Course Syllabus
RNSG 2261-Nursing Care of the
Childbearing and Childrearing FamilyClinical
Revision Date: 08/2015
Catalog Description: A health-related work-based learning experience that enables the student to apply
specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical
professional.
Lecture hours = 0 Lab (Clinical) hours = 8
Prerequisites: RNSG 1205, 1309, 1362, 1262, 1263, 1441, 2213, 2262
Corequisites: RNSG 1412
**Concurrent enrollment in RNSG 1412 is required. Successful completion of both theory and clinical
courses is required for progression. If a student is not successful in either course (RNSG 1412 or RNSG
2261), the student MUST repeat BOTH courses.
Semester Credit Hours: 2
Lecture Hours per Week: 0
Lab (Clinical) Hours per Week: 8
Contact Hours per Semester: 128
State Approval Code: 51.3801
Instructional Goals and Purposes: A method of instruction providing detailed education, training and
work-based experience and direct patient/patient care, generally at a clinical site. Specific detailed
learning objectives are developed for each course by the faculty. On-site clinical instruction, supervision,
evaluation, and placement are the responsibility of the college faculty. Clinical experiences are unpaid
external learning experiences. Course may be repeated if topics and learning outcomes vary.
Other:
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For current texts and materials, use the following link to access bookstore listings:
http://www.panolacollegestore.com
For testing services, use the following link: http://www.panola.edu/elearning/testing.html
If any student in this class has special classroom or testing needs because of a physical learning or
emotional condition, please contact the ADA Student Coordinator in Support Services located in the
Administration Building or go to http://www.panola.edu/student-success/disability-support-services/ for more
information.
Withdrawing from a course is the student’s responsibility. Students who do not attend class and who do not
withdraw will receive the grade earned for the course.
Student Handbook, The Pathfinder: http://www.panola.edu/student-success/documents/pathfinder.pdf
TABLE OF CONTENTS
TABLE OF CONTENTS…………………………………………………………………………………..……….... 2
CORE COMPETENCIES & COURSE REQUIREMENTS ….................................................................................... 3
COURSE OBJECTIVES…………………………………………………………………….……………………..… 4
THE NURSE AS A MEMBER OF THE PROFESSION…………………………………………………….…....… 4
THE NURSE AS A PROVIDER OF PATIENT-CENTERED CARE……………………………….…………..…. 4
THE NURSE AS A PATIENT SAFETY ADVOCATE………………………………………………………….…. 5
THE NURSE AS A MEMBER OF THE HEALTHCARE TEAM…………………………….................................. 6
TEACHING/LEARNING STRATEGIES…………………………………………………….................................… 6
CANVAS AND SCHOLASTIC DISHONESTY………………………...…………………………………....…….. 7
ATTENDANCE AND GRADING POLICIES…………………………………………………………………...…. 8
DOSAGE CALCULATION EXAM……………………………………….………….…………………………….. 9
OB CLINICAL ASSIGNMENTS………………. ……………………….……………………………….…….….10
PEDIATRIC CLINICAL ASSIGNMENTS ……………………………………………….…………………….…13
PERSONAL APPEARANCE AND DRESS CODE………………………………….…………………………….15
TEXTBOOKS/REFERENCES………………………….………………………………………….……….………15
CAPSTONE EXPEREINCE…………………………….……………………………………………………….….15
SCANS……………………………….…………………………………………………………………………...…16
CLINICAL EVALUATION TOOL……………………………………………………………………………...…18
STUDENT ACKNOWLEDGEMENT………………………………………………………………………….…..26
OB APPENDICES
NURSING ASSESSMENT GRADING CRITERIA………………………………………………………….…… 28
PATIENT CAREPLAN CRITERIA………………………………………………………..……………………… 29
ORALPRESENTATION RUBRIC INNOVATIVE PERINATAL TOPIC……………………………………….. 31
ORAL PRESENTATION RUBRIC PERINATAL MEDICATION TOPIC……………………………………… 32
TEACHING/LEARNING PROJECT……………………………………………………………………………… 33
TEACHING PLAN GRADING CRITERIA………………………………………………………………………. .34
TEACHING PLAN PATIENT ASSESSMENT…………………………………………………………………… 35
VIDEO PRESENTATION CRITIQUE……………………………………………………….…………………… 36
MEDICATION CALCULATION EXAM PRACTICE……………….………………………………………….... 37
OB SKILLS LIST……………………………………………………………………………..……………………. 38
CAI LOG…………………………………..……………………………………………………………………..… 41
VIDEO LIST………………………..……………………………………………………………………………… 42
MEDICATION STUDY LIST…………………………………………..………………………………………... 43
PEDIATRIC APPENDICES
PEDIATRIC PAPER GUIDELINES…….……..………………………………………...………………………….46
CHILDCARE FORMS & GUIDELINES……………….………………………………………………………..…48
SCHOOL NURSE FORMS & GUIDELINES………………………………..…………………………………..….53
SHRINER’S EXPERIENCE…………………………………………………………………..…………………..….55
CLINIC FORMS & GUIDELINES…………………………………………………………………………….....….56
ACUTE CARE HOSPITAL GUIDELINES…………………………………………………………………….……58
“FIRST DO NO HARM” CARE PLAN……………………………………………………………………….……..67
IMMUNIZATION WORKSHEET……………………………………….…………………………………..………69
IMMUNIZATION MODULES………………………………………………………………………………………72
RESIDENTIAL CARE EXPERIENCE “TRUMAN SMITH”…………………………………………………...….73
SIMULATION GUIDELINES…………………………………………...…………………………………….…….78
ALFA WORKSHEET…………………………………………………………………………………….………......79
ER/URGENT CARE FORMS…………………………………………………………………………………... …. 80
PEDIATRIC CLINICAL SKILLS…………………………………………………………………………………....82
PRACTICE MEDICATION PROBLEMS……………………………………………………………………..…… 83
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Core Competencies: Students are expected to demonstrate basic competency in reading,
writing, oral communication, math, and computer skills. Students are expected to be an active
learning participant by assuming accountability in preparing for each class by completing
required readings and/or other learning activities as listed in the syllabus. Proficiency will be
measured by clinical participation, skills assessment, documentation, and interaction as a team
member.
Course Requirements:
1.
2.
3.
4.
5.
Regular clinical attendance within current attendance policies
An average of 75% on the clinical evaluation tool
Preparation and active participation in clinical conferences
Outside individualized readings and assignments
Compliance with all rules and regulations as outlined in the current Department of
Nursing’s Student Handbook, Panola College Catalog, and Pathfinder
6. Current Basic Life Support (BLS) certification
7. Demonstration of college level skills.
8. If any student in this class has special classroom or testing needs because of a physical,
learning, or emotional condition, please contact the Americans with Disabilities Act
Counselor in the Administration Building, telephone 903-693-1123.
9. Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself,
you will very likely receive an F if you do not attend class.
10. If a student has a name change while attending Panola College, it is the student’s
responsibility to notify Admissions & Records, Financial Aid, and other departments.
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COURSE OBJECTIVES
MEMBER OF THE PROFESSION
At the end of the course, the student will be able to:
1. Use a systematic approach to provide individualized,
goal-directed nursing care
to meet health care needs of patients and their families.
PO #1 DEC # I A, B, D
SCANS I B i, ii, iii, iv, v, Ci, ii, iii,
iv, v
2a. Promote collegiality among interdisciplinary health
care team
members.
PO #2 DEC #I 1, 1, 2, 3,
SCANS I A, I, ii, ii, iv, v, Bi, ii, iii,
iv v, C I, ii, iii, iv, v
2b. Practice within the professional nursing role and
scope of practice.
2c. Serve as a positive role model for students, peers,
and members of
the interdisciplinary health care team.
PROVIDER OF PATIENT-CENTERED CARE
At the end of the course, the student will be able to:
3a. Use structured and unstructured data collection tools to obtain
patient and
family history in areas of physical, psychiatric/mental health, spiritual,
cultural, familial, occupational, and environmental information, risk
factors,
and patient resources.
PO 3 DEC II, A2a, b,
B 1, 2, 3a, b,
SCANS I B I, ii, iii,
iv, v
3b. Proactively manage priorities in patient care and follow-up on
clinical problems that warrant investigation with consideration of
anticipated risks.
3c. Apply relevant, current nursing practice journal articles and
evidence-based outcomes from research findings to practice and clinical
decisions.
4. Develop and implement comprehensive teaching plans for health
promotion, maintenance, and restoration and risk reduction for patients
and their families with consideration of support systems.
PO 4 DEC II G 1, 2,
3, 4, 5, 6, 7
SCANS I A I, ii, iv,
v, B I ,ii, iii, iv , v
5a. Identify and participate in activities to improve health care delivery
PO 5 DEC II A, 1, 2,
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within the
clinical setting.
5b. Report the need for corrective action within the organization for safe
patient
care.
a, b, 3,
SCANS I B vII B, I,
ii, iii, iv, v, vi, C I, ii,
iii, iv, E ii
PATIENT SAFETY ADVOCATE
At the end of the course, the student will be able to:
6a. Accurately identify patients.
PO 6 DEC III
B 1, 2, 3 a, b, c, 4 5, 6, 7
SCANS I B v II B, I ii
,iii, iv, v, vi
6b. Safely administer medications and treatments.
6c. Clarify any order believed to be inaccurate, contraindicated, or
otherwise harmful to the patient.
6d. Document and report untoward effects to medications,
treatments, and procedures and clearly and accurately communicate
to health care professionals.
7a. Seek orientation/training for competency when encountering
unfamiliar pt. care situations, new equipment and technology.
7b. Accept only those assignments that fall within individual scope
of practice based on experience and educational preparation.
PO 7 DEC III B 1, 2, 3, a,
b, c, 4, 5 6, 7
SCANS I, A I, ii, iv, v, B
iii, v, C I, iii, II B I, ii, iii,
v, vi
MEMBER OF THE HEALTH CARE TEAM
At the end of the course, the student will be able to:
8. Involve patients and their families in collaboration with
other interdisciplinary
health care team members for planning health care delivery
to improve the
quality of care across the lifespan.
PO # 8 DEC IV 1, 2 a,b, 3
SCANS B I, ii, iii, iv, v, vi, C I,
ii, iii, iv & C
9a. Refer patients and their families to community resources.
PO # 9 DEC IV A 1, 2, 3, 4; B 3
a, b, c
SCANS I B, C II A, B, C E
9b. Serve as a member of health care and community teams
to provide
services to individuals and their families who experience
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unmet needs.
10. Use current technology and informatics to enhance
communication, support decision-making, and promote
improvement of patient care.
PO # 10 DEC IV D 1 a, b , E 1a,
b, c, 2 a, b, c SCANS I, A, B, C
II C, D, E
PO # 11, DEC IV F, 1a, b, c, 2 a
b c, 3 a b G 1, 2, 3, 4
SCANS I A B, II B, C D
11a. Compare needs of patient with knowledge, skills, and
abilities of
assistive and licensed personnel.
11b. Participate in decision-making related to delegation and
assigned tasks.
TEACHING/LEARNING STRATEGIES:
Clinical assignments
Patient care assignments
Videos
Clinical conferences, pre/post
Group discussion
Canvas (Learning Management System)
Student-Teacher conferences
Patient Teaching assignments
Computer Assisted Instruction
Observations
Return demonstration
Canvas
This course is supported by CANVAS, the current learning management system for Panola
College. Some content is provided using electronic distribution Canvas is the primary method
of communicating with the instructor outside of class. Please use the Canvas e-mail and/or
discussion instead of Panola.edu email as often as needed.
 The student is responsible for regularly reviewing Canvas for course assignments,
correspondence, announcements, etc.
 The student is responsible for all information in Canvas relating to the course.
 Course forms and schedules not contained in the syllabus will be found in Canvas
 Students unfamiliar with Canvas, should review the Canvas tutorial by clicking on the
“Sign On page” from Panola College Home Page
*Canvas is a wonderful way to keep in contact with faculty and other students. However, the
Canvas discussion board should be viewed as a public and professional forum for
discussion. Students are free to discuss academic matters and consult one another regarding
academic resources. The tone of postings on the Canvas discussion board should remain
professional in nature. It is not appropriate to post statements of a personal or political nature, or
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statements criticizing classmates or faculty. Inappropriate statements will be deleted by the
course faculty. Announcements from student organizations may be posted with faculty
permission.
Scholastic Dishonesty
Students are expected to maintain complete honesty and integrity in their educational pursuits.
Scholastic dishonesty shall include, but not be limited to:
1. Cheating on a test
a. Copying from another student’s test paper.
b. Using test materials not authorized by the person administering the test.
c. Collaborating with or seeking aid from another student during a test without permission from
the test administrator.
d. Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an
un-administered test.
e. The unauthorized transporting or removal, in whole or in part, of the contents of the unadministered test.
f. Substituting for another student, or permitting another student to substitute for oneself, to take
a test.
g. Bribing another person to obtain an un-administered test or information about an unadministered test.
