and children.
1. Heart and vascular system
2. Conduction system
3. Mechanical system
B. Identify pertinent assessment findings that are related to the
cardiovascular system
1. Subjective data
2. Objective data
3. Assessment abnormalities, etiology and significance
4. Geriatric differences
C. Emphasize the role of the autonomic nervous system in regulation
of the cardiovascular system.
D. Describe the pathophysiology, clinical manifestations,
complications, nursing and collaborative care of patients with
hypertension.
1. Mechanisms involved in regulation of BP
2. Classification of hypertension
3. Primary versus secondary hypertension
4. Hypertensive crisis
5. Pediatric hypertension
E. Identify strategies the nurse implements in the prevention of
hypertension; risk factors, nutrition, patient and family teaching.
F. Describe the pathophysiology, clinical manifestations, and
complications of coronary artery disease.
1. Modifiable risk factors
2. Unmodifiable risk factors
3. Cultural and ethnic considerations
4. Types of serum lipids
5. Health promoting behaviors for decreasing risk factors
6. CAD in women
G. Describe the pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
for patients with angina.
H. Describe the clinical pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
29
Revised 2/9/2016
Review Lewis, Sole, and
Hockenberry
Lecture, Class Discussion, Case
studies, discussion
Reading:
Lewis; Chapter 32
Sole, 2005, Ch. 11, or Sole 2009, Ch.
12
Hockenberry, 2005, Ch 7, pp. 139146 and 160-162 or Hockenberry,
2009 Ch. 6, pp. 145-148.
Brooks; Lesson 6
Lewis; Chapter 33
Grodner; Chapter 20
Lilley; Chapter 24, 25
Hockenberry, Ch. 25
Lewis; Chapter 34
Lilley; Chapter 21. 22, 23, 27 and 28
Exam
Quizzes
Case study
I.
J.
K.
L.
for patients following a myocardial infarction.
1. Emotional and behavioral responses to MI
2. Patient and family teaching
Identify pharmacologic therapy and the corresponding nursing
management for patients with coronary artery diseases.
1. Positive Inotropic Drugs
2. Antidysrhythmic Drugs
3. Antianginal Drugs
4. Antilipemic Drugs
5. Coagulation Modifier Drugs
6. Morphine
Describe the clinical pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
for patients with or at risk for sudden cardiac death.
Describe the clinical pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
for adults and children with heart failure and cardiomyopathy.
1. Types of heart failure (HF)
2. Acute decompensated HF and pulmonary edema
a. Core measures for HF
3. Chronic HF
4. Drug therapy
5. Nutritional therapy
6. Cardiac transplantation
Dysrhythmias
M. Describe the clinical pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
for patients with inflammatory and structural heart disorders.
1. Infective endocarditis
2. Pericarditis
3. Myocarditis
4. Rheumatic fever and heart disease
5. Cardiomyopathy
N. Describe the clinical pathophysiology, clinical manifestations,
complications, diagnostic studies, nursing and collaborative care
for patients with vascular disorders.
1. Peripheral arterial disease
2. Aortic aneurysms
3. Disorders of the vein
O. Explain the purpose and actions of anticoagulant therapy and
the nursing management of patients receiving them.
30
Revised 2/9/2016
Lewis; Chapter 35
Lewis Chapter 37
Lewis; Chapter 38
All
All
8. Neurological Disorders
A. Describe the structure and function of the nervous system
1. Central nervous system
2. Peripheral nervous system
3. Autonomic nervous system
3. Cerebral circulation
B. Assessment of the nervous system
1. Mental status
2. Cranial nerves
3. Motor system
4. Sensory system
4. Reflexes
C. Diagnostic studies used to assess the nervous system and related nursing
actions.
1. Lumbar puncture
2. Radiologic studies
3. Electrographic studies
D. Pathophysiology, clinical manifestations, pharmacologic management,
and collaborative care of patients with acute intracranial problems
1. Intracranial pressure
a. Identify normal physiologic mechanism that maintains constant
intracranial pressure (ICP)
b. Classify common etiologies of conditions associated with
increased intracranial pressure
c. Differentiate decorticate and decerebrate posturing and etiology
2. Unconsciousness
a. Classify various causes of unconsciousness
b. Explain the mechanism of unconsciousness
c. Generate an outline of nursing management for the
unconsciousness patient
3. Generate outline for nursing management of the patient with
increased ICP
4. Head Injury
a. Differentiate type of head injury by mechanism of injury,
clinical manifestation and treatment
4. Brain tumor
a. Compare the types, clinical manifestations, and collaborative care
of patients with brain tumors.
b. Describe nursing management of the patient with a brain
tumor.
5. Meningitis
31
Revised 2/9/2016
Lecture/Class discussion
Reading:
Lewis, 2007 Ch. 56
Class case studies
Exam
Quiz
In-class
assignment
Case Study
Lecture/class discussion
Reading:
Lewis, 2007 Ch. 57
Sole Ch. 12
Hockenberry, Ch 28
Brooks lesson 10
Associated study guides for assigned
readings in Lewis and Hockenberry
Quiz
Exam
Case Study
Reading:
Lewis, 2007 Ch. 58
Sole pp. 391 - 404
Associated study guide for Lewis
Quiz
Exam
Lecture/class discussion
Reading:
Quiz
Exam
All
a. Describe the primary causes of meningitis.
b. Describe collaborative care and nursing management of
meningitis.
6. Encephalitis, rabies, and brain abscess
a. Compare the primary causes, collaborative care, and nursing
management of encephalitis and brain abscess.
b. Describe the etiology, clinical manifestations, and nursing and
collaborative management of the patient with rabies.
E. Connect pathophysiology, clinical manifestations, pharmacologic
management, and collaborative care of patients with a stroke
1. Identify incidence and risk factors
2. Three types of stroke: Thrombotic, embolic, and hemorrhagic
3. Clinical manifestations of each type of stroke
4. Collaborative care; preventative, acute, and rehabilitative care of
stroke patient
5. Describe surgical interventions
6. Pharmacologic and diet therapy recommended for stroke patients
7. Generate an outline for nursing management of the stroke patient
F. Connect pathophysiology, clinical manifestations, pharmacological,
collaborative care and gerontologic considerations of patients with
chronic neurological problems
1. Headache
a. Compare and contrast different types of headaches.
b. Describe the etiology, clinical manifestations, collaborative care,
and nursing management of tension-type, migraine, and cluster
headaches.
2. Seizure disorder including complications, patient and family teaching
a. Describe the etiology of seizure disorders.
b. Compare and contrast nursing management, collaborative care,
and complications of generalized and partial seizures.
c. Outline the major goals of treatment for patients with seizures.
3. Multiple Sclerosis
a. Describe the etiology of multiple sclerosis.
b. Describe diagnostic studies utilized for multiple sclerosis.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with multiple sclerosis.
d. Outline the major goals of treatment for patients with multiple
sclerosis.
4. Parkinson’s Disease
a. Describe the etiology of Parkinson’s disease.
b. Describe diagnostic studies utilized for Parkinson’s disease.
c. Describe clinical manifestations and nursing and collaborative
32
Revised 2/9/2016
Lewis, 2007 Ch. 59
Lilley, 2007 Ch. 12, 13, & 14
Lecture/class discussion
Video: Parkinson’s Disease
Associated study guide for Lewis
Quiz
Exam
Reading:
Lewis, 2007 Ch. 61
Sole p. 401 - 404
Hockenberry Ch. 32
Associated study guides for Lewis
and Hockenberry
Lecture/class discussion
Reading:
Sole pp. 404 – 416
ATI Adult Med-Surg Nursing pp.
762-879
Quiz
Exam
All
care of the patient with Parkinson’s disease.
d. Outline the major goals of treatment for patients with
Parkinson’s disease.
5. Myasthenia Gravis
a. Describe the etiology of Myasthenia Gravis.
b. Describe diagnostic studies utilized for Myasthenia Gravis.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Myasthenia Gravis.
d. Outline the major goals of treatment for patients with
Myasthenia Gravis.
6. Restless legs syndrome
a. Describe the etiology of Restless legs syndrome.
b. Describe clinical manifestations and nursing and collaborative
care of the patient with restless legs syndrome.
c. Outline the major goals of treatment for patients with
restless legs syndrome.
7. Amyotrophic Lateral Sclerosis
a. Describe the etiology of Amyotrophic Lateral Sclerosis.
b. Describe diagnostic studies utilized for Amyotrophic Lateral
Sclerosis.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Amyotrophic Lateral Sclerosis.
d. Outline the major goals of treatment for patients with
Amyotrophic Lateral Sclerosis.
8. Huntington’s Disease
a. Describe the etiology of Huntington’s Disease.
b. Describe diagnostic studies utilized for Huntington’s Disease.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Huntington’s Disease.
d. Outline the major goals of treatment for patients with
Huntington’s Disease.
G. Connect etiology, pathophysiology, clinical manifestations and
collaborative care of patients with peripheral nerve and spinal cord
problems.
1. Trigeminal neuralgia
a. Describe the etiology of Trigeminal Neuralgia.
b. Describe diagnostic studies utilized for Trigeminal Neuralgia.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Trigeminal Neuralgia.
