1
NURS 166R
Medical Surgical Nursing 1 Laboratory
SPRING SEMESTER 2016
Instructors:
Professor Debi Ingraffia-Strong PhD(c), MSN, RN
Lisa Dunkelberg MSN, RN
Dr. Cindy Pitlock DNP, CNM, APRN
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NURS 166R: Medical Surgical I Laboratory
Spring Semester - 2016
Number of credits: 1
Prerequisite: Must be an accepted nursing student
Co-requisite courses: NURS 165R, and NURS 167
Must pass NURS 165R, 166R, & 167 to continue on in the nursing program.
This series of courses must be repeated if the student is not successful with any of the
three courses.
I. Course Description
Prepares students to safely perform intermediate nursing skills (therapeutic procedures)
that are encountered in the care of hospitalized adult patients with common alterations
in body systems.
II. Course Objectives
Upon successful completion of the course the student will be able to:
1.
2.
3.
4.
5.
6.
Demonstrate appropriate verbal and non-verbal skills while performing selected
procedures.
Successful completion of assessments and procedural skills in the following
modules: Medical, Surgical, Therapeutic Communication, Diagnostics; and care
of the patient with an IV.
Appropriate interviewing skills to establish a therapeutic relationship.
College level writing skills in clear and concise documentation.
College-level mathematics in dosage calculations and conversions.
Competency and critical thinking application in the performance of selected
simulation scenarios.
III. Linkage of course to nursing program educational outcomes.
Student Learning Outcomes
1. Utilize the nursing process in a competent and caring manner to safely meet the
bio/psycho/social/cultural and spiritual needs of patients across the lifespan in a
variety of health care settings.
2. Utilize therapeutic communication skills when interacting with patients and their
families.
3. Provide care that reflects the ethical values of nursing within professional practice
standards and the legal parameters of the profession.
IV.
Method of Instruction:
Mini lectures
Revised January 16, 2016 DI-S
Demonstration
Concept Mapping
Simulation
3
V.
Learning Activities
Scenario reflection and self-critique
Practice & return demonstration
ATI Modules (Certificate of Completion)
VI.
Case Study
Math exam
Open Lab
Role play
Simulation
Credit Hour Designation
This course has 45 contact hours, with 45 hours actual lab time (9 hours preload
and 3 hours per week for 12 weeks).
VII.
Grading & Method of Evaluation
Laboratory skills are evaluated upon a pass/fail grading system. In order to
achieve a passing grade the student must participate in all laboratory sessions,
and pass all components specified within each individual module. Absence
from the lab must be approved by the instructor. Missed sessions must be
made up in a manner determined by the instructor.
Math exam covering ongoing dosage calculation and administration will
be given in lab – week 1. This math exam must be passed with a 100%.
Two retests will be allowed. Medication administration is not allowed in
clinical until this requirement has been met. Refer to the WNC nursing
student handbook.
VIII. Dress Code
Nursing program approved uniforms are to be worn for each lab experience.
Royal blue pants with white hose or socks, white nursing shoes (closed toe
and heel) and white scrub shirts with the school’s emblem are to be worn. A
long sleeve white T-Shirt may be worn under the scrub shirt for warmth. No
sweat jackets or colored sweaters are to be worn over the uniform. Long hair
must be tied back in such a manner that it will not fall forward during patient
care. Students must wear the WNC photo ID.
IX.
Nursing Laboratory Cleanliness
Students are responsible for the cleanliness of the lab. All supplies must be
returned, beds made, and chairs returned to their original places before
students are excused by the laboratory instructor. Refer to WNC student
handbook for Nursing Laboratory Policy. The lab personnel are there to assist
you in finding and setting up supplies. They are not instructors. If you have
questions consult your resources (textbooks, ATI videos, etc.). You are
expected to neatly return all supplies and clean up areas used.
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X.
ATI Certificate of Completion
Certificates of completion are required to be submitted at the start of each
scheduled laboratory experience.
The ATI module assignments pertain to the nursing skills selected for the
week. ATI modules must be completed (100%) before coming to the assigned
skills lab. Students are expected to come prepared to practice and demonstrate
selected skills.
If the ATI module is not completed before the lab experience the student will
be required to complete the assignment before attending that lab session. The
student is also held responsible for content that was discussed while absent
from the laboratory experience.
XI.