2. Plagiarism - defined as the appropriating, buying, receiving as a gift, or obtaining by any
means another’s work and the unacknowledged submission or incorporation of it in one’s own
written work.
3. Collusion - defined as the unauthorized collaboration with another person in preparing written
work for fulfillment of course requirements.
Scholastic dishonesty may lead to failure of the test or assignment, course, suspension from the
class, or suspension from school.
For additional information refer to Academic Appeals section in this publication or the General
Catalog.
ATTENDANCE (See Attendance/Absences policy in Student Handbook)
Tardies- 3 tardies is equal to 1 hour absence of clinical OR the total amount
of time missed, whichever is greater
Clinicals begin promptly at TBA. Therefore, all students are expected to arrive at the clinical site
and be ready for practice at TBA. Personal illness, acute illness of an immediate family member,
death of an immediate family member, inclement weather, and court appearances are the ONLY
valid reasons for absence.
A student MUST CALL the instructor as soon as possible if missing a clinical
assignment. SENDING A MESSAGE WITH A FELLOW STUDENT IS NOT
ACCEPTABLE.
**Late work will not be accepted unless there are serious extenuating circumstances with
written documentation. Prior permission must be obtained from the instructor, and the
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instructor will make the determination. Students who do not submit work by the assigned due
date and time will receive a zero for the assigned work.
Students are responsible for all material discussed and all announcements made if they are
absent.
Each student will be evaluated in a clinical conference at the mid-term and at the endpoint of this
clinical course. The evaluation will be based on observation of the student’s performance,
behaviors in the clinical setting, and all required assignments.
COURSE GRADE:
The AD Nursing Program, in accordance with policy, utilizes the following numerical scale in
computing final course grades:
A=90-100
B=80-89
C=75-79
F= 74.99 and below
Final grades will consist of the following:
Clinical evaluation:
85%
Papers/Projects/Dosage calculations/Quiz/Test
15%
All Assignments/Videos/OB and Pedi skills/Careplans/Assessments/ Nurse’s Notes
UNSAFE CLINICAL PRACTICE
It is the student’s responsibility to practice safe patient care. Unsafe clinical practices will be
documented by the clinical instructor and all appropriated policies and procedures will be
followed as delineated in the Panola College Associate Degree Nursing Student Handbook.
MEDICATION STUDY LIST
Students are expected to Look up, STUDY, KNOW and have available the medications
commonly used in the clinical for childbearing and childrearing patients and families.
MEDICATION ADMINISTRATION EXAM
Students are required to demonstrate calculating dosages and solutions by achieving a score of
100% on a Medication Administration Exam given before the first clinical day. The student will
have three opportunities to achieve a score of 100%. If the student does not achieve 100%,
he/she must withdraw from the course with a grade of an “F”. See the appendix for a sample
medication administration exam problems.
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DOSAGE CALCULATIONS
Students are encouraged to complete the practice problems before the first dosage calculations
exam indicated on the calendar from chapters 11-15 & 17 in the current dosage calculations text
book
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OB CLINICAL ASSIGNMENTS
NURSING SKILLS MEDIA
Students are expected to view the Real Nursing Skills 2.0 Skills for Maternal-Newborn &
Women’s Health Nursing Skills multimedia disk on or before the assigned due date. During
clinical or a simulation lab setting, the instructor will randomly choose a selection of skills to
evaluate each student, therefore, the student must view and practice each skill prior to evaluation.
Students are expected to wear the clinical uniform when in the skills lab. Skill evaluation may
also be done in the clinical setting so either way be prepared.
ASSIGNMENTS
The student is expected to:
1. Complete Dosage Calculations practice problems from Pickar ch 11-15 & 17 on
your own
2. View and practice OB skills on your own
3. Document on computer generated forms that will be available in Canvas.
4. Complete one (1) postpartum careplan and attach careplan grading criteria AND
Complete one (1) postpartum assessment/ nurse’s notes with inclusion of
medication list, prioritized nursing diagnosis list, and pertinent diagnostic reports.
Attach assessment grading criteria.
5. Complete one (1) intrapartum assesment tool OR one (1) intrapartum high risk OB
assessment tool if no one is in active labor. Attach assessment grading criteria
6. Complete one (1) newborn assessment, one (1) nurse’s notes with inclusion
of medication list, pertinent diagnostic list and prioritized nursing diagnosis list.
Attach assessment grading criteria
7. Complete one (1) NICU tool. Attach assessment criteria (if assigned to NICU)
8. Complete a Teaching-Learning Project
9. Complete an Innovative Perinatal Project
10. Complete a Perinatal Medication Project
11. Complete assigned Sylvestri antepartum, intrapartum and postpartum exams, Patient
Reviews, Case Studies, Videos
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CAREPLAN
**Please see the grading criteria for the careplan in this syllabus
1. The care plan will NOT be accepted if it is:
a. Submitted late
b. Handwritten
c. Do not follow APA format
2. The care plan must computer generated according to APA format to include a cover
page and a reference page.
3. The care plan must consist of the following:
a. Two (2) Nursing Diagnoses, 1 from the physical domain and the 2nd from
social, intellectual, emotional or spiritual domain **Do NOT use Pain or
Comfort nursing diagnosis. If either nursing diagnosis is used, significant
points will be deducted on the careplan
b. One (1) goal per each diagnosis
c. Three (3) interventions per goal
d. Rationale for each intervention (cite author, year, and page number)
e. Evaluation of each goal
4. One (1) nursing care plan for a postpartum patient (vaginal or cesarean section) is
required this clinical rotation. All rationales must be cited on the reference page using APA
format
5. The care plan is due at the beginning of clinical on the first clinical day of the following
week. **For example, if a care plan is done in on Wednesday in week 2 of clinical, it will be
due on Wednesday in week 3 of clinical.
6. The postpartum care plan and postpartum assessment should be completed on the same
patient and must be submitted on the same date. If not, significant points will be deducted.
ASSESSMENTS
Students will document on the computer-generated forms that will be made available in Canvas.
**Please see the grading criteria for assessment in this syllabus. Look under the “assignment topic on the
preceding page for additional information regarding when to submit assessments. All
assessments are due one week after clinical assignment.
Students will document on the computer-generated forms that will be made available in
Canvas. For additional information regarding when to submit nurse’s notes, look under the
“assignment” topic on the preceding page.
PROJECTS
Students are required to complete 2 (two) perinatal projects. Students will conduct a literature
search on a perinatal medication and an innovative perinatal topic using the CINAHL and
Medline database. See the appendix for the grading criteria/rubric for these assignments. Project
assignments will be distributed on the first day of clinical by instructor.
COMPUTER ASSISTED INSTRUCTION
Computer Assisted Instruction (CAI)
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Computer assisted instructions (CAIs) are mandatory and constitutes five percent of the course
grade for RNSG 1412. **After completion of each CAI, print results and attach it to the roster in
this syllabus. All portions of the CAI must exceed the minimal proficiency score of 75%. CAIs
must be submitted by the due date to earn credit. If not completed by the due date, a grade of
zero will be recorded. Students are strongly encouraged to complete the CAIs appropriate to
his/her clinical assignment prior to each clinical rotation. Please see a list of the CAIs in the
appendix. CAIs may be accessed through Evolve. Print a hard copy of the results. . Refer to the
CANVAS calendar for the due date for the CAI.
CASE STUDIES
All Case Studies are mandatory and constitutes five percent of the course grade for RNSG
1412. **Read the content in the textbook prior to completing the case study. All case studies
are due by the date set on the CANVAS Course Calendar. Access to each case study is limited
to ONLY ONE attempt.
VIDEOS
All mandatory videos on the video roster must be viewed by the assigned due date. A ten to
twenty question test will be administered after viewing the videos. This test will be graded on a
100 point scale. The videos are accessed via the M P Baker Library webpage, faculty/students,
Medcom, streaming videos. Follow the instructions for logging in on the webpage.
HEALTH FAIR
Each semester all students will participate in the Health Science and Technology Fair. This will
comprise of one clinical day. The class will divide into two or three groups, and each group will
prepare a poster presentation with fellow colleagues that promotes health, wellness and
education. All poster presentation topics must receive faculty approval and represent collegiate
level work. Three references in APA format must be available. Each group will provide weekly
updates to the faculty on the progress of the Health Fair Project.
NCLEX-RN SILVESTRI ASSIGNMENT
Complete the Antepartum, Intrapartum, Postpartum & newborn exams (not quizzes) from the
Silvestri CD and submit the hard copy of the score sheet. A minimal score of 90% must be
achieved and the student’s name must be printed on the score sheet to earn credit for the
assignment; otherwise, it will not be accepted.
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PEDIATRIC CLINICAL ASSIGNMENTS
GENERAL GUIDELINES FOR ALL PEDIATRIC ASSIGNMENTS
-APA format is required for all written papers. The instructor’s expectation is that all papers will
be college level, professional documents. Use of APA format is one of the expectations of a
college level, evidence-based, professional document.
-Assignments are to be submitted to the instructor in a clinical folder or as directed by the
instructor.
-APA resources are listed in the paper guidelines found in the appendices.
CONCEPT MAP
-A concept map (CM) is required for the experience at Truman Smith and for each day in the
simulation laboratory. The CM is due one week after the last day of the experience.
-Cite reference articles used and attach all articles (A minimum of one scholarly journal article is
required with each concept map).
-Attach age-appropriate growth charts and medication lists with each concept map.
-Grading rubric is found in the appendices.
-No credit will be given for a CM submitted late.
-Students are responsible for knowing when to submit the CM. The instructor will not remind
students of the deadline.
PHYSICAL AND DEVELOPMENTAL ASSESSMENT
-A pediatric history and physical (nursing assessment) is required for each acute care hospital
day.
-Include a growth graph with each assessment and developmental assessment form. Down load
growth graphs from http://www.cdc.gov/growthcharts/charts.htm. Select the appropriate gender and age
from the clinical growth charts, set 2. If child is 2 or under, use the graph which has head
circumference as well.
-Forms and grading rubric are in appendices.
-Submit typed nursing assessments no later than one (1) week following the clinical day
experience.
PRECEPTOR EVALUATIONS
-A preceptor-signed clinical evaluation form is required for each clinical experience, other than
Truman Smith.
-The form is due no later than one week after each experience.
-Forms are found in the appendices. It is to be submitted in a sealed envelope or received from
the preceptor via mail.
-If a preceptor evaluation is not turned in for each assigned day of clinical, the student will not
receive credit for that clinical day.
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DO NO HARM CARE PLAN
-Submit care plan, using template in syllabus, on or before the due date. Late submissions will
receive a grade of zero (0).
-Care plan/s must be typed, include a cover sheet and reference page, and follow APA format for
rationale and reference citations.
-Care plan/s will be graded using grading rubric, found in appendices
EXPERIENCE PAPERS
-A typewritten paper, in APA format, is due no later than one week following a student’s visit to
any assigned learning experience as required by the instructor.
-Guidelines and grading rubric for written experience papers are found in the syllabus
appendices.
-APA format is to be used for all papers. Resources for APA formatting guidelines are included
in the appendices.
CLINICAL EVALUATION TOOL (85%)
-Each student will be evaluated clinically using the evaluation tool found in the appendices and
on E*Value.
-Student clinical performance is evaluated by direct observation of instructor, preceptor
comments, simulation and skills day’s activities and participation.
DENVER DEVELOPMENTAL SCREENING TEST
-When the DDST is assigned, the student is expected to perform one DDST screening test on a
child between the ages of birth through six years of age.
-The DDST is to be administered with the child’s parent or primary caregiver present.
-The student’s own child may not be used for this assignment.
-Additional details are provided at orientation when this activity is assigned.
COMPUTER ASSIGNMENTS
-Computer assignments include, but are not limited to: Evolve case studies, HESI patient
reviews, Texas immunization website, ALFA website, spotting the sick child, etc.
-Each assignment is to be completed no later than the due date announced at the beginning of the
semester. Late assignments will not be accepted, a grade of “0” assigned, and averaged with
other assignment grades.
-Some assignments require hard copy submission; others are retrieved electronically.
-It is the student’s responsibility to know submission dates of all assignments. No reminders will
be given.
CHILDCARE TEACHING PROJECT
-An opportunity for student to apply age appropriate teaching/learning principles in a non-acute
environment.
-Teaching presentation is to be appropriate in length, based on group developmental age.
-Teaching template submitted with videotape of presentation.
-A group project with all students assigned to facility that week participating. Group grade
assigned per grading rubric.
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PERSONAL APPEARANCE AND DRESS CODE
Please review your Student Handbook policy for proper dress code. The student will be sent home if
these criteria are not met and will receive an “F” for the clinical day and all related assignments
that were not met.
TEXTBOOK/REFERENCES
The textbooks listed for RNSG 1412 will be used for this clinical course. Students are
encouraged to take a current drug reference to clinicals.
