N254 Syllabus
Faculty Lecturers:
Saundra Bosfield, RN, MSN
Mary Moon, MSN, RN-C, FNP
Wanda Morris, MN, RN
Dr. Victoria Orton EdD, MSN, RN, FNP
Table of Contents
Table of Contents:
Course Description
Entry Competencies
Unit Hours
Prerequisites
Course Placement
Required Texts/Resources
Learning Activities
Student Learning Outcomes
Course Objectives
Clinical Objectives
Faculty Responsibilities
Student Responsibilities
Student-Faculty Communication
Attendance Policy
Standards of Conduct
Disciplinary Action
Evaluation of Clinical Performance
Anecdotal Note
Methods of Instruction
Methods of Evaluation
ERI – Testing Invoice
Grading Policy/Examinations
Examinations/Distribution of Grades
Guidelines for Assignments
Article Critique Guideline
Article Critique Grade sheet
Cardiac Assignment Guideline
Cardiac Assignment Grade sheet
Module Objectives:
Leadership & Management IA
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2
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3
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4
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6
6
7
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11
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12
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13
14
15
15
16
17
18
19
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Excretory Need IV – Renal
O2CO2 IVA – Respiratory
O2CO2 IVB - Cardiovascular
Physical Integrity IVA – Trauma/MOF
Leadership & Management IB - Disaster
Appendixes: A Anecdotal Notes
B APA Format
C Geri Log
D ICU RN Checklist
E ICU nursing flow sheet (2 pages)
F RN Guide – Provider of Care
G Manager of Care Evaluation
H Health and Nursing Resources
I EKG Strips
J ABG Practice
K Practice Math Questions
L Grading Summary Sheet
M Clinical Evaluation Tool
N NCLEX Information
O ERI INFORMATION
P CHF SIMULATION
Q CODE BLUE SIMULATION
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27
32
40
43
45
49
54
55
56
58
59
60
63
67
71
72
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81
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84
86
N 254 COURSE DESCRIPTION:
This course focuses on pathophysiologic concepts and nursing management essential to
critical care and emergency nursing. Clients with acute and chronic cardiopulmonary,
hepatic, renal, and multi-system failure will be selected for critical care clinical
experiences. Leadership and management skills are introduced and applied in the clinical
setting. Students apply the nursing process and prioritize nursing care for a group of
clients with multiple need imbalances. The role of the nurse in the management of client
care following a disaster is presented
N 254 ENTRY COMPETENCIES:
Ability to complete a nursing physical assessment. Knowledge of the pathophysiology of
the cardiac, respiratory, renal, musculoskeletal, and peripheral vascular systems.
Knowledge of the nursing responsibilities associated with the common abnormalities of
the cardiac, respiratory, renal, musculoskeletal, and peripheral vascular systems.
Knowledge of the nursing responsibilities associated with the care of clients with
electrolyte imbalances, pain management, hematology, oncology, gastrointestinal,
maternal/gynecological, pediatric, growth and developmental and psychosocial needs.
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N 254 7 UNIT HOURS:
This is a seven-unit nursing course, consisting of lecture and lab.
N 254 PREREQUISITES:
Successful completion of all previous nursing courses.
N 254 COURSE PLACEMENT:
This course is offered in the final semester of nursing.
N 254 REQUIRED TEXTS/EQUIPMENT:
Aschenbrenner, D., Cleveland, L.W., & Venable, S.J. (2007). Drug therapy in nursing.
Philadelphia: Lippincott, Williams, and Wilkins.
Corwin, E. J. (2007). Handbook of pathophysiology (2nd or 3rd ed.). Philadelphia:
Lippincott.
Deglin, J.H. & Vallerand, A.H. (2003). Davis’s drug guide for nurses (8th ed.).
Philadelphia: F.A. Davis Co.
Dudek, S. (2006). Nutrition handbook for nursing practice (5th ed.). Philadelphia:
Lippincott.
Monahan, F. D., Sands, J.K., Marek, J.F. Neighbors, M., & Green, C. (2003). Phipps
medical-surgical nursing health and illness perspectives (8th ed.). St. Louis:
Mosby.
Potter, P. A. & Perry, A.G. (2004). Fundamentals of nursing, concepts, process, and
practice (6th ed.). St. Louis: Mosby.
Preusser, B.A. (2005). Critical thinking in medical-surgical settings: A case study
approach. (4thd ed.). St. Louis: Elsevier Mosby.
Tappen, S.A., Weiss, S.A. & Whitehead, D.K. (2007). Essentials of nursing leadership
and management (5th ed.). Philadelphia: F. A. Davis Co.
Chernecky, C. & Berger, B. (2004). Laboratory Test & Diagnostic Procedures (4th ed).
St. Louis: Saunders.
Seven Par Score Answer Sheets (# F-1712-PAR-2) required for testing.
N 254 LEARNING ACTIVITIES:
See individual lecture objectives.
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N 254 STUDENT LEARNING OUTCOMES:
At the end of Nursing 254 the student will begin to model effective leadership and team
member behaviors while prioritizing nursing care for a group of clients with multiple
need imbalances.
N 254 COURSE OBJECTIVES:
At the completion of this course, the student will demonstrate the following objectives:
1. Utilize the principles of leadership and management in providing nursing care
of a selected group of hospitalized clients.
2. Apply the pathophysiologic concepts for selected cardiovascular, hepatic,
respiratory, and renal disorders and utilize the nursing process in the provision
the victims of a disaster.
3. Evaluate clinical findings and the rationale for intervention in planning
nursing care for a selected group of clients with multiple need imbalances.
4. Execute nursing procedures according to established standards of critical care,
emergency, and disaster nursing.
5. Apply the principles of pharmacology in the care of clients with multiple need
imbalances.
6. Correlate laboratory values with the appropriate nursing interventions for
clients with multiple need imbalances.
7. Apply legal and ethical guidelines to the care of clients with multiple need
imbalances.
8. Apply nursing care to a group of clients in both intensive care units and the
emergency room with multiple need imbalances.
9. Prioritize nursing interventions for the victims of a disaster.
N 254 CLINICAL OBJECTIVES:
Role as Member within the Discipline of Nursing/Role as Student Nurse
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1. Prioritize care for:
a. one critical care patient in the
ICU/CVICU/PCU UNIT
b. three patients in the
i. DOU/AOU UNIT AND MEDICAL-SURGICAL FLOOR
ii one patient undergoing pre/post angio catheterization
iii a group of three to four patients in the ER
c. patients undergoing dialysis
i. hemodialysis/peritoneal dialysis
2. Perform a comprehensive health assessment for all assigned
hospitalized patients, including health history, physical assessment,
structural variables, and nursing diagnosis pertinent to the admitting
diagnosis.
a. Assess baseline/update vital signs
i. Utilize a variety if pain scales
ii. Assess patients with cardiovascular dysfunctions and
compare with normative data
iii. Assess patients with respiratory dysfunctions and compare
with normative data
b. Complete AM assessment according to agency protocol
3. Interpret labs and V/S before/after administering medications
(vancomycin, gentamycin, a& digoxin)
4. Initiate/update nursing diagnosis based on data gathered for all
patients according to agency protocol
a. Verbalize and correlate pathophysiology with nursing diagnosis
b. Verbalize and correlate pathophysiology with medical diagnosis
5. Review and interpret laboratory values for each assigned patient and modify
nursing care according to the results
a. Chemistry panel
b. Albumin
c. Pre albumin
d. Glucose
e. HDL/LDL
f. VLDL
g. TSH/T-4
h. CBC
i. WBC with differential
j. Cardiac enzymes (Troponin, LDH, CPK, CPK-MB)
k. Renal panel (Bun/Creat)
l. ABGs
m. Coag studies: PT/PTT/INR
n. Cardiac diagnostic tests
o. Hemodynamic monitoring/related pathophysiology/normal values
p. Angiogram
6. Check crash cart and identify all items
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7. Monitor and maintain oxygenation needs for patients
a. FiO2
b. Closed suctioning
c. Endotracheal tube
d. Ventilator
e. Chest tube(s)
Role as Manager of Care
1. Participate in disaster drill activities (Drill & preparation prior to drill)
2. Coordinate a patient care conference
3. Complete the following for at least one patient:
a. Admission
b. Discharge
c. Transfer patients (as available)
d. Preparation for test(s)/surgery
e. Receive patients from test(s)/surgery.
4. Complete leadership assignment as designated by clinical instructor
5. Delegate and evaluate patient care provided by assistive personnel in a
Timely manner
6. Arrange appropriate channels of communication related to patient care
with the following individuals:
a. Staff nurse (receive/provide/update report)
b. Physician/PA/NP (Primary care provider)
7. Deliver patient care in a cost-effective manner
8. Participate in a mock code; identify the different nursing roles.
N 254 FACULTY RESPONSIBILITIES:
The role of the teacher will be to facilitate the learning process and to motivate,
encourage, and advise the student in the classroom and clinical setting. Faculty will
present weekly lectures. Faculty will be available to students during office hours.
N 254 STUDENT RESPONSIBILITIES:
Students will be responsible for arriving to lecture and clinical on time, having completed
reading assignments. Students will be responsible for reviewing previously learned
material for class. Students are encouraged to take an active role in their own teaching.
The student is responsible for demonstrating all behavioral objectives of the course.
Clinical evaluation is based on demonstrated ability to achieve all course objectives by
the last day of classes. Course expectations include attendance and experiential learning.
The student is expected to utilize the library, learning resource center, and the CAI lab.
The student is also expected to arrive at the clinical agency in proper attire and prepared
to meet specific objectives. The student is expected to focus on meeting objectives while
attending clinic.
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N 254 STUDENT-FACULTIES COMMUNICATION:
Faculty office hours for full-time faculty are posted on faculty offices. For the didactic
component of the course, students should communicate with the lecturer. For the clinical
component of the course, students should communicate with the clinical instructor(s).
Students are expected to contact the lead instructor if they are unable to resolve an issue
with their clinical instructor. All students and faculty have El Camino College E-mail
addresses.
N 254 ATTENDANCE POLICY:
Course expectations include attendance and experiential learning. Punctuality is a
professional expectation. Two (2) times late to class/clinic will be counted as one
absence. No more than two absences are permitted. Faculty will evaluate extenuating
circumstances on an individual basis. Students MUST notify the assigned clinical
unit/instructor of and anticipated absence or tardy at least one-half hour prior to their
scheduled time.
If a student is unable to take an exam as scheduled (due to illness or emergency), the
student must notify the faculty member or nursing office (310) 660-3281 immediately. A
make-up test must be arranged and completed by the student prior to attending clinical or
the next scheduled lecture. The student must provide the faculty with documentation to
validate the absence. If the documentation is inappropriate or invalid, the student will
receive a grade of “F” for the exam.
N 254 STANDARDS OF STUDENT CONDUCT Board Policy 5138
Attendance
Attendance during Semester
Regular attendance is expected of every student. A student may be dropped from class
when the number of hours absent exceeds the number of units assigned to the course.
However, it is ultimately the responsibility of the student to officially drop the class. This
rule also applies to excessive absences due to illness or medical treatment. The student
who has been absent due to illness or medical appointment must explain the absence
directly to the instructor. The student who has been absent due to a communicable
disease or quarantine must report directly to the Health Center for clearance before
returning to classes.
I. Standards of Conduct
A. General Policy
Conduct at El Camino College must conform to the laws of the State of California,
District policies, and campus rules and regulations. The El Camino College faculty, staff
and administration are dedicated to maintaining an optimal learning environment; the
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standards of behavior as outlined in this policy are essential to the maintenance of a
quality college environment. These standards will apply to all students on campus, other
college property or while attending any college-sponsored event. Violation of such laws,
policies, rules and regulations or behavior adversely affecting suitability as a student, will
lead to disciplinary action. Disciplinary actions as noted in Section II may be taken
against any person who engages in behavior defined as misconduct as listed in Section B.
B. Misconduct
1. Dishonesty, including but not limited to cheating, plagiarism or knowingly furnishing
false information to the College.
2. Forgery, alteration, or misuse of college documents, records, or identification.
7. Continued disruptive behavior, continued willful disobedience, profanity or vulgarity,
or continued defiance of the authority of, or abuse of, college personnel or to anyone on
campus.
11. Participation in hazing or commitment of any act that tends to injure, degrade or
disgrace a student or college personnel.
12. Obstruction or disruption of teaching, research, administration, disciplinary
proceedings, or other authorized college activities including but not limited to its
community service functions or to authorized activities held off campus. Obstruction or
disruption includes but is not limited to the use of skateboards, bicycles, radios, and roller
skates.
19. Persistent, serious misconduct not listed in Items 1-18 above.
II. Disciplinary Action
Disciplinary action appropriate to the misconduct as defined above may be taken by an
instructor (see Items II, B-1 and 5 below), the Dean of Student Services or his or her
designee (see Items II, B-1, 2, 3, 4, 6 and 7 below), and the Board of Trustees (see Item II
B-8 below).
B. Discipline
The following types of disciplinary action may be taken or pursued by the college:
1. Warning - A verbal or written notice, given to the student by a faculty member, the
Dean of Student Services or any college manager that continuation or repetition of the
specified conduct may be cause for other disciplinary action.
2. Reprimand - A written reprimand for violation of specified regulations sent to the
student by the Dean of Student Services, noting that continued violations may result in
further disciplinary action. The Dean of Student Services shall place a copy of this
reprimand in the student file.
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5. Removal by Instructor - In addition to an instructor’s right to drop a student
permanently from a class when the student is no longer participating i.e. lack of
attendance in the course, an instructor may remove (suspend) a student from his or her
class for the day of the incident and the next class meeting. During this period of
removal, a conference should be held with the instructor and the student to attempt to
resolve the situation that led to the student’s removal and the student shall not be returned
to the class from which he or she was removed without the concurrence of the instructor
of the class.
If a student is suspended for one class meeting, no additional formal disciplinary
procedures are necessary.
If a student is suspended from class for the day of the incident and the next class
meeting, the instructor shall send a written report of the action to his or her dean who
shall forward this information to the Dean of Student Services, the Vice President of
Student Services, and the President. If the student removed by an instructor is a minor,
the President’s designee (Dean of Student Services) shall ask a parent or guardian of the
student to attend a parent conference regarding the removal as soon as possible. If the
instructor or the parent or guardian so requests, a college administrator shall attend the
conference.
