newborn skills laboratory · measure weight, height as well as head and chest circumferences. 4....

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College of Nursing

Newborn lab Coordinator Dr. Laila Abu - Salem

Newborn Skills Laboratory

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Table of Contents

Section # Items

1. Title Page

2. Undergraduate Program Vision, Mission & Goals

3. Pediatric Nursing Unit Vision and Mission 4. Guidelines of Pediatric Nursing Skill Lab

5. Goal & Philosophy

6. Objectives

7. Documents ( OSCE requirements , clinical rotation , first weeks lab plan )

8. Schedule of occupancy

9. Lab Activities

10. Pediatric Checklists

11. Simulation lab Skill

12. Assessment tool

13. Newborn Skill Lab Inventory

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Undergraduate Program Vision: To be an innovative cornerstone of

nursing education nationally, regionally; and internationally through the use

of technology within a caring context.

Undergraduate Program Mission: To offer dynamic, comprehensive and

innovative educational experience that will enable students to expand their

nursing knowledge and enhance their professional skills to meet the health

care needs of the community within the context of Islamic culture, beliefs

and values.

Goals of the Program

1. Provide quality education in nursing to graduate Saudi nurses with

high scientific and clinical competencies.

2. Utilize concepts from humanities and behavioural sciences in nursing

practice.

3. Practice legal and ethical standards in nursing profession.

4. Develop professional knowledge and practice through problem-solving

approach and evidence-based learning.

5. Utilize electronic administration and health information resources.

6. Apply leadership and managerial skills to attain quality care.

7. Focus on the commitment to the principle of “lifelong learning”.

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Vision and Mission of Pediatric Nursing Specialty

Based on the vision and mission of Nursing College, Dammam University, the vision and mission of Pediatric Nursing Department will be as follow:

Vision:

Providing the Saudi community with a high qualified professional nurses in pediatric care and who are unique on national and international levels. Sharing in an enhancement of children's health through the application of nursing education and researches in pediatric field.

Mission:

The pediatric nursing department, college of nursing, university of Dammam (UoD) prepares the Saudi graduate and postgraduate candidates to be an competent, skillful and creative in delivering the needed nursing care for healthy and sick children from birth to adolescents in different pediatric settings. These are derived from recent national and international nursing strategies within the framework of Islamic belief and moral values.

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Lab Guidelines The pediatric nursing skills lab at the nursing college provides nursing students with an additional learning resource to meet their educational goals. The lab is equipped with instructional videos and DVDs, supplies and equipment, as well as practice manikins including Baby sim Simulator, Pediatric manikins, CPR manikins, Physical examination manikins, as well as high fidelity child simulator. The lab provides students with a realistic, simulated clinical environment to practice and demonstrate competency of selected nursing skills. Open lab times are posted at the beginning of each semester. Please keep in mind that the following guidelines should be followed during your attendance in the nursing skills open lab: • No eating or drinking in the lab. • Please turn your cell phone off or on vibrate before entering the lab. • PLEASE clean up after yourself. • Keep all beds in appropriate positions with linens straightened before leaving. • Students are required to return clean equipment to its proper place after use. • All simulated practice needles are to be disposed in sharps containers. • Needles and syringes are not to be discarded in trash containers. • If you are accidently stuck with a non-sterile needle or your skin comes in contact with contaminated material, you must immediately go to the Lab Coordinator. • Lab resource books, movies and supplies MUST NOT leave the lab. • Please return all media to proper storage areas or to lab personnel after use.

• Please save equipment obtained in labs for practice during open lab times. • Report any incidents or malfunctions to the Lab Coordinator immediately. • Do not move mannequins. If a mannequin needs to be move contact lab coordinator. • Keep personal belongings with you during the lab session, please take them with you when leave.

*If a latex or betadine allergy exists or is suspected, please notify your clinical instructor or lab coordinator.

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Newborn and pediatric Skill Laboratory “I hear, I forget; I see, I remember; I do, I understand” – Confucius

Goal The goal of the Pediatric Nursing Skills and Simulation Laboratory is to

promote safe, knowledgeable and effective nursing care by demonstrating

and reinforcing the highest level of performance and readiness.

Introduction/Philosophy The Pediatric Nursing Skill and Simulation Laboratory is here to make the

student’s clinical experience educational and enlightening and to promote

empowerment of the student. Scenarios and simulation experiences relate to

the pediatric nursing Lab objectives. Students will be oriented to simulations

instructions prior to running a scenario. If the student is not comfortable,

learning will not take place and scenario objectives may not be met.

Simulations and case scenarios mimic the clinical setting and are designed to

help the student develop problem-solving and decision-making skills.

Simulations include all environmental factors to make students’ learning

realistic and authentic. These simulations help students think on their feet

and help the transition from lab to clinical. For an enhanced learning

experience, students must come to the lab prepared. The faculty will provide

debriefing and positive feedback; students will self-analyze their

performance and use critical thinking during the reflection process.

