NURSING 277
ADVANCED CLINICAL NURSING II:
Critical Care Focused
Clinical: Spring 2016
Edda Gibson, MSN, APN, CCRN
Mary Foraker, MSN, RN
Lisa Dunkelberg, MSN, RN
Nursing 277 – Spring - 2016
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WESTERN NEVADA COLLEGE
ADVANCED CLINICAL NURSING II
NURSING 277
Credits: 2
Prerequisite(s):
Laboratory/clinical
This is a PASS/FAIL graded clinical course
Successful completion of third semester nursing curriculum
I. Course Description
This course requires students to apply knowledge and skills to provide care to the adult clients in
the acute care environments. To enhance the student’s clinical experience, simulated experiences
will be provided to encourage independent student critical thinking experiences in a controlled
environment. The student will apply the nursing process and utilize information literacy skills to
achieve deliberative and competent decision-making that is grounded in evidence based practice
to achieve best practice outcomes. Emphasis will be placed on the safe prioritization of care
through collaboration with other members of the health care team, clients and their families.
II. Student Learning Outcomes
Upon completion of this course, the student will be able to apply WNC’s student Learning
Outcomes in the clinical environment
1. Apply the nursing process in a caring manner to safely meet the holistic needs of patients
across the lifespan
2. Utilize a broad range of communication skills to promote understanding
3. Utilize a spirit of inquiry to integrate current evidence-based guidelines and nursing
science when making clinical practice decisions
4. Apply concepts of caring, cultural sensitivity and respect for all persons
5. Apply principles of teaching and learning to empower patients and families to effectively
manage healthcare
6. Incorporate principles of collaboration and teamwork with patients, families and the
health care team to achieve patient centered care
7. Provide and manage care that reflect the ethical values of nursing within professional
standards and legal parameters of the profession
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EMERGENCY UNIT CLINICAL OBJECTIVES
The student will complete the following under the direction of the Clinical faculty or Registered
Nurse Preceptor
1. Utilize therapeutic communication skills when interacting with clients and their
families/significant others.
2. Interview the emergent client to obtain a meaningful history.
3. Obtain and document accurate and current vital signs.
4. Complete an episodic emergency assessment and provide safe interventions.
5. Student familiarization with emergency supplies and equipment.
6. Review emergency documentation to describe accurate care.
7. Provide current standard discharge planning and education
8. Familiarize self with emergency client educational resources.
9. Observe and collaborate in the prioritization of client care needs.
10. Initiate intravenous therapy PRN
CRITICAL CARE (Trauma Intensive Care TICU & Cardiac Intensive Care CIC)
CLINICAL OBJECTIVES
The student will perform the following under the direction of the Registered Nurse or Clinical
Instructor:
1. Assess the critical care client utilizing current standard of care practice, including vital signs.
2. Interpret client laboratory data and assessment parameters with Clinical faculty and/or critical
care preceptor.
3. Obtain and accurately analyze/correlate client cardiac rhythm strips
4. Administer selected medications to critical care clients; observe clinical and/or therapeutic
effects.
5. Utilize the nursing process and current standards of care under the supervision/direction of
the registered nurse.
6. Promote psycho-emotional adaptation through client and family interactions.
7. Complete the SBAR data with clinical assessment form on your ICU/CCU client
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III. REQUIRED Resources/TEXT/CD:
ECG interpretation made incredibly easy. (2011) (5th ed.). Lippincott, Williams and
Wilkins: Philadelphia
Gahart, B., & Nazareno, A.(2016) Intravenous medications. (33rd ed.). St. Louis:
Mosby.
Lewis, S., Heitkemper, M.E., Dirksen, S., O’Brian, P.G., Bucher, L. (2014). Medicalsurgical nursing: Assessment and management of clinical problems. ( 9th ed.) St. Louis:
Mosby & companion CD
Lilley, L., Rainforth Collins, S., Harrington, S., & Snyder, J. (2014) Pharmacology and
the Nursing Process (7th ed.) St. Louis: Mosby
IV. Nursing Faculty Information
Edda Gibson MSN, APN, CCRN
Edda.Gibson@wnc.edu
Office:
Cedar 228
Office:
775.445.4273
Cell:
775.846.8990
Mary Foraker MSN, RN
Mary.Foraker@wnc.edu
Office:
Cedar 215
Office:
775.445.4279
Cell:
775.901.6663
Lisa Dunkelberg MSN, RN
Lisa.dunkelberg@wnc.edu
Office :
Cedar 229
Office:
775.445.4409
Cell:
775.450.6865
V.