d. Outline the major goals of treatment for patients with
Trigeminal Neuralgia.
2. Bell’s Palsy
33
Revised 2/9/2016
All
a. Describe the etiology of Bell’s Palsy.
b. Describe diagnostic studies utilized for Bell’s Palsy.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Bell’s Palsy.
d. Outline the major goals of treatment for patients with
Bell’s Palsy.
3. Guillain Barre’
a. Describe the etiology of Guillain Barre’.
b. Describe diagnostic studies utilized for Guillain Barre’.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Guillain Barre’.
d. Outline the major goals of treatment for patients with
Guillain Barre’.
4. Botulism
a. Describe the etiology of Botulism.
b. Describe diagnostic studies utilized for Botulism.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Botulism.
d. Outline the major goals of treatment for patients with
Botulism.
5. Tetanus
a. Describe the etiology of Tetanus.
b. Describe diagnostic studies utilized for Tetanus.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Tetanus.
d. Outline the major goals of treatment for patients with
Tetanus.
6. Neurosyphilis
a. Describe the etiology of Neurosyphilis.
b. Describe diagnostic studies utilized for Neurosyphilis.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Neurosyphilis.
d. Outline the major goals of treatment for patients with
Neurosyphilis.
7. Spinal cord tumors
a. Explain the types, clinical manifestations, collaborative care,
and nursing management of spinal cord tumors.
8. Post polio syndrome
a. Describe the etiology of Post polio syndrome.
b. Describe diagnostic studies utilized for Post polio syndrome.
c. Describe clinical manifestations and nursing and collaborative
care of the patient with Post polio syndrome.
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Revised 2/9/2016
III through
VIII
9.
A.
B.
C.
III through
VIII
d. Outline the major goals of treatment for patients with
Post polio syndrome.
9. Spinal Cord Injury
a. Identify risk factors for spinal cord injury
b. Describe classification of spinal cord injury.
1. Mechanism of injury
2. Level of injury
3. Degree of injury.
c. Explain the physical and psychological problem associated
with spinal cord injury.
d. Generate outline for nursing management of the patient with a
spinal cord injury.
Gastrointestinal Disorders
Functions and structures of the gastrointestinal system.
1. Ingestion and propulsion of food, digestion, absorption, and
elimination through the GI tract.
2. Liver, Biliary Tract, and Pancreas
Assessment of the gastrointestinal system
1. Functional health patterns
2. Common assessment abnormalities
3. Diagnostics studies
4. Liver function tests
Etiology and pathophysiological impact on all age patients experiencing
impairments in the functioning of the gastrointestinal system. Describe
diagnosis, treatments, including pharmacologic treatments, and nursing
implications for:
1. Upper gastrointestinal problems
a. Oral infections and oral cancer
b. Structural defects: Cleft lip and palate
c. Gastroesophageal reflux disease
d. Hiatal hernia
e. Esphophageal cancer and other esophageal disorders
f. Nausea and vomiting
g. Upper gastrointestinal bleeding
h. Gastritis
i. Pyloric stenosis
j. Peptic ulcer disease
k. Stomach cancer
l. Food poisoning
2. Lower gastrointestinal problems
a. Diarrhea, constipation, and fecal incontinence
b. Acute abdominal pain and abdominal trauma
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Lecture/class discussion
Small group activity
Associated Study Guides
ATI Associated sections
Readings:
Lewis, Ch. 39, 42, 43, and 44
Sole (2005) Ch. 16, or Sole (2009)
Ch. 17
Hockenberry, Ch. 24
Lilley, Ch. 51, 52, and 53
Grodner, Ch. 17 and 18
Ostomy Lab
Ostomy practical experience
Quiz
Exam
Case Study
c.
d.
e.
f.
g.
Irritable Bowel Syndrome
Appendicitis
Peritonitis
Gastroenteritis
Inflammatory bowel disease
1. Ulcerative colitis
2. Crohn’s disease
h. Intestinal obstruction
1. Hirshsprung’s
2. Intussuception
i. Polyps
j. Colorectal cancer
k. Malabsorption syndromes
l. Diverticulosis and diverticulitis
m. Hernias
n. Anorectal problems
o. Ostomy surgery
1. Ileostomy
2. Colostomy
D. Liver, Biliary tract, and Pancreatic problems
1. Pathophysiology, clinical manifestations, management, and care of
patients with disorders of the liver, biliary tract and pancreas:
b. Jaundice
c. Hepatitis
d. Cirrhosis and cancer of the liver
e. Liver transplantation
f. Acute and chronic pancreatitis
g. Cancer of pancreas and gallbladder
h. Disorders of gallbladder and biliary tract
E. Explore the drug therapy utilized for treating patients with
gastrointestinal disorders.
1. Acid-controlling drugs
2. Antidiarrheals and laxatives
3. Antiemetic agents
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Course:
Central Course Objective:
NURR 201 Teaching and Learning Lab
Applies the concepts of caring, wellness, and illness in meeting the needs of unique individuals with increasingly
complex health issues through the use of the nursing process and critical thinking.
Teaching & Learning Lab Objective: Demonstrates use of the nursing process and critical thinking for complex skills related to the care of the
unique individual in medical surgical settings.
Level
Student Objectives
Learning Activities
Evaluation
Objectives
I-VIII
III-VIII
III, IV, V,
VI, VIII
III-VII
II-VI
1. Home Health
a. Demonstrate by use of the nursing process, the principles of safe,
costeffective, evidence based nursing care to patients in the home
health setting.
b. Discuss the adaptations necessary to meet the needs of the
patient in the Home Health setting.
2. Chest Tubes
a. Describe the principles of chest drainage for a variety of pts.
b. Explain the purpose of the Atrium Pleur-vac and Oasis (dry suction)
closed drainage system & identify the purpose for the three
compartments.
c. Describe nursing responsibilities related to chest tubes pre & post
insertion as well as during insertion & removal.
d. Describe potential complications such as infection, & tube malposition.
e. Demonstrate care of pts with chest tubes in a variety of clinical settings.
3. Tracheostomy
a. Demonstrate suction and care of tracheostomy in a variety of clinical
settings.
b. Describe common complications encountered when caring for a pt.
with trach.
Airway management
Swallowing dysfunction
Infection
c. Speech with a tracheostomy tube
4. Pulmonary Function/Respiratory therapy/Respiratory agents
a. Describe the purpose of pulmonary function tests (PFT’s) and its use
in diagnosing disease and disease progression.
b. Describe the role of the respiratory therapist and collaboration with
nursing
c. State major respiratory drug types and specific considerations for
their use
5. Basic Cardiac Rhythm Interpretation
a. Discuss basic knowledge of electrical activity of the heart and sinus
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Practice Lab Activities:
Attend teaching and learning lab
Direct observation and clinical experience
with a home health and/or hospice nurse
in the community.
Journal completion according to syllabus
requirements
Required Reading:
Lewis et al., 2007, pp. 588-592
Teaching and Learning Lab
Exam
Exam/Quiz
Required Reading:
Lewis et al., 2007, pp. 543-551
Video
Demonstration/return demonstration of
tracheostomy care and suctioning
Exam/Quiz
DVD skill check-off must
be satisfactorily completed
with one or two attempts.
Remediation required if not
satisfactory the first time.
Required Reading:
Lewis, 2007 pp. 530-531, and Lilley
Chapters 35 & 36, OR Adams & Koch,
2010, Chapters 73-74
Respiratory teaching and learning lab
Exam/Quiz
Participation in clinical
experiences
Required Reading:
Lewis, 2007, Chapter 36
Exams
II-VIII
III-VIII
rhythm, atrial dysrhythmias, junctional and ventricular dysrhythmias, and
heart blocks.
b. Identify a systematic approach to rhythm interpretation for normal sinus
rhythm and common dysrhythmias.
6. Neurological Assessment
a. Perform a neurological assessment:
b. Identify the six categories of function assessed to identify the
presence, location, and nature of disease of the nervous system.
c. Identify the significant subjective and objective data related to the
nervous system that should be obtained from a patient.
d. Describe the techniques used in the physical assessment of the
nervous system.
e. Differentiate normal from common abnormal findings of a physical
assessment of the nervous system.
7. Ostomy care
a. Explain the anatomic and physiologic changes and nursing
management of the patient with an ileostomy and colostomy.
b. Discuss the adaptations necessary to meet the needs of the
patient in the Home Health setting.
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Required Reading: Lewis 1455-1461
Practice Lab Activities:
Teaching and learning lab
Neurological handout
Exam/Quiz
Participation in clinical
experiences
Required Reading:
Ostomy handout in Blackboard
Lewis, Hockenberry, & Potter (see next
page)
Practice Lab Activities:
Teaching and learning lab
72 hour ostomy appliance experience
Quiz
Exam
Appliance must be worn at
least 72 hours for full credit
NURR 201 – TUESDAYS: 1400-1600
REQUIRED TEACHING AND LEARNING LABS
08/25/09
Home Health
09/08/09
Chest Tubes; Potter, pp. 950-955; Lewis, 2007, pp. 588-593
09/15/09
Tracheostomy Care Cleaning and Suctioning; Potter, 2009, pp. 931-950, Lewis, 2007, pp. 543-551, and pp.17511757