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General Information

The pediatric Nursing Skill and Simulation Laboratory is located in

University of Dammam, College of Nursing, C3. Room # has an Interactive

Child critical mannequin/Simulator (High Fidel Mity simulator), Infant Baby

sim Simulator. . The pediatric Skill Lab is fully equipped to practice all

pediatric. nursing clinical skills served both undergraduate and postgraduate

students. A variety of task trainers are also accessible as well as the ability to

view a variety of media. Mentoring and tutoring are also available.

The pediatric. Lab is opening 5 days a week (Sunday to Thursday) according

to the students’ schedule and either they are undergraduate, post graduate &

bridging students.

The lab schedule is subjected to change: The calendar for the pediatric Nursing Skill and Simulation Laboratory is

posted on pediatric lab. Bulletin.

Confidentiality All simulation scenarios practice sessions involving students and/or

recordings are considered confidential. All mannequin accessibility should

be treated as a real patient (including inappropriate viewing). Discussion of

scenarios or information is considered a violation of Practical Nursing

Program privacy policy. All students will need to sign a confidentiality lab

form.

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Pediatric Nursing (NURS: 1610-431)

First Semester Academic Year 2015 – 2016

Normal newborn units

Clinical training in Newborn Nursery equips students with essential knowledge, skills, and attitude needed to provide accurate, safe, and comprehensive nursing care for normal neonates. Training in such fields of nursing enables student to function within the framework of family centered care.

Learning Objectives:

At the end of this rotation the student nurse will be able to:

1. Assess gestational age as well as physical and behavioral states of

neonates.

2. Monitor and interpret vital signs.

3. Measure weight, height as well as head and chest circumferences.

4. Provide immediate and daily care for neonates.

5. Apply the nursing process in caring for normal neonates.

6. Assist s in administration of medications via different routes.

7. Follow the universal infection control precautions.

8. Encourage mothers to breast feed whenever possible.

9. Maintain optimal nutrition for neonates either enteral or parenteral.

10. Encourage and facilitate parent child bonding.

11. Asses and manage neonatal pain.

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12. Record and report any detected abnormality.

13. Prepare parents for discharge and home care.

14. Provide health education concerning child care & follow up

15. Documents findings, nursing care & abnormalities

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PEDIATRIC NURSING (NURS 1610- 431) 1st Semester- 4th Year/ 7th Level

Academic Year 2015/2016-G (1436/1437-H)

Skill Lab and Clinical Simulation Experience Rotation

Skills lab rotation will support students’ psychomotor skills in real situation in the hospital clinical settings and increase student's self confidence.

The Simulated Clinical Experience rotation is designed to allow the student to gain practical experience in aspects of assessment & management of pediatric patient. High fidelity simulation is used as a strategy of teaching in this rotation & clinical scenario of child with bronchial asthma is used to teach the students.


1- Professionalism:

By the end of this rotation, the student will be able to demonstrate the following professional behavior:

x Show punctuality in attendance and in submission of requirements, e.g. assignment, portfolio, ect.

x Show interest and initiative to work. x prepare for scenario and skill lab before coming to the

clinical rotation. x Maintain proper grooming and uniform. x Follow nursing ethical principles during work. x Treat patients, family, staff, instructor and classmates and other personnel with

respect. x Seek feedback and immediately self-corrects. x Demonstrate open and responsive attitude to feedback from instructors, patients,

families, and peers. x Coordinate a teamwork strategy. x Accept responsibility and accountability.

2- safety:

By the end of this rotation, the student will be able to demonstrate the following safety behavior:

x Follow lab conduct behavior and use equipment in the lab as specified x Handle Sharps and sharps containers appropriately 3- Skill lab:

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By the end of the skill lab rotation the student will be able to: 1. Feed infant and children by Nasogastric tube and bottle feeding.

2. Administer IM medication.

3. Administer IV medication.

4. Administer Nebulizer medication.

5. Administer oxygen through mask, nasal cannula, and oxygen hood.

6. Perform suction.

7. Perform CPR.

3- Clinical simulation experience: By the end of rotation, the following objectives are emphasized:

1- Critical thinking and interpersonal skills: x Promote patient safety and quality health care. x Utilize critical thinking in the application of the nursing process. x Enhance clinical competence to promote quality patient care. x Enhance the student’s self-confidence in skill performance. x Utilize of therapeutic communication skills. x Communicate verbally and nonverbally in effective way with the health care

providers, patient and significant others. x Use terms appropriate to child’s level of development & education. x Demonstrate effective participation in healthcare team. x Enhance peer evaluation skills. 2- Clinical Practice:

By the end of Management of Childhood Bronchial Asthma scenario, the student will be able to:

x Perform focused physical assessment for thorax & lungs x Recognize signs and symptoms of bronchial asthma exacerbation. x Demonstrate appropriate management of a child with exacerbation of bronchial

asthma. x Interpret appropriate diagnostic tests associated with asthma management. x Discuss the actions and side effects of different medications in the treatment of

bronchial asthma (albuterol, atrovent, prednisolone, prednisone, solumedrol). x Perform procedures for oxygen administration, measuring oxygen saturation by

pulse oximeter, drug calculation, administration of Nebulizer and IV Medication.

By the end of Dehydration and Shock scenario, the student will be able to: x Differentiate between the mild, moderate and severe dehydration. x Recognize the manifestations of dehydration and shock. x Describe common etiologies of hypovolemic shock. x Discuss important diagnostic tests of hypovolemic shock.