Students are also encouraged to purchase an NCLEX review book and begin completing at
least 150 -200 practice questions each week from now until the time of the NCLEX –RN
exam.
CAPSTONE
EXPERIENCE
During this semester all students on completion of Nursing Care of the
Childbearing and Childrearing Families will be administered an
achievement examination. In addition to fulfilling the academic
requirements of Panola College, all students must successfully pass a
comprehensive achievement examination in the final semester of the
nursing program in order to be eligible to graduate. This is the capstone
experience. (Please refer to the policy in the Student Handbook for more
information).
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Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS)
I. BASIC SKILL COMPETENCIES
A. Basic Skills
i. Reading: Locate, understand and interpret written information in prose and in documents
such as manuals, graphs and schedules.
ii. Writing: Communicate thoughts, ideas, information and messages in writing, and create
documents such as letters, directions, manuals, reports, graphs, and flow charts
iii. Arithmetic & Mathematical Operations: Perform basic computations and approach
practical problems by choosing appropriately from a variety of mathematical techniques.
iv. Listening: Receive, attend to, interpret, and respond to verbal messages and other cues.
v. Speaking: Organize ideas and communicate orally.
B. Thinking Skills
i. Creative Thinking: Generate new ideas.
ii. Decision Making: Specify goals and constraints, generate alternatives, consider risks and
evaluate and choose the best alternative.
iii. Problem Solving: Recognize problems and devise and implement plan of action.
iv. Visualize ("Seeing Things in the Mind's Eye"): Organize and process symbols, pictures,
graphs, objects, and other information.
v. Reasoning: Discover a rule or principle underlying the relationship between two or more
objects and apply it when solving a problem.
C. Personal Qualities
i. Responsibility: Exert a high level of effort and persevere toward goal attainment.
ii. Self-Esteem: Believe in one's own self-worth and maintain a positive view of oneself.
iii. Sociability: Demonstrate understanding, friendliness, adaptability, empathy, and politeness
in group settings.
iv. Self-Management: Assess oneself, set personal goals, monitor progress, and exhibit selfcontrol.
v. Integrity & Honesty: Choose ethical courses of action.
16
II. WORKPLACE COMPETENCIES
A. Resources:
i. Time: Select goal-relevant activities, rank them, allocate time, and prepare and
follow schedules.
ii. Money: Use or prepare budgets, make forecasts, keep records, and make
adjustments to meet objectives.
iii. Material & Facilities: Acquire, store, allocate, and use materials or space
efficiently.
iv. Human Resources: Assess skills and distribute work accordingly, evaluate
performance and provide feedback.
B. Interpersonal Skills:
i. Participate as Member of a Team: Contribute to group effort.
ii. Teach Others New Skills.
iii. Serve Patients/ Customers: Work to satisfy customers' expectations.
iv. Exercise Leadership: Communicate ideas to justify position, persuade & convince
others, responsibly challenge existing procedures & policies.
v. Negotiate: Work toward agreements involving exchange of resources, resolve
divergent interests.
vi. Work with Diversity: Work well with men and women from diverse backgrounds.
C. Information:
i. Acquire and Evaluate Information.
ii. Organize and Maintain Information.
iii. Interpret and Communicate Information.
iv. Use computers to process information.
D. Systems:
i. Understand Systems: Know how social, organizational and technological systems
work and operate effectively with them.
ii. Monitor & Correct Performance: Distinguish trends, predict impacts on system
operations, diagnose deviations in systems' performance
iii. Improve or Design Systems: Suggest modifications to existing systems and
develop new or alternative systems to improve performance.
E. Technology
i. Select Technology: choose procedures, tools or equipment including computers and
related technologies
ii. Apply Technologies to Task: understand overall intent and proper procedures for
setup and operation of equipment
iii Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with
equipment, including computers and other technologies
17
RNSG 2261 Clinical Evaluation
NAME:____________________
Midterm
Outcomes
Student
Final
Faculty
Student
Faculty
Comments
Member of the Profession
1. Use a systematic approach to provide
individualized, goal-directed nursing care
to meet health care needs of patients
and their families.
a.
Formulate TWO NANDA THREE-PART
nursing diagnoses based upon assessment of
analysis data (NCPCM/FO/A)
i.
ii.
b.
Reflects defining characteristics
Covers psychosocial, physiological
and spiritual needs as related to the
patient
Prioritize nursing diagnoses based upon
interpretation of health data **
(NCPCM/FO/A)
i.
ii.
Determines what problems need
immediate attention
Identifies actual nursing diagnoses
that takes precedence over at-risk
(potential) diagnoses
2a. Promote collegiality among
interdisciplinary health care team
members. (FO)
i.
Establish rapport with patient and health
team members
2b. Practice within the professional nursing role and
Scope of Practice. (FO/A)
i.
ii.
iii.
iv.
v.
Act responsibly within the limits of
nursing knowledge**
Maintains patient confidentiality by the
appropriate use of patient information and
disposal of confidential information**
Provides patient privacy
Adheres to student handbook policies**
Follows hospital and clinical site
policies**
18
vi.
vii.
viii.
Provides safe patient care*
Verifies and follows MD orders at the
beginning of the shift**
Organize tasks and resources
2c. Serve as a positive role model for
students, peers, and members of
the interdisciplinary health care
team. (FO/A)
a.
Participate in clinical self-evaluation
(FO/A)
i.
Self-rates clinical behaviors/skills
ii.
Completes self-evaluation in EValue at Midterm and Final
Evaluation:
Midterm ________Y/N
Final ________Y/N
iii.
b.
Identifies strengths and areas of
needed improvement
iv.
Documents procedures & nursing
diagnoses in EVALUE
Participate actively in self-directed
learning (FO/A)
i.
ii.
Demonstrates initiative in seeking
new learning experiences
Accepts responsibility for clinical
assignments without excuses
PROVIDER OF PATIENT-CENTERED CARE
3a. Use structured and unstructured data collection
tools to obtain patient and
family history in areas of physical,
psychiatric/mental health, spiritual,
cultural, familial, occupational, and
environmental information, risk factors,
and patient resources. (FO/A/NCPCM)
i.
ii.
Complete physical assessment within 1
hour of arriving at bedside**
Assess health promotion/prevention needs
of the patients and their families in clinical
settings
3b. Proactively manage priorities in
patient care and follow-up on
clinical problems that warrant
19
investigation with consideration of
anticipated risks. (NCPCM/FO/A)
i.
ii.
iii.
iv.
Manages actual/potential disaster
situations**
Identifies signs/symptoms of distress and
responds promptly **
Notifies nurse promptly of distress**
Define all characteristics and treatments
and prioritize care
3c. Apply relevant, current nursing practice journal
articles and evidence-based outcomes from research
findings to
practice and clinical decisions. (NCPCM/FO/A)
i.
ii.
iii.
iv.
v.
vi.
Seeks input as a consumer of evidencedbase research
Uses current evidence-based
practice/professional literature to develop
rationales that support nursing
interventions
Uses professional periodical within last
five (5) years for one rationale per care
plan
Includes author, year and page number for
each rationale
** Submits professional periodical with
care plan
Integrate research findings into assigned
projects (NCPCM/A/FO)
4. Develop and implement comprehensive teaching
plans for health promotion, maintenance, and restoration
and risk reduction for patients and their families with
consideration of support systems.
i.
ii.
iii.
Submits teaching-plan assignment by due
date
Teaching Plan grade___________ or
Takes opportunity to teach in clinical
setting
Assess learning needs, developmental
levels, and abilities and provide patients
and their families teaching using
appropriate strategies. (A/FO)
5a. Identify and participate in activities to
improve health care delivery within the
clinical setting.
i.
Evaluate care administered by members of
20
ii.
the health care delivery team
Uses standard or specific precautions
consistently**(NCPCM/A/FO)
5b. Report the need for corrective action
within the organization for safe patient
care.
PATIENT SAFETY ADVOCATE
6a. Accurately identify patients. (FO)
i.
Verifies Identification band, alarm limits
on equipment, position of tubes, side rails,
& emergency equipment on arrival at
bedside**
6b. Safely administer medications and treatments.
(FO/NCPCM/A)
i.
ii.
Calculate the safe dosage of each
medication on dosage calculations quizzes
and for assigned patients**
Carries out patient teaching for safe
administration of prescribed medications
6c. Clarify any order believed to be inaccurate,
contraindicated, or otherwise harmful to the patient.
(FO/A)
6d. Document and report untoward effects to
medications, treatments, and procedures and clearly and
accurately communicate to health care professionals.
(FO)
i.
Avoids errors of commission and
omission**
7a. Seek orientation/training for competency when
encountering unfamiliar pt. care situations, new
equipment and technology. (FO)
7b. Accept only those assignments that fall within
individual scope of practice based on experience and
educational preparation. (FO)
MEMBER OF THE HEALTHCARE TEAM
8. Involve patients and their families in
collaboration with other interdisciplinary
health care team members for planning
health care delivery to improve the
21
quality of care across the lifespan. (FO/A/NCPCM)
i.
ii.
Informs patients of treatments and
procedures
Seeks patient input to develop the plan of
care
9a. Refer patients and their families to
community resources. (FO/A/NCPCM)
i.
Identifies community resources needed by
patient i.e.WIC, Medicaid, CHIPS
9b. Serve as a member of health care
and community teams to provide
services to individuals and their
families who experience unmet needs. (FO/A/NCPCM)
i.
ii.
Anticipates patients needs prior to
discharge
Identify resources to assist family in
meeting goals (FO/A)
10. Use current technology and
informatics to enhance communication, support
decision-making, and promote improvement of patient
care. (NCPCM)
11a. Compare needs of patient with
knowledge, skills, and abilities of
assistive and licensed personnel. (FO/A)
11b. Participate in decision-making related to delegation
and assigned tasks. (FO/A)
22
PANOLA COLLEGE NURSING PROGRAM
RNSG 2261 CLINICAL EVALUATION
The clinical evaluation tool is structured along the five major areas of nursing function: Assessment,
Nursing Diagnoses, Planning, Implementation, and Evaluations. The organization of the
objectives/outcomes uses the three major roles of the practicing nurse: Provider of Care,
Coordinator of Care and Member of the Profession. Grades for RNSG 2261 are derived by
observing the student’s performance, evaluating required assignments and the student in the role of
Member of the Profession, Provider of Patient-Centered Care, Patient Safety Advocate, and Member
of the Healthcare Team.
Points will be assigned to each objective/outcome reflecting the level of competence as follows:
4 -- Consistently performs at an independent level. Meets the described objectives with selfdirection. 90-100% on assignments=4 points
3 — Demonstrates consistent performance and improvement. Needs minimal guidance to meet
described objectives. 80-89% on assignments = 3points
2 — Satisfactory/safe level of performance. Meets objectives with consistent guidance. 75-79% on
assignments = 2 points
<2 — Unsatisfactory/Unsafe. Level of performance does not meet standards. Unable to meet
objectives without frequent, direct, intensive guidance and instruction to avoid errors. This includes
submitting late assignments, substandard assignments, failure to submit assignments and
inconsistent performances from week to week. 74.99 or less, late assignments and failure to submit
assignments = 0
** are specific critical outcomes and students must achieve a minimum score of 2 . A score of < 2 is
Unsatisfactory /Unsafe and may/will result in immediate termination of the clinical experience and/or
failure of the course
The points for each course outcome are derived from a combination of Nursing Care Plans or
Concept Maps (NCPCM), Assignments (A), and/or Faculty Observations (FO). If a student receives
a grade of zero (0) on any assignment or nursing care plans, the student will also receive a zero (0) on
this clinical evaluation tool for the corresponding course outcome.
The 0-4 grading scale may be used when evaluating NCPCM/Nursing
Assessments/Assignments/Skills/Nurse’s Notes
Please see the grading criteria for each assignment. The average score achieved on
NCPCM/Assessment/Assignments/Projects/Dosage Calculations will be transferred to the
corresponding course outcome of this clinical evaluation tool
85% of course grade = Total # of points earned for each outcome (0-4)/Total possible points for all
course outcomes
15% of course grade = average of CAIs, projects, dosage calculations quizzes, Saunders NCLEX-RN,
care plans and concept maps, assessments, assignments, skills, nurse’s notes
23
Mid-Term Evaluation
Student strengths, as identified by student:
Student areas for improvement, as identified by student:
Student strengths, as identified by instructor:
Student areas for improvement, as identified by instructor:
___________________________________
Student Signature
Date
___________________________
Instructor Signature Date
24
Final Evaluation
Student strengths, as identified by student:
Student areas for improvement, as identified by student:
Student strengths, as identified by instructor:
Student areas for improvement, as identified by instructor:
___________________________________
Student Signature
Date
___________________________
Instructor Signature Date
25
STUDENT ACKNOWLEDGMENT
I have read the Panola College Associate Degree Nursing program syllabus
for RNSG 2261 Clinical Nursing. The items in the syllabus have been
explained to me. I understand that it is my responsibility to seek any
additional clarification that I may need from the instructor.