CLINICAL HOURS/SITE/LOCATION and ORIENTATION INFORMATION

Each student is CREDITED for 99 hours of clinical activity; nine (9)
eleven hour clinical days
 Base or home units available for advanced med-surge clinical experience;
 medical, surgical, neuro, oncology and telemetry units
 Critical Care experiences will include: Cardiac Intensive Care (CIC),
Trauma Intensive Care (TICU) and Emergency Unit (ED)
Hours of clinical activities: 0630-1730
CLINICAL DE-BRIEFING IS SCHEDULED from 1600-1700 daily
Location of group de-briefing to be announced.
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If you are going to be absent you must contact your clinical instructor by phone/text and
reschedule your clinical hours at a later date.
Each student must meet with clinical faculty prior to reporting to assigned clinical unit.
Employment
Employment should not interfere with the student’s ability to function in the clinical area.
Students will not work prior to a scheduled clinical day per WNC Student Handbook.
Clinical Site Locations:
St Mary’s Regional Medical Center
6th Street, Reno, NV
Students are required to complete their Power Chart training BEFORE clinicals
begin. Time and date of such training will be indicated on your calendar.
OR
Renown Regional Medical Center
Mill Street
Reno, Nevada 89502
(775) 982-4100 (general number)
Each student must have completed a clinical orientation to the assigned clinical
facility: this includes HIPPA, OSHA, CDC, Safety, Electronic Medical Record
(EMR), and institutional specific core measures as required by the clinical site.
VI.
TEACHING-LEARNING STRATEGIES:
All client clinical interventions and care activities for the day will be grounded in the
concepts of the mnemonic of SAFETY!
S
A
F
E
T
Y
Safety-specific physiology
System-specific assessment
System-specific labs and diagnostic procedures
Analyze priority nursing diagnoses/concepts
First do priority nursing intervention
First medications
Expected outcomes should be reviewed
Trending changes and potential complications
Yes!!! Management, collaborative care, and communication are each important to
all aspects of patient care and to manage patient risk.
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The minimum knowledge level required for safe practice in the student role:


Knowing the pertinent medical and nursing diagnosis of each client.
Exhibiting a working understanding of the pathophysiology of each client's medical
diagnosis.
 Knowing the client's plan of care.
 Knowing the client's medications, dosages, time schedules, side effects, and nursing
interventions necessary to safely deliver/administer the medications.
 Knowing the nursing considerations for any special procedures the client is
undergoing.
 Knowing pertinent laboratory values.
 Utilizing all steps in the nursing process to deliver safe and effective nursing care.
 Employing time management techniques to assure all care is delivered in a safe and
effective manner.
Additional clinical research related to unique patient diagnoses/events may be requested of
students by faculty with the purpose of clinical discussion during post-conference. This may
include (but is not limited to): clinical research on medications, or laboratory research,
pathophysiology reports, nursing diagnosis, and/or inter-personal communication skills
Each student will discuss and apply the 7 QSEN concepts
1. Patient centered care:
Patient/family inclusion in procedural choices with individualization of care
2. Safety principles:
Asepsis, IV site location
3. CommunicationTeaching/coaching: procedural understanding
4. Team Work & Collaboration:
Resourcing with expert
5. Quality Improvements:
Core Measures
6. Evidence-Based Practice:
Current standards of care
7. Informatics:
Policy and resource seeking
EMR documentation
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VII: Overview and Housekeeping Issues for NURS 277:
Arrival: On day ONE - arrive absolutely no later than 0630. On your first day you will be
escorted/introduced to staff and units
Please spend time on your first clinical day orienting yourself to the physical unit, as well as,
the specifics of equipment, patient care, and unit routines. Remember that you are guests on
each unit and representatives of nursing students in general and Western Nevada College
specifically. Your helpfulness, willingness to be involved in with unit activities, and collegiality
are important steps in making a positive first impression.