09/22/09
Pulmonary studies and respiratory medications; Lewis, 2007 pp. 530-531, and Lilley Chapters 35 & 36, OR Adams
& Koch, 2010, Chapters 73-74
10/13/09
ECG; Lewis, 2007, Chapter 36
11/17/09
Neuro Assessment, Potter, 2005, Ch. 32, pp. 758-769 or Potter, 2009, pp. 631-639; Lewis, 2007, pp. 1456-1459.
12/01/09
Ostomy Care Lab, Lewis, 2007, pp. 1069-1077 & Potter, 2005, pp. 1380-1385; 1409-1415 or Potter, 2009, pp.
1181-1185, and pp. 1203-1218.
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COURSE:
NURR 201 Clinical
Course Name:
ADVANCED NURSING INTERVENTIONS
Central Course Objective: Applies the concepts of caring, wellness, and illness in meeting the needs of unique individuals
with increasingly complex health issues through the use of the nursing process and critical
thinking.
Clinical Course Objective: Demonstrates the nursing process and critical thinking in meeting the needs of the unique individual
with increasingly complex medical/surgical conditions.
Level
Objectives
I-VIII
Student Objectives
Learning Activities
Evaluation
Given the opportunity, the student will demonstrate by
use of the nursing process, the principles of safe, costeffective, evidence based nursing care to patients with
increasingly complex needs.
Clinical experiences in
medical/surgical nursing including
assessment, documentation, and
interventions utilizing all steps of the
nursing process.
Implement teaching plans to meet the needs of a patient
with common deviations from health.
Use of a comprehensive assessment
tool to evaluate functional health
patterns on assigned patients.
Satisfactory in all areas on clinical
evaluation by end of semester
Satisfactory journal completion,
More than 3 late journals will
result in clinical failure
Satisfactory completion of
teaching plans
Satisfactory completion of care
plans which includes concept
mapping
Direct observation by instructor
during clinical experience
Participate in structured
clinical post conference
Completion of daily tally sheet
Test/Quiz
Implement discharge plans addressing the needs of a
patient utilizing the interdisciplinary team.
Demonstrate care of patients with chest tubes in a
variety of clinical settings
Teaching and Learning Lab
Demonstration and return
demonstration of tracheostomy care
and suctioning in teaching and
learning lab
Demonstrate care of patients with tracheostomies.
Describe the purpose of pulmonary function test (PFT)
and its use in diagnosing disease and disease
progression.
Pulmonary function teaching and
learning lab
Describe the basic electrophysiology of the heart and
correlate to clinical findings.
Essentials of Cardiac Rhythm interpretation
Teaching and learning lab practice sessions
40
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DVD skill check-off must
be satisfactorily completed
with one or two attempts.
Remediation required if not
satisfactory first time.
Test/Quiz and participation
in clinical experiences
Lewis chapter 36
Perform a complete neurological assessment.
Teaching and learning lab
Explain the anatomic and physiologic changes and
nursing management of the patient with an ileostomy
and colostomy.
Teaching and learning lab
Discuss the adaptations necessary to meet the needs
of the patient in the Home Health setting.
Summarize the nursing care performed for patients
receiving hemodialysis
Journal entry
Direct observation and clinical experience
with a nurse in a community dialysis unit.
Instructor evaluation and
journaling.
Clinical experience with documentation,
teaching, accessing internet to obtain
teaching materials, searching for evidenced
based data to validate nursing interventions.
Demonstrate utilization of technology.
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Direct observation and clinical experience
with a home health and/or hospice nurse in
the community.
Clinical experiences, community spin-outs,
and teaching and learning labs
Demonstrate creativity, innovation & self-awareness
through use of reflective thinking in post-conference.
Unit exam
Tests/Quiz and participation
in clinical experiences
Test/Quiz and participation
in clinical experiences
Instructor observation
Teaching plans
Care plans
SECTION C
ASSIGNMENTS
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REQUIRED NURR 201 ASSIGNMENTS:
CLINICAL ASSIGNMENTS
Daily online journaling (May be late no more than three times per rotation)
One Student Care Plan (110 points) per clinical rotation
One patient/client teaching plan (50 points each) per clinical rotation
2 or 3 case studies per rotation – 25 points each
Hospital nursing care plan and education plan: update daily
Satisfactory completion of trach care and suctioning DVD; No more than two attempts will be allowed
REQUIRED THEORY ASSIGNMENTS
Quizzes-Class activities-120 points
Unit Tests (5) -- 260 total points
Comprehensive Final Exam-75 points
(Divided proportionally between all theory content and includes teaching/learning lab content)
ALL ASSIGNMENTS WILL BE TURNED IN PERSONALLY, ON THE DUE DATE, TO THE CLINICAL INSTRUCTOR
AT THE BEGINNING OF CLINICAL OR (ONLY IF DUE DATE IS A CLINICAL SPIN OUT DAY) ASSIGNMENT MUST
BE TIME AND DATE STAMPED ON CAMPUS BY 4 P.M.
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Revised 2/9/2016
Case Studies
Case Studies are due at the beginning of a clinical day and turned in directly to clinical instructor. When the student attends clinical,
either on M-W or F-S, determines which due date applies for each case study. Each case study is worth 25 points. Case studies
referenced below are from the Preusser (4th Edition) text.
Case Study #56 (Preusser, 2009) pp. 289-295
Case Study #29 (Preusser, 2009) pp. 151-155
Case Study #15 (Preusser, 2009) pp. 73-78
Case Study #72 (Preusser, 2009) pp. 371-374
Case Study for GI (TBA)
ESRD
COPD
Endocarditis
Subdural hematoma
44
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Aug. 29 & 31
Sept. 16 & 18
Oct. 21 & 23
Nov. 9 & 13
Dec. 2 & 4
STUDENT CARE PLAN
NURR 201
Student___________________________________________Date______________________
DEMOGRAPHIC INFORMATION
Patient Date of Admission
_______ __ _____ Patient M/F__________________
Marital Status ________Date(s) student cared for patient___________________________
Medical
Diagnosis(es)________________________________________________________________
___________________________________________________________________________
Surgery (If any) and date of surgery_______________________________________________
___________________________________________________________________________
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Revised 2/9/2016
GORDON’S FUNCTIONAL HEALTH PATTERNS
STUDENT ASSESSMENT GUIDE (11 points)
#1
#2
#3
#4
HEALTH MAINTENANCE
MANAGEMENT
Admit date
Medical Diagnosis
Pertinent medical history
Pertinent psychosocial history
Insurance/Financial concerns
Age
Allergies/Food and Medicine
Erikson’s Developmental Level*
Tendency toward which pole*
Perception of health status*
Immunization status
Risk behaviors
Discharge needs
Medications prior to admission
NUTRITION/METABOLIC
Diet
Recent intake (% of meals)
Food Preferences*
Abdomen
Bowel sounds
Nausea
NG tube*
IV Fluids*
Intake/Output (at least 24 hours)
Temperature
Edema
Height and Weight
Body mass index*
Health risk related to score*
ELIMINATION
Bladder
Bowel patterns
Last bowel movement
Skin
Braden scale score*
Risk related to score*
Wound/incision
Wound drainage system
ACTIVITY/EXERCISE
Respiratory-Rate
SUBJECTIVE
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Revised 2/9/2016
OBJECTIVE
#5
#6
#7
#8
#9
Character of respirations/Cough
Color (related to oxygenation)
Breath sounds
SpO2*
Cardiac-Apical pulse rate, rhythm,
and sounds
Peripheral pulses*
Capillary refill time*
Blood pressure
Range of motion
Mobility (describe extent)
Assistive equipment
ADL performance
Leisure and recreation
COGNITIVE/PERCEPTUAL
Pain (scale, characteristics)
Glascow score*
Sensory aids
Level of consciousness
Circulation, Motion, Sensation
(CMS)
SLEEP/REST
Pattern of Sleep
Quality/Quantity
SELF-PERCEPTION/SELF
ESTEEM
Describes attitudes about self and
perception of abilities*
Impact of illness of self*
Desire to change self*
Nervous or relaxed: supportive data
Perceived powerlessness
Body posture*
Eye contact*
Assertive or passive: supportive data
Nonverbal cues to self-esteem*
Facial expressions*
ROLE/RELATIONSHIPS
Occupation
Recent change in role
Comfort with change
Marital status
Family structure
SEXUALITY
Menstrual history: children
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Revised 2/9/2016
#10
#11
Self-breast/testicular exams
Impact of illness on sexuality
Birth control
Prostate specific antigen
COPING/STRESS
Expression of stress
Stressors
Usual coping mechanisms
Support systems
Family support
Community resources
VALUE/BELIEF
Religious preference
Spirituality
Cultural beliefs and practices
Practice of values/beliefs
Advance directives
DNR
*All starred items require either subjective or objective information; all other areas require both
subjective and objective data to be included.
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Discharge Plan/Resource Guide
Date information obtained_____________________
Anticipated date of discharge___________________
Resources available (explain in detail)