I will comply with the requirements as delineated. It is my understanding
that this form will become part of my permanent file.
_________________________
Student Name (print)
______________________________
Student Signature
_________________________
Date
_______________________________
Date
I have access to and have read the current Associate Degree Nursing
Student Handbook and am familiar with the guidelines and policies, have
understood such, and agree to abide by the Associate Degree Nursing
Student Handbook.
_________________________
Student Name (print)
____________________
Student Signature
_________________________
Date
____________________
Date
26
OB
APPENDICES
FORMS
27
NURSING ASSESSMENT GRADING CRITERIA
(Staple to the back of Assessment-No folders)
Possible Points
Assessment Criteria
points earned
I. PATIENT PROFILE (include statement/history of
presenting problem)
5
II. FETAL/OBSTETRICAL/POSTPARTUM/NEWBORN/
NEONATAL DATA/DISEASE PROFILE
15
III. REVIEW OF SYSTEM
(SUBJECTIVE)/BEHAVIORAL
FOR NEWBORN/NEONATAL
20
30
IV. PHYSICAL EXAMINATION (OBJECTIVE)
V. PERTINENT ASSESSMENT DATA RELATED TO
ADMISSION
A. Brief explanation of possible etiology of abnormal lab data
(clinical significance)
B. All deviations from normal highlighted
C. Medications
D. Diet and Allergies
VI. NURSE’S NOTES
a.
Includes IV lines, catheters, PCA pumps, etc.
b.
Includes three NANDA nursing diagnoses
c.
Submits documentation that demonstrates
implementation of interventions
VII. Staple grading criteria to the back of assessment
Assessment points equal = Total # of points earned for each
criteria /Total possible points for all criteria
10
15
5
100
COMMENTS:
__________________________________________________________
______________________________________________________
STUDENT NAME:_______________________________
DATE: ________________
INSTRUCTOR:________________________________
28
PATIENT CARE PLAN CRITERIA
(Staple to the back of Careplan-No folders)
Possible
Careplan Criteria
points
Points
earned
I. ASSESSMENT Criteria (Physical assessment
findings related to admission)
a.
b.
c.
d.
Objective data covered all relevant signs
Subjective data covered all relevant symptoms
Include data that pertains to the nursing diagnoses
Data written in the format: Subjective Data: Objective Data:
Total # of points earned for each criteria (0-4)/Total possible points
for the assessment column of the NCP
II. NURSING DIAGNOSES (ND)
a. Identify two (2) nursing diagnoses supported by
assessment data
b. Nursing Diagnoses are prioritized and numbered in order
of importance and correlates with assessment
c. Nursing Diagnoses are based on NANDA format
d. Nursing Diagnoses includes one physiological and one
psycho-social or spiritual needs as related to the patient
e. Nursing Diagnoses reflect defining characteristics
Total # of points earned for each criteria (0-4)/Total possible
points for the nursing diagnosis column of the NCP
III. PATIENT OBJECTIVES (WHOLISTIC
GOALS)
a. Must be directly related to the nursing diagnoses
b. Patient-centered
c. Observable
d. Measurable and Specific
e. Time limited
f. Identify ONLY(1) one goal for each nursing diagnosis-points
will be deducted for more than one
Total # of points earned for each criteria (0-4)/Total possible
points for the goals column of the NCP
4
4
4
4
16
4
4
4
4
4
20
4
4
4
4
4
4
24
IV. NURSING INTERVENTION
a. Individualized/Comprehensive
b. Appropriate/Specific (specifies when, how and how often)
c. Realistic
d. Identify ONLY(3) three interventions for each goal-points will
be deducted for more than three
Total # of points earned for each criteria (0-4)/Total possible
points for the interventions column of the NCP
4
4
4
4
16
29
V. RATIONALE
4
a. Use of professional literature to support each intervention
b. Use relevant professional periodical for at least one rationale
within last five (5) years (current); Abstract not accepted
c. Submit professional periodical with careplan
d. Highlight the rationale in the periodical
e. Include author, year, and page number for each rationale
Total # of points earned for each criteria (0-4)/Total possible
points for the rationale column of the NCP
20
VI. EVALUATION
4
a. State how each goal or outcome will be met (include the
patient’s response using measurable data )
b. State time line of evaluation
c. State reason(s) why objectives were not met (If objectives
were not met, provides examples of how the objective could have
been met)
d. State needed revisions in objectives or nursing orders if not
met
Total # of points earned for each criteria (0-4)/Total possible
points for the assessment column of the NCP
4
4
4
4
4
4
4
16
VII. FORMAT
a. Use the Publication Manual for the American Psychological
Association (APA) current edition and include a title & reference
page
b. Typed or computer generated
c. Care plan correlate with postpartum assessment
d. Use correct spelling and grammar
e. Staple grading criteria to the back of NCP
4
4
4
4
4
20
Care plan points equal = Total # of points earned for each
criteria /Total possible points for all criteria
Total 132
Comments:________________________________________________
__________________________________________________________
_________________________________________________________
Name: ______________________________
Date: ______________________________
30
ORAL PRESENTATION RUBRIC
Student Name:
INNOVATIVE PERINATAL TOPIC
Date:
CRITERIA
4 (100%)
3 (80%)
2 (75%)
<2 (0%)
Topic
Introduction/
Background
5
Definition/
Description
/Content/
Delivery
Clear, concise, and
applicable to course content
Mostly clear,
concise; Applicable
to course content
Unclear and lacks
conciseness; does not
introduce topic
Defines terms/ describes
content. Demonstrates full
understanding with
explanations and
elaborations. Clear voice
and correct, precise
pronunciation of terms.
Demonstrates a
good
understanding of
content. Is at ease
with content, but
fails to elaborate
Voice is clear.
Incorrectly
pronounces 1 or
more terms
Mostly describes 3
or more
implications or
nursing role
appropriate to topic
Moderately clear,
lacks conciseness;
applicable to course
content
Demonstrates
understanding of
parts of the content.
Incorrectly
pronounces 2 or
more terms.
Audience members
have difficulty
hearing presentation
Moderately
describes 1
implication or
nursing role;
Prompted to discuss
implications
Summary of major
points of article not
concise-misses
some points. Has
CINAHL and
Medline search
results and article.
From a current peer
reviewed nursing or
medical journal (4-5
years). Solicits
assistance with
article from instructor
2 or more visuals or
props that rarely
supports text/content
and presentation
Does not address
nursing implications or
nursing role specific to
topic
15
Implications
for Nursing
Practice/
Nursing Role
20
Discussion of
Journal
Articles
15
Visuals
20
Preparedness
15
Enthusiasm
10
Clearly describes 3 or more
implications or nursing role
and at least one teaching
implication appropriate to
topic for a total of 4
Submits article, CINAHL &
Medline search results,
States summary of major
points of article (include
author and year); From a
current peer reviewed
nursing journal (1-2 years).
Submits article,
CINAHL and
Medline search
results.
Adequately stated
summary of most
points of article.
From a current
peer reviewed
nursing or medical
journal (3 years)
Innovative use of multimedia
that illustrates considerable
work/creativity which
enhance the presentation
Submits PP in Canvas 24
hours prior to due date
3 or more visuals
or props related to
text/content and
presentation that
illustrates creativity
which enhance the
presentation
Prepared but
needs a few more
rehearsals.;
Maintains eye
contact with peers
most of the time;
Presentation 7-8
minutes
Completely prepared to
present assigned topic on
due date and has obviously
rehearsed. Presentation 910 minutes
Facial expressions and body
language generate a strong
interest and enthusiasm
about the topic in others.
Facial expressions
and body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in others.
Somewhat prepared,
but it is clear that
rehearsal was
lacking. Reads most
of the report. No
author or year.
Presentation 5-6
minutes
Facial expressions
and body language
are used to try to
generate
enthusiasm, but is
somewhat lacking.
Score
No definition given.
Does not have grasp of
information; Can not
answer questions
about subject.
Incorrectly pronounces
3 or more terms,
mumbles
Does not have CINAHL
and Medline search.
Does not integrate,
discuss or submit
article. Article not
from a current peer
reviewed nursing or
medical journal (> 5
years). Solicits article
from instructor
No use of props or
visuals OR the props
chosen detract from
the presentation.
Handouts are used
instead of visuals,
multimedia or props
Not at all prepared to
present. Reads entire
report making no eye
contact. Does not
present topic on
assigned due date.
Presentation is less
than 5 minutes or
greater than 10
minutes
Very little use of facial
expressions or body
language. Did not
generate much interest
in topic being
presented.
TOTAL
/100
Comments:
31
Oral Presentation Rubric: Perinatal Medication
Student Name:
Date:
CRITERIA
Introduction of
Topic/Medication
Name
10
Indication &
Action
20
Adverse
reactions & Side
Effects
4 (100%)
10
Nursing
Implications
15
Preparedness
25
Enthusiasm
10
2 (75%)
<2 (0%)
Mostly clear and
concise; include
generic and at least
one trade name
Moderately clear and
concise; include generic
or trade name
Unclear and lacks
conciseness; does
not introduce topic;
does not include
medication name
Clearly states 2 or
more perinatal
indications, non
perinatal indications
and applicable
actions
Mostly clear and
concise; states at
least 1 perinatal
indication and non
perinatal indications
and actions
Moderately clear and
concise; states at least 1
perinatal indication and
actions
Unclear and lacks
conciseness; does
not state perinatal
indication
Clearly states 3-4
adverse reactions
and side effects
Mostly clear and
concise: states at
least 2 adverse
reactions and side
effects
Moderately clear and
concise; states 1 side
effect and adverse
reaction
Unclear and lacks
conciseness; does
not state any
adverse reactions
and side effects
Clearly states
dosage, All routes of
administration for
perinatal and non
perinatal indication
Mostly clear and
concise; states
dosage for at least
one perinatal
indication and non
perinatal indication
Moderately clear and
concise; states dosage
for perinatal indication
ONLY
Unclear and lacks
conciseness; does
not state any
perinatal dosages or
states incorrect
dosages and routes
Clearly describes 3
or more implications
and at least one
teaching for a total of
4
Mostly describes 2
or more implications
Moderately describes 1
implication
Does not address
nursing implications
or nursing role
specific to topic
Completely prepared
to present assigned
topic on due date
and has obviously
rehearsed. Submits
CINAHL & Medline
search results,
States summary of
major points of
article (include
author and year);
submits copy of
article; Presentation
9-10 minutes
Facial expressions
and body language
generate a strong
interest and
enthusiasm about
the topic in others.
Prepared but needs
a few more
rehearsals. Submits
CINAHL and Medline
search results and
article. Adequately
stated summary of
most points of
article; Maintains eye
contact with peers
most of the time;
Presentation 7-8
minutes
Somewhat prepared, but
it is clear that rehearsal
was lacking. Summary
of major points of article
not concise-misses
some points. Has
CINAHL and Medline
search results and
article. Reads most of
the report . No author or
year. Presentation 5-6
minutes
Facial expressions
and body language
sometimes generate
a strong interest and
enthusiasm about
the topic in others.
Facial expressions and
body language are used
to try to generate
enthusiasm, but is
somewhat lacking.
Not at all prepared to
present. Reads
entire report making
no eye contact. Does
not have CINAHL
and Medline search .
Does not submit
article. Does not
present topic on
assigned due date.
Presentation is less
than 5 minutes or
greater than 10
minutes
Very little use of
facial expressions or
body language. Did
not generate much
interest in topic being
presented.
10
Dosage
3 (80%)
Clear, concise, and
include generic and
at least 2 or more
trade names (if
applicable)
Score/Comments
Total Score=
32
Teaching-Learning Project
The Teaching-Learning project is an experience in formal patient education that
provides the student with the opportunity to apply teaching –learning theory in
the clinical setting. Utilizing the nursing process, the student will ASSESS the
patient’s learning needs, formulate a NURSING DIAGNOSIS, develop a
teaching PLAN, IMPLEMENT the plan and EVALUATE the teaching-learning
process.
Assignment:
The student will:
1. Select an individual/family who demonstrates a knowledge deficit
2. Complete a brief nursing assessment/history to validate the need for
intervention
3. Identify the patient’s assets and limitations in meeting the need
4. Construct a 5-10 minute health promotion teaching plan on any topic related
to a childbearing patient
(**MUST OBTAIN FACULTY APPROVAL ON TOPIC OR THE ASSIGNMENT WILL
RECEIVE A GRADE OF “F”)
5. Implement the teaching in the format of a video and written plan
6. Submit a typed evaluation of the entire teaching plan/video project
7. Include a copy of the video on a jumpdrive or DVD with the grading criteria
The video MUST accompany the typed teaching plan. The typed teaching plan will NOT be
accepted if the video is not submitted on the assigned due date. All parts of the teaching will not
be accepted, if not submitted at the same time on the assigned due date. A grade of zero (0) will
be given for the entire assignment and the corresponding objectives on the clinical evaluation
tool if all parts are not submitted on the assigned due date. No exceptions and no excuses.