The instructor may recommend to his or her dean that a student be suspended for
longer than two class meetings. If the dean, instructor and student cannot resolve the
problem, the suspension will be referred to the President or the President’s designee
(Dean of Student Services) for possible actions described in Section 6 of this item. 6.
Suspension- The President or the President’s designee (Dean of Student Services) may
suspend a student as follows:
a. From one or more classes for a period of up to ten days of instruction; or
b. From one or more classes for the remainder of the term; or
c. From one or more classes and activities of the community college for one or more
terms. The Dean of Student Services shall send the notice of suspension to the student,
the student file, the Vice President of Student Services, the President of the College and
the Campus Police. Whenever a minor is suspended from the College, the parent or
guardian shall be notified in writing by the President or the President’s designee (Dean of
Student Services).
d. During the period following the initial suspension from class for the day of the incident
and the following class meeting, the student shall be allowed to return to the class until
due process and the disciplinary procedures are completed unless the student is further
suspended as a result of actions taken as defined in Section 6 of this item.
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Cheating or Plagiarism
Cheating violates Section I.B.1 of El Camino College’s Board Policy 5138, Standards of
Student Conduct.
The El Camino College faculty, staff and administrators are dedicated to maintaining an
optimal learning environment and will not tolerate academic dishonesty. To uphold the
academic integrity of the institution, all members of the academic community, faculty
and students alike, must assume responsibility for providing an educational environment
of the highest standards characterized by a spirit of academic honesty.
The following statement is part of Board Policy 5138, Standards of Conduct:
“Dishonesty, including but not limited to cheating, plagiarism or knowingly furnishing
false information to the college.’’ When there is evidence of cheating or plagiarism in
classroom work, students may receive an F for that piece of work or may be suspended
from all classes for that term and the following term if deemed appropriate.
Examples of Cheating or Plagiarism are:
 Representing the words, ideas or work of another as one’s own in any
academic exercise (plagiarism), including the use of commercial term paper
companies;
 Copying or allowing another student to copy from one’s paper or answer sheet
during an examination;
 Allowing another individual to assume one’s identity for the purpose of
enhancing one’s grade in any of the following: testing, field trips or
attendance;
 Falsifying or attempting to falsify attendance records and/or grade rosters;
 Changing answers on a previously scored test, assignment or experiment with
the intent to defraud;
 Inventing data for the purpose of completing a laboratory experiment or case
study analysis with the intent to defraud;
 Giving and/or taking information during an examination by any means such as
sign language, hand signals or secret codes;
 Obtaining copies of notes, exams or exam questions by any means other than
distribution from the instructor. (This includes copying and removing exam
questions from the classroom for any purpose.);
 Using study aids such as calculators, tape recorders or notes that have been
specifically prohibited by the instructor.

Responsibility of El Camino College Students
It is the responsibility of each student to conduct him/herself in a manner which
encourages learning and promotes honesty; and to act with fairness toward other students
in the classroom. This incorporates the notion that students should not seek an unfair
advantage over other students when completing an assignment, taking an examination or
engaging in any other kind of academic activity.
Consequences for Cheating or Plagiarism
Given alleged violation of the Standards of Conduct, any or all of the following actions
may be imposed:
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1. The instructor may assign a failing grade to the examination or assignment in which
the alleged cheating or plagiarism occurred. This action is based on information that the
instructor had.
2. The instructor may dismiss the student from the class or activity for the present and/or
following class session(s) as stipulated in BP5138, section IIB5: Removal by Instructor.
3. The instructor may recommend suspension or expulsion of the student from the college
as stipulated in BP5138, Section IIB6 and 8. This recommendation must be in accordance
with El Camino College’s Due Process and Disciplinary Procedures.
4. Complete the Academic Dishonesty Report Form and submit it to your Division Office
for distribution.
N 254 EVALUATION OF CLINICAL PERFORMANCE: Appendix M
The hospital clinical experience will be graded on Satisfactory/Unsatisfactory basis.
The clinical evaluation tool will be utilized for the twelve week clinical experience.
Students are held responsible for competence in all previous objectives. If practice or
review is needed for any clinical skills the student is held responsible to seek assistance
from the media/skills instructor. The student is required to update the skills check list
(originating from N 150), using it as a guideline for self-assessment. The skills check list
is to be submitted to the clinical instructor at the end of the clinical rotation.
N 254 ANECDOTAL NOTES: Appendix A
Anecdotal notes are required for this course. Weekly submission of the anecdotal form is
required. The completed form is to be submitted to the clinical instructor at the time of the
clinical evaluation. The form is based on the National League for Nursing expected
competencies at graduation for ADN graduates. The anecdotal form is marked Appendix A.
Upon completion, the anecdotal notes accurately reflect the student’s perspective of the
clinical experience. They must be completed at the end of the rotation, in addition to the
clinical evaluation tool in order to successfully complete Nursing 254. Use each category
to note how you evidenced safe, professional care that was based on scientific principles.
Please respect HIPPA guidelines by utilizing initials only for patient identifier. Do not
include patients’ names or room number. Include clinical behaviors you routinely
implemented to verify compliance. This form is to be utilized for the entire clinical
rotation. Students are to make weekly entries on the anecdotal notes.
The completed form is to be submitted to your clinical instructor at the end of the
course.
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N 254 METHODS OF INSTRUCTION:
Case studies for renal and respiratory modules (findings will be included on exam).
STUDENTS MAY SUBMIT CASE STUDIES AS A CLINICAL GROUP
Resume.
Two papers: cardiac and article critique:
Objective multiple examinations: five plus a final comprehensive examination.
Multimedia – human simulator.
N 254 METHODS OF EVALUATION:
Examinations (6), case studies (2), resume, (1), article critique (1), cardiac paper (1), and
completion of the ERI Competency test “RN CAP Unsecured Pathophysiology C.”
Students must complete this test and provide their results to the clinical instructor by the
end of the fourth week of the semester. Students are encouraged to retest until they pass
at the national average. Students must pay their $ 60.00 testing fee to the college cashier
and bring their receipt to lecture by the end of the second week of the semester. (See
page 12).
PLEASE DETACH THIS FORM AND TAKE TO
THE CASHIER’S OFFICE WITH PAYMENT OF
$ 60.00. TAKE THIS RECEIPT TO LECTURE
_______________________________________________________________
El Camino College
Department of Nursing
ERI TESTING INVOICE
Student Name: ________________
Date__________________________
Student ID #:_________________
Nursing Course
Fee Due
N 254
$60
Date Paid
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Cashier Signature
N 254 GRADING POLICY:
EXAMINATION:
Students will provide Par SCORE TEST FORM NO. F-1712-PAR-2 answer sheets for
all examinations. (These are pink full-sheets with room for 200 multiple choice answers).
Please bring two NO. 2 pencils and eraser to the test. Faculty will not discuss the exam
unless all students in the class have taken the exam. An appointment may be made for
individual feedback when necessary. The theory faculty will score all par SCORE answer
sheets. Exam grades will be posted on the same day of the class. Students will be given
their individual par SCORE results to be compared to a list of exam content areas, which
will be posted. Students are encouraged to focus on content and not specific questions on
the exam. All exams will consist of multiple choices and fill-in or matching. Quizzes
may be given at any time and may consist of multiple choice, matching, fill-in or essay.
STUDENTS REQUIRING ACCOMODATION FOR TESTING MUST BRING
VERIFICATION FROM THE SPECIAL RESOURCE CENTER (STUDENT
SERVICE CENTER) TO LECTURING INSTRUCTOR PRIOR TO THE FIRST
EXAM. STUDENTS REQUIRING TEST ACCOMODATIONS NEED TO
SCHEDULE THEMSELVES AT THE RESOURCE CENTER ON THE
CRENSHAW CAMPUS. STUDENTS WHO DO NOT SCHEDULE WITH THE
SPECIAL RESOURCE CENTER WILL TAKE THE EXAM DURING THE
REGULAR SCHEDULED TESTING TIME IN CLASS.
The student must receive at least an average of C- to pass the course. There are no retake
tests allowed in this course, except for extenuating circumstances as described in the
attendance policy. The final exam is a comprehensive exam. Students are to refer to the
Nursing 254 Summary Sheet to monitor their grade. At the end of the semester, please
submit this form with your clinical evaluation to your clinical instructor. The summary
sheet is located in Appendix B. Following is the grading criteria:
% Satisfactory
% Unsatisfactory
92-100 - A
90-91 - A88-89 - B+
83-87 - B
81-82 - B79-80 - C+
77-78 - C
75-76 - C73-74 - D+
65-72 - D
63-64 - D00-62 - F
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The course grade is determined using the Par SCORE computer system with the above
nursing grade criteria. Grading criteria has been established by the Board of Registered
Nursing, with a passing score of 75% or better. Completion of the course requires a
passing grade of C- or better AND a satisfactory clinical performance.
Late papers will not be accepted. All course requirements must be completed to receive
a grade for the course.
N 254 EXAMINATIONS/DISTRIBUTION OF GRADES:
Leadership /Management Exam
Renal Exam
Respiratory Exam
Cardiovascular Exam
Trauma/MOF Exam
Disaster experience attendance
Final Exam
Renal case study
Respiratory case study
Cardiac paper
Article critique
Resume
10%
13%
13%
13%
13%
Required
30%
1%
1%
2.5%
2.5%
1%
Total
100%
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N 254 GUIDELINES FOR ASSIGNMENTS
NURSING 254 ARTICLE CRITIQUE
The goal of this assignment is to encourage students to research current literature related
to evidenced-based practice/peer reviewed in medical-surgical nursing. Acceptable
journals are those published within the last five years. Approved journals include the
following: American Journal of Nursing, Nursing Research, Image, Nursing Outlook,
Nursing Standard or any specialty journal such as Emergency Room Nursing. The
journal must be peer reviewed. Unacceptable journals for this assignment include RN
and Nursing 2008. Medline and CINAL are two possible search engines. These types of
articles include an abstract, background literature, problem statement, collect data, and
analyze data. If there is a question as to the legitimacy of a journal, please discuss it with
your clinical instructor.
The assignment is to perform a literature search in an area covered within one of the
N 254 theory modules. The student will submit a copy of the literature search AND a
copy the article. Additionally, the student is to analyze the study utilizing the following
guidelines:
Article Critique: 100 points (2.5% of the total grade)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Review of Content – 20 points
Relevance of findings – 20 points
Identify specific N 254 Objective relationship and relevancy to course – 10 points
Overall Purpose/goal of the article – 10 points
Supports/refutes current practice and rationale – 10 points
Student’s opinion (minimum two details) – 5 points
Spelling (3), grammar (4), and punctuation (3) – 10 points
Reference page (3) and cover sheet (2) in APA format; proper citation (3) within text 10 points
Submission of literature search (2).
Copy of article and search engine (5 points).
Please submit your paper with six headings for #’s 1-6 above. Please limit the critique to
two typewritten pages. All papers are to be formatted on the computer. Please back-up
your work. Support services are available in the Student Learning Center; however, this
service may require advance planning on the part of the student. Students maintain
responsibility to proof-read/edit their own papers.
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NURSING 254 ARTICLE CRITIQUE GRADING SHEET
Name________________________
Date submitted____________________
Total Points_______________________________
Review of Content (20) ____________________________________________________
Relevance of Findings (20) _________________________________________________
Specific N 254 Course Objective (10) ________________________________________
Purpose/Goal of the Article (10) _____________________________________________
Supports/Refutes Current Practice and Rationale (10) ____________________________
Student’s Opinion (minimum two ideas) (5) __________________________________
Grammar (4) _____________________________________________________________
Spelling (3) ______________________________________________________________
Organization (3) __________________________________________________________
APA format within text (4) _________________________________________________
APA format - Cover Sheet (3) ______________________________________________
APA format - Reference Page (3) ___________________________________________
Copy of article and search engine (5) _________________________________________
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NURSING 254 CARDIAC ASSIGNMENT
Select a client with a cardiac diagnosis such as CHF, MI, Acute Coronary Syndrome,
Unstable Angina, and Cardiomyopathy, Pericarditis or any other cardiac diagnosis. The
client may have more than one cardiac diagnosis and your paper should include all
cardiac diagnoses that are relevant. Write a three-to-four-page paper analyzing all
aspects described below. An organized paper that includes correct spelling, grammar, and
punctuation is expected in a college level paper. The paper must be submitted to your
clinical instructor on or prior to, the due date. The paper will be worth 100 points and
constitutes 2.5 % of your total grade. Include all sections listed below and submit the
Grading Sheet with the paper.
Situation
Describe the chief complaint and the situation surrounding the admission in a concise and
clear format. Discuss each diagnosis by clearly explaining the etiology and the
pathophysiology involved. Discuss cardiac risk factors of the client. Describe abnormal
findings from your physical assessment and how they relate to the disease process.
Interpretation of Data:
Discuss the hospital course as well as diagnostic data such as 12 lead EKG, cardiac
monitoring, cardiac enzymes, electrolyte profile and hemodynamic values if they are
available. Discuss any other tests as appropriate. Discuss the reason that the particular
test was ordered and the meaning of the test results.
Goals of treatment:
Based on current literature, discuss options of how this condition should be treated. Also
discuss if the treatment rendered could be described as evidence based practice.
Nursing diagnosis: Discuss the most important NANDA approved nursing diagnosis.
Collaborative Interventions and Rationale:
Discuss collaborative interventions and why they were ordered for the patient. Discuss if
the prescribed collaborative interventions were effective.
Evaluation:
Examine the existing nursing care plan of your client. Were the goals stated on the
nursing care plan met or unmet at the time you evaluated them? Would you change the
care plan in any way? You may include a copy of the clients care plan as an addendum to
your paper.
APA Format:
The paper is to be typed in APA format which includes double spacing, Times New
Roman, size12 font. APA format includes a cover sheet and a reference. Papers may not
exceed three pages, excluding the reference cited page and the cover sheet. A minimum
of two references must be cited.