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x Demonstrate appropriate management for pediatric patients with dehydration. x Demonstrate appropriate fluid management for pediatric patients with

hypovolemic shock. x Provide patient teaching plan about Oral Rehydration Solution. x Perform the needed procedures in oxygen administration, measuring oxygen

saturation by pulse oximeter, drug calculation, and administration of IV medication and IVF boluses.

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Pediatric Nursing (NURS 1610-431) Frist Semester-4th Year/7th Level

Academic Year 2015/2016-G (1436/1437-H) First four Weeks' Plan

1st Week

Staff members Venue Lecture & Procedures Group Date/ Time

Dr. Awatef El-Sayed Dr. Ahlam Hussien

Hospital Building ( B )

F22 -23

Course Syllabus & Introduction to Pediatric

Nursing All Groups

Tuesday. 25/ 8/2015

1 –4 pm

Dr. Laila Abu Salem

C 1: (Class 5- 1)

Introduction, principles &Factors affecting

G & D Assessment of growth &

Development and Newborn G & D

All Groups

Wednesday. 26/ 8/2015 8 – 10 am

10 – 12 pm Dr. Huda Nafee C 1: (Class 5- 1) Growth and Development

of infant and toddler

Break 12-1 pm

Mrs. Ibtihal AL moamin Newborn lab Physical Assessment Part I G1, G2& G3 1-3 pm

Dr. Awatef El-Sayed Pediatric lab Medication Part I G4, G5 & G6

Dr. Awatef Al Sayed C 1: (Class 5- 1) Growth and development of Preschool, school and

adolescent children All Groups

Thursday: 27/8/2015

8-10 am

All Staff Newborn lab Pediatric lab

Re-Demonstration Physical Assessment Part I

Medication Part I All Groups 10 -12 pm

Break All Groups 12-1 pm

Mrs. Ibtihal AL moamin Newborn lab Physical Assessment Part I G4, G5 & G6 1-3 pm.

Dr. Awatef El-Sayed Pediatric lab Medication Part I G1, G2& G3

Course Coordinator: Dr. Ahlam .M. Hussien Co-Coordinator: Dr. Laila Abu Salem

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2nd Week


Staff members Venue Lecture & Procedure Group Date/ Time

Dr. Huda Nafee Hospital

Building ( B ) F22 -23

Feeding of infants & Children

All Groups

Tuesday. 1/ 9 /2015

1 - 4 pm

Dr. Awatef El-Sayed C 1: (Class 5.1 Assessment and management

of high risk neonates. All Groups

Wednesday. 2/9/2015 8 – 11 am


Re-Demonstration Physical Assessment Part I

Medication Part I All Groups 11 – 12 pm

Break

12-1 pm

Dr. Huda Nafee Newborn lab Physical Assessment Part II

G1, G2& G3

1-3 pm Mrs. Ghada Al

Ghamdi Pediatric lab Medication Part II

G4, G5 & G6

Dr. Ahlam Hussien

Miss.Tahani AL-Shammari

C 1: (Class 51) Congenital Anomalies All Groups

Thursday: 3/9/2015 8 – 11 am


Re-Demonstration Physical Assessment Part II

Medication Part II All Groups 11 – 12 pm

Break

12-1 pm

Dr. Huda Nafee Newborn Lab Physical Assessment Part II

G4, G5 & G6

1-3 pm Mrs. Ghada Al

Ghamdi Pediatric Lab Medication Part II G1, G2& G3

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3rd week



Dr. Huda Nafee

Hospital Building ( B )

F22 -23

Quiz1+ GastrointestinalDisorders

All Groups

Tuesday. 8/ 9 /2015

1 - 2 pm 2- 4 pm

Dr. Laila Abu-Salem C 1: (Class 51)

Cardiovascular disorders

All Groups

Wednesday. 9/9/2015 8 - 12 am

Break 12-1 pm

Dr. Laila Abu-Salem Newborn Lab CPR for Infant G1, G2 & G3

1-3 pm

Miss Tahany Al-Shemary

Pediatric Lab CPR for Children G4,G5 & G6

Dr. Laila Abu-Salem C 1: (Class 51) Respiratory disorders

All Groups Thursday: 10/9/2015 8 – 11 am

All Staff Newborn Lab Pediatric Lab

Re-Demonstration CPR for Children

CPR for Infant All Groups 11 – 12 Pm

Break 12-1 pm

Dr. Laila Abu-Salem Newborn Lab CPR for Infant G4,G5 & G6

1-3 pm.