Each student will collaborate with preceptor/mentor RN in the selection of a client for whom
they will provide total care
Leaving the Unit: You should be at clinical post conference by 16:00 each day. The location of
post conference will vary and your faculty will make you aware of the location on a day-by-day
basis. Remember that you are responsible for giving report to your primary RN (and unit charge
nurse if s/he desires) prior to leaving the floor for ANY reason (including lunch and postconference). If there is an especially meaningful learning opportunity occurring during postconference please speak with your faculty and you may be released from conference. You are
encouraged to follow your clients to diagnostics and other departments if it is appropriate please always let your faculty know if you are going to be somewhere other than your unit
or the cafeteria.
Unit Specific Orientation:
The manager or designee of each unit will provide a 15-30 minute unit orientation to each
group of students to discuss safety, infection control, patient population, team work and
unit CORE measures and HCAPS.
Facility Preparation: Each unit manager/ educator has received communication via email/
letters citing student names, unit assignments, dates of attendance, objectives and 4th semester
skill sets
Per Nevada’s Nurse Practice Act (Nevada revised Statutes 632 AND Administrative Code
632) “a currently Nevada licensed RN must be present to supervise a student when the
student is performing a clinical skill, preparing or administering medications”
Faculty Supervision: Please contact and communicate with your clinical instructor by using cell
phone and text. You may access the land line PRN
.
DO NOT hesitate to contact your clinical faculty if you are in need of any assistance.
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Each student will demonstrate SAFE medication administration standards with WNC
faculty present and observing. Once faculty has observed SAFE delivery of this skill set
and discussed the Satisfactory performance related to this standard, the student may
administer medication(S) with RN preceptor/mentor.
When you are in need of assistance please have the organizational policy and as much of
the procedure or skill prepared prior to your clinical instructor’s arrival.
Example: IV drug administration. Faculty expects you to have the appropriate
equipment available and setup along with the appropriate dose calculations performed. We fully
expect you to have researched the medication you are going to administer. We expect that you
will have checked the order against the chart - etc. In other words, prep for each skill as much as
possible prior to calling your faculty to your location. In addition to the prep, please allow
adequate time since treatments or medications are time sensitive.
Do not wait until the last minute to prepare for the process of administering a
medication or performing a treatment.
VIII.
Student preparation For Daily Clinical Activities:
The student is expected to provide total patient care for the assigned client(s) in
collaboration with the preceptor/mentor RN. The student will assist and
collaborate with the primary RN in the delivery of care; NO SHADOWING!!
1. Arrive and be ready for Unit bedside report by 0630
2. In preparation for providing care each day the student will actively participate in the
bedside reports with the on-coming and off-going and RN’s assigned to the clients.
3. Through mutual collaboration and team-work the student and resource/preceptor
RN will select a teaching-learning clinical appropriate client.
4. To provide all SAFETY standards of care for your assigned client(S) YOU Must
review items a-d via EMR resources prior to the start of the clinical day.
A.Admission Health History/Physical Exam (quick review)
B.Physician orders (focus)
C.Labs and procedural data
D.Last 24-48 hour physician progress notes
E.A plan of care with prioritized client goals will be discussed after the student has
completed required AM assessment and data.
5. YOU can/may review items throughout your clinical day.
F.Ancillary data: dietary, PT etc.
G.Medication reconciliation forms
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H.Nursing documentation/plan of care
7. Collaborative multidisciplinary conferences may be sought and provided for best practice
outcomes
8. Faculty expects to receive a professional report and to be informed on all aspects of care
and treatment for your patient. PLEASE BE PREPARED TO DISCUSS YOUR
PATIENT’S GOALS WITH FACULTY.
9. HAVE YOUR DAILY SBAR REPORT READY TO DISCUSS BY 10:30 EACH
MORNING. (Exceptions will be made if you have an emergency or care issue)
10. You are responsible for assuring you receive appropriate breaks and lunch.
Breaks should be limited both in number (1) fifteen minute morning break and one 30 minute
lunch break. It is not acceptable to leave the hospital building during a clinical day.
 FOR THOSE STUDENTS THAT ARE ATTENDING THE NSNA CONFERENCE
AND WILL/MAY BE MISSING A CLINICAL DAY (APRIL 3-4, 2016) THE
MAKE UP FOR THIS WILL BE DONE ON A ONE TO ONE BASIS.