17
NURSING 254 CARDIAC ASSIGNMENT GRADING SHEET
Name________________________
Date/s of care_____________________
Client Initials___________________
Date submitted____________________
Total Points_______________________________
Situation
(10)__________________________________________________________________
Interpretation of data
(20)_________________________________________________________________
Goal of treatment
(10)_______________________________________________________________
Nursing diagnosis (ACTUAL- NOT POTENTIAL/AT RISK)
(5)__________________________________________________________________
Collaborative Interventions and Rationale
(20)________________________________________________________________
Evaluation
(10)_________________________________________________________________
APA format
(5)___________________________________________________________________
Grammar
(10)__________________________________________________________________
Spelling
(5) ____________________________________________________________________
Organization
(3) __________________________________________________________________
Punctuation
(2)___________________________________________________________________
18
El Camino College
Nursing 254
Leadership and Management IA
Course Objectives:
1. Utilize the principles of leadership and management in providing nursing care of a
selected group of hospitalized clients.
2. Apply legal and ethical guidelines to the care of clients with multiple need
imbalances.
3. Execute nursing procedures according to established standards of critical care,
emergency, and disaster nursing.
Student Learning Objectives:
1. Identify current nursing practice issues: professional, ethical, and legal as well as
social and economic concerns.
2. Differentiate between the role of leadership styles: autocratic, democratic & laissezfaire, and their impact upon the organizational structure of a healthcare system.
3. Discuss the common theories of leadership:
a. Trait theory
b. Behavioral theory.
4. Compare selected theories of leadership and management and apply them to
leadership styles.
5. Compare and contrast the following patient care delivery systems:
a. Total Patient Care
b. Functional nursing
c. Team nursing
d. Primary nursing
e. Case management
6. Identify the principles of leadership that result in effective problem-solving and
conflict resolution.
7. Propose, then discuss a plan to resolve issues related to budgeting, risk management,
staffing, team management, quality improvement, performance improvement, and
networking utilizing leadership principles.
19
8. Discuss how economic change is affecting health care organizations and nursing
practice.
9. Compare and contrast the job descriptions of the following positions:
a. Director of Nursing
b. Unit Manager
c. Charge Nurse
d. Staff Nurse
e. Licensed Vocational/Practical Nurse (LVN/LPN)
f. Certified Nursing Assistant
g. Unit Secretary
h. Unlicensed Assistive Personnel
10. Compare and contrast various types of programs which prepare nursing students for
licensure in terms of:
a. Educational requirements
b. Potential for practice and advancement
11. Analyze the scope of nursing practice and binding regulations as defined by the
Board of Registered Nursing (BRN) pertaining to:
a. Clinical Nurse Specialist
b. Advanced Practice Nurses (certification programs – CRNA, CNM, NP)
c. Interim Permit (IP)
d. Licensed Vocational/Practical Nurse (LVN/LPN)
e. Unlicensed Assistive Personnel
12. Analyze appropriate delegation strategies and nursing liability by the registered nurse
to unlicensed assistive personnel.
13. Compare and contrast the advantages and disadvantages of varying shift reports,
including but not limited to:
a.
b.
c.
d.
e.
f.
Verbal
Written
Taped
Critical Pathways
Transfer Report
Walking Rounds
14. Analyze an evidence-based/research based article.
15. Demonstrate professional resume presentation.
20
N-254 LEARNING ACTIVITIES: LEADERSHIP & MANAGEMENT IA
Required Readings:
ERES PASSWORD FOR N 254: N25448
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis:
Mosby.
Tappen, S.A., Wise, S.A., & Whitehead, D.K. (2006). Essentials of nursing leadership
and management, (5th ed). Philadelphia: F.A. Davis Co.
Recommended Readings:
Gardner, J. (1990). On leadership. New York: The Free Press.
Keefe, S. (2006). Trading up to nursing. Advance for Nurses. 3(11), 23-24.
Keefe, S. (2006). Collaborative quest. Advance for Nurses, 3(24), 12-14, 42.
Lower, J. (2006). Transitioning to charge nurse. Advance for Nurses, 3(22), 15-17.
21
EL CAMINO COLLEGE
N254
Excretory Need IV
Course Objectives:
1. Apply the pathophysiologic concepts for selected renal disorders and utilize the
nursing process in the provision of nursing care.
2. Apply the principles of pharmacology in the care of clients with multiple need
imbalances.
3. Correlate laboratory values with the appropriate nursing interventions for clients
with multiple need imbalances.
4. Apply nursing care to a group of clients in both intensive care units and the
emergency room with multiple need imbalances.
Student Learning Objectives:
1. Review the physiology of the renal system and the principles of osmosis, diffusion,
filtration, ultra-filtration, and the effects of hypertonic, hypotonic, and isotonic
solutions.
2. Analyze renal hemodynamics in relation to renal function.
a. Autoregulation
b. Neural control
c. Hormonal control
3. Discuss gerontological considerations related to the care of the client with renal
dysfunction with an emphasis on:
a. Physiologic changes
b. Pharmacological factors
4. Explain and interpret results of the most commonly used diagnostic procedures and
laboratory tests in determining urinary/renal functioning, related nursing care, and the
interpretation of abnormal findings for the following:
a.
b.
c.
d.
e.
f.
BUN/Creatnine
Chem panel
Intravenous pyelogram
Cystocopy
Urine analysis with culture and sensitivity
24-hour urine collection
22
5. Compare and contrast commonly occurring pathophysiological causes which can
result in acute renal failure:
a. Prerenal
b. Intrarenal
c. Postrenal
6. Differentiate between acute renal failure (ARF), chronic
renal failure (CRF), and end stage renal disease (ESRD).
7. Identify and discuss the etiology, pathophysiology, clinical manifestations (skin, fluid
balance, V/S, neurological changes), medical management, nursing diagnosis and nursing
interventions for the following:
a. Acute renal failure
b. Chronic renal failure (anemia/uremia)
c. Glomerulonephritis
d. Nephrotic Syndrome
e. Pyelonephritis
f. End Stage Renal Failure
8. Compare and contrast laboratory values, clinical signs and symptoms, and nursing
interventions for each of the following:
a. Sodium-deficit/excess
b. Potassium-deficit/excess
c. Phosphorus-deficit/excess
d. Calcium-deficit/excess
e. Magnesium-deficit/excess
f. ABGs
g. Blood Urea Nitrogen (BUN)
h. Creatinine
i. CBC/anemia/erythropoetin
9. Differentiate between the following modes of renal dialysis:
a. Hemodialysis
b. Peritoneal dialysis
10. Formulate nursing diagnosis with goals and interventions for the adult/older adult
experiencing:
a. Hemodialysis
i. CRRT
ii. CVVH
iii. CVAH
b. Peritoneal dialysis
23
11. Differentiate between varying venous access devices:
a. Arteriovenous Shunt
b. Arteriovenous Graft
c. Arteriovenous Fistula
d. Subclavian/Femoral Venous Catheter
12. Discuss principles, complications, and nursing management of:
a. Arteriovenous Shunt
b. Arteriovenous Graft
c. Arteriovenous Fistula
d. Subclavian/Femoral Venous Catheter
13. Evaluate and discuss the following dietary needs for clients with acute and chronic
renal failure:
a. Carbohydrate
b. Protein
c. Fat
e. Electrolytes (especially sodium and potassium)
f. Fluid intake
g. Vitamins and minerals
14. Differentiate common medications used in the treatment of clients with renal failure:
a. Phosphate binders
b. Anticoagulants
c. Epogen (EPO)
15. Explain the pharmacological management of medication in clients undergoing
dialysis:
a. Pre dialysis
b. Post dialysis
16. Identify community resources available for clients with chronic renal failure and end stage
renal disease (ESRD).
17. Prioritize nursing interventions related to abnormal findings of laboratory tests and
diagnostic procedures for clients with renal disorders.
24
N-254
LEARNING ACTIVITIES: EXCRETORY NEED IV
Required Readings:
Dudek, S. (2006). Nutrition handbook for nursing practice (5th ed.). Philadelphia:
Lippincott.
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis:
Mosby
Recommended Readings:
Astle, S. (2005) Restoring electrolytes balance, RN 2005, 68(5), 34-39.
Campbell, D. (2003). How acute renal failure puts the breaks on kidney function, Nursing
2003, 33(1), 64.
Campoy, S. & Elwell, R. (2005). Pharmacology and CKD: How chronic kidney disease
and its complications after drug response, AJN, 105(9), 60-71.
Castner, D. & Douglas, C. (2005). Now onstage: Chronic kidney disease, Nursing 2005,
35(12) 58-63.
Hudson, S.B. (2005). Chronic kidney disease: An overview, AJN, 105(2), 40-47.
Hurley, M.L. (2003). The latest hypertension guide, Nursing 2003, 66(8), 43-45.
King, T. & Solo, M.L. (2005). Preventing renal complications from the use of contrast
agents: Focus on at-risk patients, AJN 105(11), 72AA-72EE.
Legg, V. (2005). Complications of chronic kidney disease, AJN, 105(6), 40-49.
McCarley, P.B. & Salari, P.B. (2005). Cardiac disease in chronic kidney disease, AJN,
105(4), 40-52.
Thomas-Hawkins, C. & Zazworsky, D. (2005). Self-management of chronic kidney
disease, AJN, 105(10), 40-48.
Zabat, E. (2003). When your patient needs peritoneal dialysis, Nursing 2003, 33(8), 5254.
1. Acute renal failure, www.jama.com.
2. Anemia in kidney disease and dialysis, www.kidney.org
25
Selected websites:
www. aakp.org; www.ajn.com; www.rnweb.com
www.annanurse.org; www.jama.com; www. Kidneyschool.org
www. Nephron.com; www. Kidney.org; www.nursing2008.com
2. Audio-Visual Materials:
NURS444V04 Living without kidneys
NURS148VO1 Feeling good with peritoneal dialysis. VHS522
NURS200VO1 Enjoying life with peritoneal dialysis
3. CD’s: NURS521R01 Acid Base Balance: Making sense of pH
NURS535Y01 Fluids & Electrolytes in the adult Part 1
NURS535Y01 Fluids & Electrolytes in the adult Part 2
4. Soft ware: NURS480S01 Renal System: AACN Critical Care
5. Case Studies & Small Group Discussion; A Patient with Acute Renal Failure and A
Patient with Chronic Renal Failure
6. Clinical laboratory
6.1 Care for patients with acute or chronic renal failure
6.2 Discussion re: Dialysis
7. Other:
7.1 Renal worksheets for objectives
7.2 Renal study questions
7.3 Renal notes.
EVALUATION:
Theory: Multiple-choice exam with fill-in the blank and five math calculations.
26
EL CAMINO COLLEGE
NURSING 254
O2CO2 NEED IV A
Course Objectives:
1. Apply the pathophysiologic concepts for selected respiratory disorders and utilize
the nursing process and the provision of nursing care.
2. Apply the principles of pharmacology and the care of clients with multiple need
imbalances.
3. Correlate laboratory values with the appropriate nursing interventions with clients
with multiple need imbalances.
4. Apply nursing care to a group of clients in both intensive care units and the
emergency room with multiple need imbalances.
Student Learning Objectives:
1. Review the functional anatomy of the pulmonary system and the process involved
in oxygenation.
2. Differentiate between the physiologic mechanisms of pulmonary gas exchange,
pulmonary circulation, and control of ventilation.
3. Evaluate the effects of the aging process on the O2-CO2 exchange and analyze
gerontological considerations related to the care of the aging client with
respiratory dysfunction.
a. Pharmacological factors
b. Nutritional factors
c. Basic Needs
d. Activity level
4. Interpret lab results, develop nursing diagnosis, and prioritize nursing care of
clients with abnormal findings:
a.
b.
c.
d.
e.
f.
Arterial Blood Gases (ABGs)
Pulse Oximetry
Chest X-ray
Blood and sputum cultures
Bronchoscopy
Pulmonary function tests (PFTs)
27
g.
h.
i.
j.
Thoracentesis
Lung scan
VQ scan
Pulmonary angiography
5. Evaluate the causes, compensatory mechanisms, and collaborative management of
the client with the following acid-base disorders:
a. Respiratory Acidosis
b. Respiratory Alkalosis
c. Metabolic Acidosis
d. Metabolic Alkalosis
6. Discuss the etiology, clinical manifestations, goals of treatment, complications,
nursing management, and health teaching for the client experiencing one of the
following conditions:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Pneumonia (consolidation)
Pleural effusion
Pneumothorax
Acute Respiratory Distress Syndrome (ARDS)
Pulmonary Embolism
Pulmonary Edema
Pleurisy
Oxygen toxicity
Hypoxia/Hypoxemia
7. Discuss the action, side effects, and nursing responsibilities of each of the
following drug classifications in clients experiencing an O2/CO2 deficit.
a.
b.
c.
d.
e.
f.
g.
Antihypertensives
Antiarrhythmics
Anticoagulants
Bronchodilators
Thrombolytics
Diuretics
Peak and trough
8. Evaluate the medical indications for use, potential complications, safety factors,
and nursing interventions in caring for a client with:
a. Chest tubes
i. Dry
ii. Wet
b. Oxygen therapy (high & low flow methods)
28
c. Artificial airways
i. Endotracheal tubes
ii Tracheostomy – cuffed vs uncuffed
iii Postive pressure mechanical ventilator
iv Closed suctioning
9. Discuss the rationale for use of the ventilator as well as the role of the registered
nurse and the respiratory therapist when caring for clients with the following:
a.
b.
c.
d.
e.
f.
Controlled Mechanical Ventilator (CMV)
Assist-Control (AC) or Assisted Mandatory Ventilation (AMV)
Intermittent Mandatory Ventilation (IMV)
Synchronized IMV (SIMV)
Positive end-expiratory pressure (PEEP)
Continuous positive airway pressure (CPAP)
10. Compare methods used for weaning a client from mechanical ventilation.
11. Describe and prioritize nursing care for weaning a client from mechanical
ventilation.
12. Identify community resources available for persons with chronic respiratory
problems.
13. Evaluate and discuss the dietary needs of clients with respiratory dysfunction:
a.
b.
c.
e.
f.
g.
h.
Carbohydrate
Protein
Fat
Electrolytes (especially sodium and potassium)
Fluid intake
Vitamins and minerals
Tube feeding
29
LEARNING ACTIVITIES: (O2-CO2 NEED IVA)
Required Readings:
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis:
Mosby.