Miss Tahany Al-Shemary Pediatric Lab CPR for Children G1, G2& G3

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4thweek


Dr. Huda Nafee Hospital

Building ( B ) F22 -23

Nutritional disorders All Groups

Tuesday. 15/ 9 /2015

1 - 4 pm Dr. Laila Abu-

Salem C 1: (Class 51) Hematological disorders All Groups Wednesday. 16/9/2015 8 – 11 am

All Staff Newborn Lab Pediatric Lab

Re – demonstration CPR for Children

CPR for Infant All Groups 11 – 12 pm

Break 12-1 pm

Dr. Sanaa Ghareeb &

Mrs. Hanan Abu Gurain

Newborn Lab Suctioning & Oxygen Therapy G1, G2& G3

1-3 pm Miss Tahany

Al-Shemary Pediatric Lab

Gavage Feeding & bottle feeding

G4,G5 & G6

Dr. Awatef El-Sayed C 1: (Class 51) Urinary tract Disorders

All Groups

Thursday: 17/9/2015 8 – 10 am

All Staff C 1: (Class 51)

Re-demonstration Suctioning & Oxygen

Therapy Gavage Feeding & bottle feeding

All Groups 10 – 12 pm

Break 12-1 pm.

Dr. Sanaa Ghareeb

Mrs. Hanan Abu Gurain

Newborn Lab Suctioning & Oxygen Therapy

G4,G5 & G6

1-3 pm.

Miss Tahany Al-Shemary Pediatric Lab Gavage Feeding & bottle

feeding G1, G2& G3

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Academic Year 2015/2016-G (1436/1437-H) Simulation and skills lab rotation plan

Time Experience Details Location Instructor Day 1

0800-1200

Skills lab

o Nebulizer medication administration.

o NG and bottled feeding. o O2 administration and

suction. o IM medication

administration o IV Medication

administration. o CPR.

Pediatric lab/

Newborn Lab

Mrs. Ghada AL-Ghamdi

1200-0100 Break

0100-0300 Simulation Bronchial Asthma and Shock overview

/Demonstration Newborn

Lab


Day 2

0800-1100 Simulation Bronchial Asthma Simulation and Debriefing CC1


1100-1200 Simulation Shock Simulation Newborn

Lab

1200-0100 Break

0100-0300 Simulation Cont. Shock Simulation and Debriefing Newborn

Lab


Day 3

0800-1000 Skill lab Skill lab evaluation

Pediatric Lab/

Newborn Lab


1000-1200 Skill Lab Simulation Evaluation

Pediatric Lab/

Newborn Lab


1200-0100 Break

0100-0300 Simulation Simulation Evaluation

Pediatric Lab/

Newborn Lab


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College of Nursing Pediatric Nursing (NURS 1610-431)

First Semester AY 2014-2015 First Two Weeks' Plan

1st Week

Staff members Venue Procedure Group Date/ Time

Dr. Magda Essawy Dr. Awatef El-Sayed C2: Class 4

Course Syllabus & Introduction to Pediatric

Nursing All Groups

Wed. 3/9/2014 8 - 10 am

Dr. Huda Nafee C2: Class 4 Physical Assessment Part I G1, G2& G3 10-12 am.

Dr. Awatef El-Sayed C3: Blue hall Medication Part I G4, G5 & G6

Break 12-1 pm.

Dr. Magda Essawy C2: Class 4 Physical Assessment Part II G1, G2& G3 1-3 pm.

Mrs. Juliet C3: Blue hall Medication Part II G4, G5 & G6

All clinical staff Re-demonstration 3 – 4 pm.

Dr. Huda Nafee C2: Class 4 Physical Assessment Part I G4, G5 & G6 Thursday: 4/9/2014 8-10 am. Dr. Awatef El-Sayed C3: Blue hall Medication Part I G1, G2& G3

Dr. Magda Essawy C2: Class 4 Physical Assessment Part II G4, G5 & G6 10-12 am.

Mrs. Juliet C3: Blue hall Medication Part II G1, G2& G3

Break 12-1 pm

All clinical staff Re-demonstration 1-2 pm.

Dr. Awatif El Said C2: Class 4 Theory All Groups 2-5 pm

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2nd Week

Staff members Venue Procedure Group Date/ Time

Dr. Laila Abu-Salem Newborn Lab CPR for Infant

G1 & G2 G3 & G4 G5 & G6

Wed. 10/9/2014 8 - 9 am

9 – 10 am 10-11 am

Miss Tahany Al-Shemary Pediatric Lab CPR for Children

G3 & G4 G5 & G6 G1 & G2

8 - 9 am 9 – 10 am 10-11 am

Dr. Yousr Gaafar OBG. Lab Gavage Feeding

G5 & G6 G1 & G2 G3 & G4

8 - 9 am 9 – 10 am 10-11 am

All clinical staff

Re-demonstration All Groups 11-12 am.

Break 12-1 pm

Dr. Yousr Gaafar C2: Class 4 Theory All Groups 1-4 pm.

Fathia Al Somaly & Ghada Al Ghamdy

Newborn Lab Suctioning & Oxygen Therapy

G1, G2& G3 G4,G5 & G6

Thursday: 11/9/2014 8 –9.30 am

9.30 – 11 am

Latifa AlDossary & Ebtihal Al Moamen

Pediatric Lab Restraint G4,G5 & G6 G1, G2& G3

8 –9.30 am 9.30 – 11 am

All clinical staff Re-demonstration All Groups 11-12 am.

Break 12-1 pm.

All clinical staff Re-demonstration All Groups 1-2 pm.

Dr. Yousr Gaafar C2: Class 4 Theory All Groups 2-5 pm.