EXPECTATIONS
1. The student will submit to the instructor the video on a jumpdrive/DVD, teaching plan with
grading criteria and the typed evaluation of the teaching plan on the assigned due date
2. Please see the sample format of a teaching plan for Self-Administration of Insulin in Canvas
33
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
Grading Criteria Teaching Plan
Points
Possible
Points
Earned
Comments
Assessment of the Learner
a. Select a patient or family member who demonstrates a knowledge
deficit
b. Identify learning need (what the learner needs to know)
c Readiness to learn (when the learner is receptive to learning
5
d. Complete a brief nursing history/assessment that illustrates the need
for intervention
5
Constructs a Teaching Plan
a. Develops a written plan for teaching based on an identified learning
10
need of the patient/family
b. Develops a topical outline of content material
c. Utilizes the nursing process to develop the teaching plan
d. Uses a holistic approach in teaching plan
2
e Identifies appropriate resources available in the community
5
f. Develops specific patient focused learning objectives
2
g. Identify planned teaching learning activities and time frame for
planned activities
2
Presentation
a. Create a video to accompany the teaching plan
*The instructor must be able to see the student and the patient in the
video
50
Evaluation
a. Evaluate the effectiveness of the entire teaching video project
10
Convention/Usage/Sentence Structure
a. The sentences are well constructed, vary in form, and show no major
examples of nonstandard sentence formation
2
b. The grammar, spelling and punctuation are basically free of error
except minor infractions
2
Format
a. APA format to include title and reference page
STUDENT NAME: _______________________
DATE: ____________________________________
5
INSTRUCTOR: ____________________________
34
Panola College Associate Degree Nursing
Patient Assessment
(Attach to Teaching Plan)
Student Name: ____________________
Date: _____________________________
Patient’s Initials: _____________________ Age/Gender:________________________
Assessment/Data Collection
Pertinent Patient Data:
Reason for this Clinic Visit/Hospitalization:
Significant Obstetric or health HX:
Subjective
Data:________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________
Objective
Data:________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________
Nursing diagnosis
_____________________________________________________________________________
_______________________________________________________________________
Patient Assets and Limitations (relative to knowledge deficit)
Assets:
Limitations:
35
Video Presentation Critique
For Faculty Use Only
Relevance, clarity of main idea and concepts 5 points
________________________________________________________________
__________________________________________________________
Appropriate timing and pace of the presentation 5 points
________________________________________________________________
__________________________________________________________
Appropriate teaching strategies 5 points
________________________________________________________________
__________________________________________________________
Appropriate material presented 13 points
_____________________________________________________________
Engaging and useful 5 points
________________________________________________________________
__________________________________________________________
Appropriate adaptation of the presentation for the learner’s age, condition,
and abilities 5 points
________________________________________________________________
________________________________________________________________
____
Video 5-10 minutes
Submit Video with plan on assigned date on jumpdrive/DVD 12 points
Technical Quality-sound and picture quality
________________________________________________________________
________________________________________________________________
Comments_______________________________________________________
________________________________________________________________
________________________________________________________________
36
Medication Calculation Exam
A medication calculations exam will be administered prior to the beginning of the clinical
rotation. The calculations exam must be passed with 100% accuracy before a student may begin
clinicals. There is a limit of three maximum attempts to obtain 100% accuracy. Remediation
will be provided upon request. Less than 100% accuracy on the third attempt will result in a
withdrawal from RNSG 2261 with a grade of F.
Convert the following to the equivalent measures indicated.
1. 0.5 g = ____________ mg
9. 7 1/2 lbs = ____________ kg
2. 7.5 cc = ____________ mL
10. 3 qt = ____________ L
3. 1 mg =____________ mcg
11. 500 mL = __________ L
4. 250 mL = __________ pt
12. 300 g = ____________ kg
5. 28 in = ____________ cm
13. 1 T = ____________ t
6. 1 g = ____________ kg
14. 1 t = __________ ml
7. 250 mL = ____________ oz
15. 1 Unit = ___________ milli Units
8. 10 mm = _____________ cm
16. 16 oz = ___________ lb
Calculate the IV flow rate in gtt/min for the following IV administrations
17. a. 1000 mL D5LR to infuse at an 8 hour rate. The administration set is 10 gtt/mL.
b. How many mL per hour would you set an infusion pump to deliver 1000 mLs in 8 hours?
18. Order: 150 mL NS bolus to infuse in 45 minutes
Drop factor: 15 gtt/mL
_______________gtt/min
Review Chapters 11-15, 17 in Pickar, G. D. (2013). Dosage calculations (9th ed.). New
York: Delmar.
37
PANOLA COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
OB Skills List
The following skill may be accomplished in a simulated laboratory or an actual clinical setting
using standardized performance criteria
DATE
SKILLS
S
U COMMENTS
ANTEPARTUM
1. Antepartum assessment
2. Plans & delivers care to women experiencing
complications:
a. Preterm labor
b. Premature rupture of membranes (PROM)
c. Pregnancy Induced Hypertension (PIH)
d. Gestational Diabetes
e. Preeclampsia/Eclampsia
f. Bleeding
g. Infection
h. Hyperemesis gravidarum
(Other)
INTRAPARTUM
1. Intrapartum assessment
2. Assessing Deep Tendon Reflexes/Clonus
3. Performs Leopold’s Maneuvers
4. Applies electronic fetal monitor
5. Auscultate the Fetal Heart Rate
6. Palpating contractions
7. Evaluates Electronic Fetal Monitoring Strips
8. Uses Nitrazine paper to determine ROM
9. Observes fetal heart rate monitoring with a Fetal Scalp
Electrode
10. Observes uterine activity monitoring with an intrauterine
pressure catheter
11. Interprets periodic patterns, accelerations, decelerations,
reassuring /nonreassuring FHR patterns
12. States interventions for nonreassuring FHR patterns
13. Assists/monitors patient with Epidural
14. Assists with Amniotomy
15. Performing or assisting with Vaginal Examination
38
16. Observe vacuum assisted/Forceps delivery
17. Set up Delivery table
18. Perineal prep
19. Cesarean section-preparation
20. Preparation of the vulva and the mini-prep
(Other)
POSTPARTUM
1. Postpartum assessment
2. Sitz bath
3. Perineal care
4. Perilite
5. Observes for postpartum complications:
a.
Postpartum hemorrhage
b.
Hypovolemic shock
c.
Thromboembolic disorders
d.
Pulmonary Embolism
e.
Puerperal Infection
f.
Affective disorders i.e. depression/psychosis
(Other)
NEWBORN
1. Newborn assessment & gestational age assessment
2. Newborn bath
3. Assesses vital signs in the newborn
4. Assesses blood glucose in the newborn
5. Uses bulb syringe
6. Pulse Oximetry
7. Obtaining urine specimen
8. Uses infant overhead radiant warmer
9. Circumcision care
10. Phototherapy
11. Assists with newborn nutrition and feeding
a.
Breastfeeding
b.
Bottlefeeding
12. Umbilical cord care
13. Administers medications
a.
Erythromycin ophthalmic ointment
b.
Phytonadione (Vitamin K) IM
c.
Hepatitis B Vaccine 0.5 cc IM
d.
Intravenous Antibiotics
e.
(Other)
Neonatal Intensive Care
1. Neonatal assessment
2. Assists with venipuncture
39
a.
b.
c.
d.
e.
Intravenous therapy
Total Parenteral Nutrition (TPN)
Lipids
Monitors Intravenous fluids on a volumetric pump
Uses infusion /syringe pump
3. Cardiac/Respiratory Monitor
4. Care of infant in isolette/incubator
a.
Servo control
b.
Manual control
5.
Oxygen Therapy:
a.
Nasal Cannula
b.
Mask
c.
Endotracheal Tube
d.
Ventilator
e.
Pulse Oximetry
f.
Chest physiotherapy
g.
Suctioning of upper airway
6. Insertion of Neotube/Nasogastric/Orogastric tube & care
7. Enteral/Gavage syringe feedings
a.
Gravity
b.
Continuous (Feeding pump) feeding
c.
Gastric residual assessment
8. Administration of medications
9. (Other)
MEDICATION ADMINISTRATION
1. Pitocin
2. Magnesium Sulfate
3. Rubella Vaccine
4. Rho Immune Globulin (RhoGAM)
5. Terbutaline
6. Betamethasone, Dexamethasone
7. Methylergonovine (Methergine)
8. Naloxone Hydrochloride (Narcan)
9. Conjugated Estrogens (Pemarin, Ogen)
10. Medroxyprogesterone (Provera, Cycrin)
(Other) Please list all medications you have given
Student Name:________________________________
Clinical Instructor: _____________________________
40
NAME______________________________
Computer Assisted Instruction/Case Study Log for Maternal/Newborn Nursing 1412/2261
Record all scores on this log and print and attach result page to this document
Title of CAI/Case Study
CASE STUDIES (Only ONE ATTEMPT per case study)
1. Healthy Newborn
Score
2. Newborn with Jaundice
Score
3. Postpartum
Score
4. Premature Infant
Score
MATERNITY: NORMAL PREGNANCY (multiple attempts allowed)
Score
1. Susan Wilson (1)
2. Susan Wilson (2)
MATERNITY: PROBLEMS OF PREGNANCY (multiple attempts allowed)
Score
1. Donna Prow
2. Lilley Larson
Score
3. Maria Pratt
4. Steffy Greel
41
Video List for RNSG 2261 Clinical Lab
**Please view assigned videos by due date. A test will be administered on the date posted in
Canvas.
MANDATORY
Title
Author
Assessment of the Newborn: Cardiopulmonary Assessment and Cardiac Anomalies (w/Video) (1 hr)
Assessment of the Newborn: Physical Anomalies and Neurologic Issues (w/Video) (1 hr)
Assessment of the Newborn: Gestational Age and Newborn Reflexes (w/Video) (1 hr)
Assessment of the Newborn: The First 10 Minutes (w/Video) (1 hr)
Medcom/Trainex
Medcom/Trainex
Medcom/Trainex
Medcom/Trainex
Assessment of the Newborn: The Head to Toe Assessment (w/Video) (1 hr)
Medcom/Trainex
Obstetrical Nursing: Assisted Delivery and Cesarean Section (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Caring for the Antepartum Patient (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Caring for the Postpartum Patient (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Complications of Pregnancy (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Electronic Fetal Monitoring (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Labor and Delivery (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Newborn Stabilization and Care (w/Video) (0.5 hr)
Medcom/Trainex
Obstetrical Nursing: Pain Control (w/Video) (0.5 hr)
Medcom/Train
42
MEDICATION STUDY LIST
Antepartum
Betamethasone (Celestone)
Dexamethasone
Folic Acid (Folate)
Indomethacine (Indocin)
Magnesium Sulfate
Metronidazole (Flagyl)
Nifedipine (Procardia)
Serophene (Clomid)
Terbutaline (Brethine)
Butorphanol Tartrate (Stadol)
Calcium Gluconate
Cervidil
Meperidine (Demerol)
Methylergonovine (Methergine)
Misoprostol (Cytotec)
Naloxone (Narcan)
Nalbuphine (Nubain)
Nitrazine Paper
Oxytocin (Pitocin)
Prostaglandin (Prostin E)
Intrapartum
Methyldopa
Penicillin G
Nursery
Aqua Mephyton
Cefotaxime
Erythromycin ophthalmic ointment
Ampiciliin
Hepatitis B Vaccine & Immune Globulin Gentamicin
PKU test
Triple dye
NICU
Survanta
Caffeine citrate Curasurf
Infasurf
Postpartum
Rho Gam
Mepergan
Ibuprofen
Rubella vaccine Revex
Percocet
MMR vaccine Duramorph
PrentalVitamin
Docusate calcium
Ferrous Sulfate
Tdap vaccine
Carboprost Tromethamine
Medroxyprogesterone
Influenza vaccine
Omega 3 Fatty Acid
Docusate Sodium
Tamoxifen
Cefazolin
Cefoxitin
Vitamin C
Lortab
Acetaminophen
Ampicillin&Sulbactum
Clindamycin
Ceftriaxone
43
PEDIATRIC
APPENDICES
FORMS
44
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
Pediatric Paper Guidelines








All papers are to be typed and in APA format following the 6th edition APA guidelines.
References and citations are to be used when the knowledge/subject matter
discussed is not the student’s own. For example, if a text, another written document,
and/or the web, is used to get information on immunizations, then that source should be
cited and referenced. Example, if I write the following: “Childhood obesity is currently a
major problem in the United States”, I need to credit a source for this statement, even
though I may have incorporated this information as knowledge. I need to find a source
and cite it.
Using another person’s work as one’s own, not citing sources, and rewriting word for
word from another source are all examples of plagiarism, which is not acceptable.