Persons/Family:

Financial:

Community:

Support Groups:

Socialization:
Areas that may require alteration/assistance

Food preparation and areas of need:

Shopping, housekeeping and maintenance of home:

Transportation:

Ambulation:

Medication/IV therapy:

Treatments:

Wound Care:

Supplies:

Self-Care (specify):

Homemaker/maintenance (specify):

Physical layout of home (specify)(include home safety):
49
Revised 2/9/2016
Anticipated changes in living situation after discharge:
Living facility other than home (specify):
Referrals (date, source, services):

Social services

Rehabilitationl services

Dietary

Home care

Respiratory/O2:

Psychiatric:

Equipment:

Supplies:

Education (diabetes, OB etc.)
50
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RESOURCE PLANNING MODEL
Community
Family
Unique
Individual
Health
Care
System
This model identifies three arenas of the patient’s environment which impact his/her health
status: (1) family, (2) health care system, and (3) community. All arenas interact to affect the
equilibrium of the individual. An arena is an identified area in the patient’s environment with
which he interacts and by which he is influenced. Each arena must be addressed in the plan of
care and areas identified that are specific to the patient.
PURPOSE OF ARENAS:
Each arena should function to fulfill the following purposes for the individual:
1. Promote life, dignity, and integrity
2. Promote positive change and adaptive health behaviors
3. Promote optimal growth/development and maturation
Health Care System is that system which provides health care for the individual for a given
health problem and includes but is not limited to the acute care agency, nursing care, nutrition,
medical care, therapists, pharmacies, rehabilitative facilities, adult and child protective services,
and durable medical equipment providers.
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Health care System – Physical
Health Care System – Psychosocial/cultural/ spiritual:
Family is the primary group within which the patient lives and interacts; the group may be (1)
nuclear, (2) extended, (3) single parent (4) significant others, or (5) a combination of these.
Information to be included but is not limited to: housing, physical support, home safety,
financial support, meal preparation, transportation, roles within the family, ethnicity, social class
and family dynamics, including unique communication patterns.
Family – Physical:
Family – Psychosocial/cultural/spiritual:
Community is the geographical area in which the individual lives and or works and which has
meaningful impact on the individual’s health status; this may be an extended area as well as the
immediate area where the patient lives. This community includes but is not limited to churches,
support groups, grocery stores, senior citizen center, public transportation, office on aging, meals
prepared and delivered to the home, communication alert systems, legal assistance, community
action, law enforcement agencies, leisure, recreation, educational opportunities, and county
indigent funding.
Community – Physical:
Community – Psychosocial/cultural/spiritual:
52
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Medication Worksheet
Classification
Medication
(Include generic
& trade names)
Usual dose and
route
Pt. dose and
route
Mechanism of
action
Cite reference(s) per APA format for medication chart here
53
Revised 2/9/2016
Why is pt.
taking med
Drug
interactions
with drugs pt. is
taking
Common and
toxic side effects
Relevant
nursing
interventions
DIAGNOSIS & PLANNING WORKSHEET
(22 points total)
Strengths
Weaknesses
Nursing Diagnosis
Scientific Evidence
List all defining characteristics
considered a strength from your
GFHP patient assessment.
List and prioritize all defining
characteristics considered a
weakness from your GFHP
patient assessment.
Cite Maslow’s Hierarchy of
Needs or other appropriate
resource to support prioritization.
(4 pts)
Choose three areas of need from
your problem list and in order of
priority, state each problem as a
NANDA two or three part nursing
diagnosis. Cite references for
nursing diagnosis.
Provide evidence based rationale
validating and ensuring accuracy
of each nursing diagnosis.
Include references.
(6 pts)
(6 pts)
(2 pts)
HIGH:
List two (2) discharge goals
and two (2) teaching needs.
Each goal and need has to be
individualized, measurable
and within a specific
timeframe.
(4 pts)
Discharge Goals
MED.:
Teaching needs
LOW:
54
Revised 2/9/2016
Discharge Goals and
Teaching Needs
CONCEPT MAP
Include: Pathophysiology at the cellular level, relevant GFHP and physical assessment data,
medications, lab studies, diagnostic imaging, collaborative care (treatments, meds, OT, PT, ST,
RT, diet, activity, medical orders, etc) and nursing care including nursing diagnoses, interventions,
rationale, outcomes, and evaluation. You must include at least three nursing diagnoses. You may
use more than one sheet of paper. A bi-fold or tri-fold is preferred. Use the grading rubric to
ascertain that all necessary material is covered as expected.
Linking lines are to be meaningful, accurate and provide a visual relationship between patient symptoms,
pathophysiology, and nursing interventions. Emphasis is placed on appropriate linking lines to the
pathophysiology. Dotted lines - suggest a correlation. Solid lines - suggest a strong relationship
between data.
55
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NURR 201 Care Plan and Concept Map
Name______________________________________Date_____________________________
Objectives:
1. Applies steps of the Nursing Process for an individual assigned in the NURR 201 clinical
setting.
2. Incorporates the role of caring and critical thinking when planning, providing, and
evaluating care of the assigned individual in the NURR 201 clinical setting.
3. Utilize nursing textbooks and current journal articles as references.
4. Demonstrate comprehension of linking concepts necessary to complete the nursing
process for an assigned NURR 201 individual through development of a concept map.
Special Instructions: Students must verify patient with clinical instructor for this assignment.
Please submit this grading sheet with your completed care plan.
Points Possible
(1) __________
(11) _________
Demographic information
Gordon’s Functional Health Patterns
Discharge Resource Plan
1. Agency
a. Physical
b. Psychosocial and Spiritual
2. Family
a. Physical
b. Psychosocial and Spiritual
3. Community
a. Physical
b. Psychosocial and Spiritual
(2) __________
(2) __________
(2) __________
(2) __________
(2) __________
(2) __________
Medication worksheet
1. Classification/medication/dosage/route
2. Mechanism of action
3. Identifying why this pt is on the med
4. Identify possible drug interactions, side effects,
and symptoms of toxicity.
5. Relevant nursing interventions and assessments
Diagnosis & Planning Worksheet
1. Identify strengths and prioritize weaknesses
using Maslow’s Hierarchy of Needs.
2. Nursing Diagnosis must be NANDA.
3. Include rationale for prioritization.
4. Identify discharge goals and teaching needs
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Revised 2/9/2016
(5) __________
(6) __________
(6) __________
(6) __________
(4) __________
Concept Map
1. Pathophysiology at the cellular level or functional
(4) __________
level (cite reference).
2. List a minimum of (6) significant patient signs and
(3) __________
symptoms obtained through physical assessment.
3. Collaborative Care including: lab, diagnostic imaging,
(5) __________
dietary, physical therapy, occupational and respiratory
therapy, medical orders, medications (include
multidisciplinary needs that may or may not have been
previously ordered).
4. Appropriate, specific, and meaningful links throughout.
(5) __________
5. Three (3) NANDA diagnosis derived from GFHP data
(3) __________
(correct two or three part statements)
6. Identify individualized, realistic, and measurable desired
(6) __________
outcome, including timeframe (one for each nursing diagnosis).
7. List three nursing interventions per NANDA diagnosis
(6) __________
that are focused on nursing action. Include specific actions
for meds and treatments when appropriate.
8. Identify evidence based rationale for each intervention.
(9) __________
(cite reference)
9. Evaluate patient response to interventions.
(3) __________
10. Evaluation of desired outcome.
(3) __________
Web assignment (attach copy of online teaching resource)
(1) __________
APA Format
References, citations, and reference page should follow format
according to APA guideline as outlined in the ADN Program
Student Handbook.
(11) _________
Total
(110) _________
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NURR 201 Nursing Care Plan Grading Rubric
Assessment
Points Awarded:
Provides demographic
information of patient while
ensuring confidentiality.
(1 point)
Points Awarded:
Utilizes Gordon’s Functional
Health Patterns (GFHP) to
collect complete data on
patient.
(11 points possible)
Points Awarded:
Identifies discharge
planning/resource needs of
patient using the discharge
planning/resource guide
assessment form.
(2 points possible per
discharge resource)
Points Awarded:
Medications:
Identifies all medications
patient is taking , unless
specific arrangements
(otherwise) have been made
with the instructor due to the
complexity of the pt.
(5 points possible)
Diagnosis & Planning
Points Awarded:
Worksheet Strengths:
Utilizes Gordon’s Functional
Health Pattern (GFHP)
assessment to determine
patient’s strengths
(2 points possible)
Points Awarded:
Worksheet Weaknesses:
Utilizes GFHP assessment to
identify and prioritize patient
weaknesses utilizing
Maslow’s hierarchy of needs
or another published tool for
Excellent
Satisfactory
Unsatisfactory
1
Demographic information
page is filled out
completely and patient
confidentiality is
completely maintained.
11
GFHP is complete in
breadth and depth. All
pertinent information is
addressed and a clear
‘picture’ of the patient is
formed through the
collected data.
0.5
Demographic information
page may not be complete;
or patient confidentiality is
not maintained.
0
Demographic information
page is vague or not
completed or patient
confidentiality is not
maintained.
0-5
GFHP is vague or incomplete.
Little pertinent information is
addressed and a clear ‘picture’
of the patient is not provided.
10-12
Discharge planning is
complete. All potential
resources and support are
identified in detail. It is
apparent that information
provided is patient
specific.
4-5
Medication information is
accurate, detailed, and
patient specific. All
patient medications are
identified.
6-10
GFHP may be complete,
but lacking in depth of
information. Pertinent
information is addressed,
however a clear ‘picture’
of the patient is not
necessarily provided
through the information
presented. Subjective data
may be provided in the
objective data column.
6-9
Discharge planning is
mostly complete. The
majority of potential
resources and support are
identified, however
information provided is not
necessarily patient
specific.
2-3
Medication information is
accurate, but lacking in
detail and/or patient
specificity. Most of the
patient’s medications are
identified. Interactions
pertinent to this pt. with
other meds. pt. was taking
may not have been
identified.
0-1
Medication information is
vague, incomplete, and
inaccurate. Many of the
patient’s medications are not
identified.
2
GFHP assessment is
utilized to list all relevant
patient strengths
1
The majority of strengths
are identified but some
assessment findings may
not be listed.
0
There is little or no
identification of strengths
from the GHFP assessment.
4
GFHP assessment is
utilized to list patient’s
weaknesses in priority
order and Maslow’s
hierarchy of needs (or
other valuable resource)
2-3
The majority of
weaknesses identified are
supported by the GFHP
assessment, but the
prioritization may not
correlate with the NANDA
0-1
The majority of relevant
patient weaknesses may be
missing, there may be no
rationale provided for
prioritization, or reference
citations are completely
58
Revised 2/9/2016
≤5
Discharge planning is vague.
Potential resources and
support are not clearly
identified and information
provided is not patient
specific.
prioritizing patient needs.
(4 points possible)
is utilized to prioritize
weaknesses that might
interfere with the
patient’s health. All
references are cited.
Points Awarded:
Nursing Diagnosis:
Must use 2-3 part NANDA
approved problem
statements, (depending on
whether problem is actual or
risk for.) NANDA diagnoses
must be associated with
patient’s main pathology
covered in the NCP.
(6 points possible)
Points Awarded:
Scientific Evidence:
Scientific, evidence-based
rationale is provided for
NANDA diagnoses, clearly
supporting the relevance of
each nursing diagnosis.
Reference(s) must be cited
appropriately.
(6 points possible)
Points Awarded:
Discharge Goals/Teaching
needs:
Two appropriate discharge
goals and two teaching needs
are noted that the student
taught the patient prior to
discharge.
(4 points possible)
5-6
Nursing diagnoses
selected are NANDA
approved, follow the
appropriate format, are
correlated with the
identified
strengths/weaknesses, and
are prioritized
appropriately.
Care Plan/ Concept Map
Points Awarded:
Criteria #1:
Describes pathophysiology
of the priority medical
problem at the cellular or
functional level with
reference cited appropriately
(4 points possible)
Points Awarded:
Criteria #2:
Identifies a minimum of six
Revised 2/9/2016
diagnoses, or logically
follow Maslow’s hierarchy
or other (evidence-based)
priority order. Some
assessment findings may
not be listed
2-4
The nursing diagnoses
selected are NANDA
approved, but may not
follow the appropriate
format. The diagnoses
chosen may be loosely
correlated with the
identified
strengths/weaknesses.
lacking.
5-6
Strong evidence-based
rationale is provided to
support the relevance of
each nursing diagnoses at
the functional level.
Reference(s) are cited
appropriately in APA