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First Semester Academic Year 2014 - 2015

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Clinical and Skills Lab Rotation

exam will be done in one day schedule staring from 8.30 am up to 2.30 pm, students will be divided into eight group’s 12 students for each (total students No. is 95). The distribution of stations will be as following:

Nursing labs Staff members Newborn lab: Stations one & two: estimation of gestational age

Dr. Laila Younis & Mrs. Fathia Al Somali

Stations Three & four: Bottle feeding

Dr. Yousr Gaafer & Dr. Moma Gamal

Infant & children lab: Stations one & two: Traige

Dr. Awatif El Said Dr. Hoda Nafa &

Stations three & four: Congenital anomalies photos

Dr.Ahlam Hussen & Mrs. Ebtihal Al Moamen

Simulation lab: Stations one & two: Bronchial asthma scenario

Dr. Magda Essawy, Mrs Tahany Al Shemery & Mrs Ghada Al Dossary

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Students Organizers:

1. General students organizer, Dr. Magda Essawy 2. Time keeper , Mrs rabhaa & Miss Anood 3. Students in classroom, Dr. July 4. Student’s attendance and student’s simulation lab organizer

Mrs. Hellen. 5. Student’s organizer for newborn lab, Mrs Zenab. 6. Students organizer for infant & children lab Mrs. Samia

Points should be considered in performing the pediatric OSCE

1- Every student will get 5 stations as a hall (two stations in newborn lab, two stations in infant & children lab and one station in simulation lab), each

Station will consume 5 minutes.

2- Mobile phones, printed or written materials are not allowed during the exam. 3- Bell ring signal will be done on the beginning of the OSCE, on the starting and ending of each station. 4- After finishing two stations from each lab, the student will move to the next lab according to the preset map.

Map of student’s movement in each cycle:

* Starting in newborn lab infant& children lab simulation lab

* Starting in simulation newborn lab infant& children lab

* Starting in infant& children lab simulation lab newborn lab

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Pediatric nursing, 2014-2015

Summary of OSCE for pediatric nursing:

* OSCE will be done in one day schedule staring from 8.30 am up to

2.30 pm, on Wednesday 24-12-2014.

* Three nursing labs will be used in OSCE exam, newborn, infant & children and simulation lab. Four stations will be prepared in each lab and 5 minutes will be allowed for each station.

* Students will be divided into nine groups 12 students for each (total students No. is 95).

* OSCE will be carried out in eight cycles, each cycle will consist of 12 students (4 students in each lab), every student will get 5 stations as a hall (two stations in newborn lab, two stations in infant & children lab and one station in simulation lab) , each station will consume 5 minutes.

5- If students require assistance or need a bathroom, please inform the instructor. 6-At the end of exam, student will move to a classroom and please, avoid contacting with other students.

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Occupancy of New Born Nursing Lab in the 1st Semester of Academic year 2015-

2016

Day/Time 8:00-12:00N 12:00-1:00PM

1:00-3:00

Sunday

Break Fatat Alkhallej (optional )

Monday Break Fatat Alkhallej (optional )

Tuesday Maintenance Wednesday

Pediatric Nursing

Break Pediatric Nursing

Thursday

Pediatric Nursing

Break Pediatric Nursing

Clinical skill laboratories Coordinator /Dr. Radwa Hamdi Bakr

Coordinator of New born Nursing Lab/Dr. Laila Abu Salem

New born Nursing Lab Manager/ Mrs. Salwa Alhosary

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Report about workshop for how to conduct CAE BabySim in Newborn lab

/ 5 May 2015 Date

/Newborn labVenue

:Attendants

1-Dr. Magda Essawy.

2-Dr.Ahlam Hussien.

3-Dr. Laila Abu Salem.

4-Dr.Awatef Al Sayed.

5- Hoda Nafee

6- Mrs. Liali

7- Mrs. Ghada al Ghamdi

*Engineer Wael from Eman Health Care Company came to conduct a training on how to handle and maintain the BabySim SCE developmental software.

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First Semester- 4th Year/ 7th Level

Academic Year 2015/2016-G(1436/1437-H)

IMMEDIATE CARE OF THE NEW BORN

DEFINITION: It is the care given to the newborn to assist him/her to adjust to the extra-uterine environment and to promote optimum wellbeing. OBJECTIVES:

¾ To establish patent airway. ¾ To maintain the respiratory effort. ¾ To provide warmth and prevent hypothermia. ¾ To provide safety from injury or infection. ¾ Identify actual or potential problems that might require immediate

attention. ¾ Ensure infant's identification.

EQUIPMENT:

1. Gloves. 2. Dry gauze swabs. 3. Bowl of warm water to clean the baby. 4. Thin catheters to check esophagus and rectal patency. 5. I ml or 2 ml syringes. 6. Vitamin K. 7. Child health card. 8. Cradle card. 9. Baby scale. 10. Baby clothes. 11. Bulb syringe. 12. Suction and Oxygen ( to be available at the side)

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PROCEDURE RATIONALE 1. Wash hands and wear gloves. - To maintain cleanliness.

To prevent cross infection

2. As the head is delivered the mucus and fluid are wiped from the infant’s nose and mouth with the use of dry gauze.

- To avoid the baby to gasp and aspirate fluid with 1st breath.