Plagiarism in a paper results in a grade of “F” with possible other consequences.
If you are in doubt as to whether or not you should cite a source, cite it. It is better to err
on the side of caution, then receive an “F” grade for plagiarism, intended or not.
Address each objective. It is my expectation that students will address the objective with
more than just observation. The purpose of the paper is to help the student examine that
topic, not just to respond to the objectives. The objectives are a guide to develop your
response. Support your observations with evidence-based information from your text, a
journal article, a verifiable website.
The Panola College library site, as well as the APA handbook, is an excellent resource.
These additional resources may also be helpful to you:
o http://www.youtube.com/watch?v=reFXrhdvnmw (using word to format paper)
o http://www.youtube.com/watch?v=cnLH98_YtuA
(plagiarism, citations)
o http://www.youtube.com/watch?v=RfIpTZ50Ly4 (in text citations)
o http://www.youtube.com/watch?v=QXU5MTfRjcg (why cite)
o http://www.youtube.com/watch?v=d45FYQgPbNE (reference citations)
o http://www.youtube.com/watch?v=M9yuYVgCGYY (journal article citations)
o




http://owl.english.purdue.edu/owl/resource/560/01/
As this is a college level, professional paper, proper English, grammatically correct
sentence structure and standard punctuation and formatting is expected.
Make sure you understand the assignment. Ask for clarification if unclear.
Take careful notes as you read articles and research information. Make sure the correct
and complete bibliographic information accompanies your notes so when you write your
paper, you have all the information.
Proofread your initial draft, using spell checker to detect misspelled words. Edit, do any
follow up research necessary, and make editing changes.
45
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
CHILD CARE EXPERIENCE (HEAD START DAY)
STUDENT EVALUATION FORM
Classroom Teacher/Director: Upon completion of the day, assign a point value
(1 =poor; 2 = good; 3 = excellent) to each criterion, sign the form, place in addressed
envelope and mail it to instructor.
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
_____7.
_____8.
_____9.
Is dressed in school uniform and arrives on time
Maintains confidentiality
Is curious and asks questions
Communicates easily with children
Interacts with children and teacher without prompting
Provides for safety of children when interacting with them
Offers help/assistance rather than waiting for teacher to ask
Interacts in age-appropriate manner with children
Is polite and respectful with others
SCORE:_________
Facility:_________________________________________________________
Student_________________________________________________________
Evaluator:________________________________________________________
Date:____________________________________________________________
Comments:
Thank-you for letting the student participate at your facility.
Jena Rhodes, MSN, RN
Panola College Nursing Instructor
jrhodes@panola.edu
903-694-4015 (office)
936-275-6309 (cell)
46
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
TEACHING PLAN EVALUATION FORM
CRITERIA
POSSIBLE
POINTS
Presentation:
Dramatization reflects application of teaching/learning principles
specific to age group
POINTS
EARNED
15
Age-appropriate choice of vocabulary, materials and setting
15
Teaching content accurate and organized
15
Utilizes time appropriately; time length is age-appropriate
15
Written Teaching Plan:
Outline of presentation furnished
Uses current resources:
a. at least one evidence based resource on topic
b. resource is from a recent (within 5 years) United States,
professional journal article, text or website
c. is appropriate to topic
Goals appropriate to topic and age
10
Evaluation method specific to learning objective
10
Points
100
10
10
COMMENTS:
STUDENT NAME:
___________________________________
47
TEACHING PLAN EXAMPLE
INSULIN ADMINISTRATION
PURPOSE: To provide patient with information necessary for self-administration of insulin as prescribed by hospital discharge.
GOAL: The patient will be able to perform insulin injections independently according to treatment regimen by the time of hospital discharge.
OBJECTIVES
CONTENT OUTLINE
METHOD OF
PRESENTATION
Following a 20-minute teaching session, the
patient will be able to:
- Location of five
anatomical sites
1:1 Instruction
a. Identify the five sites for insulin injection
with 100% accuracy. (Cognitive)
b. Demonstrate proper techniques according
to procedure for drawing up insulin from a
multi-dose vial. (Psychomotor)
c. Give insulin to self in thigh area with 100%
accuracy. (Psychomotor)
d. Express any concerns about selfadministration of insulin. (Affective)
- Rotation of sites
Demonstration
Time
Allotted
(in Min.)
2
- Procedure for
injecting insulin SQ at
90-degree angle using
aseptic techniqueSummarize common
concerns
METHOD OF
EVALUATION
Anatomical chart
-Alcohol sponges
-Sterile SQ needles
and syringes
- Accepted technique
according to procedure
- Reading syringe unit
dose markings
RESOURCES
5
-Multi-dose vial of
sterile water
Circle 5 anatomical locations
on an anatomical chart
-Human model SQ
needle and syringe
Return demonstration
Demonstration
10
Discussion
-Multi-dose vial of
sterile water
Return demonstration
-Alcohol sponges
- Exploration of
feelings
-Video
3
Question and answer
-Written handouts
48
TEACHING PLAN TEMPLATE
TITLE
PURPOSE:
Student/s:
GOAL:
Date:
OBJECTIVES
CONTENT OUTLINE
METHOD OF
PRESENTATION
Time
Allotted
(in Min.)
RESOURCES
METHOD OF
EVALUATION
49
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
SHRINER’S HOSPITAL IN SHREVEPORT EXPERIENCE
The student will:


Participate in the tour and lectures at Shriner’s Hospital for Children in Shreveport, LA.
Submit, to the instructor, a typed 2-3 page paper addressing the following objectives, by
the due date
o Discuss the types of health problems that are cared for a Shriner’s hospital.
o Discuss the role of the child life specialist in caring for hospitalized children.
o Compare and contrast how a hospital like Shriner’s that is exclusively for children
differs from a general hospital that cares for persons of all ages.
o Discuss the effects of the chronic illnesses such as those seen at Shriner’s on a
child’s growth and development.
Expectations:




Student will arrive on time at the facility. The tour begins at 9am. Parking is limited so
please arrive early and allow time for parking. Late students will not be permitted in to
the lecture and will receive an “F” for the day.
No food or drinks permitted in the hospital. Cell phones need to be on silent.
Student will wear school approved uniform.
Typed report will follow APA guidelines and include at least one current (within 5 years)
reference from an American professional nursing journal article or text.
Location:
3100 Samford Avenue Shreveport, LA 71103
(318) 222-5704
50
Well-Child Developmental Assessment & Anticipatory Guidance Interview Form
Student Name: _____________________________________________
Child’s Initials______________
Age of child _______________ Setting of interview_____________________________
Information Obtained From:_______________________________________________
Family structure and type of family (include any persons living in the home)
______________________________________________________________________________
__________________________________________________________________
Start by asking the 6 questions for the developmental interview:
1.
2.
3.
4.
5.
6.
Do you have any concerns about your child’s vision or hearing?
What changes have you seen in your child’s development recently?
What kind of child is he or she?
What do you and your child enjoy doing together?
What are his or her favorite play activities?
Have there been any stressful events in the family recently?
The next section will be a comparison of the child to expected development and actual
development. Text book is acceptable. Please give concrete examples of how you evaluated the
infant / child
Nutrition
Expected (source of info)
Actual / Assessment
Nutrition:
(graph out weight / height and head
circumference on growth chart)
BMI for the school age: print out tool and
include in appendix
Nutritional assessment to include sample
diet and approximate calorie consumption.
51
Nutritional analysis: iron, calcium intake,
protein, veggies etc.
Additional information:





How often does the family eat out /
fast food?
Who cooks?
How many nights per week do they
sit down together as a family?
What kind of an eater is he / she?
How often does the child snack?
Milestones
Expected according to text book – may be
done in bullet format
Actual / assessment / observation
Physical (general appearance: hair, skin,
teeth, body type, vision)
Temperament / personality


Temper tantrums / defiant
behaviors
How does the family discipline the
child?

Social (friends / family interaction / day
care / school)




Cell phone use
Text messaging (sexting)
Video games
TV viewing
52

Language
Gross Motor (in the older child sports)
Fine Motor (in the older child school
performance)
For the 1-4 year old: Sleeping / self-care /
toilet training
For the 5-10 year old: respect, family,
friends, school
For the 11-16 year old





Feelings
Family and friends
Sex and sexuality
Drug or alcohol use
Body Image: tattoos / piercing
According to textbook
Actual / Assessment
Play
Safety / Injury Prevention
List key areas for the child your are
assessing
Mandatory
For the 1-4 year old: car seat guidelines
For the 11-16 year old: seat belt / driving
53
rules for teenagers
Piaget
Expected:
Actual:
Erickson
Expected:
Actual:
List problem areas or concerns from your assessment
Teaching / referrals done to address identified concerns AND anticipatory guidance: each area
needs to be addressed to receive full points




Nutritional teaching
Physical development
Developmental / social development
Safety teaching
54
Evaluation: Did you feel the child /family was receptive to your teaching? What indications did
they give you to support your evaluation? What could you have done to improve the teaching /
learning environment?
55
Guidelines for Writing the Developmental paper








The purpose of the exercise is to assess the child / family and do appropriate teaching.
The criteria for evaluation is taken from Bright Futures which is a site developed by the
American Academy of Pediatrics.
For each age group there are specific subject areas that are mandated to be covered at
each well child visit according to age.
The six questions
o The rationale for the questions is to elicit general information regarding the six
areas.
o From the general information areas of parental concern may direct the teaching
that you do.
o If no area of concern are identified by the family (or the nurse) than the focus of
the teaching would be anticipatory (what is going to happen next).
The next section is expected (per book) and actual (what you observe or parent
statement).
o Nutrition is a huge concern due to rising obesity rates in children and the high
incidence of iron deficiency anemia in the young child.
 This section is worth 10 points
 Includes a 24 hour food intake history
 BMI calculation
 Analysis of calories and calcium intake and iron intake
 Ethnic food preferences
 Family meals
 Fast food intake
 There is a whole section in the Teaching / referral section to expand on
what you found and what you teach the family.
 In the younger child: use of bottle,
 In the older child: weight concerns, body image, soda consumption, eating
as a family, physical activity
In the Physical area do not do a complete physical. This is observation only.
o General appearance
o Hygiene
o Condition of teeth
o Ask parent if they have any concerns about the child’s growth
For the sexual, language / vision, gross and fine motor, play, social, interpersonal,
emotional and moral / spiritual follow guideline for specific age child as outlines in the
text book or bright futures.
o Development of language in the young child is very important due to assess.
Language delays / autism need to be identified early.
o Sexuality in the older child: onset of puberty, menstruation or masturbation,
sexual activity
The area of safety should be age specific: follow Bright futures guidelines
o This should be list only (further teaching will be done the teaching / referral
section
56


Piaget and Erikson section is worth 5 point each. Please state what stage you observe the
child to be in.
Teaching referral section is worth 48 points
o Nutritional teaching:
 Food pyramid
 How to improve diet
 Family eating time
 Fast food intake
 What changes can you make to help the family with nutritional goals
o Physical: well child care, dental care, immunization status, access to health care,
insurance.
 Young child: oral care, bathing, toilet training (readiness)
 Older child: deodorant use, flossing, basic hygiene, braces, body image
o Developmental / social:
 In the young child concerns about temper tantrums, sleep routines,
separation from parents, child care, interaction with other children, TV
viewing, opportunities for play.
 In the older child: school performance, homework, bullying,
extracurricular activities, family time, family communication, setting
limits, video games, TV viewing, and friends.
o Safety teaching: be specific
 For the young child areas of concern would be car seat use of child and
parent, poison control, lead in the home, fire safety, pool safety, sun
screen use.
 For the older child areas of concern would be car seat use of child and
parent, helmets, bicycle safety, swimming, sunscreen, tobacco / alcohol
/drug use, knowing the child’s friends and their families, supervision of
child (after school care), guns.
57
Grading Criteria: Well-Child Developmental Assessment
Criteria
Potential
Points
Identifying Data
Six Questions
All data Complete
Reflect insight into child /
family relationship. Examples
given.
Analysis of answer
Nutritional Assessment Growth Chart
BMI
Diet Sample
Calorie count
Eating environment
Fast food / snacks
Ethnic influences
Eating disorder
Analysis of nutrition
Milestones
Physical
Hair, skin, teeth, body type,
hearing, vision
Immunization status
Actual points
5 points
12 points
2 points each
for a total of
10 points
Temperament
Tantrums / discipline
Gross motor
Fine motor
Language
Play
Social
Infant: feeding, introducing
solid foods, cradle cap, diaper
rash, sleeping patterns
1-4 year old: sleep, self-care,
toileting, separation anxiety,
child care, pre-school
5-10 years: school, respect,
friendships, family, TV
viewing, Video games
11 -16 years: school, dating,
sex, drugs, alcohol, tattoos and
piercing
Very specific play needs for
5 points
5 points
58
Safety / Injury
Piaget
Use age specific
guidelines from Ball,
Bindler, Cowan Text
Erickson
Use age specific
guidelines from Ball,
Bindler, Cowan Text
Teaching Referral
Please see guidelines
for age specific
anticipatory guidance
Major points for this
section: must either
identify a problem area
or anticipatory
guidance and be
specific about what
you are teaching and
what referral or
reference source you
are sending the parent
to.