format.
2-4
Evidence-based rationale
may vaguely support the
relevance of the nursing
diagnoses, or evidencebased resource may not be
appropriate.
0-1
Evidence-based rationale does
not support the prioritization
of the nursing diagnoses, or
rationale is not given.
4
Discharge goals are
individualized,
measurable, include a
timeframe, and are
appropriate for the
nursing diagnoses.
Teaching needs involve
information the patient
needs to know prior to
discharge and should be
taught by the student.
2-3
Discharge goals may not
be individualized,
measurable, include a
timeframe, or are not
appropriate for the nursing
diagnoses. Teaching needs
may not be information the
patient needs to know prior
to discharge or were not
actually taught by student.
0-1
Discharge goals and/or
teaching needs are missing
major components or not
applicable for the patient’s
diagnoses.
4
Pathophysiology is
accurate, detailed,
complete, and patient
specific. There is clear,
detailed identification of
the cellular or functional
processes of the disease.
Pathophysiology
correlates with patient’s
identified medical
problems and reference is
cited appropriately from a
textbook or peer reviewed
medical journal.
3
Six significant
signs/symptoms are
2-3
Pathophysiology is
accurate and complete.
However it is lacking in
detail and patient
specificity. Cellular or
functional processes of the
disease are identified, but
may not have sufficient
detail. Pathophysiology
correlates with patient’s
identified medical
problems.
0- 2
Pathophysiology is brief or
even inaccurate. Little
attention may be paid to
patient specificity and to the
cellular or functional
processes of the disease.
Pathophysiology may not
correlate with identified
medical problems.
2
Six or less significant signs
and symptoms are
59
0–1
Few significant signs and
symptoms are identified. They
0-1
The nursing diagnoses are
either not NANDA approved,
or do not follow the
appropriate format. There may
be little to no correlation
between the identified
strengths/weaknesses and the
nursing diagnoses.
(6) significant signs and
symptoms (defining
characteristics) from patient
assessment and identifies the
GFHP# for each.
(3 points possible)
identified that are patient
specific, supported by the
GFHP, and support the
pathophysiology of the
medical diagnosis.
Points Awarded:
Criteria #3
Collaborative Care:
Identifies and includes
complete descriptions of all
care that may or may not
have been ordered. Must
include patient specific
results as well as normal
findings when appropriate.
(5 points possible)
Points Awarded:
Criteria #4:
Appropriately correlates
(links) the following:
pathophysiology, signs and
symptoms, lab values,
diagnostics, nursing
diagnosis and interventions,
and medications.
(5 points possible)
Points Awarded:
Criteria #5:
NANDA diagnoses derived
from GFHP information
(3 points possible)
5
The concept map includes
a full description of all
collaborative care that
may or may not have
been ordered to enhance
the patient’s care
including, but not limited
to; lab, DI, PT, OT, ST,
RT, clinical nutritionist,
pharmacist, MD
5
There is a clear
correlation identified
between all of the areas
listed. Utilizes solid lines,
dotted lines, arrows, or
other technique to
indicate specific
correlations.
Points Awarded:
Criteria #6:
Identifies individualized,
realistic, and measurable
desired outcomes, one for
each nursing diagnosis,
including a time frame.
(6 points possible)
Points Awarded:
Criteria #7:
Selects three priority nursing
interventions that are
focused on the nurse’s
behavior and are patient
specific (consider GHFP
assessment when
formulating interventions)
(Remember: interventions
correlate and assist in
achieving the desired
outcome and are based on
Revised 2/9/2016
3
Correct two or three part
statements are made,
using NANDA format for
three nursing diagnoses
from student worksheet.
6
A patient specific,
realistic outcome is
identified that directly
correlates with each
nursing diagnosis. The
outcome is realistic,
measurable, and includes
a time frame.
5-6
3 nursing interventions
are identified that are
directly correlated to
achieving the desired
outcome and addressing
the nursing diagnosis. The
interventions are nursing
specific, clearly delineate
what the nurse is to
achieve (who will do
what, under what
circumstances, by when).
identified, however they
may not be patient
specific, or are not
supported by GFHP
assessment. There is weak
correlation to the
pathophysiology of the
medical diagnosis.
3-4
Some collaborative care
options may have been
listed but other areas, not
addressed on the concept
map, could have improved
the patient’s plan of care.
The information provided
may have been incomplete.
likely are not patient specific
and are not supported by
GFHP assessment. There may
be no correlation to the
pathophysiology of the
medical diagnosis.
3-4
There is a vague
correlation identified
between one or more of the
areas listed but correlations
may be too general or do
not show relevance of the
information.
0-2
No correlation is identified
between specific components
of the areas listed or all areas
are linked inappropriately.
2
Two nursing diagnoses are
listed, or NANDA format
is not correctly used to
state the nursing diagnoses.
0-1
One or no nursing diagnosis is
appropriately stated in
NANDA format.
4-5
A realistic outcome is
identified, however it is
either not patient specific
or it does not directly
correlate with the nursing
diagnosis. The outcome is
realistic, vaguely
measurable and includes a
time frame.
3-4
3 nursing interventions are
identified however they
may or may not directly
correlate to achieving the
desired outcome and/or
addressing the nursing
diagnosis. Interventions
may be vaguely nursing
specific, or do not clearly
delineate what the nurse is
to achieve Little
consideration may have
60
0–3
An outcome is identified,
however it is not realistic, is
not patient centered, or does
not correlate with the nursing
diagnosis. It is vaguely (if at
all) measurable and may or
may not be realistic, or include
a time frame.
0-2
There was little or no notation
on the concept map of actual
or possibly beneficial
collaborative care available for
the patient.
0-2
Less than three nursing
interventions are identified
and they are not directly
correlated to the desired
outcome and/or the nursing
diagnosis. The interventions
are vaguely nursing specific,
or perhaps patient specific.
There is little delineation of
what the nurse is to achieve or
no consideration is made to
the patient’s and nurse’s
the priority nursing
diagnosis).
(6 points possible)
Points Awarded:
Criteria #8:
Identifies the evidence-based
rationale for each selected
nursing intervention (with
references for each).
(9 points possible)
Points Awarded:
Criteria #9:
Evaluate the patient’s
response for each
intervention.
(3 points possible)
Points Awarded:
Criteria #10:
Desired outcome met?
(Include answers to the
following: Was the outcome
met, and was it appropriate?
Were the interventions
appropriate for the nursing
diagnosis?)
(3 points possible)
Points Awarded:
Web assignment
(1 points possible)
Points Awarded:
APA: Title page, running
head, and references
according to APA 5th ed.
format and criteria as
outlined in the student
handbook.
(11 points possible)
Consideration is made to
the patient and nurse’s
strengths and limitations.
8-9
Scientific, evidence-based
rationale is provided for
each nursing intervention,
that clearly supports how
the intervention will aide
in achieving the desired
outcome and addressing
the nursing diagnosis.
Reference(s) are cited
appropriately.
3
Reflective evaluation of
the patient’s observable
response to each of the
nursing interventions is
identified.
3
Reflective evaluation is
provided as to whether or
not the desired outcome
was met and/or to what
degree. Thoughtful
consideration shown as to
whether the outcome and
interventions were
appropriate for the
nursing diagnosis and pt.
If not met, possible
changes for the future are
provided.
1
Hard copy of online
patient teaching resource
is attached to NCP.
Information uses
terminology that is
appropriate for patient’s
learning level.
9-11
APA format is nearly
perfect. No spelling or
grammatical errors, etc.
Consideration is given to
number of references. Pt
confidentiality is
maintained. All
references listed on
reference page were cited
in the body of the paper.
been made to the patient’s
and nurses’ strengths and
limitations.
5-7
Vague evidence-based
rationale may have been
provided for each nursing
intervention, but clear
support of how the
intervention will aide in
achieving the desired
outcome and address the
nursing diagnosis may not
have been provided.
2
Vague evaluation of the
patient’s response to each
of the nursing
interventions is identified
or the response listed does
not directly correlate to the
achievement of the desired
outcome.
1-2
Evaluation of the desired
outcome was met and/or to
what degree is provided,
however it may not have
displayed reflective
thought and analysis.
Vague consideration may
have been given related to
the appropriateness of the
outcomes and
interventions. Changes for
outcomes not met were not
appropriate.
0.5
Online teaching resource is
attached but the
information is either
inadequate or it is worded
in language that is not
appropriate for the level of
learning of the patient.
5-8
Few APA format errors.
Occasional spelling and/or
grammatical errors, which
did not obscure the
meaning. Consideration is
given to number of
references. Pt
confidentiality is
maintained.
61
Revised 2/9/2016
strengths and limitations.
0-4
Little or no evidence-based
rationale is provided. There is
very little, if any, support in
how the intervention will aide
in achieving the desired
outcome and address the
nursing diagnosis.
0-1
Little if any evaluation of the
patient’s response to each of
the nursing interventions is
identified.
0
The evaluation is not
reflective and does not display
thoughtful analysis. Little, if
any, consideration is shown
related to the appropriateness
of the outcomes and
interventions. No possible
changes were given for
outcomes not met.
0
Online teaching resource is
missing.
0–4
Major APA formatting errors.
Frequent spelling and/or
grammatical errors that
obscure the meaning of the
paper. No consideration is
given to number or references,
and/or pt. confidentiality is
broken. Reference page may
have been missing.
TEACHING PLAN
LEARNER READINESS: This is an assessment of the patients learning needs. Include a
description of the patient, his or her clinical situation, personal history or any significant data
related to lifestyle that may impact learning, such as cultural and social issues. Include the
patient’s knowledge, skills and attitudes about his or her situation, any previous experience
related to health problems, areas of strength that are related to his or her learning, the impact of
family or other supportive persons, and the patient’s motivation for learning about his or her
situation.
GOAL: Goals are statements that describe, in broad terms, what is to be accomplished by the
learner. Educational goal statements are written to communicate the expected or intended
achievements of the teaching plan.
OBJECTIVES: Objectives are not written as a restatement of the goal. Instead, objectives are
precise statements that specify the behavior changes needed to achieve the goal. Each learning
objective must state the skill or activity the patient must do in order to objectively measure what
he or she has learned. (Review Potter and Perry p. 323, Guidelines for writing goals and
expected outcomes). Use action verbs to write educational objectives. Examples are: choose,
define, describe, differentiate, identify, list, demonstrate, explain, discuss (See Bloom’s
taxonomy handout for a complete list). Remember to include a time frame for each objective.
1. Note: Use the number of objectives necessary to meet your stated goal.
2. Must use a minimum of 3 objectives.
3.
CONTENT/INFORMATION
1. For each of the objectives listed above, the
teaching information or content is included in
this section as presented to the patient. This
section should be concise and worded at the
learner’s level. If you are using demonstration
or handouts, include a copy of the handout(s)
also.
TEACHING STRATEGIES/MATERIALS
USED
Evidence-Based Rationale:
This is the statements of supportive scientific
evidence at the foundational level to support
the basis for the content information taught to
the learner. (cite reference in APA format)
Evidence-Based Rationale:
This should be statements of supporting data
for why you the above listed strategies and
materials were the most effective way to
present the teaching plan. (cite reference)
State the teaching strategies and materials
used. (Writing the content and teaching actions
in side-by-side columns enables the teacher to
compare content with teaching methods and
reflect on whether the objectives can be met by
the methods indicated). Examples of teaching
methods may be demonstration, discussion, as
well as teaching tools used to supplement
instruction. See Lewis, Heitkemper, Dirksen,
O’Brien, & Bucher, 2007, pp. 60-63.
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Revised 2/9/2016
Pt. Specific Rationale:
These are statements why chosen strategy is
appropriate for this specific patient in this
particular setting.
Include teaching strategies and materials used
for content #2.
2. Again, this content should be specifically
related to objective #2 as stated above and
worded at the learner’s level.
Evidence-Based Rationale:
This is the rationale for content #2.
(cite reference)
Evidence-Based Rationale:
Include the rationale for your selection of
teaching methods and materials used above.
(cite reference)
Pt. Specific Rationale:
Include why appropriate for this specific
patient.
CONTENT/INFORMATION
3. Again, this content should be specifically
related to objective #3 as stated above and
worded at the learner’s level.
TEACHING STRATEGIES/MATERIALS
USED