IX. CLINICAL ASSIGNMENTS AND WRITTEN REQUIREMENTS
Each student must complete the following required clinical assignments to
successfully complete NURS 277
Clinical Assignments:
1. Daily SBAR clinical report with patient clinical assessment data
A. Daily Report forms with clinical Assessments are due at the end of each clinical
day unless otherwise negotiated with faculty.
**EXCEPT WHEN THE STUDENT IS ASSIGNED TO THE CRITICAL CARE UNIT
B. Completion of 1 concept map R/T critical care client diagnosis AND
presentation/discussion of concept map content during clinical debriefing
**Attendance and participation in daily Clinical debriefing conference is Mandatory
2. 3 EKG strip interpretations
A. Demographic data: client Initials, date of birth, unit location (room number)
B. Client diagnosis and relevant data: condition (are any medications affecting the
cardiac rhythm? Electrolytes? Hypoxia etc.
C. Strip data: PR, QRS, ST and QT measurements
D. Rhythm strip interpretation: Sinus, Atrial/ventricular ectopy, Atrial arrhythmia,
Junctional arrhythmias, Ventricular arrhythmias, A-V block
E. Best practice treatments: pharmacologic, non-pharmacologic, alternative therapies
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3. 1 client/family educational intervention (teaching)
A. Identify client knowledge deficit
B. Formulate a teaching plan
C. Provide current/best practice standard education content
Verbal discussion
Educational hand-out
Product insert
D. Notify faculty and with your clinical faculty present provide client/family
education
E. Assess your teaching/education learning experience in a 1 page computer
formatted document illustrating how you evaluated your teaching intervention
(what worked/what didn’t work)
F. SUBMIT TO FACULTY WITHIN 24 HOURS AFTER TEACHING
EXPERIENCE IS COMPLETED
X.
Purpose/Rationale for student assessment utilizing the Clinical Evaluation Tool
Student performance is evaluated in the clinical setting for the purpose of: ascertaining
the student’s ability to transfer professional development and evidence-based practice
(blended skills) learned in NURS 277 and previous courses, into the clinical setting. The
clinical evaluation tool reflects the educational outcomes of the program, and reflects the
ADN competencies delineated by the National League for Nursing. The course
objectives determine the level of competency the student must attain. The student will
show evidence of attainment of competencies to the level required in order to pass the
clinical experience. The student must earn an overall satisfactory (S) to successfully pass
the course and progress in the nursing program.
1. Satisfactory (S): Consistently performs required competency at a evidence
based practice principle standard resulting in the delivery of safe care.
2. Needs Improvement (NI): Behavior or skills which reflect the student’s
inability to initiate evidence based practice principles resulting in the delivery
of inconsistent safe care.
3. Unsatisfactory (U): An unsatisfactory score (U) will be earned if the student
provides unsafe care and/or lacks competency in the performance of
critical skills and/or procedures (lack of policy/procedural compliance)
If a student has earned and receives one U during any clinical nursing experience,
the student will be informed immediately and provided with a corrective action
plan.
If a second U is earned during semester 3 and/or 4, the student will earn a Failing
Grade (F) in the clinical course and will be unable to continue the nursing
program.(See WNC Student Handbook Pg. 16)
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Western Nevada College Nursing Program
NURS 277 Clinical Evaluation Tool – Spring 2016
BASIC STUDENT CLINICAL PERFORMANCE EVALUATION TOOL (BSCPET)
(This clinical performance evaluation form will be provided and discussed with students on the first day of each
clinical rotation).
Clinical Course: ______________________
Student Name
___________________________________
Number of Clinical Days ______________
Missed Clinical Date_________ Makeup Date ________
Total “1.5” Satisfactory:____ Total “0.75” Needs Improvement:____ Total “0”
Scores/Unsatisfactory: ____
Total BSCPET (75) Score:_____________________
Total SEAT (25)
Score:_______________________
(Faculty, please attach documentation regarding all incidences of “0”/Unsatisfactory
Evaluations).