Evaluation
APA Format and forms
attached as instructed.
the child.
What type of play do they
engage in?
General safety needs
Must include car seat safety
and rules.
For the 11 -16 year old driving
criteria, seat belt, driving with
others
5 points
Must include specific examples
and what stage the child is
currently in.
2 points
Must include specific examples
and what stage the child is
currently in.
2 points
Nutrition
12 points
Physical Development
Immunizations / well child
visits / dental
12 points
Developmental Milestones
12 points
Safety
12 points
Age & Sex Appropriate
Growth Charts Included
1 point
5 points
Spelling and grammar
Total Points Earned_________/100
Comments:
59
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
INPATIENT HOSPITAL EXPERIENCE
As a provider of care, the student will:
 On assigned shift(s), precept with staff nurse, assisting with the implementation of care
for the nurse’s assigned patient load. Although you are required to turn in only one
physical assessment and developmental assessment per day, you are responsible for more
than just the one patient. You are expected to work with the nurse to whom you are
assigned, assisting with her assigned load for the shift.
 Receive change-of-shift report with assigned nurse.
 Implement all procedures and treatments as prescribed for patients.
 Administer medications as ordered under supervision of RN as allowed.
 Document activities following facility policy.
 Monitor MD orders and progress notes, evaluating medical diagnosis and gathering
support data from review of current labs and diagnostic testing results.
 Report patient changes to RN as indicated.
 Interact with parents, providing teaching and support as appropriate.
 Admit and/or discharge patients according to institution policy.
 Coordinate with health care team members in the implementation of treatments,
procedures, medications.
 Provide nursing interventions using developmentally appropriate techniques and
strategies.
 Provide care to include assessments, VS, bathing, feeding, treatments, and teaching.
 Confer with preceptor frequently, evaluating effectiveness of nursing care and modifying
care as appropriate.
 Educate family/patient regarding medications, treatments, procedures, or processes
pertinent to diagnosis, hospitalization, or discharge/home care.
Experience expectations:
 Student arrives on unit by shift start.
 Student wears approved Panola College Nursing Program uniform.
 Student cooperates with staff nurse/s in the delivery and implementation of patient care.
 Student identifies problems, devises and implements plan of action.
 Student communicates effectively with health care team members.
 Student submits typed pediatric history and physical (Nursing Assessment) for one child
for each day of acute care experience, with the appropriate, completed growth graph and
developmental assessment by due date.
 Student consistently meets clinical evaluation expectations
 Student secures signed preceptor evaluation form for each acute care experience day.
Instructor Contact Information:
Jena Rhodes, MSN, RN
Panola College Nursing Instructor
jrhodes@panola.edu
903-694-4015 (office)
936-275-6309 (cell)
60
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
PEDIATRIC HEALTH HISTORY AND PHYSICAL
(NURSING ASSESSMENT)
Student:________________________________________
Client initials _____ Rm # _______
Date of Care ____________
Date of Admission ___________________
Age: _______
Allergies: ___________________________
Sex: ____
DX: ____________________
Source of History: ___________________
Chief Complaints:
Present Illness:
Pathology of current illness:
Health History
Birth History:
Feeding History:
Dietary recall:
Elimination History:
Childhood Illnesses:
Immunizations:
Current Medications: (what is taken routinely at home)
Physical Findings
1. General Appearance
T:____________
P: ____________ R: _____________
BP: _________________
Height: __________ Weight: ______________ BMI_____________________
61
2. Integument:
Skin:
Mucous Membranes:
Nail beds:
Hair/Scalp:
3. Head and Neck
4. Ears:
5. Eyes:
6. Face/Nose and Oral Cavity:
7. Thorax and Lungs:
8. Cardiovascular System:
9. Abdomen:
10: Genitourinary/Reproductive System
11. Musculoskeletal System:
12. Nervous System:
Mental Status:
Cranial Nerve Function:
Motor Function:
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13. Nursing Diagnoses that apply: (Prioritize) Minimum of 3 dx.
*Attach growth graph (downloaded from www.cdc.gov) with recorded age appropriate growth
charts. (Height, weight, BMI, head circumference)
63
PANOLA COLLEGEASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
DEVELOPMENTAL ASSESSMENT FORM
Student Name__________________________ Date_____________________
Pt Initials________ Pt age (yrs/month)__________Gestational Age@ birth__________
Diagnosis______________________________________________________________
Developmental Milestones: If known by parent/informant, list age of child when he/she could
perform the following milestones:
Rolled over
Drinks from cup
Runs well
Sat alone
Feeds self well
Dresses self
Said first word
Toilet trained
Knows colors
Walked alone
Knows name
Writes letters
Comments: Ask parent/informant how this child’s development compared to siblings or other children
his age. Note response and discuss any delays.
Growth Measurements: Height___________Percentile_________ HC (<2)______________
Weight_____________Percentile_______________BMI__________________
Developmental Assessment – cite age-appropriate developmental tasks for your patient in the 4
areas (gross motor/fine motor/language/personal-social); list tasks child can and cannot do.
Category
Expected Findings
Assessment Findings
Gross Motor
Fine Motor
Language
Personal-Social
64
Parent-Child Interaction: Observe the child with parent(s)/guardian. Note communication and
describe appropriateness/effectiveness of their interactions
Developmental theorists: For each theorist, identify the expected characteristics of the stage of
development for the child. List the characteristics/actions/behaviors the child displays which support
the stage. If evidence is supportive of another stage, identify that stage and its characteristics.
Piaget’s Stage of Cognitive Development:
Expected stage (list characteristics of this stage of development):
Actual Development (what characteristics/behaviors does child exhibit? Is the child in the expected stage?
If not, what stage is the child in and document evidence to support your analysis)
Erickson’s Stage of Personality Development:
Expected stage (list characteristics of this stage of development):
Actual Development (what characteristics/behaviors does child exhibit? Is the child in the expected stage?
If not, what stage is the child in and document evidence to support your analysis)
Effect of Illness/Diagnosis on Growth and Development: Do you think this present illness, and any
chronic illness the child may have, will have short or long term effects on the child’s growth and
development? Why?
65
PANOLA COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
PEDIATRIC HISTORY AND PHYSICAL (NURSING ASSESSMENT)
GRADING CRITERIA/SHEET
DATE: ________________
Client Initials:__________
STUDENT:_______________________________
Grading Criteria
Points
I. CHIEF COMPLAINT/HPI
5
II. PATHOPHYSIOLOGY
10
III. HEALTH HISTORY
5
IV. PHYSICAL
ASSESSMENT FINDINGS
24
V. NURSING DIAGNOSES
9
VI. NURSE’S NOTES –
Use hospital’s form or write
narrative attachment
VII. DEVELOPMENTAL
ASSESSMENT
8
VIII. GROWTH GRAPH –
Age and gender appropriate
IX. MEDICATION SHEET
25
6
8
TOTAL:
/100
COMMENTS:
66
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
INPATIENT EVALUATION CRITERIA FOR CLINICAL EXPERIENCES
(1 = poor; 2 = good; 3 = excellent)
Student________________________
Clinical Site:________________________________
Preceptor: Assign a point value to each criterion, sign the form and return it to the student
upon completion of the experience.
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
_____7.
_____8.
_____9.
Is dressed appropriately and on time according to school/agency policy
Maintains confidentiality of patient/client
Demonstrates growth by self-directed behavior
Demonstrates appropriate communication methods
Establishes a collaborative relationship with client and staff
Demonstrates ability to think critically and problem-solve
Reports problems, changes in client’s responses accurately and promptly
Supports interventions with evidenced-based practice
Demonstrates ability to carry out safe and appropriate activities to assist client to meet
physiologic and psychosocial needs
_____10. Participates constructively in conferences
_____11. Demonstrates organization in carrying out assigned tasks
SCORE:_________
Evaluator:________________________________________________________
Date:____________________________________________________________
Comments:
Thank-you for participating in the student’s learning experience. Your contribution is
important in the student’s education.
Thank-you for letting the student participate at your facility.
Jena Rhodes, MSN, RN
Panola College Nursing Instructor
jrhodes@panola.edu
903-694-4015 (office)
936-275-6309 (cell)
67
PEDIATRIC MEDICATION LIST
Student:______________________________Pt Initials: ___________ Age:_________Wt(#/kg) __________ Dx:_________
Medication Order (dose, route,
Recommended dosage Wt based
Safe Why is child
Major Side Effects
frequency)
(mg/kg)
Dosage
Y/N receiving?
Nsg implications
(Show
Calculation)
68
Immunization Modules
Log on to http://www.vaccineeducationonline.org/.
 Under Health Care Providers, create an account – there is no charge
 Complete the following 9 modules: ImmTrac Overview, Vaccine Preventable Diseases,
School Immunization Requirements, Childcare Immunization Requirements, Vaccine
Administration, Immunization Standards for Infants and Children, Adolescent Vaccines
and Standards, Importance of vaccinations for health care workers, and screening prior to
vaccination. You can find these modules under one of the following tracks: School
Personnel, Child Care and Camp Directors, and Health Care Providers.
 At the conclusion of each module, there is an assessment. A score of 70% is needed to
earn the certificate of completion. Take each module’s assessment, print out the
certificate of completion or your score sheet, and turn in to the instructor by the due date.
(The learning module, Importance of vaccinations for health care workers does not have a
certificate of completion)
69
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
IMMUNIZATION WORKSHEET
**This assignment must be handwritten in the student’s own handwriting. You may use
additional paper if needed. Please make sure the worksheet is neat and easy to read.
Immunization worksheets that are typed will not be accepted and students will receive a grade
of “0.”
1. Briefly describe these diseases that are preventable through immunization. Discuss in
two to three sentences the causative agent, how it is transmitted, and the manifestations
of the disease if it is contracted. Be sure to include why these are serious
diseases.
(________/28 –> 2 points each)
Disease/Vaccination
Causative
Agent
Mode of
Transmission
Disease
Manifestations
Haemophilus Influenzae
B
Hepatitis A
Hepatitsis B
Polio
Diptheria
Tetanus
Pertussis
Mumps
Roseola
Rubella
Varicella
Strepococcus pneumoniae
Neisseria meningitidis
HPV
2. Prior to receiving immunizations, the child or parent is asked routine health-related
questions. List five general health related questions you would ask prior to
immunizing.
(________/5 points)
1.
2.
3.
4.
5.
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3. According to the most current childhood immunization schedule, list the number of
required doses and when the following vaccines are routinely recommended to be
given. (________/33 -> 3 points each)
Immunization
Hep A
Hep B
DTaP
TdaP
Td
HIB
Polio
MMR
Varicella
Pneumoccal
Meningococcal
# doses needed
Schedule
Example: HPV: Human Papillomavirus- 3 dose series: 1st dose now; 2nd dose = 2 months after
dose #1; 3rd dose = 6 months after dose #1. Routinely recommended for girls 11-12 years of
age.
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4. Complete the following table. List the most common side effects for each specific
vaccine. Identify by which route they are given. Discuss who may not be able to receive this
vaccine. (________/27 -> 3 points each)
Vaccine
IPV
HiB
Hep B
Hep A
DTaP/Tdap/Td
MMR
Varicella
Pneumococcal
Meningococcal
Example: HPV
threatening
Route/Dose Common Side Effects
IM/ 0.5ml
Mild problems: redness, swelling, Persons having a lifepain , itching @ injection site,
mild fever
5.
Who may not receive
reaction to yeast or any other
component of the HPV vaccine;
Pregnant women; Anyone with
moderate or severe illness
What five things should you document when giving vaccinations? (________/5)
1.
2.
3.
4.
5.
6. Cite all references (APA format):
(________/2) Recommended
websites: www.cdc.gov/nip/ACIP; www.dhs.ca.gov/ps/dcdc/izgroup; www.vaccineeducationonline.org
72
RNSG 2261
Simulation Lab Guidelines
Students enrolled in RNSG 2261 are required to complete 4 different simulation scenarios
involving pediatric patients as part of successful completion of the course.
Simulation Scenarios: (Found under the EVOLVE Website under Wong’s Pediatric Nursing)
#6 Haley M. (RSV)
#11 Johnny P. (Tylenol Overdose)
#16 Pedro G. (Fracture)
#33 Kyle R. (Cystic Fibrosis)
Simulation Preparation: Upon arrival to the simulation lab for the assigned clinical experience,
students will need to submit proof of completion of the pre-simulation quiz and pre-simulation
exercises in EVOLVE. Print your scores and bring them with you. Students that are not prepared
for simulation lab and that have not completed the pre-sim quiz and exercises will not be
permitted to attend clinical for that day and will receive an “F” for the day. It will be very
beneficial for students to review material in the textbook regarding the health topic covered
during simulation lab prior to clinical time.