Include teaching strategies and materials used
for content #3.
Evidence-Based Rationale:
This is the rationale for content #3.
(cite reference)
Evidence-Based Rationale:
Include the rationale for your selection of
teaching methods and materials used above.
(cite reference)
Pt. Specific Rationale:
Include why appropriate for this specific
patient.
EVALUATION: Evaluation assesses what the patient learned and indicated areas that need
additional or repeat teaching. If your objectives were measurable to begin with, evaluation is
possible. Learning is evaluated in terms of changed behaviors. Use the same terminology
that was used in goal/objectives when stating whether or not goal was met. There are a number
of reasons why learning may not have occurred. Some common reasons are that the patient was
not ready to learn or had other problems like pain, stress, coping issues or fatigue. The patient
may have had inaccurate background knowledge or experience. Your assessment of their
learning needs may have been inaccurate. Your objectives may have been ambiguous or
incomplete, or your teaching methods may not have been inappropriate for the content or
objectives stated.
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Revised 2/9/2016
OBJECTIVE 1.
State your evaluation of objective #1 using the same terminology used
when stating the objective. Be specific and include data assessment to validate that objectives
were met.
OBJECTIVE 2. State your evaluation of objective #2. Again, include specific data to validate
objectives were met.
OBJECTIVE 3. State your evaluation of objective #3. Include specific data as noted above.
REVISION: In the future, how would you have changed this teaching plan for this patient to
improve his or her learning?
Note: Remember to include an additional reference page that follows APA format for this
teaching plan.
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Revised 2/9/2016
NURR 201
Patient/Client Teaching Plan
Special Instructions: Student must verify patient with clinical instructor for this assignment. .
Name: _________________________________________
Date: _________________
Objectives:
Upon completion of this assignment the student will be able to:
1. Assess the individual learner’s educational needs.
2. Apply the nursing process in the formulation of goals, objectives, evaluations and
revisions to patient and family teaching.
3. Utilize various teaching strategies in the clinical setting with an assigned patient.
4. Support information with references
Criteria:
Possible
Points
1. Learner Readiness
7
2. Goal
2
3. Objectives
(Minimum of 3 required)
6
4. Content/Implementation
7
5. Evidence-Based Rationale for content
(Cite reference)
9
6. Teaching action
2
7. Evidence-Based Rationale & Rationales
for teaching action (Cite reference)
3
8. Patient specific rationale
__4___
9. Evaluation
3
10. How would you revise for the next time?
2
11. References in APA 5th edition format,
and considering criteria as outlined in the
student handbook.
5
Total
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Revised 2/9/2016
50
Earned
Points
______
NURR 201 Teaching Plan Grading Rubric
Excellent
Points Awarded:
Criteria #1:
Learner Readiness
(7 points)
Points Awarded:
Criteria #2:
Goal
(2 points possible)
Points Awarded:
Criteria #3:
Objectives
(Minimum of 3 required)
(6 points possible)
6-7
A complete description of
the patient’s and/or
family/significant other’s
learner readiness is
provided. Attention is paid
to the physical,
psychological, sociocultural,
and educational aspects of
the individual. At least six
to eight different, specific
aspects are considered and
discussed. The patient’s
preferred learning style is
addressed, as well as his/her
motivation to learn, and
whether or not he/she has
ever had experience with the
information presented.
Satisfactory
3-5
A vague description of the
patient’s and/or
family/significant other’s
learner readiness is
provided. Limited
attention is paid to the
physical, psychological,
sociocultural, and
educational aspects of the
individual. Only three to
five different, specific
aspects may have been
considered and discussed.
The patient’s preferred
learning style may have
been omitted. There was
little attention given to the
patient’s motivation to
learn this material, or
his/her previous exposure
to the information.
2
A goal is clearly stated. It is
not a restatement of the
objectives, but describes, in
broad terms, what is the
main identifiable focus of
the teaching session. The
goal is focused on the
learner.
5-6
Three objectives are
presented and each
objective is learner-centered
and describes in specific
detail what is to be achieved
by the learner. The
objectives are realistically
measurable; answering the
questions: ‘who will do
what, how well, under what
circumstances, by when’. A
timeframe states when the
objective will be achieved.
2-4
Three objectives are
presented, however they
are not learner-centered,
or they fail to describe in
specific detail what is to
be achieved by the
learner. Or the objectives
are not entirely realistic
and/or measurable. A
timeframe may not be
given.
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Revised 2/9/2016
Unsatisfactory
0–2
An incomplete description of
the patient’s and/or
family’s/significant other’s
learner readiness is provided.
Little attention is given to the
physical, psychological,
sociocultural, and educational
aspects of the individual. Two
or less different, specific
aspects are considered.
0
The goal is incomprehensible
or does not correlate with the
objectives in any manner. It is
either way too broad or too
specific and is not focused on
the learner. The goal is vague
and shares remarkable
similarities to the objectives.
It is not quite broad enough or
may not be learner specific.
0-1
Less than three objectives are
presented, or they fail to
describe realistic, measurable,
learner centered activities,
with a timeframe.
NURR 201 Teaching Plan
Points Awarded:
Criteria #4:
Content/Implementation
(7 points possible)
Points Awarded:
Criteria #5:
Evidence-based rationale for
content (cite reference
appropriately)
( 9 points possible)
Points Awarded:
Criteria #6:
Teaching Strategy or Action
(2 points possible)
5-7
Content is clearly
described and worded
at the learner’s level.
The content is clearly
thought out and
thorough in depth and
breadth.
7-9
Supportive scientific
references are directly
quoted to fully support
the basis for the
information provided to
the patient. The
information validates
the content presented at
the foundational level
defining the purpose
behind the content.
Information is
appropriately
referenced.
2
A text book teaching
strategy is listed that
correlates closely with
the content provided.
The teaching action is
appropriately chosen
and defined.
(Potential teaching
actions: lecture, lecturediscussion, discussion,
group teaching,
demonstration/return
demonstration, role
play, audiovisual
materials, printed
materials, internet)
Each content area
must have a different
rationale and/or a
different reference
supporting it.
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Revised 2/9/2016
3-4
Content is described,
but is not worded at the
learner’s level. The
content is vague or the
information is not
thoroughly presented.
0–2
Content is vague or even
incorrect. Little effort
seemed to have been
made to word it at the
learner’s level.
3-6
Supportive scientific
references are quoted,
but are generalized and
do not fully support the
basis for the
information provided to
the patient. The
rationale may not be
provided at the
foundational level to
support the purpose
behind the content.
Information may not be
appropriately
referenced.
1
Teaching rationale may
have been appropriately
chosen and defined but
each content area may
have used the same
rationale or the same
reference.
0–2
Supportive scientific
references are vaguely
provided. Little support is
provided for the
information offered to the
patient. Information is not
appropriately referenced
or student does not give
credit to the author(s) by
using quotation marks
when exact words are
used from reference(s).
0
The teaching strategy
chosen may not have been
standard or did not fit
with patient scenario and
content in any way. No
teaching action may have
been provided. A
teaching strategy may
have been chosen
however it vaguely
correlated with the
content provided.
Another teaching action
would have been more
appropriate for the
specific situation.
Points Awarded:
Criteria #7:
Evidence-based rationales and
rationales for teaching strategy or
action (cite reference)
(3 points possible)
Points Awarded:
Criteria #8
Patient specific rationale
(4 points possible)
Points Awarded:
Criteria #9:
Evaluation
(3 points possible)
Points Awarded:
Criteria #10:
How would you revise for the
next time?
(2 points possible)
3
Supportive scientific
references are directly
quoted to fully support
the information
provided to the patient.
Information is
appropriately
referenced.
A reasonable rationale
for why the designated
teaching action was
chosen for the
SPECIFIC patient is
provided.
4
Rationale is provided
clearly stating why the
chosen teaching
strategy or action was
appropriate for
presenting this material
to this particular
patient in this setting.
3
An evaluation of the
teaching experience in
totality is provided.
Reflective analysis is
displayed, spelling out
how the patient
responded to the
teaching. Evaluation of
each objective is
provided, with
description of whether
or not the objective was
met and to what degree.
2
Reflective thought is
provided to the revision
of the teaching session.
Influence of the
learner’s readiness,
realistic nature of the
goals and objectives,
and thoroughness and
presentation of content
is considered.
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2
Supportive scientific
references are quoted,
but are generalized and
do not fully support the
information provided to
the patient. A rationale
for why the designated
teaching action was
chosen is provided,
however it does not
correlate with the
SPECIFIC patient.
2-3
Rationale provided may
not have clearly stated
the reason for choosing
the teaching strategy. It
may have lacked patient
specificity.
0–1
Supportive scientific
references are vaguely
provided. Little support
provided for the info
offered to the patient.
Information may not be
appropriately referenced.
No rationale why the
designated teaching action
was chosen for this
specific patient… or
perhaps it does not
reasonably correlate with
the patient.
0–1
Patient specific rationale
was missing or vague.
2
An evaluation of the
teaching experience is
provided but it does not
display reflective
thought and analysis.
An evaluation of each
objective is provided
but it may be vague or
may not accurately
describe what was
achieved by the learner.
0–1
The evaluation is not
reflective and does not
display thoughtful
analysis. An evaluation of
each objective is either
not completed, or
inaccurate. Reflective
thought may not have
been displayed.
1
Revision does not
display appropriate
reflective consideration
for the teaching session.
Reflective thought may
not be fully displayed
or little attention may
be paid to learner
readiness.
0
No revision is provided,
or no attention may be
paid to the learner’s
readiness, realistic nature
of the goals and
objectives, and
thoroughness and
presentation of content.
Points Awarded:
Criteria #11:
References in APA 5th ed. format,
and considering criteria as
outlined in the student handbook.
(5 points possible)
5
APA format is nearly
perfect. No spelling or
grammatical errors, etc.
Paper is appropriate
length with
consideration given to
number of references.
All references listed on
reference page were
cited in the body of the
paper. Pt
confidentiality is
maintained.
2-4
Few APA format
errors. Occasional
spelling and/or
grammatical errors,
however they do not
obscure the meaning.
Paper is appropriate
length and
consideration is given
to number of
references. Pt
confidentiality is
maintained.
0–1
Major APA formatting
errors. Frequent spelling
and/or grammatical errors
that obscure the meaning
of the paper. Paper is
inappropriate length or no
consideration given to
number of references. Pt
confidentiality may be
broken.
Reference Information
All written work (excluding case studies) must utilize APA format. Please refer to
instructional presentation under “Assignment” button in Blackboard for a summary explaining
how to formulate title page, reference citations, reference page, and other expectations.
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PORTFOLIO
PURPOSE:
The portfolio:
1.
2.
Is used to detail information about the students personal and professional progress
related to academic and professional career development throughout the ADN
program.
Will also serve as a critical thinking outcome.
DEFINITION OF CRITICAL THINKING
A cognitive approach to inquiry that uses intellectual curiosity in a holistic manner for the
purpose of making goal-directed decisions and solving problems with respect to the process
of nursing. This holistic approach draws upon clarity, relevance, and logic as well as
emotion, belief structure, and culture. The process can be carried out autonomously or
cooperatively with a goal of reaching a conclusion which can be evaluated through
validation.
In compiling the portfolio, student will include:
a. All graded original work.
b. Completed journal submissions, including instructor comments
c. Updated professional development plan. Document on professional development
plan all ISNA activities, which must include (minimally) membership, attendance
at one meeting, participation in one activity and one fundraiser.
d. Updated philosophy of nursing
e. Updated record of assignments
PORTFOLIO WILL BE COLLECTED MINIMALLYAT THE BEGINNING OF EACH
CLINICAL ROTATION BY THE CLINICAL INSTRUCTOR AND AT THE TIME OF
EVALUATIONS
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Professional Development Form
College of Southern Idaho
Associate Degree Nursing Program