3. As soon as the infant is born receive him in a clean blanket or towel.

- To maintain warmth and to prevent heat loss and hypothermia.

4. Keep the face down (modified trendlenburg position).

- To facilitate the drainage of mucus, blood and fluid from oro-pharynx and promote a clear air passage.

5.Secretions are suctioned out by using a small rubber bulb syringe or a soft rubber suction catheter attached to a mechanical suction or by mouth suction from the

naso- pharynx and oro-pharynx.

- To clear the air passages by removing fluids that may be obstructing the air way.

6. Provide warmth by keeping the baby covered and avoid air drafts in the room.

- To minimize loss of infant’s body heat.

7. Remove the amniotic fluid thoroughly

from the skin and scalp and cover the head with the flannel cap to keep the baby dry and warm.

- To avoid heat loss caused by evaporation of amniotic fluid.

8. Assess the newborn’s condition immediately after birth (at 1 minute) through Apgar score (heart rate, respiratory effort, muscle tone, reflexes and color) and repeat at 5 minutes.

- This is an index that provides a simple accurate and safe means of quickly appraising the baby’s condition.

9. During the interval following the 1st minute Apgar score you should continue to evaluate the infant.

- To determine the normal weight and height and identify any abnormalities.

10. Weigh the baby and measure length.

- To determine the normal weight and height and identify any abnormalities.

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11- Examine the head, face and neck for:

a- Normal shape and size and Head circumference.

b. Anterior and posterior

fontanels. c. Face – symmetry of the lips d. Eyes e. Ears - cartilage f. Congenital anomaly as cleft lips

or cleft palate. g. Neck length, webbing mobility. h. Nose symmetry, septum

patency and flaring of nostrils.

- For early detection of any birth trauma, or congenital anomalies (Caput succedaneum, Cephal-haematoma or forceps marks) ; Hydrocephalus or microcephaly

- For bulging or sunkenness. - Eyes for any discharge and conjunctival

hemorrhage - Ears softness reveals the prematurity.

13. The abdomen is palpated. 13.1.Measure abdominal circumference

- For early detection of any mass, enlargement, congenital hernia, swollen organ (liver, spleen, Kidney)

- To identify the normal parameters to find out the abnormalities

14. Examine the appropriateness of the sex. Examine genitalia : 14.1. Female – Labia majora and minora , vaginal discharges 14.2. Male - urethral opening, scrotum and testes

To establish the sex and maturity To see the signs of infection or

pseudomenstuation due to withdrawal of hormones in female babies

To identify undescended testes in male baby

16. Insert the thin catheter into the anus to check patency.

To exclude imperforated anus

17. Examine the back - spine, vertebrae (symmetry).

To exclude spina bifida( a spinal abnormality)

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18. Check the extremities- shoulders , pelvic joints, limbs, fingers and toes

18.1. Examine shoulders movements, and Drooping of the shoulder

18.2. Fingers and toes – missing or extra 18.3. Feet- Club feet 18.4. Hip – Dislocation of the hip

Perform Ortholani's and Barlow's tests.

To identify congenital abnormalities and other abnormalities due to birth injuries. ( Erb's palsy )

- Presence of extra fingers is sometimes noticed.

- Dislocation of the hip sometimes may result in Breech delivery.

- A crinkling sensation indicates a fractures

19. Before the final clamp or ligature is

applied to the cord, closely examine number of vessels (2 arteries and 1 vein).

The cord is clamped or legated: b- The first ligature at 3 cm c- The second ligature at 2 cm d- The cord is cut and no dressing

is applied.

The presence of only one artery suggests one or more major congenital malformations

The cord stump is left exposed because water is

lost and the cord shrinks. The dried cord separates more quickly.

20. Care of the eyes by normal saline solution

or If ordered - by antibacterial agent .

To protect the eyes against infections e.g. ophthalmia neonatorum and Chlamydia.

21. A single dose of vitamin K is administered intramuscularly.

As a preventative measure against neonatal hemorrhagic disease.

22. Provides suitable dress. To keep the baby dressed and appropriately covered for maintaining warmth

23. Ensure identification of the newborn by following the protocol / policies of the hospital

23.1. Identification band 23.2. Foot prints

To establish the identity of the baby To maintain mother and baby as one unit

24. Wash hands To prevent cross infection

25. Record the observations and findings in the accurate records.

Report to supervisor / doctor any abnormality.

For early detection of abnormalities and prompt treatment.