Post-Simulation: After completion of the simulation experience, students must complete the
post-simulation quiz and post-simulation exercises for the assigned simulation experience. Print
the scores and turn them in.
Simulation Assignments: The instructor may assign care plans, concept maps, or other
assignments for simulation lab days
73
PANOLA COLLEGE ASSOCIATE DEGREE REGISTERED NURSING PROGRAM
RNSG 2261
ALFA COMPUTER WORKSHEET
Student:_________________________________________________
Log on to www.saddleback.edu/alfa. From the peds/ob drop down menu, select peds. Watch the 7 peds videos. Read
the questions prior to watching, so you’ll know what you are looking for. The questions are not in order of the
videos or identified by video. Record your answer below:
1. During which phase of the respiratory cycle is the chest measured?
2.
Identify 3 different ways to measure the length/height of a 3 y/o child.
3.
How is the correct blood pressure cuff size for a child determined?
4.
What’s a potential disadvantage of the distraction technique demonstrated when measuring a
child’s axillary temperature? What technique do you suggest?
5.
What’s the purpose of the Broselow pediatric emergency tape?
6.
What’s the current AHA recommendation on use of an AED on children?
7.
What is Cameron’s weight in kg?__________________
8.
Give an alternative way to weigh an uncooperative child.
9.
What’s the one hand rule?
10.
Where is a child most likely to exhibit edema?
74
PANOLA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
RNSG 2261
ER & CLINIC EVALUATION CRITERIA FOR CLINICAL EXPERIENCES
(1 = poor; 2 = good; 3 = excellent)
Student________________________
Clinical Site:________________________________
Preceptor: Assign a point value to each criterion, sign the form and return it to the student
upon completion of the experience.
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
_____7.
_____8.
_____9.
Is dressed appropriately and on time according to school/agency policy
Maintains confidentiality of patient/client
Demonstrates growth by self-directed behavior
Demonstrates appropriate communication methods
Establishes a collaborative relationship with client and staff
Demonstrates ability to think critically and problem-solve
Reports problems, changes in client’s responses accurately and promptly
Supports interventions with evidenced-based practice
Demonstrates ability to carry out safe and appropriate activities to assist client to meet
physiologic and psychosocial needs
_____10. Participates constructively in conferences
_____11. Demonstrates organization in carrying out assigned tasks
SCORE:_________
Evaluator:________________________________________________________
Date:____________________________________________________________
Comments:
Thank-you for participating in the student’s learning experience. Your contribution is
important in the student’s education.
Thank-you for letting the student participate at your facility.
Jena Rhodes, MSN, RN
Panola College Nursing Instructor
jrhodes@panola.edu
903-694-4015 (office)
936-275-6309 (cell
75
Pediatric Clinical Skills
Physical assessment: perform and document a physical
assessment on a/an:
 Infant
 Toddler
 School ager
 Adolescent
Pain managemnt:
Administer narcotics according to policy.
Utilize appropriate pain assessment tools.
Utilize PCA pump.
Assess and document patient response to pain
intervention strategies.
Developmental assessment: perform and document findings
for selected age group.
Discharge Planning:
Identify discharge needs.
Perform developmentally appropriate child and
family teaching.
.
Labs:
Review daily for current values.
Identify abnormal values.
Facilitate collection of specimens.
Growth:
Chart child’s wt, ht and HC on CDC growth form Calculate
BMI on a child.
Administration of medications and IVs:
Calculate mg/ kg correctly.
Interpret labeling of medication accurately
Interpret Physician orders
Observe 5 patient rights.
Properly identify patient.
Administer medication/s accurately and appropriately
Perform IV fluid and drip calculations correctly.
Demonstrate ability to load buretrol accurately
Play Therapy / School:
Assess activity level based on condition.
Identify and facilitate developmentally appropriate play
activities
Safety Issues:
Identification band on all children.
Perform hand washing appropriately.
Maintain side rails up at all times.
Use restraints as per policy.
Follow needle and pin precautions.
Implement safety needs according to developmental and
health status level.
Vital Signs:
Perform and assess vital signs according to policy.
State base line norms according to text.
Report abnormal findings.
Record vital signs on proper form
Initiate interventions based on VS status/findings.
Monitors:
Maintain and/or implement pulse oximetry
Set or maintain Intravenous infusion pump.
Utilize apnea monitor appropriately
Nutrition:
Record daily fluid and food intake.
Calculate caloric needs of child.
Maintain/Insert feeding tubes.
Perform nasogastric tube feeding.
Perform gastrostomy tube feeding.
Monitor TPN infusion.
Procedures:
Implement and utilize sterile technique
appropriately
Change dressings as ordered.
Perform colostomy care
Apply urine collection devices.
Weigh diapers for accurate output. Record
accurately.
Weigh infant /child using appropriate scale.
Perform central line dressing change.
Monitor blood administration with nurse.
Perform urine catheterization as ordered.
Self Care:
Assess child’s ability to perform ADL.
Provide ADL’s as needed.
Oxygen therapy:.
Perform suctioning via :bulb syringe, oral, nasal,
endotracheal, and/or tracheostomy
Regulate and monitor oxygen therapy.
Apply ambu bag to infant / child as needed.
76
Pediatric Dosage Calculation Practice
Fluid Maintenence Calculation
**Memorize this formula for 24 hour fluid requirements**
1st 10 kg: 100 mL/kg
2nd 10 kg: 50 mL/kg
Anything over 20 kg: 20 mL/kg
Example 1: A child weighs 35 pounds and 10 ounces. Calculate the daily fluid maintenance for
the child.
1. Convert the weight to kg. To do this, you need to get the weight from ounces to a decimal.
Child’s weight in kg = 16.19 kg. For pediatrics, leave the weight at the hundredth place- don’t
round up, don’t round down, just drop at the hundredth. For example, 16.1931818=16.19 kg.
2. Plug the number’s in the formula.
16.91 kg
10 kg x 100mL=1000mL
6.91 kg x 50 mL=345.5
Total
1345.5 mL of fluid are needed for maintenance daily
Example 2. A child weighs 60 pounds. Calculate the daily fluid maintenance requirements for
the child.
1. Get the weight to kg and drop at the hundredths place. 60 pounds = 27.2727273 = 27.27 kg
2. Plug the weight in the formula.
27.27 kg
10 kg x 100mL=1000mL
10 kg x 50mL=500mL
7.27kg x 20 mL= 145.4mL
Total of 1645.4 mL of fluid needed for maintenance daily
Example 3. A child weighs 10 pounds. Calculate the daily fluid maintenance requirements for
the child.
77
1. Get the weight to kg and drop at the hundredths place. 10 pounds = 4.54545455 = 4.54 kg
2. Plug the weight in the formula.
4.54 kg
4.54 kg x 100mL=454mL of fluid needed for maintenance daily
Take it Further: The number that you get is the amount of fluid the child will need for
maintenance for a 24 hour period. Once you calculate this number, you can manipulate the
number many ways to answer a variety of questions.
Example 1. A 10 pound child with dehydration is admitted to the pediatric unit. The
pediatrician has ordered the child to receive IV fluids at the 1.5X maintenance rate for the next
24 hours.
Calculate the daily fluid maintenance needs for the child.
10 pounds = 4.54 kg
4.54kg x 100 mL= 454 mL daily fluid maintenance requirements
454mL x 1.5x the maintenance rate=681mL of fluid
681 mL of fluid will be the new 24 hour fluid maintenance requirement
Example 2. A 10 pound child with dehydration is admitted to the pediatric unit. The
pediatrician has ordered the child to receive IV fluids at the 1.5X maintenance rate for the next
24 hours. The nurse would set the IV to deliver how many mL of fluid per hour?
Calculate the daily fluid maintenance needs for the child.
10 pounds = 4.54 kg
4.54kg x 100 mL= 454 mL daily fluid maintenance requirements
454mL x 1.5x the maintenance rate=681mL of fluid
681 mL of fluid will be the new 24 hour fluid maintenance requirement
681 mL of fluid required for a 24 hour period/24 hours=28.375mL per hour
78
Formula Prep.
Order: Mix up a 1am feeding for 6 infants. Feed each infant (2) ounces of 3/4 strength Enfamil.
Supply: Enfamil 8 ounce cans
How many cans of Enfamil will you open?
_________________
How many ounces, if any, of Enfamil will you waste?
_________________
How many mLs, of water will you add to the formula?
_________________
First, calculate the total amount of formula that you need to prepare. You have 6 infants to feed,
and they each need two ounces of formula.
6 infants x 2 ounces =12 ounces of formula.
Next, look at the concentration of your formula-our infants need ¾ strength Enfamil, meaning
that of the 12 total ounces that we prepare ¾ will be formula concentrate and ¼ will be
water.
12 ounces x ¾ = 9 ounces of formula concentrate
12 ounces x ¼=3 ounces of water
How many cans of Enfamil will you open? From our calculations, we need 9 ounces of the
formula concentrate. The supply of Enfamil that we have is 8 ounce cans. Therefore, we will
need to open (2) cans of Enfamil.
How many ounces of Enfamil will you waste? We needed 9 ounces of Enfamil, and we had
8 ounce cans. Therefore, we will waste 7 ounces.
How many mL of water will you add to the formula? From our calculations, we need 3
ounces of water. There are 30 mL in 1 ounce, so multiply 9 ounces x 30 mL=90 mL of water
79
Order: Mix up a 4 am feeding for 9 infants. Feed each infant (4) ounces of 2/3 strength Enfamil
Supply: Enfamil 10 ounce cans
How many cans of Enfamil will you open?
_________________
How many ml, if any, of Enfamil will you waste?
_________________
How many ounces of water will you add to the formula?
_________________
First, calculate the total amount of formula that you need to prepare. You have 9 infants to feed,
and they each need 4 ounces of formula.
9 infants x 4 ounces =36 ounces of formula.
Next, look at the concentration of your formula-our infant’s need2/3 strength Enfamil, meaning
that of the 36 total ounces that we prepare 2/3 will be formula concentrate and 2/3 will be
water.
36 ounces x 2/3 = 24 ounces of formula concentrate
36 ounces x 1/3=12 ounces of water
How many cans of Enfamil will you open? From our calculations, we need 24 ounces of the
formula concentrate. The supply of Enfamil that we have is 10 ounce cans. Therefore, we will
need to open (3) cans of Enfamil.
How many ounces of Enfamil will you waste? We needed 24 ounces of Enfamil, and we had
10 ounce cans. Therefore, we will waste 6 ounces.
How many mL of water will you add to the formula? From our calculations, we need 12
ounces of water. There are 30 mL in 1 ounce, so multiply 12 ounces x 30 mL=360 mL of water
80
Safe Dosage Ranges: Medications for pediatric patients are often weight based. As nurses,
when we care for a pediatric patient we must determine that a drug is within the safe range for a
child. You will often see drugs for pediatrics referenced in the following way(s):
Mg/kg/day
Mg/kg/day, given in 2-3 doses
Mg/kg/every 8 hours
Order: Levaquin 500 mg IV every 8 hours in 50 mL D5W over 30 minutes. Flush with 20 ml of
D5W.
Child weighs: 37 pounds and 12 ounces
Safe Pediatric Dose: 25-100 mg/kg/day
List the minimum daily amount based on the child’s weight:_____________________mg
List the maximum daily amount based on the child’s weight:____________________mg
Is the ordered dose of medication safe to administer? Why or why not?_______________
First, Convert the childs weight to kg and drop at the hundredth. 37 pounds and 12
ounces=17.15 kg.
Next, the safe pediatric dose for this medication is 25-100mg/kg/day. This means that a safe,
effective dose for this child will be within the range of 25-100mg/kg/day. We need to calculate
this range for our child to determine if it falls within the safe range.
First, let’s calculate the low dose.
25mg x 17.15 kg=428.75 mg/day
This means that based on this child’s weight, they need to receive at least 428.75 mg per
day to be of benefit to the child.
Next let’s calculate the high end of the dose.
100mg x 17.15kg=1715mg/day.
This means that based on the child’s weight, they may receive no more that 1715mg per
day. Anymore in this period could be harmful.
Our safe range for this medication per day is 428.75mg to 1715 mg per day, meaning that based
on the child’s weight, they can receive any amount of the drug within this range and it will be
safe and therapeutic.
81
Next let’s look at our ordered dose and determine if it is safe. Our physician has ordered 500 mg
of Levaquin every 8 hours. Our safe range per day is 428.75 mg to 1715mg per day. Calculate
the total amount that the child is receiving daily.
500mg every 8 hours =1500mg per day.
Is the 1500mg per day that was ordered within the safe range? Yes-it is above the minimum of
428.75 and below the maximum of 1715mg per day
82
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