Name: ___________________________________
This form is to be maintained throughout the course of your nursing education. Please update accordingly and bring to ALL
clinical evaluations. It should be kept in your portfolio.
Identify activities contributing to professional development and the date they occurred:
Example of activities: healthcare related in-services, research of a special topic, services projects related to healthcare, ISNA meetings or
activities, special presentations as part of post-conference or class, journal articles, recertification (CPR, etc.), college classes outside of program
requirements, work in healthcare field, etc.
Activities Contributing to Professional Development
Date Completed
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Record of Assignments:
Present this to your clinical instructor during clinical evaluation. This section is to be updated at the end of each rotation/semester by
your clinical instructor.
Course
Semester
Teaching Plan Topic
Care Plan Topic
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Instructor
Initials/Date
Personal Philosophy of Nursing:
This is a statement of the principles that guide your practice as a nurse. This philosophy should evolve over time as you gain more
experience and insight into your PERSONAL nursing practice.
My personal philosophy of nursing at the beginning of my education:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
My personal philosophy of nursing at this point of nursing school:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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SECTION D
CLINICAL
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GUIDELINES FOR CLINICAL ACTIVITIES
Invasive nursing procedures initially performed by students must be approved by the
clinical instructors prior to performing them. The instructor will observe the student or
delegate it to the primary RN. After a procedure has been observed to be successful, the
student may be given permission to perform subsequent similar procedures with the
primary RN*.
* A primary RN is an RN who has been previously approached and has agreed to
assume responsibility for accurate performance by the student whom she/he is
assisting or observing during a procedure.
List of Applicable Procedures
1. Preparation of calculated dosages.
2. All medication administration including:
Narcotic procurement, IV medications, adding meds into any IV solution, and
blood products. Preparation of insulin injections, heparin, lovenox, IV or po
digitalis, blood products, TPN, chemotherapy, adenosine, IV dihydroergotamine,
IV hydralizine, IV labetolol, IVvasopressin, IV vitamin K, verapamil, interelin, IV
methergine, phentolamine, IV narcotic infusions and PCA/Epidural pump
medications. Students will follow the hospital policy regarding the administration
of IV medications.
3. Central line care and blood draws/ venipuncture.
4. All dressing changes.
5. Airway care (tracheostomy tubes, endotracheal tubes, changing of tracheotomy tubes,
suctioning, etc.).
6. Initial postoperative position changes of patients with total joint replacements.
7. Management of patients with major vertebral trauma or surgery.
8. Nasogastric intubations.
9. Urethral catheter insertions.
10. Initial post - TUR prostatectomy catheter irrigations.
11. Initial postoperative and/or postnatal assessment in the recovery room and/or delivery
room. Students will not administer medications in recovery rooms.
Student's entries on patient's medical records that document care, other than activities for
which an instructor or primary RN must be present, need not be cosigned.
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OBJECTIVES FOR CLINICAL SPINOUTS:
Objectives for NURR 201 Home Health Spinout
A.
At the end of this experience, the student will be able to:
1.
2.
3.
4.
5.
Describe the role of the home health/hospice nurse as related to:
a.
Building trust and rapport with patient/client and recognizing their value system.
b.
Elements of the initial visit.
c.
Nursing process - assessment, diagnosis, planning, implementation, evaluation.
d.
Prioritizing nursing care.
e.
Setting limits with patients/clients.
Identify parameters of home visits with regard to Medicare, Medicaid and third-party
documentation guidelines for reimbursement. Include quality control and specific
documentation forms.
Describe patient/client care delivery system with emphasis on:
a.
Caseload management
b.
Patient/client education
c.
Cultural diversity
d.
Multi-disciplinary services
e.
Family assessment
Determine modifications in infection control in a home environment.
Identify adaptations in procedures, equipment, or treatment regimes for delivery of nursing
care in the home environment.
The student will:
1.
Participate with Nurse Designate for two full clinical days in:
a.
Delivery of home care
b.
Team meetings
c.
Documentation
2.
Maintain online journaling.
ADDITIONAL EXPECTATIONS:
1.
2.
3.
4.
5.
6.
7.
Each student must be able to arrange transportation to and from home health experience. CSI
students are covered by the college insurance policy as long as the driver and automobile have
private insurance coverage.
Attendance is necessary for both clinical spin-out days. Students are expected to contact their
clinical instructor and agency if unable to attend. Make-up experience will be planned with CSI
home health coordinator. Plan for your day to be 0800-1700. The exact seven hours of clinical
time will be scheduled by the nurse.
Call your assigned Home Health Agency on the afternoon prior to your first scheduled spinout day
to establish time and place for meeting with your assigned RN. This may also be an opportunity to
learn about the patients you will be visiting. Call again during your spinout week if instructed to do
so by your RN designate.
Wear professional street clothes (jewelry according to dress code). No Levis.
A stethoscope will be necessary for home health visits.
Procedures and assessments are to be performed under the direction of RN designate.
The student is expected to attend case conferences scheduled during the experience day.
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8.
Include home health experience in your journaling. This self-reflection may include your feelings,
questions and observations about the home health nursing role. Reflect on relationships between
client and caregiver.
Objectives for NURR 201 Pediatric Spinout
At the end of this experience, the student will be able to:
1. Understand disease process affecting the pediatric patient.
2. Identify adaptations in procedures, equipment, or treatment regimes for delivery of nursing care in
the pediatric setting
3.
4.
5.
6.
Complete an age appropriate assessment on a pediatric patient.
Recognize variations from norms regarding assessment findings.
Accurately document assessment findings.
Interpret vital sign changes in pediatric patients and correlate to nursing priorities for
care.
7. Observe and/or demonstrate administration of medications and immunizations within the
pediatric population.
Objectives for NURR 201 Hemodialysis Spinout
At the end of this experience, the student will be able to:
1. Observe the pre-dialysis care performed. Assist with obtaining baseline vital signs and
review pre-dialysis labs (BUN, serum creatinine, sodium, potassium, Hct.).
2. Describe the fistula/graft (site and type) and how it was accessed for dialysis.
3. Summarize the dialysis procedure; i.e., what is monitored, medications given, and
4. possible complications.
5. Identify patient teaching, (before, during, and after dialysis). Review patient teaching
6. literature.
7. Identify dietary modifications required for patients with recurring hemodialysis.
8. Answer all the above objectives in your journaling.
Objectives for NURR 201 Respiratory Therapy Spinout:
1. Describe the relationship between ventilation and perfusion.
2. Identify the processes involved in gas exchange.
3. Identify the different types of respiratory equipment used in oxygen administration
4. Identify assessment findings commonly seen with individuals experiencing:
a. Hyperventilation
b. Hypoventilation
c. Hypoxemia
Objectives for NURR 201 Cardiac Cath Lab Spinout:
1. Identify the American Heart Association current treatment recommendations for patients
experiencing Acute Coronary Syndrome.
2. Describe the purpose for, the procedure and possible complications related to the
following coronary interventions:
a. percutaneous coronary intervention (PCI)
b. stent placement
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c. atherectomy
d. laser angioplasty
3. Observe pre, intra, and post procedure nursing interventions.
4. Assist with pre and post procedure assessment, VS, and pt. education (if appropriate and
with supervision).
Objectives for NURR 201 GI lab Spinout:
1. Observe preparation of patient for endoscopic procedures
2. Participate in preparation of patients under the direction of a licensed professional
nurse
3. Observe endoscopic procedures
4. Observe and/or participate in the post-procedure care of patients
5. Describe some common complications encountered during endoscopic procedures
and nursing interventions associated with each
Objectives for NURR 201 Wound/Ostomy Spinout:
1. Review skin protocol at St. Luke’s Magic Valley Regional Medical Center
2. Demonstrate a proper skin assessment
3. Determine patient risk for skin breakdown using the Braden Score
4. Choose appropriate interventions for the nursing care plan (for specific skin issues)
5. Describe situations that would warrant a referral to the wound specialist
6. Perform dressing changes under the direct supervision of the wound ostomy certified
RN (WOCN)
Objectives for NURR 201 Diagnostic Imaging Spinout:
1. The student will identify the role of the Diagnostic Imaging (DI) nurse and participate
and function as part of the DI team.
2. The student will perform and increase psychomotor nursing skills in the DI setting.
3. Student will observe the initiation of conscious sedation, and may participate in patient
assessment and related documentation. This includes preparation for potential
complications.
4. Student will identify connection between disease process and its presentation through
radiologic imaging.
Objectives for NURR 201 Preoperative and Postanesthesia Care Unit (PACU) Spinout:
1. The Registered Nurse will help students to learn through the following behaviors:
A. Role modeling and demonstration.
B. Direct teaching.
C. Discuss organization, prioritization, delegation, self assessment and
communication.
2. Expected student clinical behavior:
A. Describe purpose and components of pre-op assessment.
B. Discuss informed consent, pre-op teaching, and pre-op medications.
C. Assess patients systematically under the direction of the RN (PACU)
a. Define components of the initial post-anesthesia assessment.
b. Verbal report by the anesthesia care provider
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D.
E.
F.
G.
H.
I.
J.
K.
c. ABC evaluation
d. Oxygen therapy
e. ECG monitoring
f. Neurological and urinary system assessment
Identify standards of care in the PACU.
Discuss the PACU experience from the patient’s and family perspective.
Discuss nurses’ ethical obligations to patients in the PACU.
Identify non-pharmacological and pharmacological strategies to promote comfort
and decrease anxiety.
Identify normal heart rhythm, basic dysrhythmias and paced rhythms.
Discuss invasive and noninvasive hemodynamic assessment.
Explain etiology and nursing assessment and management of nausea and
vomiting, pain, hypothermia, hypoxemia, and altered LOC.
Discuss malignant hyperthermia protocol.
http://www.medstudents.com.br/anest/anest1.htm
Objectives for NURR 201 Cancer Center Spinout:
1. Review history for two cancer center patients and identify goals for cancer therapy.
2. Outline modalities for the cancer treatment of one cancer patient.
A. Surgery
a. diagnostic
b. staging
c. curative, palliative, reconstructive, preventative
B. Chemotherapy
a. vascular access
b. side effects of chemotherapeutic agents
c. procedure for extravasation
C. Radiation
a. external beam
b. implant therapy (brachytherapy, closed therapy, sealed)
3. Identify essential elements of radiation and chemotherapy safety precautions.
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CRITERIA FOR CLINICAL JOURNAL TEMPLATE
Name
Date
Clinical day
Please submit a journal entry after each clinical day. Entries for students in Mon./Wed clinicals
are due at 1800 on the day following each clinical day. Students who are in Fri./Sat. clinicals
have journal entries due for both clinical days by 1800 on Monday. Attached to each assignment
is a journal template which you will complete after each clinical day, save, and then send
electronically through Blackboard to your instructor. You will notice an exclamation point in the
grade book after submitting your assignment. Once your clinical instructor responds to your
entry you will see a “0” in the grade book. Click on the “0” to view your instructor comments.
Please print a copy of your entry and your instructor’s comments and include in a notebook for
review at your final evaluation.
_______________________________________________________________________
1.
Describe your feelings about:
a. Strengths and areas for growth in your clinical performance.
b. Clinical decisions made, nursing judgments, and possible alternate responses and
interventions. What would you do differently?
c. Critical thinking: Identify what could go wrong; what complications may occur? What
assessments are made to determine if those complications are occurring? What nursing
interventions will prevent the complication(s)?
d. Submit at least one unanswered question related to your clinical experience this day, i.e.,
“I would like to know -------“
2.
Reflect on your utilization of learning experiences that day, including patient
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teaching completed.
3.
Evaluation of your clinical goals each clinical day.
4.
Identify three (3) goals for your next clinical day.
a. Skill:
b. Professional Development:
c. Theoretical Application:
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Clinical Tally Sheet
Patient Codes
M – Medical
S – Surgical
P – Pediatric
G - Geriatric
Name _____________________________________
Course____________________________________
Rotation___________________________________
Agency____________________________________
Instructor Signature ________________________
PT.
DATE
CODE
M/F
AGE
MEDICAL DIAGNOSES
STUDENT ACTIVITIES
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MEDICATIONS GIVEN, ROUTES
PATIENT TEACHING
Name _________________________________
PT.
DATE
CODE
M/F
AGE
MEDICAL DIAGNOSES
STUDENT ACTIVITIES
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MEDICATIONS GIVEN, ROUTES
PATIENT TEACHING
Name _________________________________
PT.
DATE
CODE
M/F
AGE
MEDICAL DIAGNOSES
STUDENT ACTIVITIES
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MEDICATIONS GIVEN, ROUTES
PATIENT TEACHING
Checklist for signature forms to be turned in at the beginning of the semester
Bring this checklist with the signed forms to your first day
________
Student handbook validation
________
Health insurance
________
Vehicle insurance
________
Clinical confidentiality form
________
Davita Dialysis confidentiality form
________
Drug/alcohol form
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COLLEGE OF SOUTHERN IDAHO
ASSOCIATE DEGREE NURSING PROGRAM
NURR 201
HANDBOOK VALIDATION
THIS FORM MUST BE RETURNED TO THE CLINICAL INSTRUCTOR BY MONDAY,
AUGUST 25, 2008
I have read the course requirements for NURR 201 and I understand the expectations. I