- For follow up of care

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APGAR RATING Sign 0 1 2 1 min 5 min … Heart Absent Slow More than 100 Respiration Absent Irregular

slow Good

Muscle tone Flaccid Some movement

Active movement

Reflexes None Grimace Cry Color Blue

pale Blue Pink

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Pediatric Nursing (NURS: 1610-431) First Semester- 4th Year/ 7th Level

Academic Year 2015/2016-G(1436/1437-H)

IMMEDIATE CARE OF THE NEWBORN

Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

Sl. No

Steps 2 1 0 Remarks

1 Prepare equipment 2 Wash hands and wear gloves 3 After delivery of the head, wipe the infant’s

nose and mouth with dry gauze

4 Receive the baby in a clean blanket or towel 5 Keep baby’s face down 6 Perform suction of the naso- pharynx & oro-

pharynx

7 Keep the baby warm throughout the procedure.

8 Perform Apgar score at 1 minute 9 Perform Apgar score at 5 minutes 10 Weigh the baby 11 Measure baby’s length 12 Examine baby’s head, and measure head

circumference

13 Examine face, and neck including a detailed examination of

eyes , mouth and lips and ears

14 Assess baby’s skin 15 Check the baby’s thorax

x Measure chest circumference x Observe the respirations

16 Palpate the baby’s abdomen 16.1. Measure abdominal circumference

43

17 Examine the baby’s genitalia for development and discharge

18. Check the patency of the baby’s anus

19 Examine baby’s back - spine &vertebrae 20. Check baby’s extremities including

joints, fingers and toes. Examine for club foot

21 Examine baby’s cord for number of vessels

22 Clamp or ligate the baby’s cord 23 Perform eye care 24. Administer single dose of vitamin K 25 Provide suitable dress 26 Ensure identification of the baby 27 Wash hands

28 Record findings in the proper records

29 Report any abnormality to the pediatrician

Legend:

2: done correctly and knows rationale

1: done correctly but doesn’t know rationale

0: not done

Evaluated by____________________________

44


First Semester- 4th Year/ 7th Level

Academic Year 201/2016-G(1436/1437-H)

BABY CORD DRESSING

DEFINITION:

It is the care of the umbilical cord till it is completely separated from the umbilicus of the newborn.. It aims at proper and complete healing of the umbilical cord as well as guarding against infection.

OBJECTIVES:

1. To ensure complete and proper shrinking and drying of the umbilical cord of the newborn.

2. To observe abnormalities of the cord such as bleeding, infection, hernia and abnormalities in the vein and arteries.

3. To prevent infection.

EQUIPMENT:

A tray containing:

- 2 sterile small iodine bowls. - Sterile cotton sponges. - Antiseptic solution, alcohol 60%. - Sterile dressing. - Sterile forceps and/or gloves. - Ordered medicine if required. - Paper bag or kidney basin.

45

STEPS RATIONALE

1. Explain the procedure to the mother. 2. Prepare environment (tidy, clean, avoid

air drafts)

3. Prepare equipment.

4. Prepare the baby: - Check pampers. - Clean the baby before procedure if

needed.

5. Wash hands. 6. Wear gloves.

- To gain her cooperation and to teach her how to perform the procedure for her baby after discharge.

- To be ready to conduct the procedure.

- To provide comfort.

- To save time and energy

- To minimize chances of infection

- To minimize chances of infection - To prevent cross infection.

7. Expose only the required area.

8. Hold the umbilical cord away from the skin with one hand.

9. Wipe the cord with the other hand using the antiseptic solution, alcohol 60% (from the stump to the bottom).

- To avoid unnecessary heat loss.

- To prevent contamination

-To prevent infection and promote healing.

46

10. Clean the surrounding area with another swab.

11. Observe the condition of the cord.

12. Apply medicine if required.

13. Cover the cord stump with sterile dressing.

14. Note if the cord drops off, wipe the granulating area (stump) using antiseptic.

-To prevent infection

-To detect any abnormalities.

- To assure complete healing.

-To prevent infection

15. Re-dress the baby

- To provide comfort

16. Record the following: a- Care given b- Observations:

- Signs of bleeding. - Signs of infection. - Other abnormalities as hernia,

abnormalities in vein and arteries.

To provide warmth and comfort.

-To be documented for assessing the general health status and for follow up of care

17. Report abnormalities to doctor. -Refer baby with abnormalities for early treatment.

47


Academic Year 2015/2016-G(1436/1437-H)

BABY CORD DRESSING

Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

S.# STEPS 2 1 0 Remarks

1 Explain the procedure to the mother.

2 Prepare environment (tidy, clean, avoid air draft )

3 Prepare equipment.

4 Prepare the baby

5 Wash hands.

6 Hold the umbilical cord away from the skin with one hand.

7 Wipe the stump and the area around the umbilicus by the other hand, using an antiseptic solution, alcohol 60 %.

8 Cover the cord stump with sterile dressing

9 If the cord drops off, wipe the granulating area (stump) using antiseptic.

10 Dry the area carefully.

11 Observe the cord for:

- Signs of bleeding. - Signs of infection. - Any other abnormality as hernia, - Abnormalities in the vein and arteries.

48

12 Report abnormalities to doctor

TOTAL MARKS

Legend:

2: done correctly and knows rationale

1: done correctly but doesn’t know rationale

0: not done

Evaluated by____________________________

Clinical instructor / demonstrator.

49


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s head circumference Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

Procedure

Done complete

( 2 )

Done incomplete

( 1 )

Not done

( 0)

1. Wash hands.

2. Prepare the necessary equipments and supplies (measuring tape)

3.Explain the procedures to the NB’s parents

4. Pass the tape from the NB’s frontal area bone above the eye brows and pinna of the ears, and around the occipital prominence at the back of the NB’s skull

5.Read the result

6. Return and clean the reused equipments

7. Wash hands

8. Recording

Total marks / out of 16

Signature of faculty member: Date :

50


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s body Temperature

Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

Procedure Done complete

( 2)

Done incomplete ( 1)

Not done

( 0)

1 -Wash hands.