 This Student Clinical Performance Evaluation Tool (is the faculty assessment which
provides the evidence of the student’s ability to perform the clinical skills and competencies
grounded in the Seven Student Learning Outcomes required for course completion and
progression in the WNC Nursing Program.
o
The overall grade in all clinical courses is a Pass/Fail (P/F) evaluation.

o
If the student earns a “U” (Unsatisfactory) during any clinical day, the student will
receive a “Student Advisement.”

o
If a passing grade is not achieved on the Clinical Performance Evaluation ,
the student will earn a “F” in the clinical course and will be Unable to
continue the nursing program (See WNC Student Handbook Pg. 16)
To Develop and initiate an Action Plan for improvement (See WNC Student
Handbook Pg. 48)
Three “U” (Unsatisfactory) evaluations per semester (During semesters 1 and 2)
OR
o
Two “U” (Unsatisfactory) evaluations per semester, during semesters 3 and 4
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Will result in the student earning a “F” (Failing Grade) in the clinical
course and will be Unable to continue the nursing program (See WNC
Student Handbook Pg. 16)
Clinical Grading System:
The following criteria are used to determine the grade of PASS/ Fail per WNC’s Basic Student
Clinical Performance Evaluation Tool for all clinical courses.
In addition to the Basic Student Clinical Performance Evaluation Tool: 75 points
Faculty will provide specific Course Criteria via A Specific Evaluation Addendum Tool to reflect
theory/clinical application content: 25 points
Each semester’s unique skill-sets and clinically focused SLO content will be observed, assessed and documented by
clinical faculty.
Satisfactory (S)-1.5 Points
The instructor will document a score of “S” for any behavior or
skill which reflects the student’s ability to Initiate evidence
based practice principles and Consistently utilize The Student
Learning Outcomes resulting in the deliver/y of safe patient
care.
Needs Improvement (NI): 0.75 points The instructor will document a score of “NI” for any behavior
or skills which reflects the student’s INability to Initiate
evidence based practice principles and INConsistently utilize
The Student Learning Outcomes RESULTING IN the
delivery of inconsistent safe CARE”.
Unsatisfactory (U)): 0 Points
The instructor will document a score of “U” for any behavior
or skill which reflects the student’s inability to Initiate
evidence based practice principles and is unable to apply The
Student Learning Outcomes resulting in the deliver/y of
potentially UNSAFE patient care and whose performance
poses a danger/unsafe practice to the patient, the profession,
the facility, or the program.
Score of NO/NA
The instructor will document a score of “NO” or “NA” for any
item on the Student Clinical Performance Evaluation Form in
which the student had no opportunity to perform this skill
during this clinical rotation or the item is not applicable to the
current clinical setting or semester.
WNC’s Student Learning Outcomes (SLO):
1. Apply the nursing process in a caring manner to safely meet the holistic needs of
patients across the lifespan
2. Utilize a broad range of communication skills to promote understanding
3. Utilize a spirit of inquiry to integrate current evidence-based guidelines and nursing
science when making clinical practice decisions
4. Apply concepts of caring, cultural sensitivity and respect for all persons
5. Apply principles of teaching and learning to empower patients and families to
effectively manage healthcare
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6. Incorporate principles of collaboration and teamwork with patients, families and the
health care team to achieve patient centered care
7. Provide and manage care that reflect the ethical values of nursing within professional
standards and legal parameters of the profession
Score
Competency 1: Nursing Process, Patient Advocacy
NURSING PROGRAM OUTCOME 1: Applies the nursing process in a caring manner to meet the holistic need
of clients across the lifespan
Accurately performs patient assessment: evidence of correct techniques, accurate landmarks and terminology.
Recognizes normal/abnormal landmarks and needs minimal cues for accurate assessment
Determines the client’s nursing diagnosis grounded in objective nursing assessment & subjective data.
Addresses Health Promotion/Disease Prevention with related Wellness, Risk, Actual & Collaborative Nursing
Diagnosis
Identifies individualized, evidence-based and measurable outcomes
Establishes client outcomes based on grounded theory and critical thinking
Establishes a plan of care based on nursing diagnosis and desired outcomes.
Utilizes grounded evidence to justify the plan of care.
Provides individualized interventions related to the client’s immediate/ anticipated needs.
Evidence of patient advocacy with Interventions which are measureable and discussed with patient(s)
Evaluates the effectiveness of individualized client interventions.