Recommended Readings
Astle, S. (2003). Bedside tracheostomy: A step by step guide, RN, 66(10), 41-45.
Bixby, M. (2005). Cardiac pulmonary edema, Nursing 2005, 35(5), 56-60.
Carroll, P. (2005). Keeping up with mobile chest drains, RN, 68(10), 26-31.
Day, M. (2005). Pulmonary embolism, Nursing 2005, 35(9), 88.
Koschel, M.J. (2004). Pulmonary embolism, AJN, 104(6), 46-50.
Lindgren, V.A. & Ames, N.J. (2005). Preventions on mechanical ventilation,
AJN, 105(5), 50-60.
Manno, M.S. (2005). Managing mechanical ventilation, Nursing 2005, 35(12), 36-41.
Parchinsky, C. (2006). Go with the flow of chest tube therapy, Nursing 2006, 36(3), 41.
Pruitt, B. & Jacobs, M. (2006). How can you prevent ventilator-associated
pneumonia?, Nursing 2006, 36(2), 36-41.
Pruitt, B. & Jacobs, M. (2005). Caring for a patient with asthma, Nursing 2005, 35(2),
48-51.
Selected websites:
www. Nursingcenter.com; www.aacn.com; www.rnweb.com
www.ajn.com; www.trauma.org
2. Audio-Visual Materials:
NURS184VO1 V Chest Drainage
NURS 690.7
V Closed Chest Drainage
NURS201VO1 V Clinical Aspects of Chest Drainage
NURS157VO1 V Airway Management: Chest Tubes and Patient System
30
NURS176VO1 V Emergency Airway Problems
NURS196VO1 V Mechanical Ventilation
NURS151VO1 V Acute Respiratory Care: Mechanical Ventilation
NURS303VO1 V High Tech Skills in Nursing: Pulse Oximetry
NURS296S01 S Respiratory Diseases and Disorders
(TB, Pneumonia, Emphysema, others)
NURS458V01
Chest tube drainage High tech skills
3. CD’s: NURS521R01 Acid Base Balance: Making sense of pH
NURS103Y01 Auscultation of normal breath sounds
NURS651Y01 Chest tubes & Chest drainage System V5.3
4. Media/skills Laboratory: Chest tubes, Tracheostomy
5. Group Discussions & Case Studies---to be arranged on the first day of respiratory
lecture
6. Clinical Laboratory: Care for patients with acute or chronic respiratory failure
Care for patients who have chest tube, tracheostomy, endotracheal tube, and
ventilator assistance.
7. Other: Worksheet for Arterial Blood Gases
Worksheet for Respiratory Diagnostic Tests
Self Study Guides:
1. Patient with Chest Tubes
2. Oxygen Toxicity and ARDS
3. Patient with Pneumonia
4. Patient with Pulmonary Embolus
5. Patient with a ventilator
EVALUATION
Theory: Multiple choice exam with fill-in the blank and five mathematical calculations
31
EL CAMINO COLLEGE
NURSING 254
O2CO2 NEED IVB
Course Objectives:
1. Apply the pathophysiologic concepts for selected cardiovascular disorders and
utilize the nursing process and the provision of nursing care.
2. Apply the principles of pharmacology and the care of clients with multiple need
imbalances.
3. Correlate laboratory values with the appropriate nursing interventions with clients
with multiple need imbalances.
4. Apply nursing care to a group of clients in both intensive care units and the
emergency room with multiple need imbalances.
Student Learning Objectives:
1. Describe basic components of a cardiac assessment
2. Describe the normal anatomy of the cardiac system, the flow of blood through the
cardiac cycle and associated normal heart sounds.
a. S1
b. S2
3. Correlate the normal conduction system of the heart in relation to the cardiac
cycle.
4. Identify the waves and intervals of the cardiac cycle:
a. PR interval
b. QRS interval
c. ST segment
d. R to R interval
e. T wave.
5. Identify the following rhythms/dysrhythmias and describe clinical symptoms:
a. Normal sinus rhythm (NSR)
b. Sinus bradycardia
c. Sinus tachycardia
d. Presence/absence of P wave
32
e. Atrial Fibrillation/Atrial flutter
f. First, second, and third degree atrioventricular block
g. Paced rhythm
h. Premature ventricular contraction (PVC)
h. Asystole
i. Ventricular tachycardia
j. Ventricular fibrillation
k. Asystole
6. Differentiate between normal and abnormal heart sounds and explain the clinical
significance of :
a. Physiologic Split S2
b. S3
c. S4
d. Murmurs
e. Friction rub
7. Explain how these factors affect cardiac output:
a. Preload
b. After-load
c. Contractility
d. Heart rate
e. Stroke volume
8. Compare and contrast normal anatomy and physiology of the cardiovascular system
with pathological changes that occur with the following:
a. Diabetes
b. Angina Pectoris (stable & unstable)
c. Myocardial Infarction (MI)
d. Heart Failure (ventricular)
e. Coronary Artery Disease/Acute Coronary Syndrome
f. Cardiac Valve Problems
g. Cardiac Inflammatory Problems
h. Cardiomyopathy
33
9. Describe the causes, clinical manifestations, nursing diagnosis with interventions,
goals of treatment, diagnostic tests, and complications for the following:
a. Diabetes
b. Angina Pectoris (stable & unstable)
c. Myocardial Infarction (MI)
d. Heart Failure (ventricular)
e. Coronary Artery Disease/Acute Coronary Syndrome
f. Cardiac Valve Problems
g. Cardiac Inflammatory Problems
h. Cardiomyopathy
10. Differentiate between the signs and symptoms, EKG changes, and the nursing and
medical interventions of angina and myocardial infarction.
11. Describe invasive treatments for Coronary Artery Disease including nursing
diagnosis, goals of treatment, and complications
a. Coronary Artery Bypass Graft (CABG)
b. Percutaneous Transluminal Coronary Angioplasty (PTCA)
12. Contrast modifiable versus non modifiable cardiac risk factors and nursing
implications:
a. Smoking
b. Weight
c. Sex
d. Culture
e. Exercise
f. Hypertension
g. Diabetes
13. Discuss aspects of health teaching relevant to clients with cardiovascular diseases.
a. Diet
b. Activity
c. Medication
d. Stress Management
34
14. Evaluate and discuss the following dietary needs for client with cardiovascular
disease:
a. Carbohydrates
b. Protein
c. Fat
d. Electrolytes
e. Fluids
f. Minerals
15. Evaluate the significance of the following labs:
a. SGOT/SGPT
b. CPK/CPK-MB
c. Troponin
d. LDH
e. PTT/PT
f. Potassium
g. Lipid panel
h. b-type naturetic peptide (BNP)
i. High Sensitivity C-Reactive Protein (HSCRP)
16. Discuss the importance of monitoring serum potassium levels for the clients
receiving potassium and diuretics.
17. Categorize the following classes of drugs related to the action, side effects, and
nursing responsibilities of each for the following drugs:
a. Cardiac Glycosides (digitalization, digoxin toxicity)
b. Antihypertensives
c. Antithrombolitic/Anticoagulant/Antiplatelet:
e. Antianginal
f. Diuretics
g. Antiarrythmics
35
18. Discuss the clinical significance of the following hemodynamic measurements:
a. Heart Rate
b. Blood Pressure
c. Right Atrial Pressure/Central Venous Pressure
d. Pulmonary Capillary Wedge Pressure
e. Systemic Vascular Resistance
f. Cardiac Output
g. Cardiac Index
19. Compare the different types of pacemakers:
a. Demand
b. Fixed
c. Automatic Internal Cardiac Defibrillator (AICD)
20. Identify gerontologic considerations related to the care of the elderly with
cardiovascular disorders, including, but not limited to:
a. Physiologic changes
b. Pharmacological factors
21. Identify community resources available for persons with cardiovascular disorders.
36
N-254
LEARNING ACTIVITIES: O2-CO2 NEED IVB
Required Readings:
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis: Mosby.
Dudek, S. (2007) Nutrition handbook for nursing practice (5th ed.), Philadelphia:
Lippincott. Chapter 18.
Recommended Readings:
Bixby, M. (2005). Turn back the tide of cardiogenic pulmonary edema, Nursing
2005, 35(5), 56-60.
Brock, C. M. (2005). A closer look at Caduet: The new generation of combination
treatment, Advance for Nurse Practitioner, 13(1), 31-33.
Brown, H. (2005). Cardiac tamponade, Nursing 2005, 35(3). 88.
Bruce, J. (2005). Getting to the heart of cardiomyopathies, Nursing 2005, 35(8), 44-47.
Cheek, D. J. (2006). New respect for the member endothelium, Nursing 2006, 36(3) , 4447.
Cheng, S.L. (2005). Treating HTN crisis: How low? How fast?, RN, 68(6), 37-42.
Craig, K.J. (2006). How to provide transcutaneous pacing, Nursing 2005, 35(10), 52-53.
Craig, K.J. (2006). Heart attack, Nursing 2006, 36(5), 43.
Craig, K.J. (2006). Understanding the new AHA guidelines, part III, Nursing
2006, 36(6), 52-53.
Dulak, S. B. (2005). In–hospital CPR: Building on success, RN, 68(7), 53-57.
Dulak, S.B. (2004). PA Catheter refresher course, RN, 66(4),
Hadaway, L.C. (2006). Keeping central line infection at bay, Nursing 2006, 36(4), 58-63.
Hansen , C. (2006). From fish to flaxseed: Reducing cardiac risk with Omega-3
Fatty Acids, Advance for Nurse Practitioner, 14(5), 51-53.
Holcomb, S. (2002). Code blue: A closer look. RN, 65(8), 36-40.
Juarez, P. (2005). Safe administration of IV infusions: Part I-the dos and the don’ts,
AJN, 105(9), 72AA-72FF.
37
Kennedy, M.S. (2005). Mechanical reperfusion beneficial 12 to 24 hours after MI: A
German study finds that viable myocardium may be salvaged, AJN, 105(9), 21.
Kennedy, S. M. (2005). Antihypertensive treatment and race: Diuretics
maintain their position as first line treatment, AJN, 105(7), 21.
Llackey, S. A. (2006). Suppressing the scourge of AMI, Nursing 2006, 36(5), 36-42.
Marjaana, M. (2003). Assessing cardiovascular status, Nursing 2003, 33 (1), 56-58.
Metules, T. (2005). Unstable angina: Is your care up to snuff? RN, 68(2), 22-28.
Morgan, E. (2006). Pericardial Tamponade”, Nursing 2006, 36(2), 88.
Oliver, B. (2005). How drug-eluting stents keep coronary blood flowing, Nursing
2005, 35(2), 36-42.
Ostrenga, A. (2005). A new selective Aldosterone antagonist: Inspra’s role in
hypertension and post- MI heart failure, Advance for Nurse Practitioner, 13(1), 34-37.
Sally, B.D. (2004). Heart disease, RN, 67(11), 42-48.
Sample, S. (2005). Left ventricular assist devices, RN, 68(11), 46-52.
Shawn, K. M. (2005). Advances in treating atrial fibrillation: New research
on self-medication and catheter ablation, AJN, 105(3).
Tacceta, M. (2005). Radiofrequency catheter ablation, RN, 69(10), 40-45.
Todd, B.A. (2005). Recognizing aortic and mitral valve disease, Nursing 2005, 35(6), 58-64.
Yeo, T. & Berg, N. (2004). Counseling Patients with Implanted Cardiac Devices, Nurse
Practitioner, 29(12) 58-65.
Audio-Visual Materials:
2.3 NURS363VO1 Arterial Lines
2.5 NURS437VO1 Congestive Heart Failure// Nursing Management
2.7 NURS477VO3 Coronary Artery Disease// By Pass Surgery: D.O.S. & Postoperative Care
2.9 NURS169VO1 Multilumen Central Venous Catheters, VHS 545.
3. CD’s:
NURS590Y01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
NURS438Y01 MEDI.SIM MULTIMEDIA: Cardiac Rhythm Recognition
4. Software’s:
NURS482S01 Cardiovascular System II: Cardiomyopathy
38
NURS486S01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
NURS487S01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
NURS488S01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
NURS489S01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
NURS490S01 Clinical Simulations in Emergency Nursing: Cardiac Emergency
5. Media/Skills Lab: Pulmonary Artery line set-up
6. Clinical Laboratory : EKG interpretation
7. Other
See general guidelines for assignments: One cardiac assignment
EVALUATION
Theory: Multiple choice examination - all objectives
39
EL CAMINO COLLEGE
NURSING 254
PHYSICAL INTEGRITY IVA
Course Objectives:
1. Apply the pathophysiologic concepts for clients with alteration of multiple
systems imbalances and utilize the nursing process and the provision of nursing care.
2. Apply the principles of pharmacology and the care of clients with multiple need
imbalances.
3. Correlate laboratory values with the appropriate nursing interventions with clients
with multiple need imbalances.
4. Apply nursing care to a group of clients in both intensive care units and the
emergency room with multiple need imbalances.
5. Evaluate clinical findings and the rationale for intervention in planning nursing
care for a selected group of clients with multiple need imbalances.
Student Learning Objectives:
1. Compare the collaborative care, pathophysiology, drug therapy, and nutritional
needs of the multiple organ dysfunction syndrome (MODS) client in different
types of shock.
a.
b.
c.
d.
e.
Cardiogenic
Hypovolemic
Anaphylactic
Neurogenic
Septic
2. Identify etiology, pathophysiology, clinical manifestations, and collaborative
management of clients experiencing varying forms of trauma
a. Blunt
b. Penetrating
c. Spinal cord injury
3. Define and explain the clinical manifestations and management of multiple organ
dysfunction syndrome (MODS) by body system:
a. Cardiovascular
b. Central nervous system (CNS)
c. Gastrointestinal (GI)
40
d. Hepatic
i. Hepatic failure
ii. Cirrhosis
e. Renal
f. Respiratory
g. Burns
h. Disseminated intravascular coagulation (DIC)
4. Discuss common assessment and diagnostic test findings for MODS (multisystem failure, utilizing the sequential organ failure assessment (SOFA).
5. Formulate nursing diagnosis with goals and interventions for clients with multiple
organ dysfunction syndrome (MODS).