Skills Practice & Skills Check List
Students are required to attend all laboratory sessions. The instructor will
provide a demonstration of the skill and the student will have time to practice
the skill during the lab session. If the student misses a lab the student must
make up that lab session. The student must schedule a makeup with the
instructor. Open lab sessions are available for additional skill practice. These
are posted in the course calendar and outside the nursing lab.
Lab referral: If faculty feel a student needs additional practice or instruction as
evidenced by the students return performance during the lab session of a skill,
a lab referral form will be completed. The student may practice during open
lab sessions or may contact the lab coordinator 775-445-3293 to set up
additional lab time by appointment.
XII.
Resources
8 GB Flash drive for skill recording/taping
Lewis, S., Heitkekmper, M.E., Dirksen, S., O’Brien, P.G., Bucher, L. (2014).
Medical-surgical nursing: Assessment and management of clinical
problems (9th ed.) St. Louis: Mosby.
Elsevier: Simulation Learning System Access Code for Medical-Surgical
Nursing (Included in the page burst bundle, though available individually
also). Links to the Lewis Medical-Surgical Nursing textbook.
Doenges, M. E., Moorhouse, M.F., Murr, A.C. (2013). Nurse’s Pocket Guide:
Diagnoses, Prioritized Interventions, and Rationales (13th ed.)
Philadelphia: F.A. Davis Company.
Gahart, B. & Nazareno, A. (2015). Intravenous medications. (32rd ed.). St.
Louis: Mosby.
Revised January 16, 2016 DI-S
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Lilley, L., Rainforth Collins, S., Harrington, S., & Snyder, J. (2014)
Pharmacology and the Nursing Process (7th edition) St. Louis: Mosby
Manning L., & Zager, L (2014) Concepts Made Insanely Easy for Clinical
Nursing! Duluth, GA: ICAN Publishing
XIII. Evaluation of skills performance in Lab
The nursing student is evaluated on his/her ability to perform skills correctly in order
to ensure safe patient care. New skills are practiced, and then evaluated in a
laboratory setting. These skills will continue to be evaluated in the clinical setting
when the student is providing patient care. As the first year nursing student moves
into and completes the second semester, he/she is expected to demonstrate higher
levels of competency, dexterity, efficiency, and documentation in skill performance.
The student must demonstrate nursing procedures according to established standards
of care (refer to Potter & Perry Fundamentals and ATI modules). To evaluate the
student for safe and correct performance of skills, the nursing faculty will utilize
checklists which breakdown nursing skills into a sequence of anticipated patterns of
behavior.
Critical Skills: Many nursing skills require a high degree of accuracy and strict
adherence to a sequence of steps. That is, these critical skills are characterized by
strict compliance with the method and chronological order of the skill. Deviation
from the sequence or an incorrect method may result in an actual or potential risk to
the patient’s health, discomfort or pain, and/or an increase of time and/or resources.
The student must demonstrate critical skills or actions with 100% accuracy.
Less Critical Skills: These skills allow for varied methods, as long as the desired end
result is achieved and principles are followed.
Universal Procedural Steps: The student must demonstrate the following universal
procedural steps before and after ALL procedures:
Before:
A.
State the purpose of the procedure.
B.
Take special needs of the patient into consideration (i.e. age, mentation,
physical impairments)
C.
Identify safety concerns.
D.
Gather equipment.
E.
Hand hygiene, gloves as indicated.
F.
Identify patient using 2 identifiers, verify allergies
G.
Explain procedure.
H.
Provide privacy
After:
A.
Collect used items and dispose correctly (biohazard, etc.).
B.
Provide for patient comfort.
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C.
D.
E.
F.
Leave call light in place
Hand hygiene (discard gloves if used).
Leave bed in low position.
Report and document procedure and any unusual findings.
EVALUATION:
S
Satisfactory: “S” Student demonstrates safe and competent performance of
skill according to established standard of care and guidelines listed below.
U
Unsatisfactory: “U” Student is unsafe and lacks competency in the
performance of critical skills and/or procedures.
It is the student’s responsibility to practice skills to the level required to perform
the skill safely and competently according to ATI modules or provided material
with minimal prompts. Check off of the designated procedures will be held
during the individual skill lab. Catheterization check offs will be scheduled
individually during week 3-4 (sign ups during lab week 1).
1.
2.
Check offs are done after sufficient practice. The student must be ready to