Actively observes client’s response to interventions
Modifies the plan of care based on the evaluation and re-evaluation of client outcomes.
Articulates the concept of dynamic continuum of nursing process (ADOPIE)
Uses professional interview techniques to collect subjective and objective data
Utilizes the introductory, working and summary phase in client care and for interview
Advocates for client and nursing profession
Promotes client-centered care and advocates for clients’ decisions
Score
Competency 2: Communication
OUTCOME 2: Utilizes a broad range of communication skills to promote understanding
Uses therapeutic communication skills when interacting with clients and significant others
Actively listens and incorporates client’s needs into conversation
Gives an effective verbal report which is organized, thorough & concise
Communicates: . (SBAR) Situation, Background, Assessment and Recommendation using medical terminology
Uses appropriate channels of communication.
Utilizes organizational chart guidelines to communicate information
Establishes therapeutic, empathetic patient rapport
Recognizes the value of client/nurse relationship through honest and trusting behavior
Documentation is clear, accurate, detailed and legally defensible via clinical site format and guidelines
Provides objective, concise, and accurate data utilizing facility guidelines, technology & medical terminology
Actively participates in clinical post conferences.
Provides scholarly conversation/communication
Communicates effectively and appropriately
Engages in effective, sensitive conflict resolution
Score
Competency 3: Clinical Decision Making
OUTCOME 3: Utilize a spirit of inquiry to integrate current evidence-based guidelines and nursing science
when making clinical practice decisions
Explains the pathophysiology and co-morbidities of the patient’s disease process
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Recognizes the dynamic changes R/T impact of co-morbid conditions on current diagnosis
Uses evidence-based information, collected electronically or through other means, to support clinical decisionmaking.
Applies current evidence-based nursing standards to care
Clearly articulates knowledge of the client assignment(s)
Familiarizes self with client meds, physician orders and lab data
Makes clinical judgments based on data to ensure accurate and safe care.
Utilizes all cues and resources to result in scientific clinical judgments
Recognizes clinical changes in client condition and reports to clinical faculty & health care personnel.
Recognizes S/S of client condition changes and seeks supervised guidance stat
Consistently performs accurate medication calculation.
Recognizes and utilizes resources to accurate medication calculations and dispensing
Consistently Administers medications accurately and safely: 5 rights, 3 checks, and at least 2 patient identifier
Utilizes organizational technology and all safety measures to assure correct medication delivery
Recognizes and understands the impact of abnormal lab values on clinical status
Focus of current plan of care is homeostasis
Effectively utilizes knowledge from previous learning modalities/platforms and applies these concepts to the
current clinical setting.
Applies all theory and lab experiences to clinical environment
Score
Score
Competency 4: Caring, Culture and Respect
OUTCOME 4: Apply concepts of caring, cultural sensitivity and respect for all persons
Provides nonjudgmental nursing care to vulnerable client populations even when confronted with values,
customs, or practices that conflict with medical values
Maintains cultural sensitivity and identifies personal bias issues in providing care to diverse cultures
Shows sensitivity to the client’s emotional and psychological needs
Evidence of empathy and professional integrity throughout emotional and psychological variances
Assists the patient and significant support person(s) to cope with stressful events and changes in health status.
Provides an empathetic and honest relationship throughout stressful situations
Pain management is culturally congruent
Evidence of cultural sensitivity in management of care
Demonstrates caring behavior while meeting the health care needs of a diverse population
Adapts nursing care to understand the client’s sick role behavior from a transcultural perspective
Promotes the spiritual dimensions in the clinical nursing practice
Provides spiritual care for client and family
Score
Competency 5: Teaching and Learning
OUTCOME 5: Apply principles of teaching and learning to empower clients and families to effectively manage
healthcare
Assesses patient’s learning needs and status of readiness for learning.
Individualizes client/family teaching needs using best practice guidelines
Supports the client’s need for informed decision making.
Provides all data and information for risk/benefit outcomes
Provide accurate information to clients and families.
Provides current standard of care education in simplistic language
Evaluates the client’s/SO understanding of educational material
Requests “Return Demonstration” of materials taught
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Score
Competency 6: Collaboration
OUTCOME 6: Incorporate principles of collaboration and teamwork with patients, families, and health care
team to achieve client centered care.