6. Discuss the role of the emergency room nurse in the delivery of client care.
7. Discuss the various functions of the registered nurse during a code blue.
8. Explain the pathophysiology, assessment and collaborative care of selected
environmental emergencies:
a. Thermoregulation
b. Near-drowning
c. Bites (snake, animal, and human)
41
N-254
LEARNING ACTIVITIES: PHYSICAL INTEGRITY IVA
Required Readings:
Corwin, E. (2007). Handbook of pathophysiology. (3rd ed.). Philadelphia, PA:
Lippincott.
Farwell, L. (2006). Cardiogenic shock. Advance for Nurses. 3(11), 15-17.
Kleinpell, R. M. (2006). Surviving sepsis. Advance for Nurses, 3(19), 13-16.
Laskowski-Jones, L. (2002). How to manage spleen trauma without trauma, Nursing
2002, 32(1), 36-41.
Penharlow, C. & Spader, C. (2005). Liver function tests: Pieces of a complex diagnostic
puzzle. Nurseweek, 18(3), 25-27. www.nurseweek.com
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis:
Mosby.
Recommended Readings:
Campbell, D. (2003). How acute renal failure puts the breaks on kidney function,
Nursing 2003, 33(1), 64.
Chavez, J.A. & Brewer, C. (2002). Stopping the shock. RN, 65(9), 30-34.
Cole, E. (2004). Assessment and management of the trauma patient. Nursing Standard,
18(41), 4551.
Eckeret, K.L. (2005). Penetrating a blunt abdominal trauma. Critical Care Nursing
Quarterly, 28(1), 41-59.
Kleinpell, R. M. (2005). Working out the complexities of severe sepsis. The Nurse
Practitioner, 30(4), 43-48.
Shafi, S. & Kauder, D.R. (2004). Fluid resuscitation and blood replacement in patients
with polytrauma. Clinical Orthopaedics and Related Research, 1(422), 37-42.
Welsh, D.J., Heiser, R.M., Schooler, M.P. et al. (2002). Characteristics and treatment of
patients with heart failure in the emergency department. Journal of Emergency
Nursing, 28(2), 126-131.
AUDIO VISUAL:
1. Trauma Nursing Part I (NURS 368V01); Trauma Nursing Part II (NURS369V01)
42
EL CAMINO COLLEGE
NURSING 254
LEADERSHIP & MANAGEMENT I B
Course Objectives:
1. Prioritize nursing interventions for the victims of a disaster.
2. Execute nursing procedures according to established standards of critical care,
emergency, and disaster nursing.
Student Learning Objectives:
1. Discuss the role of the nurse in a disaster:
a. Before disaster hits
b. During a disaster
c. After disaster hits
2. Describe how local/state/federal agencies and organizations might respond to a
disaster.
3. Identify the impact of disasters on the delivery of nursing care:
a. American Red Cross (Disaster Health Services)
b. World Health Organization (WHO)
c. Profile of disaster
d. Stages of disaster
e. Triage
4. Identify the community resources and coordination of health care services
required during disasters.
a. Natural (List supplies to be kept on hand and nursing interventions to be
implemented pre/post earthquake or any other natural disaster
b. Human-related
43
N-254 LEARNING ACTIVITIES: LEADERSHIP & MANAGEMENT B (Required)
American Red Cross, (2004). Develop Nursing Students’ disaster competency by
working with the American Red Cross
www.redcross.org/images/pdfs/StudentNursesCompetency.pdf
Causer, C, & Guterl, G.O., James, E. & Saunders, K. (2006). Are we ready? Advance for
nurses, 3(19), 19-22. www.advanceweb.com (9/4/06)
Habel, M. (2006). RN’s shelter victims of disaster, Nurse Week, 1918, 15-17.
www.nurse.com
Kilpatrick, J. (2002). Nuclear attacks. RN, 65(5), 46-51.www.rnweb.com
Michael, J.E. (2002). Is it patient abandonment – or not? RN, 65(8), 67-70.
www.rnweb.com
Phipps, W. J., Monahan, F. D., Sands, J.K., Marek, J.F., Neighbors, M., & Green, C.
(2007). Medical-surgical nursing health and illness perspectives (8th ed.). St. Louis: Mosby.
Steinhauer, R. (2002). The emergency management plan. RN, 65(6), 40-45.
www.rnweb.com
Wilshire, L., Hassmiller, S.B., & Wodicka, K.A. (2004). Disaster preparedness and response for nurses.
www.nursingsociety.org/education/case-studies/SP0004.html
Duhon, J.L. (2006). When organs fail one by one. RN, 69(5), 44-49.
Recommended Readings:
Keefe, S. (2006). VA polytrauma units. Advance for Nurses, 3(11), 21-22.
Chaffee, M. (2006). Making the decision to report to work in a disaster. AJN, 106(9),
106-109.
Patterson, K. (2006). Echoes of disaster. Nurseweek, 19(18), 8-9. www.nurseweek.com
Persell, D.J., Arangie, P., Young, C., Stokes, E.N., Payne, W.C., Skorgap, P. & GilbertPalmer, D. (2002). Preparing for bioterrorism. Nursing 2002, 32(2), 36-43.
Woods, A. (2002). New threat from an ancient microbe: Anthrax. Nursing 2002, 32(1),
44-45.
44
Appendix A
NURSING 254
ANECDOTAL CLINICAL NOTES
Name:______________
SPRING/FALL 20_______
SECTION # ____________
CLINICAL AGENCY:_____________
INSTRUCTOR:__________________
Upon completion, the anecdotal notes accurately reflect the student’s perspective of the
clinical experience. They must be completed at the end of the rotation, in addition to the
clinical evaluation tool in order to successfully complete Nursing 254. Use each category
to note how you evidenced safe, professional care that was based on scientific principles.
Please respect HIPPA guidelines by utilizing initials only for patient identifier. Do not
include patients’ names or room number. Include clinical behaviors you routinely
implemented to verify compliance. This form is to be utilized for the entire clinical
rotation. Students are to make weekly entries on the anecdotal notes.
The completed form is to be submitted to your clinical instructor at the
end of the course.
Role as provider of care:
ASSESSMENT
1.
Obtain data through the assessment of the patient
2.
Collect additional data relating to the patient from family, significant others,
health care records, health care members, and other resources
3.
Identify changes in health status that after the patient’s ability to meet needs
4.
Contributes the information to a data base and/or NCP
DIAGNOSIS
1.
Identify actual or potential health care needs on the basis of assessment
2.
Select nursing diagnosis on the basis of analysis and interpretation of data
45
PLAN
1. Establish priorities for care with recognition of patient’s diagnosis and needs
2. Develops a care plan incorporating data related and spiritual beliefs and
physiological, psychosocial, developmental needs and strengths
3. Collaborates with other health team workers in the development of individualized
teaching plans that include health counseling, discharge planning, and
implementation of therapeutic regimen
4. Support patient’s right to make decisions regarding care
IMPLEMENTATION
1. Implements a care plan according to priority of goals
2. Initiates nursing interventions in response to patient’s needs
3. Adjusts priorities for nursing interventions as patient situations changes
4. Demonstrate safe performance of nursing skills
5. Provides for physical safety of the patient
6. Promotes and environment conductive to maintenance or restoration of the
patients ability to carry out activities of daily living
7. Supports the rehabilitation potential of the patient
8. Administrates and monitors the prescribed medical regimen for the patient
undergoing diagnostic tests and/or therapeutic procedures
46
9. Promotes psychological safety of the patient
10. Demonstrates caring behavior in providing nursing care
11. Utilizes communication techniques that assist the patient, family, and significant
others to cope with and resolve problems
12. Accurately communicates verbally and in writing patient behaviors, responses to
nursing interventions, and responses to medical regimen
13. Implements teaching plans that are specific to the patients level of development,
knowledge, and learning needs
14. Assist in providing for the continuity of care in the management of chronic health
needs
EVALUATION
1. Determines the effects of nursing interventions of the status of the patient
2. Participates with the patient. Family, significant others, and members of the health
care team in the evaluation of the patient progress toward goals
3. Revises the care plan as needed
ROLE AS A MEMBER OF CARE
1. Establishes priorities of nursing care for a group of 3-5 patients
2. Function as an effective team member with other health care workers
3. Assists other member of the health care team in a collegial manner
47
4. Utilizes appropriate channels of communication to accomplish goals related to
delivery of patient care
5. Assists in providing the continuity of care within the health care agency
6. Serve as a advocate for clients
7. Seeks assistance from other members of the health care team when a situation
encountered is beyond the students knowledge and experience
8. Practices nursing care in a cost effective manner
ROLE AS A MEMBER WITHIN THE DISCIPLINE OF NURSING:
1. Practices within the ethical and legal framework of nursing
2. Maintains confidentiality of information regarding patients
3. Communicates truthfully and accurately in verbal and written form the patients
behavior and responses to interventions
4. Reports concerns regarding quality of care to the appropriate person
5. Uses information from cultural literature to provide safe nursing care
6. Uses constructive criticism and suggestions for improving nursing practice
48
APPENDIX B
El Camino College Library
A Brief Guide to Citing Sources in the APA Style
May, 2005
Prepared by the Reference Desk Staff at the Schauerman Library
This guide offers a brief explanation of how to prepare a bibliography, or “reference list,”
in the APA (American Psychological Association) style.
• The reference list cites only the works you have used in your paper.
• Works are listed alphabetically by author, and each entry includes these
elements: author, year of publication, title and publishing data.
• The list must be double-spaced. New entries begin at the left-hand margin with
subsequent lines for the same entry indented one-half inch, or five typed spaces.
This guide is based on the Publication Manual of the American Psychological
th
Association (5 ed.). Please refer to the Publication Manual for further and more
complete information.
Schauerman Library Location: REF BF 76.7 P83 2002
To cite books by one author
McDougal, F. J. (2003). Adventures in communal psychotherapy: Selected texts for the
nd
beginning student (2 ed.). Longmont, CO: Ethan and White.
The author’s name is reversed for alphabetizing: last name first, followed by initial(s).
Capitalize the first word in the title, the first word after a colon in the title, and any proper
names. Italicize the title, but not any edition statement, which follows the title in
parentheses.
Publication information: Give the city, and the two-letter postal abbreviation for the
state, for publishers in the United States. Give the city and country for publishers outside
of the United States. Major cities well known for publishing (New York, London,
Amsterdam, etc.) may be listed without state or country abbreviation. If two or more
publisher locations are listed, give the one listed first. Give the publisher’s name in as a
brief a form as possible, omitting words such as “Co.,” “Inc.”, or “Publishers.” Include the
words “Books” and “Press.”
Book by two or more authors, and two books by the same author
Chu, W., Wang, J., & Li, A. (1993). China and America in the next century: Possibilities
and perils. Los Angeles: Far East.
All authors’ names are inverted. Give surnames and initials for all authors. Precede the
last author with an ampersand (&). For two or more works by the same author, arrange
by date:
Chu, W. (1993).
Chu, W. (1995).
Book by a group (corporate) author
Los Angeles Olympic Organizing Committee. (1984). Official Olympic souvenir
program: Games of the XXIIIrd Olympiad. Los Angeles: The Committee.
Always use the full, official name of the group author, and alphabetize by the first
significant word.
49
Book with no author
Camping on the Coast without a permit. (1972). Santa Barbara, CA: Home Grown Press.
If there is no author given for a work, alphabetize the entry by the first significant word in
the title.
Book with an editor or translator
Cheng, D. (Ed.). (2002). Math basics for college success. Redondo Beach, CA: Strand
Press.
Teufelsdroch, D. (1995). Amoral certainties (A.S. Puterbaugh, Trans.). London: Glass
House.
(Original work published 1860).
Treat an editor as an author and invert the name, adding “Ed.” (or “Eds.”) in
parentheses. Translators’ names are listed in parentheses after the title in normal order:
first and middle initials, surname, and then the abbreviation “Trans.” for translator.
Work from an Opposing Viewpoints book
Richman, S. (2000). There is no right to health care. In J.D. Torr (Ed.), Health care:
Opposing viewpoints (pp. 35–46). San Diego: Greenhaven Press.
Include the editor(s), title of the Opposing Viewpoints book, and the page numbers of the
article. The year (2000) refers to the publication date for the book, not the original article.
Work from a Taking Sides book
Adams, R.E. (2000). Transformations: The classic Maya collapse. In J.R.Mitchell &
H.B.Mitchell (Eds.), Taking sides: Clashing views on controversial issues in
world civilizations (pp.118-124). Guilford, CT: Dushkin/McGraw.
PERIODICAL LITERATURE
Newspaper article
Hotz, R. L. (2003, January 23). Walking on air over “incredible discovery”: Scientists say
four-winged dinosaur may be long-sought link to birds. Los Angeles Times, pp. A1, A6.
Give the year, followed by the month and day of publication. Do not italicize the title or
put quotation marks around it. Capitalize all of the major words in the newspaper’s
name. Precede page numbers with “p.” or “pp.” If an article does not appear on
continuous pages, give all the page numbers, separated by commas (e.g. pp. B1, B3, B5
-7).
Magazine article
Poniewozik, J. (2000, April 17). A modern Jurassic family: Discovery’s digital dinos mix
fact and guesswork. Time, 155, 80.
Do not abbreviate the month. Include the volume number in italics following the
magazine’s name and before the article’s page number(s). Note the page numbers only.
Do not include “p.” or “pp.”
50
A journal article with continuous pagination
Kerr, R. A. (2002). A little respect for the asteroid threat. Science, 297, 1785-6.
Include the volume number in italics following the title of the journal and before the page
number(s). Note pages only. Do not include “p.” or “pp.”
An article with two authors in a journal that pages each issue separately
Harris, B. & Sailor, M. (2003). Rap and the bardic tradition: Some observations. Journal
of Communication Studies, 24 (3), 80-102.
Invert both authors’ names, and put the issue number--not italicized--in parentheses
following the volume number.
REFERENCE WORKS
To cite an entire encyclopedia or dictionary
th
Blackpoole, A. (Ed.). (2003). Encyclopedia of alternative psychology (4 ed., Vols. 1-6).
Los Angeles: Ocean View Press.
For works with many editors, you may list the lead editor followed by “et al.”
An article in a reference work, signed
Strawson, G. (1999). Free will. In Routledge encyclopedia of philosophy (Vol. 3, pp. 743753). London: Routledge.
Include the volume number and page numbers where the article is to be found.