do the procedure without prompting.
A student who requires more than 2 prompts during check off will be
asked to practice the skills with the instructor, lab instructor, or fellow
student. Open lab practice sessions are available to practice skills –
schedule is posted on the bulletin board outside the nursing lab.
Additionally a “U” will be given for any student who is noncompliant with the
Nursing Program Immunization and/or CPR requirements. A student will not
be allowed to attend lab if noncompliant and all missed labs must be made up.
See WNC Nursing Program Student Handbook for number of allowed “U”’s.
Simulations
High-fidelity simulation scenarios will be used throughout the semester with
return demonstration during the lab sessions. One video-taped simulation session
with a written self-reflection activity will provide the student faculty and selfreflective performance feedback.
Intravenous Management Check-off
Intravenous management check-off will be conducted during semester weeks two
and three. Specific rubric is included and follows the procedure protocol from:
 Potter, P.A., Perry, A.G., Stockert, P.A., and Hall, A. M. (2013).
Fundamentals of Nursing (8th ed). St Louis, MO: Elsevier.
 ATI skill modules
There is 45 minutes allowed for completion of the procedure and
documentation. If unsuccessful a lab referral for remediation will be
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completed and the student required to practice during open lab time. One redo
is allowed.
XIV. Instructor Contact Information
Debi Ingraffia-Strong MSN, RN
Professor of Nursing
Deborah.Ingraffia@wnc.edu
Office:
Cedar 231
Office phone: 775-445-3334
Cell phone:
775-901-0612
Lisa Dunkelberg
Nursing Instructor
Lisa.dunkelberg@wnc.edu
Office:
Cedar 229
Office phone: 775-445-4409
Cell phone: 775-450-6865
Dr. Cindy Pitlock
Nursing Instructor
Cindy.pitlock@wnc.edu
Office:
Cedar 217
Office phone: 775-445-3245
Cell phone: 775-720-5974
Kim Maccheverna BSN, RN
Nursing Instructor
TBA
Office hours are posted outside of office door and on the WNC website.
Always available by appointment in office or on-line!
Cell phone limitations: faculty may be contacted by cell phone during the hours of
6am to 8pm for emergency questions. Please use email for nonemergency
communication. Emails will be returned within 24 hours or the next school day.
XV. Laboratory Schedule ~ Course Calendar ~ Skills Checklist & Rubrics
(attached)
XVI. Laboratory Simulation SLS Information
In this course we will be using the Evolve simulation learning system for
electronic medical records, documentation, and scenarios. The actual course ID
number for access follows.
Simulations - SLS COURSE ID: 154359_dingraffiastrong_1001 INSTRUCTOR:
Debi Ingraffiastrong Simulation Learning System for RN 2.0 - Spring '17 Grads
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Intravenous (IV) Medication & Management Module
Lab Module Outline and Daily Schedule
Module Overview:
This IV module includes both a lab simulated IV skill-set focused experience and a
clinical component that includes patient focused IV safety, assessment, discontinuation,
IV fluid management, medication calculation, medication administration, and blood
products administration and safety.
This module is a 12 hour IV Therapy Laboratory and Simulation with an additional 1
hour student return demonstration of successful IV management and medication
administration. The laboratory focused activity introduces the student to principles of IV
therapy, demonstrations, return demonstrations and critical thinking skills via simulated
activities of IV therapy. A focus on IV concepts, asepsis and safe medication
calculations/delivery is paramount in order for the student to succeed in this course.
Application of the Institute of Medicine’s (IOM) Quality and Safety Education for Nurses
(QSEN) competencies will be reviewed to guide the student and to assure safe IV
medication delivery.
This document provides a general overview of the topics to be discussed and the skills to
be practiced in theory class and lab. The purpose of lab is to also ready the students for
the clinical setting. The best way to prepare each day is to read the assigned chapter (s)
and use the ATI material as needed for specific skills addressed.
IV initiation (starts) will not be covered this semester. This skill will be taught in
the 4th semester of the nursing program.
January 19-21, 2016 Preload Days Meeting Rooms:
Cedar 207 & Cedar 2nd Floor Nursing Lab (Rooms 219 & 220)
IV Medication and Management
IV Module Schedule, Readings, and Skill check-off rubric attached
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IV Module Schedule and Readings
DATES
Day 1
1/19/16
(preload)
TOPIC
Safety
Assessment
IV maintenance
fluids and
regulating flow
rates
Drip calculations
READING
LAB ACTIVITY
ATI skills module “IV Therapy”
Print off the ATI post-test for
“IV Therapy Module” and bring