Applies a professional code of ethics to clinical practice
Places the clients welfare first
Confers with client and other health care team members regarding client care needs.
Utilizes organizational chart guidelines to provide holistic care
Works collaboratively with the healthcare team with an attitude of mutual respect and trust
Demonstrates behaviors implying the presence of professional values; ability to disagree diplomatically
Demonstrates caring/respectful behaviors towards the client, support system, and other members of the
healthcare team.
Optimizes a positive approach to teamwork and client care
Collaborates with others in providing client care
Uses empathetic and respectful communications with faculty and members of the health care team.
Score
Competency 7: Managing Care and Professional Behaviors
OUTCOME 7: Provide and manage care that reflect the ethical values of nursing within professional standard
and legal parameters of the profession
Manages time effectively
Actively seeks new learning experience and demonstrates a strong work ethic through productive and focused
activity.
Delegates tasks in accordance with the Nevada Scope of Practice Act .
Clearly communicates task and follows-up on outcome
Demonstrates competence with current technologies in the healthcare setting.
Documentation
Evaluates the effectiveness of professional growth
Participates in self-evaluation process
Is prepared for clinical experiences.
Arrives on-time; Actively listens to bedside report; reviews H/P, Medical Progress notes, Physician Orders,
Lab/Procedural Data, MAR
Recognizes the importance of cost effective quality care
Utilizes policies and resources to optimize product utilization without waste
Actively seeks experiences which re-enforce learned skill sets.
Observes safe techniques for all skills and procedures (NG placement, Enteric Feedings, Catheter Placement)
Accepts constructive input from healthcare providers and faculty.
Uses this information to develop a plan that will address areas of improvement needed.
Is prepared for procedures BEFORE faculty/mentor prompts
Plans procedural interventions per Institutional policy; all supplies @ bedside
Promotes WNC student hand-book guidelines to practice within legal/ethical guidelines
Follows dress code, HIPPA, Confidentiality, and current Nevada State Board of Nursing
Scope of Practice content
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Specific Evaluation Addendum Tool (SEAT)
Clinical Competency 8: Individualized Semester Learning Standards
NURS 151 (Mental Health),
NURS 167 (Med-Surg 1),
NURS 262 (Family Nursing),
NURS 271 (Acute Care Nursing I),
NURS 277 (Acute Care Nursing II),
NURS 284 (ADN to Manager Practicum)
Faculty will provide specific Course Criteria via A Specific Evaluation Addendum Tool to reflect theory/clinical
application content. (25 points)
Score
The Student Has Met the Following Course-Specific Learning Outcomes
NURS 277 (Acute Care Nursing II)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reviews organizational policies prior to the initiation of intravenous therapies
Utilizes aseptic technique throughout the entire process of initiating & completing intra-venous
therapy/catheter insertion
Demonstrate safe psychomotor skills in the initiation of an intra-venous line and therapy
Provides client education prior to the initiation of intravenous therapy
Demonstrate professional accountability through identification of self-learning needs and ongoing
professional development.
Apply principles of aseptic technique when caring for an intravenous line/site.
Demonstrate knowledge of Intravenous (IV) pumps, regulation of IV flow rate, sterile dressing change,
monitoring of IV site, and changing of IV solutions.
Demonstrate the cognitive and psychomotor competencies of accurate IV medication administration and
fluid calculations.
Adhere to proper safety/infection control precautions and demonstrate psychomotor competencies when
administering total parenteral nutrition (TPN) and blood and blood components.
10. Effectively demonstrate the ability to safely administer IV therapy including:
a.
Client preparation
b.
Use of controllers and pumps
c.
Detection of complications of IV therapy
d.
Safe administration of intravenous medications, hyper-alimentation and fat emulsion therapy
e.
Use of special techniques related to IV therapy
11. Demonstrate the following methods of IV medication administration
a. Bolus (push)
b. Piggy-back or partial fill infusion
c. Maintenance fluid infusion
12. Accurately, clearly and concisely document IV medication/fluid and care in the medical record and
Communicate current IV status/intervention to primary RN
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Student Signature: ___________________________________________________
Date: _______________
Faculty Signature: ___________________________________________________
Date:_______________
PASS________FAIL ___________
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