ELECTRONIC RESOURCES
Document from an ECC subscription database
If you are citing an article from one of the El Camino College Library subscription
databases listed below, the name of the database alone is sufficient for the citation, and
no URL is needed.
CINAHL
Jenkins, P. (2002). Doping in sports. Lancet 360, 99-100. Retrieved January 24, 2003,
from CINAHL database via the EBSCOHost online system.
Clinical Pharmacology
Acetaminophen; aspirin, ASA; caffeine. (2002). Retrieved March 28, 2003, from the
Clinical Pharmocology database via the EBSCOHost online system.
CountryWatch
Iceland: Economic performance. (2002). Retrieved September 30, 2002, from the
CountryWatch database.
CQ Researcher
Masci, D. (1997, August 22). Evolution vs. creationism. Retrieved December 14, 2001,
from the CQ Researcher [Online] database.
EBSCOhost MasterFILE Premier
Tyrell, R. E., Jr. (1997, May 18). The worst book of the year. American Spectator, 30, 18.
Retrieved April 14, 2000, from the EBSCOHost MasterFILE Premier database.
EBSCOhost Academic Search Elite
Fox, R.L., & Oxley, Z.M. (2000). Gender stereotyping in state executive elections:
Candidate selection and success. Journal of Politics, 65, 833. Retrieved August
12, 2004, from the EBSCOHost Academic Search Elite database.
51
Ethnic NewsWatch
Chesanow, D. (2001, May 15). Leading the way: Asian American artists of the older
generation. International Examiner, 28, 22. Retrieved October 11, 2001, from the
Ethnic NewsWatch database.
Health and Wellness Resource Center
th
Ulterior transactions. (1998). Mosby’s Medical, Nursing, & Allied Health Dictionary (5
ed.). Retrieved December 14, 2001, from the Gale Group’s Health and Wellness
Resource Center database.
Health Reference Center: Academic
Tenore, J. L. (2001). Challenges in eating disorders: Past and present. American Family
Physician, 64, 367. Retrieved October 17, 2002, from the Gale Group’s Health Reference
Center database.
Health Source: Consumer Edition
Weider, J. (2002, June). Turning back the clock. Joe Weider’s Muscle & Fitness, 63, 22.
Retrieved September 27, 2002, from Health Source: Consumer Edition database
via the EBSCOHost online system.
Health Source: Nursing/Academic Edition
Rubin, P. When medical students go off the rails. BMJ: British Medical Journal, 325,
556. Retrieved October 4, 2002, from Health Source: Nursing/Academic Edition
database via the EBSCOHost online system.
Issues and Controversies
Drug Legalization. (2001, January 5). Retrieved October 11, 2001, from Issues and
Controversies@FACTS.com database.
ProQuest
Zernike, K. (2000, April 29). School puts a new spin on earth day after suit. New York
Times, East Coast late ed., B5+. Retrieved May 1, 2000, from the ProQuest
Newspapers database.
Today’s Science
The strange case of Jupiter’s moons. (2001, October). Retrieved December 21, 2001,
from Today’s Science@FACTS.com database.
Wilson OmniFile Full Text Mega
Clifford, K. (2000, September). What makes a great painting great? Art News, 99, 136-9.
Retrieved October 11, 2001 from Wilson OmniFile Full Text Mega database.
DOCUMENTS FROM OTHER ELECTRONIC RESOURCES
Special considerations:
• Electronic addresses: Avoid breaking a URL between lines. If necessary, do
so after a slash or before a period, as in the “Document not from a subscription
database” below.
• Magazine/Journal titles: Use italics and capitalize the first letter of each
important word.
• Article/Document titles: Do not use italics, underlining, or quotation marks.
Capitalize the first word, proper nouns, and the first word after a colon.
• Undated Documents: Insert (n.d.) for “no date” after the document title.
52
Article from an Internet-only periodical not associated with a subscription
database
Basic form:
Author, A.A., & Author, B.B. (Date of Publication). Article Title. Journal Title, Volume
Number (Issue number in parentheses, if available). Retrieved month, day, year
from
http:// web address
Example:
Harms, U. (2002, December 15). Biotechnology education in schools. Electronic Journal
of Biotechnology, 2 (3). Retrieved March 18, 2003, from
http://www.ejbiotechnology.info
A nonperiodical Internet document not from a subscription database
Basic form:
Author, A.A, & Author, B.B. (Date of publication). Title of document. Retrieved month,
day, year from http://web address
Note: For large and complex Web sites, such as those found at universities or
government agencies, include the host organization before the URL.
Example:
Barker, J. (2003, January 6). Evaluating Web pages: Techniques to apply and questions
to ask. Retrieved March 12, 2003, from the University of California, Berkeley,
Web site: http://www.lib.berkeley.edu/TeachingLib/Guides/
Internet/Evaluate.html
An Internet Government Report
Basic form:
Sponsoring agency. (Date of Publication). Title. (Publication data). Retrieved month, day,
year from http://web address
Example:
U.S. General Accounting Office. (1999, February). Telemedicine: Federal strategy is
needed to guide investments. (Publication No. GAO/NSAND/HEHS-97-67).
Retrieved September 15, 2000, from General Accounting Office Reports Online
via GPA Access: http://www.access.gpo.gov/su_docs/aces/
aces160.shtml?/gao/index.html
For additional information, visit the APA online:
Electronic Reference Formats Recommended by the APA
http://www.apastyle.org/elecref.html
Frequently Asked Questions about the Publication Manual
http://www.apastyle.org/faqs.html
53
APPENDIX C
54
APPENDIX D
55
APPENDIX E (Sample)
56
57
APPENDIX F
58
APPENDIX G
59
APPENDIX H
60
61
62
APPENDIX I:
EKG STRIP PRACTICE
63
64
65
66
APPENDIX J:
ABGs
ARTERIAL BLOOD GAS (ABG) PRACTICE
1
2
3
4
5
pH
7.43
7.45
7.48
7.33
7.33
P02
138
82
79
85
62
PC02
28
33
50
33
48
HC03
19
23
27
20
22
6
7
8
9
10
Answer
ABGs
pH
7.31
7.33
7.52
7.32
7.49
P02
65
66
80
60
92
PC02
58
52
50
52
33
HC03
28
29
21
25
26
Answer
ABGs
11
12
13
14
15
7.31
7.37
7.38
7.30
7.45
Pa02
55
85
99
50
96
PaC02
80
30
25
60
42
HC03
24
21
18
20
27
16
17
18
19
20
pH
Answer
ABGs
pH
7.39
7.43
7.37
7.53
7.51
Pa02
75
90
85
67
82
PaC02
42
30
47
50
33
HC03
24
22
19
30
27
Answer
67
68
69
APPENDIX K:
PRACTICE MATH QUESTIONS
70
71
APPENDIX L:
GRADING SUMMARY SHEET
Nursing 254: Fall /Spring- Year 2_________
Student Name:______________
Course Grade:____________
Theory Instructor:_____________________________________
Lab. Instructor:______________ Agency:________________
% of Exam Points
Exams
Leadership/Management
10
Renal
13
Respiratory
13
Cardiovascular
13
Trauma/MOF
13
Final (Comprehensive)
30
Papers
Resume
1
Renal Case Study
1
Respiratory Case Study
1
Cardiac Assignment
2.5
Article Critique
2.5
Total Points______________
Theory Grade_____________
Grade
To be turned in at the end of semester
Grading Summary Sheet
(Appendix L) _____
Geriatric Log
(Appendix C) _____
Skills Check list (from FUNDAMENTALS) _____
ICU RN checklist
(Appendix D) _____
Manager of Care Evaluation
(Appendix G) _____
Clinical Evaluation Tool
(Appendix M) _____
Course Evaluation
(Code 2)
______
Clinical Evaluation
(Code 3)
______
Instructor Comments:__________________________________
_________________________________________________
_________________________________________________
72
APPENDIX M CLINICAL EVALUATION TOOL 8 PAGES
(73-80)
73
74
75
76
77
78
79
80
APPENDIX N
El Camino College
NCLEX INFORMATION
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Licensure by Examination
Applicants must take the National Council Licensure Examination (NCLEX-RN) if they have never
taken and passed, or been licensed as a registered nurse in another state. All applicants must have
completed an educational program meeting all California requirements. If you are lacking any
educational requirements, you must successfully complete an approved course prior to taking the
examination.
All Applicants Must Provide the Following:
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Appropriate Fees.
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Completed Application for Licensure by Examination.
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(Hard Card) processing method as directed in the "Instructions for Submitting Fingerprint Cards".
Submit the appropriate nonrefundable TOTAL FEE as directed on the Application Fee Schedule.
NOTE: Application does not include fingerprint cards or live scan form. Fingerprint cards and
livescan forms may be requested on the Requests page.
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One recent 2" x 2" passport-type photograph.
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Completed Request for Accommodation of Disabilities form(s), if applicable.
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Request for Transcript form(s) completed and forwarded directly from the nursing school(s)
with certified transcripts.
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If applicable, documents and/or letters explaining prior convictions or disciplinary action and
attesting to your rehabilitation as directed in Section II of the General Information and Instructions.
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IN ADDITION FOR INTERNATIONAL APPLICANTS:
o
A. Send Breakdown of Educational Program for International Nursing Programs form
to your school with the Request for Transcript form. Also provide the Certified English
Translation form to your certified translator if your transcript is not in English. (See
Supplemental Application Instructions for International Graduates with the application.)
o
B. Submit a copy of your license or diploma that allows you to practice professional
nursing in the country where you were educated. If you do not hold a license, a written
explanation is required. Also, provide copies of your certificates for midwifery and psychiatric
nursing, if applicable.
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$45.00 - $122.00
Duplicate
$30.00
82
APPENDIX O
El Camino College
ERI INFORMATION
Technical Support
Q: I have just registered for online remediation. My username and password does
not work and I do not have access to the online material, what should I do?
A: Activation will require about 10 minutes. You should receive an email that will
contain your username and password and have instructions with a link address to the
student login on the Total Testing™ web site. Click on the link and enter your user name
and password. You will initially be provided access to Audio Remediation files and the
Enhancer Questions. If you still are having trouble with logging, please proceed to the
lost password page to receive your login and password via email.
Q: I'm clicking on the Student Login and nothing is happening?
A: The student login uses a pop-up window to access the online exams and remediation.
You will need to disable any pop-up blocking software in order to reach the login
window. To test if you are using a pop-up blocker, click here to run a test.
Q: Some of the features in the SmarTTrack system do not seem to function
properly?
A: The SmarTTrack system requires that you have certain features installed in order to
function properly. Please visit the requirements page to test your computer. This will
generate a report specifying what is current on your system and what is missing. If a
component is missing, please follow the instructions provided in regards to installing that
feature on your computer.
Additional Support
Total Testing/SmarTTrack Software Support/FAQs
How to Contact ERI for Assistance
Technical Support
Monday - Thursday · 7:00am - 7:00pm
Friday · 7:00am - 6:30pm
Saturday and Sunday · Closed
(times are Central Time)
(913) 362-4600 · (913) 671-1274 fax
email: support@eriworld.com
83
APPENDIX P
El Camino College
CONGESTIVE HEART FAILURE
STUDENT INFORMATION SHEET
History / Information:
Mr. Corona is a 67 year old man with ischemic cardiomyopathy and a history of chronic
heart failure. He is a veteran and lives with his 70 year old wife. His neighbor, also a
veteran, brought him to the ED. He was complaining of SOB, especially at night and
when walking, fatigue, and swelling of ankles and feet. Physical examination revealed
mild respiratory distress and 2+ dependent edema. Serum creatinine level was 1.0mg/dl.
Upon questioning Mr. Corona about the events leading up to this morning, he stated that
he did not take his “water pill” for the past five days because his wife’s ankles were
swollen so he gave her the pill. He also admitted to being out of “one of them heart pills”
but cannot remember which one. He states he is on several heart medications. He has not
brought any of his medications to the ED with him.12 lead EKG revealed sinus
tachycardia without ectopy.. His chest x ray showed cardiomegaly with perihilar
infiltrates. ABG’s were drawn and the results are pending. A saline lock was inserted into
his right forearm and he was admitted to the telemetry unit. He is allergic to PCN,
cephalosporins and midazelam .
Health Care Provider Orders:
Admit to telemetry floor
Telemetry monitoring (notify health care provider if rate<60 or >120 or development of
arrhythmias)
Administer O2 2 -5 LPM to maintain pulse oximeter >95% (notify health care provider if
<95%)
Pulse oximetry every 4 hours
VS q4h
Sequential compression devices
I/O q shift
Low Sodium diet
Fluid restriction of 1000ml / day
BRP
Daily weights
Labs: Electrolytes, blood glucose, BUN, creatinine, magnesium level, CBC, cardiac
enzymes
Saline flush q shift
Digoxin 0.25 mg po daily
Furosemide 40 mg po BID
NTG 0.4 mg tablet SL q5 minutes X3 prn chest pain
Captopril 6.25 mg po every 6 hours
Potassium 20 mEq daily
Morphine sulfate 2 mg IVP for unrelieved chest pain
Metoprolol 12.5 mg po daily
Docusate sodium 100 mg po daily
84
Questions to prepare for the simulated clinical experience:
These questions need to be answered individually by each student. Answers are to be
typed and submitted to your clinical instructor the day of the mock code. Plan on
spending six hours in preparation. If you do not submit these answers you will not be
admitted to the CHF simulation.
1. Describe cardiac function. Utilize the concepts of heart rte, stroke volume, cardiac
out put, systemic vascular resistance, preload and afterload.
2. Describe the systemic and pulmonary circulations.
3. Differentiate between SpO2 and O2 saturation.
4. When assessing a patient with symptoms of heart failure, how does the nurse
differentiate between right and left sided heart failure?
5. Differentiate the three major cardiomyopathies including etiologies, symptoms,
diagnostics and nursing care.
6. What are the compensatory mechanisms the overloaded heart resorts to when
attempting to maintain normal cardiac output?
7. What drug therapies are commonly used for a person who has an exacerbation of
chronic heart failure? How do these medications work?
8. What other therapeutic interventions would be anticipated for a person who has an
exacerbation of chronic heart failure?
9. How does a nurse assess the therapeutic effectiveness of digoxin? How is toxicity
assessed?