to class. You must be a score of
75% or higher.
Potter & Perry pp. 904-909;
table 41-12,13,14; & p. 925
(starting at skill 41-2) thru p. 936
Lewis et al. pp. 308-309
ATI (pharm book) Chap. 4
pp. 34-36
Medication calculation
Quiz
Working with IV pump,
IV tubing, peripheral line
dressing, and site
assessments &
documentation
*all documentation will
be computerized, so be
sure you bring your
evolve SLS login info.
Day 2
IV medications
ATI skills module “Medication
IV flow rate quiz
1/20/16
IV push
Administration 4”
Lab practice of all IV
(preload) Piggy Backs
Print off the ATI post-test for
medication
Bolus
Medication Administration 4 and administration
bring to class. You must be a
Compatibility
score of 75% or higher.
Equipment
Potter & Perry pp. 608-611
Starting with IV administration
pp. 632-639
Day 3
Central lines,
Parenteral nutrition pp. 1021Assessments
1/21/16
PICC lines
1024; Box 44-11, table 44-8
Sterile dressing changes
(preload) Ports, Shunts
Lewis p.309 starting at central
Discontinuation of lines
Administration of venous access devices thru p.
Practice for all scenarios
central line TPN & 312.
presented this week.
lipids. Pulling it all
together
Documentation
and nursing
diagnosis
Day 4
Blood and Blood
ATI skills module “Blood
Blood administration
1/24/16 or products
Administration”
quiz
1/25/16
administration
Print off the ATI post-test for
Blood administration
(regular lab
“Blood Administration” must be do’s and don’ts
session)
a score of 75% or higher.
Potter & Perry p. 909 starting
Clinical Math Test
with blood transfusions thru p.
913
Check off skill return
demonstration sign ups
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NURS 166: Intravenous Medication and Management Check-off ~ Spring 2016
Student Name________________________________Faculty_____________________________
ACTIVITY
Pass
1.Review the MAR - if there is a question or discrepancy verify the order with the
physician’s order or medical record
2. Patient I.D. [2 identifiers] Verify Allergies
3. Explain Procedure to patient.
4. Perform Hand Hygiene before procedure and after procedure
IV Medication Administration
1. Prepare medications only 1 medication at a time.
2. Calculate correct dosage
3. Check compatibility of medication
4. Prepares medication according to standard practice guidelines *
5. 5 rights of medication administration verified.
6. 3 checks: Compare prepared medication with MAR and container label
7. Prepare IV primary solution and tubing. Label
a. Maintain strict aseptic technique when opening sterile packages and IV solution
b. Clamp IV tubing, uncap spike on the administration set, and insert into entry site on the
IV bag
c. Squeeze the drip chamber and allow to fill it at least halfway
d. Remove the cap at end of the IV tubing while maintaining sterility, open the IV tubing
clamp, and allow fluid to move through tubing. Allow fluid to flow until all air bubbles
have disappeared and the entire length of the tubing is primed with IV solution. Close the
clamp and recap the end of the tubing maintaining sterility
8. Take the medication directly to the patient’s room. Do not leave unattended.
9. Ask the patient to state his/her name and another form of pt. identification (DOB)
and allergies, compare from the MAR and/or chart with the name on the patients armband.
10. Complete any preadministration assessment (blood pressure, pulse, etc.)
required by the specific medication.
11. Explain purpose and potential adverse effects of the medication to the patient.
12. Assess Intravenous site
13. Clean IV port with alcohol
14. Administer the medication via correct port (IV piggyback or IV push)
a. Set pump correctly for secondary infusion
b. Give IV push medication per appropriate timeframe
15. Dispose of syringe/needle in sharps container and wash hands.
16. Document - time medication was administered
17. PRN medications are documented with follow up of pt. outcome.
Sterile technique dressing change
1. Donning & removing sterile gloves
2. Sterile tray set up – maintains sterile field & principles
3. Assess Central line or PICC line insertion site and surrounding area
4. Sterile dressing applied and secured; date, time, initials on dressing
Documentation Clear, Complete, Concise – including signature, initials, title, etc.
Care is organized and prioritized appropriately
Maintains safety, privacy and comfort at all times
*STANDARD PRACTICE GUIDELINES PER POTTER, GAHART & ATI
COMMENTS:_________________________________________________________________
______________________________________________________________________________
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Practice
Needed
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NURS 165/166 - Medical-Surgical Nursing I
Grading Rubric for Patient Teaching Demonstration
Written Teaching Plan and Patient Teaching Guide: 25 Points
1 Point
2 Points
3 Points
4 Points
5 Points
Teaching plan is somewhat