understand that failure to meet course requirements will result in failure in the course and dismissal from
the nursing program.
____________________________________________
Signature
___________________________________________
Date
-------------------------------------------------------------------------I have reviewed the Student’s ADN Handbook, 2007-2008, and have also read the updated Policies in the
current Student ADN Handbook, 2007 -2008.
_____________________________________________
Signature
__________________________________________
Date
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___________________________________________________________________
Health Sciences and Human Services
COLLEGE OF SOUTHERN IDAHO
HEALTH SCIENCES AND HUMAN SERVICES
HEALTH INSURANCE FORM
I hereby show, by my signature, that I have health insurance in place at
this time and that I will continue to keep this coverage in effect throughout this
semester and until the completion of the Health Sciences and Human Services
program in which I am currently enrolled
____________________________________________
Program of Study
___________________________
Signature of the Insured Student
___________________
Date
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VEHICLE LIABILITY INSURANCE FORM
I hereby show, by my signature, that passengers, automobile and I (driver) are covered by
liability insurance in an amount at least equal to that required by the laws of the State of Idaho.
My signature also indicates that I have a valid driver’s license from the state of which I am a
legal resident or of the State of Idaho.
Student Signature______________________________________
Date ________________________________________________
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___________________________________________________________________
Health Sciences and Human Services
CLINICAL CONFIDENTIALITY CONTRACT
In order to uphold nursing’s legal and ethical responsibility to the confidential nature of
the data contained in all patient records, electronic, paper, or otherwise and to prevent
unauthorized access to hospital supplies, medications or information:
I, _______________________________________(print name), will not divulge
information about clients and/or their families that I am exposed to as a result of my position as a
student. This would include, but is not limited to, information presented in classroom discussions,
post-conferences, clinical practice, and agency visits. I may only divulge such information to
fellow health care professionals as is necessary and useful to enhance delivery of care and
education. I will omit client/agency identification data in all written work. In addition, as a
condition to receiving a computer sign-on code and allowed access to a system in any
agency, I agree to comply with the following terms and conditions.
1.
2.
3.
4.
5.
My sign-on code is equivalent to my LEGAL SIGNATURE and I will not disclose this
code to anyone or allow anyone to access the system using my sign-on code.
I am responsible and accountable for all entries made and all retrievals accessed under my
sign-on code, even if such action was made by me or by another due to my intentional or
negligent act or omission. Any data available to me will be treated as confidential
information.
I will not attempt to learn or use another’s sign-on code. I will not use my sign-on code
from CSI’s clinical education experience in my personal employment and vice versa.
If I have reason to believe that the confidentiality of my sign-on code from my CSI
clinical education experience has been compromised, I will immediately inform my
clinical instructor.
I will not leave a secured computer access application unattended while signed on.
Any breach of confidentiality or unauthorized access is considered unsatisfactory clinical
behavior and will result in a meeting with the clinical instructor, Course Coordinator and the
ADN Chairperson and may result in dismissal from the program.
Signature_______________________________________ Date_____________________
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DIALYSIS
CONFIDENTIAL INFORMATION AGREEMENT
I understand the importance of preserving the confidential nature of the
information of Total Renal Care, Inc. (“TRC”). This includes, but is not limited
to, TRC’s data and records relative to business interests, computer systems and
programs, projections, business plans, inventions, trade secrets, know-how, as
well as information wherein TRC has an obligation of confidentiality to a third
party and information concerning any patient, employee, physician, independent
contractor, student, fellow or volunteer. I understand the necessity that such
information not be compromised for any reason other than necessary business or
medical communications and treatment needs.
I further understand that patient information is confidential and not to be
discussed with or disseminated to anyone, either inside or outside the company,
except on an as-needed basis for the treatment of the individual, payment related
thereto, or for TRC’s healthcare operations in compliance with federal and state
regulations. Unauthorized dissemination may be a violation of federal and state
laws.
I am also aware and fully understand, that any violation of this Confidentiality
Agreement is grounds for corrective action, up to and including immediate
termination of employment or termination of any employment related contract or
agreement between TRC and any of its subsidiaries and/or related organizations
by which I am bound.
Print Name__________________________________
Signature
_________________
___________ _________________
Company Name
Date
___________
________________________________________
Affiliation
TRC Employee____
Employee____
Student____
Agency
Volunteer____
Physician____
Medical Director____
Independent Contractor____
Attending
Nephrology Fellow____
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ACKNOWLEDGEMENT OF RECEIPT OF ALCOHOL/ DRUG POLICY
AND AGREEMENT TO ABIDE BY THE POLICY
I, ___________________________(print name) hereby acknowledge that I have received a copy
of CSI’s HSHS Department Alcohol/Drug Policy for the Clinical/Practicum Site (referred to
hereafter as the Policy) and acknowledge the following:
I have read the Policy and have had the opportunity to ask questions about the Policy and
the consequences for violating any terms of the Policy.
I understand that my compliance with all terms of the Policy is a condition of my
remaining in the HSHS Department Program, and I agree to abide by all terms of the
Policy.
I authorize the lab and/or Medical Review Officer or designee retained by CSI to release
test result information to the HSHS Dean or his/her designee.
________________________________
Student’s Signature
_________________________
Date
________________________________
Parent’s Signature if student is under 18
_________________________
Date
WITNESSED BY:
COLLEGE OF SOUTHERN IDAHO HSHS DEPARTMENT REPRESENTATIVE
By________________________________
Date_________________________
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CLINICAL EVALUATION
The documentation of a student's clinical behaviors will be a summative evaluation
completed at the end of each clinical rotation. This evaluation process will be completed by both
the instructor and the student. If there are significant differences between the student and faculty
evaluations, an attempt to compromise will be made, but the faculty's evaluation will stand. The
clinical component of ADN education is designed to allow you, the student, to measure and
achieve the level of competence necessary to meet the level and terminal objectives of the program
and to be successful in your endeavors. This will require that you make yourself aware of the
clinical requirements for each semester and implement behaviors which allow you to achieve these
requirements.
The evaluation tool uses a "satisfactory/unsatisfactory" rating scale. To provide
consistency among faculty and students, the identification of each factor in the rating scale is as
follows:
U
Unsafe performance
Inaccurately performs
S
Able to perform:
a.
Identification of the patient/client.
b.
Communicates with patient/client about and/or during the care being
demonstrated.
c.
Demonstrates procedure/knowledge accurately.
d.
Completes within a reasonable time frame.
e.
Cleans up appropriately.
f.
Documents and reports appropriately.
g.
Maintains role of AD student nurse.
Successful completion of a semester requires the student achieve a satisfactory for each
clinical behavior. Once an identified clinical behavior has been demonstrated and evaluated at a
satisfactory level, it is expected that this behavior will continue in succeeding semesters at a
satisfactory level. Should the student regress below satisfactory, a deficiency notice will be issued
and a mutual plan made between the student and instructor to remedy the regression before the end
of the semester. Deficiencies noted during the semester require a written plan of action be
developed by the student and approved by the faculty member evaluating the student at that time.
It is the responsibility of the student to share this written plan with the next clinical instructor. (See
policy in ADN Student Handbook).
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College of Southern Idaho
Associate Degree Nursing Program
Clinical Evaluation Tool – NURR 201
Student Name_______________________
Clinical Instructor____________________________
Semester: _______________________________________
Clinical Site: ____________________________________
Wellness-Illness: Applies knowledge of position on wellness-illness continuum and utilizes the nursing process to problem solve, think
critically, and make clinical judgments.
Level/Program
Objectives
III. Assessment
Unsatisfactory
Performs a comprehensive nursing assessment through
analysis of GFHP assessment data, physical assessment
data, lab and other diagnostic data
Evaluates for changes in health status and begins to identify
complex needs
Integrates the impact of developmental, emotional, cultural,
religious, and spiritual influences on health status
Assesses for changes in health status and identifies
appropriate actions
Analyzes patient’s response to interventions
Assess discharge needs and ability to access community
resources
Evaluates patient’s response to medications
VI. TeachingLearning
IV. Clinical
Decision-Making
Recognizes trends in lab data and takes appropriate nursing
action
Assesses patient/support person(s) learning ability, barriers,
motivation to learn, and learning needs prior to teachinglearning
Implements steps in the teaching process in increasingly
complex patients.
Participates in meeting goals toward discharge planning
Implements and evaluates teaching to patient’s identified at
risk for complications
Integrates the steps of the nursing process, evidence-based
practice, and critical thinking in patient care
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Satisfactory
Comments:
Identifies pathophysiology of the medical surgical patient
and relates to patient situation
Integrates evidence-based practice, collected through
technological resources and other modalities, in decisionmaking.
With assistance, utilizes nursing process and critical
thinking to prioritize and organize care for one or more
patients
Follows existing care plan to provide for continuity of care
Seeks guidance in evaluation of care regimen outcomes
With supervision, provides safe, evidence-based care.
Caring: Integrates caring in the development of dynamic interpersonal relationships and implementation of nursing actions.
Level/Program
Objectives
II.
Communication
Unsatisfactory
Integrates cultural sensitivity throughout the nursing
process
Utilizes appropriate communication channels to report
relevant assessment data
Communicates relevant and complex information in a
concise and clear manner to clients and healthcare team
members
Reports medication side effects or medication inaccuracies
to appropriate member of the health care team and
instructor in a timely manner
Establishes therapeutic communication with patients
V. Caring
Interventions
Utilizes verbal and nonverbal communication skills while
establishing caring relationships
Demonstrates intermediate computer literacy related to
patient care.
Demonstrates with minimal supervision the ability to
perform procedures/skills based on facility guidelines
Establishes and maintains caring relationships with
patients/support person(s).
Safely administers medication with minimal supervision
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Satisfactory
Comments:
Evaluates patient response to medications
Maintains human dignity
Provides developmentally appropriate nursing care
Evaluates for physiological & psychological safety of
patients
Functions as a patient advocate
Implements complex nursing interventions based upon
patient assessment
Unique Individual: Values unique aspects of all individuals, including self, and utilizes this awareness in all interactions within the
healthcare environment.
Level/Program
Objectives
I. Professional
Behavior
Unsatisfactory
Accepts ethical/legal responsibility for own actions as
expressed in ANA Code of Nursing
Demonstrates self reflection by:
Examining own ideas, feelings, and behaviors
Recognizing and accepting learning potentials and
limitations
Evaluating own performance in a structured journal
Accepts responsibility for nursing care given by self
Maintains confidentiality of all healthcare information
Functions, with minimal supervision, in the role of a
professional nurse as a member of the healthcare team.
Accurately documents nursing cares and procedures
Utilizes self-reflection for continued growth in nursing
practice.
Demonstrates personal responsibility by:
Arriving on time
Informing both school and agency of absence/tardiness
Adhering to school and agency dress code
Following Student Handbook guidelines
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Satisfactory
Comments:
VII. Collaboration
VIII. Managing
Care
Demonstrates honesty in:
Documentation
Performance of skills (meds, treatments, etc.)
Interaction with others
Clinical paperwork
Identifies and recognizes roles and responsibilities of
members of the health care team and collaborates with the
team effectively
Collaborates with patient/family in setting goals and
evaluation
Provides evidence-based, cost effective patient care
Utilizes appropriate technology in provision of care
Recognizes aspects of safe/unsafe environment
Provides patient-centered nursing care
Demonstrates beginning level of patient management,
leadership, and organizational skills by: appropriate
delegation, accepting responsibility and accountability for
own actions, accepting accountability and responsibility for
delegated nursing actions.
With supervision, accepts legal/ethical responsibility for
nursing care. Follows agency policy and procedures,
functions within legal scope of a nursing student, shares
pertinent information with agency staff and instructor
Promotes the rehabilitation potential of the patient
Maintains environment that supports patient independence
Additional Comments:
I have reviewed the contents of this evaluation and fully understand its implications.
Student Signature: _______________________________________________________________
Date____________________
Clinical Instructor Signature: _______________________________________________________
Date____________________
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