85
APPENDIX Q
El Camino College
CODE BLUE STUDENT INFORMATION SHEET
This simulated clinical experience involves a 79 year old woman with a history of
Diabetes, HTN , Hyperlipidemia, CHF, Asthma, and medication noncompliance in the
past. She was complaining of SOB, especially at night when walking, fatigue and
swelling of the ankles and feet. Physical examination revealed no SOB at rest and 2+
lower extremity edema to the knees. SOB was present on exertion. Upon questioning
Mrs. Corona about events leading up to the trip to the ER, she stated that she did not take
her “water pill” for the last 5 days. She also admitted being out of one of those “heart
pills”, but cannot remember which one. She stated she is on several heart medications,
but did not bring any of them with her to the ER. 12 lead EKG shows sinus tachycardia
(140) with left bundle branch block. Chest X ray shows cardiomegaly with perihilar
infiltrates. ABG’s were drawn and results are pending. A saline lock was inserted in the
RFA and pt transferred to telemetry unit. Allergies to PCN and cephalosporins.
Health Care Provider Orders
Admit to telemetry floor
Tele monitoring (notify MD if HR<60 or >120 or development of arrhythmias
Pulse oximetry Q4H
O2 2 LPM per nasal cannula
ICSQ4H
VS Q4H
I/O Q shift
Daily weights, BRP
Labs: Electrolytes, blood glucose, BUN, CR, MG, CBC, Cardiac enzymes
Meds:
ASA 81 mg po daily
Lasix 40 mg po bid
KCL 10 mEq po bid
QVAR 80mcg 2 puffs bid
Albuterol 2 puffs QID PRN SOB
Isordil 30 mg po tid
Hydralazine 25 mg po tid
Digoxin 0.25 mg po daily
Metoprolol 100 mg po bid
Lisinopril 20 mg po bid
Lovastatin 40 mg po nightly
Saline flush Q shift, NTG 0.4mg SL Q5 minutes X3 prn chest pain
Morphine Sulfate 2mg IVP for unrelieved chest pain (notify health care provider)
Questions to Prepare for the Simulated Clinical Experience (Mock Code)
86
These questions need to be answered individually by each student. Answers are to be
typed and submitted to your clinical instructor the day of the mock code. Plan on
spending six hours in preparation. If you do not submit these answers you will not be
admitted to the mock code.
1. When assessing a patient with symptoms of heart failure, how does the nurse
differentiate between left and right heart failure?
2. What are the compensatory mechanisms the overloaded heart resorts to when
attempting the maintain normal cardiac output?
3. What drug therapies are commonly used for a person who has chronic heart
failure? What drug therapies are used when the heart decompensate?
4. What other therapeutic interventions would be anticipated fro a person who has an
exacerbation of heart failure?
5. What are the nursing responsibilities related to the administration of digoxin?
6. What are the signs and symptoms of digitalis toxicity? What are useful nursing
interventions?
7. What are major teaching points for the client with heart failure?
8. Research three common drugs used in cardiac arrest. The three drugs are
Epinephrine, Amiodarone and Lidocaine.
Delldesktop/N254 Fall 2008 Syllabus 8/13/08 & flash drives
White/Blue)
87
N 254 Spring 2008 Class Schedule
CRENSHAW CAMPUS
Lecture:
0800-1200
Clinic: 0630-1530
Monday
Tuesday
Wednesday
Thursday
Friday
2/11
Orientation &
Leadership &
Management
2/18
President’s Holiday
2/12
2/13
Clinic - Orientation
2/15
2/19
2/20 Clinic
Article Critique due
2/14
Clinic – Workshop
@ ECC
0730-1500
2/21
Clinic
2/25
L&M Exam & Review
L&M Group
Presentation/paper due
Disaster
3/3
Cardiac - 4
Review L& M exam
3/10
Cardiac – 4
2/26
2/27
Clinic
2/28
Clinic
2/29
3/4
3/5
Clinic
3/6
Clinic
3/7
3/11
3/13
Clinic
3/14
3/17
Cardiac Exam
Respiratory – 2.5
3/18
3/12
CHF SIMULATION @
CRENSHAW
3/19
Clinic
Cardiac paper due
3/20
Clinic
3/21
3/24
Respiratory – 3.5
Cardiac exam review
3/26
3/28
Clinic
3/29
3/31
Respiratory Exam
Renal – 2.5
4/1
3/27
Clinic
Respiratory case study
due
4/2
Clinic
4/3
Clinic
4/4
4/7
4/8
4/9
4/10
4/11
4/17
Clinic
4/18
4/24
Clinic
4/25
5/1 Disaster Drill
@ LCMH
0700-1300
5/2
Disaster drill prep @
LCMH 5-6 PM
5/7
STUDY DAY
5/8
STUDY DAY
5/9
FINAL EXAM
0800-1100 @
Crenshaw Campus
N 255 Orientation
2/22
SPRING RECESS
4/14
Respiratory Exam
review
Renal – 3.5
4/21
Renal 2.5
MOF 1.5
4/15
4/28
Renal Exam
MOF – 2.5
4/29
5/5
Trauma/MOF Exam &
Review, renal review
5/6
Disaster
Paper due
to clinical
4/16
Clinic
Renal case study due
4/22
4/23
CODE BLUE
SIMULATION @
CRENSHAW - Credit 8
4/30 Clinic
88
N254 Spring 2008 Class Schedule
LCMH CAMPUS
Class: 1700-2100
Monday
2/11
Tuesday
12
2/18
19
2/25
26
3/3
4
3/10
Clinic: 0700-1900
Wednesday
Thursday
Friday
Sat
13
Orientation &
Leadership &
Management
20
L&M Exam & Review
L&M Group
Presentation/paper due
Disaster
27
Cardiac - 4
Review L& M exam
5
Cardiac - 4
14
15
Clinic
16
Clinic
21
22
Clinic
Article Critique Due
23
Clinic
28
29
Clinic
30
Clinic
6
11
12
Cardiac Exam
Respiratory – 2.5
13
7
Clinic - CHF
@ LCOM
14
Clinic
Cardiac paper due
8
Clinic –CHF @
LCOM
15
Clinic
3/17
18
19
Respiratory – 3.5
Cardiac exam review
20
22
Clinic
3/24
25
27
3/31
4/1
3
4
Clinic
5
Clinic
4/7
8
26
Respiratory Exam
Renal – 2.5
2
Respiratory Exam review
Renal – 3.5
9
SPRING
21
Clinic
Respiratory Case
Study due
28
Clinic
10
RECESS
11
12
4/14
15
17
22
4/28
29
30 Disaster drill prep 5-6
Trauma/MOF Exam &
Review, Renal review 5-9
5/1
Disaster Drill @ LCMH
0700-1300
18
Clinic
Renal case study due
25
Code blue
Simulation @ Skills
lab
2
Clinic
19
Clinic
4/21
16
Renal 2.5
MOF 1.5
23
Renal Exam
MOF – 2.5
5/5
6
Disaster
paper due
to clinical
instructor
7
STUDY DAY
8
STUDY DAY
24
89
9 Final Exam –
Crenshaw Campus
Time/Room - TBA
N 255 Orientation
29
Clinic
26
Clinic
3
Clinic
N 254 Spring 2008 Class Schedule
COMPTON CAMPUS
Class:
Clinic:
Monday
2/11
Tuesday
12
2/18
19
2/25
26
3/3
4
3/10
Wednesday
Thursday
Friday
Sat
13
Orientation &
Leadership &
Management
20
L&M Exam & Review
L&M Group
Presentation/paper due
Disaster
27
Cardiac - 4
Review L& M exam
5
Cardiac - 4
14
Clinic
15
Clinic
16
21
Clinic
22
Clinic
Article Critique Due
23
28
Clinic
29
Clinic
30
6
Clinic
7
Clinic
8
11
12
Cardiac Exam
Respiratory – 2.5
13
Clinic
14
Clinic
Cardiac paper due
15
3/17
18
19
Respiratory – 3.5
Cardiac exam review
20
CHF Simulation
22
3/24
25
27
Clinic
3/31
4/1
3
Clinic
4
Clinic
5
4/7
8
26
Respiratory Exam
Renal – 2.5
2
Respiratory Exam review
Renal – 3.5
9
SPRING
21
CHF Simulation
Respiratory Case
Study due
28
Clinic
10
RECESS
11
12
4/14
15
17
Clinic
22
4/28
29
18
Clinic
Renal case study due
25
Code Blue
Simulation
2
Clinic
19
4/21
5/5
6
Disaster
paper due
to clinical
instructor
16
Renal 2.5
MOF 1.5
23
Renal Exam
MOF – 2.5
30 Disaster drill prep 5-6
Trauma/MOF Exam &
Review, Renal review 5-9
ALL AT LITTLE CO
7
STUDY DAY
24
Code Blue
Simulation
5/1
Disaster Drill @ LCMH
0700-1300
8
STUDY DAY
90
9 Final Exam –
Time/Room - TBA
N 255 Orientation
29
26
3
APPENDIX J
El Camino College
CLINICAL EVALUATION – N 254
Name:________________________________
20__ Section_____
Date (Midterm):__________ (Final):_____________
Name of Clinical Agency: _____________________________
Fall 20__
Spring
CRITERIA FOR SATISFACTORY CLINICAL PERFORMANCE
The following critical behavior must be met with 100% compliance at all times. El
Camino College code of conduct – Board Policy 5138 I. Standards of Conduct B.
Misconduct
Professional Behavior
Satisfactory
I. Communicates truthfully, accurately and appropriately in verbal and written form at all
times.
All students are required to adhere to PROFESSIONAL BEHAVIORS throughout the
nursing program. Failure to meet expected behaviors may result in an unsatisfactory
clinical grade and/or dismissal from the program. Faculty will provide the student with
verbal counsel on the date of occurrence any unsatisfactory behavior occurs and written
documentation to follow during the subsequent week.
Comments:
________________________________________________________________________
______________________
________________________________________________________________________
________________________________
The following critical behaviors must be met with 100% compliance at all times.
If at any time 100% compliance is determined to be violated, the
student will be put on clinical probation. If, at any time following the
91
date of probation, 100% compliance is not maintained, the student will
be considered unsafe/unsatisfactory and may be dropped from the
course.
Critical Behaviors Related to Safety
Identifies client I.D. band before all interventions
Protects client from environmental hazards
Attempts only those procedures within the level of
competence of the course
Identifies those procedures/situations requiring
assistance from the instructor
Communicates important changes in client's condition
to instructor
Reports suspected client abuse
Standard Student Behaviors related to personal
accountability
Maintains client and family confidentiality by
following HIPPA guidelines
Reports errors in client care to instructor immediately
Demonstrates daily preparation for clinical learning
Performs previously learned skills satisfactorily
Notifies clinical agency or instructor of absence or
tardiness
30 minutes prior to start of clinical day
Maintains client confidentiality
Dresses in a manner approved by E.C.C. student
handbook
Attends clinic area as assigned.
Standard Student Behaviors related to ethical
professional behavior
Displays professional work ethic-assumes
responsibility/accountability for actions
Midterm
S
N/I
Final
S
U
Legend:
S: Satisfactory
N/I: Needs Improvement
U: Unsatisfactory
Comments
(Midterm):_______________________________________________________________
__________________________
Comments (Final):
________________________________________________________________________
___________________
SATISFACTORY:
A student who earns a grade of satisfactory:
4th Semester:
92
-
Safely executes psychomotor skills and identifies error in technique
Independently applies previously learned theory to care of patients with multiple
problems with assistance
Gathers focused data with minimal assistance for use in the nursing process
Communicates effectively with patients, families and health care team
Independently demonstrates thorough and accurate documentation in the medical
record
Self-directed with minimal assistance
Able to apply theory to meet clinical course objectives
UNSATISFACTORY:
A student who earns a grade of unsatisfactory:
- Fails to transfer knowledge from prerequisite courses
- Communicates in an angry, disrespectful or inappropriate manner
- Violates policies of affiliating agency and/or College
- Unsafely executes previously learned psychomotor skills
- Fails to act on constructive feedback
- Fails to meet course objectives due to excessive tardiness or absence
- Fails to meet all applied theoretical and clinical components of course
All students are required to adhere to PROFESSIONAL BEHAVIORS throughout the
nursing program. Failure to meet expected behaviors may result in an unsatisfactory
clinical grade and/or dismissal from the program. Faculty will provide the student with
verbal counsel on the date of occurrence any unsatisfactory behavior occurs and written
documentation to follow during the subsequent week.
1
2
ROLE AS PROVIDER OF CARE
ASSESSMENT
Review & analyze client information from chart, kardex
& MAR
Perform a comprehensive physical assessment
Neurological – (Glasgow Coma Scale, DTR’s)
Cardiovascular (S1, S2, S3, S4 & murmurs, pre/post
procedure (PTCA/Angiogram)
Respiratory (inspection, auscultation, palpation, &
adventitious breath sounds)
Peripheral vascular (inspection, auscultation, palpation,
and peripheral neuropathy, Doppler)
Abdominal (inspection, auscultation, and palpation,
CVA tenderness)
Integumentary (inspection and palpation)
Vital Signs (assess baseline & changes)
93
Midterm
S
N/I
Final
S
U
3
4
5
6
7
8
Central & peripheral access lines
Structural Variables - analyze impact
Basic needs-identify real & potential problems
Shift report (Gather data)
Use variety of scales to assess pain
Gathers data from charts of all assigned clients
History (past & current)
Lab values
Medications (peak & trough)
Assess lab values & diagnostic tests (when available)
Chemistry: (NA, K+, CA, CL, HCO3, GLUCOSE)
Albumin/ Pre Albumin
Glucose
HDL/LDL
VLDL
TSH/T4
Legend:
S: Satisfactory
N/I: Needs Improvement
U: Unsatisfactory
Comments (Midterm):
________________________________________________________________________
_________________
Comments (Final):
________________________________________________________________________
____________________
ASSESSMENT (Cont’d)
Midterm
S
N/I
Hematology
RBC
HGB
HCT
Platelet
WBC:
Differential
Cardiac Enzymes (CPK, CPK-MB, Troponin, LDH)
Renal Panel (BUN/CR)
ABG’s – interpretation
Coagulation Studies: PT/PTT
Monitor crash cart
Hemodynamic Monitoring
Lead Placement
ECG – interpretation (Pacemaker)
94
Final
S
U
9
1
1
2
24 hour urine
Residual urine
Microbiology Tests: Culture & Sensitivity
Blood
Sputum
Urine
Wound
Stool
Oxygen delivery systems:
Chest tubes
Mechanical Ventilator
Artificial airways (Tracheostomy, ET tube, Suctioning)
Assess learning needs and teaching readiness
DIAGNOSIS
Develop and revise NANDA nursing diagnosis based on
data gathered.