clear with key information
missing
Learner outcomes are not
complete and are somewhat
appropriate to the subject being
taught
Teaching plan is clear, concise
but key information is missing
Teaching plan is clear, concise,
creative and comprehensive
Learner outcome(s) are not
complete but are appropriate
to the subject being taught
Learner outcomes are
comprehensive and appropriate
to the subject being taught
Teaching strategy is
appropriate level but not the
best format for teaching the
subject.
Message is simple, somewhat
creative and enhanced with a
few photos and graphics
Written @ greater than 5-6
grade level
Resources included
Material referenced
Teaching strategy is
appropriate level and format
for the subject.
Teaching plan is disorganized,
unclear
Teaching plan is not clear and
is poorly organized
Learner outcomes
are incomplete, difficult to
understand and
inappropriate to the subject
being taught
Teaching strategy is not clear.
Learner outcomes are not
complete and are inappropriate
to the subject being taught
Teaching strategy and format
are inappropriate to the subject.
Teaching strategy is higher or
lower level and not the best
format for teaching the subject.
Message is complicated,
inconsistent and not enhanced
with photos or graphics
Poorly presented ; significantly
<or> appropriate grade level;
Lacks resources and references
Message is complicated and
inconsistent – enhanced with a
few photos
Written at either <or> 5-6
grade level; Lacking resources
and references
Message is simple, not
enhanced photos or graphics
Written @ greater than 5-6
grade level
Lacking either resources or
references
Message is simple yet creative
and enhanced with photos and
graphics
Written @
5-6 grade level
Resources included
Material referenced
Demonstration of Teaching Plan: 25 Points
1 Point
2 Points
3 Points
4 Points
Does not consider patient’s readiness to
learn, uses inappropriate words, phrases
and body language and does not
consider patient’s culture
Ineffectively discusses learning
outcomes with the patient at the
beginning of the presentation but does
not consider patient’s abilities, lifestyle
or resources
Uses inappropriate teaching strategies
that are not supported by the patient
teaching guide
Considers patient’s readiness to learn
but does not consistently use positive
words, phrases and body language.
Considers patient’s culture
Effectively discusses learning outcomes
with the patient at the beginning of the
presentation and considers < 1 of
patient’s abilities, lifestyle or resources
Determines patient’s readiness to learn,
uses positive words, somewhat unaware
of body language, considers patient’s
culture
Effectively discusses learning outcomes
with the patient at the beginning of the
presentation and considers patient’s
abilities but considers only 2 of
abilities, lifestyle or resources
Uses teaching strategies that reflect the
patient’s ability to learn and are
supported by written material within 7589% of the patient teaching guide
Teaching flows in a logical progression
with active learning and ongoing
feedback to the patient 75-89% of the
time
Teaching effectiveness is evaluated and
documented
with 75 – 89% accuracy
Teaching promotes some active
involvement by the learner
Determines patient readiness to learn,
uses positive words, phrases and body
language, considers patient’s culture
Teaching does not flow in a logical
progression with minimal active
learning and ongoing feedback to the
patient.
Teaching is poorly evaluated and
documented with
<70% accuracy
Teaching inhibits active involvement by
the learner
Uses teaching strategies that reflect the
patient’s ability to learn and are
supported by written material within <
74% of the patient teaching guide
Teaching flows in a logical progression
with active learning and ongoing
feedback to the patient
< 74% of the time
Teaching is evaluated and documented
with 70-74% accuracy.
Teaching promotes minimal active
involvement by the learner
Professionally presented: (1 point possible)
 WNC uniform worn
 Clear, complete, concise
Comments:
Revised January 16, 2016 DI-S
Effectively discusses learning outcomes
with the patient at the beginning of the
presentation to make sure they are
appropriate for the patient’s abilities,
lifestyle and resources
Uses teaching strategies that reflect the
patient’s ability to learn and are
supported by written material with 90100% of the patient teaching guide
Teaching flows in a logical progression
with active learning and ongoing
feedback to the patient 90-100% of the
time
Teaching effectiveness is evaluated and
documented with 90 – 100 % accuracy
Teaching promotes consistent, active
involvement by the learner
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Western Nevada College
NURS 166R ~ Spring 2016
Laboratory Schedule ~ Course Calendar ~ Skills Checklist
Student:_________________________________________________
Week
1
2
3
Content Covered