PLAN:
Verbalizes & correlates pathophysiology with plan of
care
Develop an appropriate plan of care for all clients based
on the basic needs
Legend:
S: Satisfactory
N/I: Needs Improvement
U: Unsatisfactory
Comments (Midterm):
________________________________________________________________________
____________________________________
Comments (Final):
IMPLEMENTATION:
95
Midterm
Final
S
S
N/I
U
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Prepares and presents at a multidisciplinary team
meeting
Administers medication according to the 6 rights with
supervision
Documents legibly in the medical record with proper
English grammar and acceptable abbreviations
Demonstrates ability to communicate effectively with
clients.
Updates nursing diagnosis according to agency protocol
Implements appropriate nursing care for client
Employs the techniques of therapeutic communication at
all times
Demonstrates the ability to safely perform all skills
previously learned
Applies policies & procedures for IV administration
Verbalizes rationale for administering/holding
medications; notifies RN/MD
Verbalizes pharmacologic knowledge before
administering medications
Demonstrates performance of new and previouslylearned skills
Employs appropriate and timely interventions for
critically ill client
Participate in a mock disaster/triage drill
Legend:
S: Satisfactory
N/I: Needs Improvement
U: Unsatisfactory
Comments
(Midterm):_______________________________________________________________
__________________________
Comments
(Final):__________________________________________________________________
__________________________
1
2
3
4
EVALUATION
Evaluates effectiveness of medication administration.
Evaluates client goals and effectiveness of nursing care.
Reviews and updates care plans on assigned clients
Evaluates effectiveness of client teaching
ROLE AS MANAGER OF CARE
96
Midterm
Final
1
2
3
4
5
1
2
3
4
1
2
3
4
6
Establishes nursing care priorities for a minimum of 4
clients
Demonstrates organized care for assigned clients
Receives and gives report to nursing staff
Demonstrates basic leadership skills
Delegates and evaluates patient care delivered by
assistive personnel
ROLE AS MEMBER WITHIN THE DISCIPLINE
OF NURSING
Demonstrates ability to write clinical assignments with
correct English language usage
Demonstrates personal organizational abilities by
arriving to clinical on time with all necessary equipment.
Reports concerns regarding change in client status to
instructor or staff nurse
Promotes working relationship with client & health care
team
ROLE AS STUDENT NURSE
Prepares for and provides care to critically ill clients
Prepares and provides care to clients in the critical care
unit
Completes a written report on the mock disaster/triage
drill
Present client case for pre or post conference
Submits clinical assignments in a timely manner
Legend
S: Satisfactory
N/I: Needs Improvement
U: Unsatisfactory
Comment (Midterm):
________________________________________________________________________
________________
Comment
(Final):__________________________________________________________________
_________________________
OLG/Dell/G/Revised 12/20/07 – N 254 Mary Moon & Tori Orton
97
El Camino College
Nursing 254
Spring 2007 Class Schedule
Class: 1600-2015 (PM)
COMPTON CAMPUS
Monday
Tuesday
12
13
Orientation &
Leadership &
Management
20
L&M Exam & Review
L&M Group
presentation and paper
due (5%)
19
Clinic: 0700-1550
Wednesda
y
14
Thursday
Friday
Saturday
15
16
Clinic
17
Clinic
21
22
23
Clinic
24
Clinic
26
27
Renal lecture
28
1
2
Clinic
3
Clinic
3/5
6
Renal Exam & Review
Respiratory lecture
13
Respiratory lecture
7
8
10
Clinic
14
15
9
Renal Case study
due (3%)
16 Clinic
Respiratory case
study due (3%)
23
Clinic
12
17
Clinic
19
20
Respiratory
Exam/review Disaster
lecture
21
22
26
27
Cardiovascular lecture
28
29
30
Clinic
31
Clinic
4/2
3
Cardiovascular lecture
4
5
6
Clinic
7
Clinic
9
10
11
SPRING
12
BREAK
13
14
16
17 CV exam
MOF/Trauma lecture
18
19
21
Clinic
23
24 CV review
MOF/Trauma lecture
Disaster lecture
25
26
20
Cardiac paper due
paper
(5%)
27
Article critique due
(4%)
30
Prep for
1
Trauma/MOF
2
3
Disaster Drill
4
5
98
24
Clinic
28
Clinic
Drill
(TBA)
4 hours
8
Exam/review
@ LCOM
0730 - 1500
8
9
10
11Final & N255
Info. Due for
disaster
Experience paper
(10%)
12
Clinic
Monday
Tuesday
Wednesday
Thursday
Friday
2/11
Orientation &
Leadership &
Management
2/19
President Holiday
2/12
2/13
Clinic
2/14
Clinic
2/15
2/20
2/21
Article Critique due
2/22
2/23
2/25
L&M Exam & Review
L&M Group
Presentation/paper due
Disaster
3/3
Cardiac - 4
Review L& M exam
3/10
Cardiac – 4
2/26
2/27
2/28
Clinic
2/29
3/4
3/5
Clinic
3/6
Clinic
3/7
3/11
3/13
Clinic
3/14
3/17
Cardiac Exam
Respiratory – 2.5
3/18
3/12
CHF SIMULATION @
CRENSHAW
3/19
Clinic
Cardiac paper due
3/20
Clinic
3/21
3/24
Respiratory – 3.5
Cardiac exam review
3/26
3/28
Clinic
3/29
3/31
Respiratory Exam
Renal – 2.5
4/1
3/27
Clinic
Respiratory case study
due
4/2
Clinic
4/3
Clinic
4/4
4/7
SPRING
BREAK
4/14
Respiratory Exam
review
Renal – 3.5
4/21
Renal 2.5
MOF 1.5
4/8
________
4/9
______________________
4/10
4/11
4/15
4/16
Clinic
4/17
4/18
4/24
Clinic BACK UP
DISASTER
DRILL DATE
4/25
Renal case study due
4/22
4/23
CODE BLUE
SIMULATION @
CRENSHAW
99
4/28
Renal Exam
MOF – 2.5
4/29
5/5
Trauma/MOF Exam &
Review
5/6
Disaster
Paper due
to clinical
4/30
5/1 DISASTER
DRILL @ LCOM
0730-1500
5/2
Back up code blue
5/7
STUDY DAY
5/8
STUDY DAY
5/9
FINAL EXAM
0800-1100
CRENSHAW
N 255
ORIENTATION
Spring 2008 Class Schedule
LCOM CAMPUS
Class: 1700-2100
Clinic: 0700-1900
Monday
Tuesday
Wednesday
Thursd
ay
Friday
Sat
2/11
12
14
15
Clinic
16
Clinic
2/18
19
21
22
Clinic
Article Critique Due
23
Clinic
2/25
26
28
29
Clinic
30
Clinic
3/3
4
13
Orientation &
Leadership & Management
20
L&M Exam & Review
L&M Group Presentation/paper
due
Disaster
27
Cardiac - 4
Review L& M exam
5
Cardiac - 4
6
8
Clinic –CHF @ LCOM
3/10
11
12
Cardiac Exam
Respiratory – 2.5
13
7
Clinic - CHF
@ LCOM
14
Clinic
Cardiac paper due
3/17
18
19
Respiratory – 3.5
Cardiac exam review
20
21
Clinic
Respiratory Case Study due
22
Clinic
3/24
25
26
Respiratory Exam Renal – 2.5
27
28
Clinic
29
Clinic
3/31
4/1
3
4/7
SPRING
8
BREAK
2
Respiratory Exam review
Renal – 3.5
9
--------------------------------------------
4/14
15
16
Renal 2.5
MOF 1.5
10
-------------17
100
15
Clinic
5
Clinic
11
-------------------
12
--------------------
18
Clinic
Renal case study due
19
Clinic
4/21
22
23
Renal Exam
MOF – 2.5
24
25
Code blue
Simulation @ Skills lab
26
Clinic
4/28
29
30
Trauma/MOF Exam & Review
5/1Disast
er Drill @
2
3
5/5
6
Disaster
paper due
to clinical
instructor
7 STUDY DAY
8
9 FINAL Exam – Crenshaw
Campus
Time/Room - TBA
N255 Orientation1
Nursing 254
Fall 2007 Class Schedule
Class: 1700-2100
Clinic: 0700COMPTON CAMPUS
Monday Tue
Wednesday
Thursday
Friday
Friday
8/27
28
29
311
31
Clinic
9/3
4
5
9/10
11
12
30
Orientation &
Leadership & Management
6
L&M Exam & Review
L&M Group Presentation/paper
Due Disaster
13
Renal
9/17
18
19
20
Renal
Respiratory
21
Clinic
9/24
25
26
27
Renal Exam & Review
Respiratory
10/1
2
3
4
Resp. Exam & Review
Cardiovascular 3
10/8
9
10
11
Cardiovascular 2
MOF 2
10/15
16
17
10/22
23
24
TENTATIVE
Disaster Prep
18
Cardiovascular Exam 1
MOF 3
25
Disaster Drill @ LCMH 0730-1500
MOF
TRAUMA
28
Clinic
Renal Case
Study due
5
Clinic
Respiratory
Case Study
due
12
Clinic
Article
Critique
19
CHF
Simulation
26
Clinic
Cardiac
paper due
101
7
Clinic
14
Clinic
10/29
30
31
11/1
Trauma/MOF Exam & Review
11/5
6
7
8 ------------------------
11/12
13
14
15
Study Day
2
Code blue
Simulation
@ Skills lab
Disaster
experience
paper due
9 Clinic
16 Final
TBA
N255
Orientation
Preceptorship-11/19-12/14
COMPTON CAMPUS
Class:
Clinic:
Monday
2/11
Tuesday
2/12
Wednesday
2/13
Thursday
2/14
Friday
2/15
2/18
President
Holiday
2/25
2/19
2/20
2/21
2/22
2/16
2/17
2/18
2/19
3/3
3/4
3/5
3/6
3/7
3/10
3/11
3/12
3/13
3/14
3/17
3/18
3/19
3/20
3/21
3/24
3/25
3/26
3/27
3/28
3/31
4/1
4/2
4/3
4/4
4/7
4/8
4/9
4/10
4/11
4/14
4/15
4/16
4/17
4/18
4/21
4/19
4/20
4/21
4/22
4/28
4/29
4/30 Disaster drill
5/1 Disaster Drill
5/2
prep @ LCMH
5-6 PM
@ LCMH
0700-1300
5/7
5/8
5/5
5/6
5/9 Final Exam –
Crenshaw
Campus
102
Time/Room TBA
N 255
Orientation
NURSING 254 DISASTER DRILL EVALUATION
Students will submit a three to five (3-5) page evaluation of the disaster drill experience.
Since students may be taking on a variety of roles during the disaster drill, this
assignment will require the student to submit the following information from their own
perspective. Please answer the following questions:
Disaster Experience Evaluation: 100 points (1% of the total grade)
1. What was your role during the disaster drill? Did the RN adequately prepare you for
your role? (20 points)
2. How did you feel about your role? (20 points)
3. If you were a patient, what type of care was delivered? If it was sub-optimal, what
would you recommend to facilitate change? If you were not a patient, describe what
you did/performed and the impact it had on you as a person/student nurse. (20 points)
4. In evaluating the disaster/triage experience, how did the staff registered nurses
perform? Please describe roles of leadership or management observed during the
course of the experience. (20 points)
5. Comments or suggestions. (20 points)
Please submit your paper with five headings for #’s 1-5 above. Please limit the critique
to two typewritten pages. All papers are to be formatted on the computer. Please backup your work.
E-MAIL DISASTER DRILL
EVALUATION TO CLINICAL
INSTRUCTOR BY MAY 6, 2008 (Midnight)
Name________________________ Date submitted____________________
Total Points_______________________________
Description of role during Disaster drill (20) ___________________________________
103
Description of feelings during Disaster drill (20) ________________________________
Description of care delivered/received (20) ____________________________________
Describe leadership/management roles observed during the Disaster drill (20) ________
Comments/suggestions (20) ________________________________________________
NURSING 254 LEADERSHIP AND MANAGEMENT
PRESENTATION GRADING SHEET
Name________________________ Date submitted____________________
Completion of task (25) _________________________________________________
Evaluation of experience/write-up (25) ______________________________________
Presentation to class (25) _________________________________________________
Group subtotal_________________________________________________________
Role of each participant (documented ) (25) ________________________________
Total Points_______________________________
NURSING 254 LEADERSHIP & MANAGEMENT GROUP
PRESENTATION
Students will be assigned a scenario on the first day of the leadership and management
module lecture. Scenarios will be distributed to clinical groups. All students in each
clinical group will be expected to participate. Participation can include many forms:
typing, Internet search, E-mail, role-playing, etc.
104
Students will be asked to complete the assigned task and report their results the following
day in class. In modeling professional behavior, it is expected that each group will
provide a handout/summary of their findings to their peers.
As part of the leadership and management module, the rationale for this task/assignment
is for the group to work together. Please realize that the reading for this module must be
completed prior to the task, as one question will inquire who assumed which roles during
the completion of the task.
As educators, we are more concerned with how you (AS A GROUP) reached your
conclusions more so than the outcomes of the task. It is expected that your group will
integrate critical thinking into your given task and explain that rationale for your actions
to your colleagues.
On the day after the scenarios are distributed, clinical groups will deliver their findings in a ten
(10) minute presentation. Any format for presenting is acceptable (verbal script, role play, etc).
Leadership and Management Group Experience Evaluation: 100 points (2% of the total grade)
All members of a clinical group will receive the same grade for the first three sections.
Completion of task – 25 points
Evaluation of experience/write-up – 25 points
Presentation to class – 25 points
Role of each participant documented – 25 points (individual grade assigned by instructor)
Each student must document the role of each participant in their group)
105
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