Patient teaching
Discharge planning
Blood and blood products administration

Math Exam






Pre-op skills
Intraoperative skills – OR
PACU monitoring
Suctioning- nasopharyngeal, oropharyngeal
Pneumatic sequential compression devices (SCD’s)
Incentive spirometry (IS) review


IV Management Check-offs
(45 min each student + 15 min documentation)







Postoperative skills
Suture/Staple removal
Steristrip application
Drains/Wounds
Intake & Output; Lab values
Review of Nasogastric tubes – insertion, removal, irrigation
Review of Urinary Catheter placement and management
Patient teaching
Discharge planning
Blood and blood products
administration & safety
Text Readings
P=Potter
L=Lewis
M=Manning
See IV module
for readings
Review content
as applicable
P 909-913
L 47-60; 363
M 6-7
Review content
as applicable
L 317-348
P 855-856, 858
Perioperative care
SCD’s
Ted hose
Cooling blanket/Warming blanket
IS
NP & OP suctioning
Sputum specimen collection
Monitoring IV site & infusion; PCA; IV bolus; Saline
lock flush; Discontinuing peripheral IV; Changing IV
tubing and solution; IV pump management; IV
medication administration; IV piggyback
Perioperative care
Review content
Suture and staple removal
as applicable
Steristrip application
L 349-366
JP, Hemovac, Penrose drains
L 898-901
Monitoring fluid balances
L 1701-1708
Skill review
P 1199-1208
P 1190-1193
P 1071-1084
ATI Certificate of
Completion
Red=mandatory
Black=review as needed
Review Medication
Administration
1, 2, and 3
Blood Administration
Surgical Asepsis
Airway Management
(You will NOT be
starting IVs until
Semester 4)
Infection Control
Wound Care
Presidents Holiday – No lab week
4
5
Skill/Procedure


Orientation to sim man and simulation scenarios
Care of the patient with a chest tube - pleuravac
Revised January 16, 2016 DI-S
SLS Scenario MS-01
Wallace Peterson
Pleuravac care
Review content
as applicable
L 544-547
P 869-873
Closed Chest Drainage
Physical Assessment –
Adult (entire module)
Comments
S
U
13
Week
Content Covered
Skill/Procedure
6

Respiratory simulation
SLS Scenario MS-07
Ricardo Mendoza
Text Readings
P=Potter
L=Lewis
Review Lewis
per SLS
7

Cardiovascular simulation
SLS Scenario MS-09
Keola Akana
Review Lewis
per SLS
8
SLS Ticket to Class
Complete
Comments
SLS ticket to class
Physical Assessment –
Adult Respiratory
SLS ticket to class
Physical Assessment –
Adult Cardiac
Patient Teaching Demonstrations (see rubric)
Spring Break
9

Gastrointestinal simulation
SLS Scenario MS-25
Lucia Hoyos
Review Lewis
per SLS
10

Diabetes Mellitus simulation - Hypoglycemia
11

Neurologic simulation – Postop care - Atelectasis
SLS Scenario MS-32
Arthur Harris
SLS Scenario MS-18
David Montanari
Review Lewis
per SLS
Review Lewis
per SLS
12


Musculoskeletal simulation – Post-op Hip Fracture
Review Lewis
per SLS
13



Multisystem simulation
Diabetes, Heart Failure, Wound, Pain
Videotaping and self-critique
SLS Scenario MS-39
Agnes Taylor
Traction, pin care, casts
SLS Scenario MS-41
Mathias Hedding
14
15
16
Review Lewis
per SLS
SLS ticket to class
Physical Assessment –
Adult Abdomen - NGT
Pain Management
SLS ticket to class
Diabetes Management
SLS ticket to class
Physical Assessment –
Adult Neurologic
SLS ticket to class
Physical Assessment –
Adult Musculoskeletal
SLS ticket to class
Physical Assessment –
Adult Pain Management
System review
No Lab Week
Discharge plan presentations (all students Tuesday May 10, 2016 1-4pm) (NURS 165 see rubric)
Simulation check-offs (1 hour each student – see sign-up schedule)
Finals Week
Instructors Name ________________________________________________
Instructors Name ________________________________________________
Instructors Name ________________________________________________
Instructors Name ________________________________________________
Revised January 16, 2016 DI-S
S
U