2-Explain the procedure to the NB’s parents.

3-Check thermometer to see the reading.

4-Clean thermometer from tip to the bulb.

5-Shake the level of mercury down to below 35°C.

6-Rinse and dry NB’s axilla.

7-Place thermometer under arm with tip in center of NB’s axilla and keep it close to skin not clothing.

8-Hold NB’s arm firmly against side for 5 minutes.

9-Remove thermometer and wipe it from up down to the bulb.

10- Read, report and record any deviation in the NB’s temperature


Signature of faculty member:

Date:

51


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s Heart rate

Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

procedure Done complete

( 2 )

Done incomplete

( 1 )

Not done

( 0 )

1- Hand washing.

2-Explain the procedure to the NB’s family.

3-Wipe earpieces and diaphragm with alcohol swabs.

4-Expose the NB’s chest over the apex of the heart.

5-Wipe earpieces and diaphragm of stethoscope with alcohol swab.

6-Place the stethoscope between the fourth and the fifth intercostal spaces just below the NB’s left nipple.

7-Listen to the NB’s heart sound and count for one full minute.

8-Wipe the earpieces and the diaphragm with alcohol swab

9- Report and record any deviation from normal



52


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s Respiratory Rate

Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------


( 2 )

Done incomplete

( 1 )

Not done

( 0)

1- Hand washing.

2-Explain the procedure to the NB’s family.

3- Wear gloves

4- Expose the NB’s chest.

5-Observe NB’s abdominal movement

6. Observe NB’s thoracic movement.

7- Count NB’s respiration for one full minute.

8- Document & Report any abnormality



Date:

53


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s Chest Circumference Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------

Procedure Done complete ( 2 )

Done incomplete ( 1 )

Not done

( 0 )

1- Wash hands

2- Wear gloves

3. Remove NB’s clothes of upper half.

4.Place NB on a flat table in supine position.

5. Place tape across the NB’s nipple line.

6. Measure mid way between inspiration and expiration.

7. Record & report any deviation from normal.



Date:

54


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s Length Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------


( 2 )

Done incomplete

( 1 )

Not done

( 0 )

1- Wash hands

2- Wear gloves

3- Place the towel on the board.

4- Remove the NB’s clothing.

5- Place NB on center of board firmly in supine position.

6-Hold the NB’s head against headboard firmly.

7-Grasp the NB’s knees together gently.

8-Push down in NB’s knees until the legs are fully extended &hold the legs firmly.

9-Bring the headboard against the soles of NB’s heals firmly.

10- Read and record.

Length “using measuring tape”

1 -Place the NB on a proper covered hard surface.

2-Push down the NB’s knees and head against a firm surface.

3 -Make points of the top of the NB’s head and heel of the feet by a point.

55

4 -Remove NB from his place.

5-Measure between these two points.

6 -Record.

Total

Total marks

Signature of faculty member: Date:

56


Academic Year 2015/2016-G(1436/1437-H)

Measuring NB’s Weight Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: -------------------------------------


( 2 )

Done incomplete

( 1 )

Not done

( 0)

1-Place the scale horizontally.

2- Check to see that scale is balanced by sitting it to the zero, and noting if the balance registers exactly in the middle of the mark.

3-Make the NB’s room warm.

4-Wipe the scale with cotton with alcohol.

5-Remove the NB’s clothing.

6-Put a scale paper on the scale.

7- Lift the NB gently from the bed and place him in the scale basket.

8- hold hand over the body of the infant for safety,

9-Adjust the weight to balance the scale by right hand.

10-Read the scale when infant is lying still.

11-Remove and dispose the scale paper.

12-Record the weight.



57


Academic Year 2015/2016-G(1436/1437-H)

NB Diaper care Student's Name: ------------------------------ ID #--------------------------------------

Group# ---------------------------------------- Date: ------------------------------------


( 2 )

Done incomplete

( 1 )

Not done

( 0)

1- Explain the procedure to the mother

2- Prepare equipment

3- Wash hands

4- Wear gloves

5- Remove the NB’s old diaper and discard it

6- Wash genitalia and buttocks with warm water

- In females, wash from front to back.

7- Dry the genitalia and buttocks

8- Observations:

- Redness or excoriation.

9- Apply the new diaper

10- Remove gloves

11- Wash hands

12- Record time and characteristics



59


Academic Year 2015/2016-G (1436/1437-H)

Skill Lab and Clinical Simulation Experience Rotation

Skills lab rotation will support students’ psychomotor skills in real situation in the hospital clinical settings and increase student's self-confidence.

The Simulated Clinical Experience rotation is designed to allow the student to gain practical experience in aspects of assessment & management of pediatric patient. High fidelity simulation is used as a strategy of teaching in this rotation & clinical scenario of child with bronchial asthma is used to teach the students.


2- Professionalism:

By the end of this rotation, the student will be able to demonstrate the following professional behavior:

x Show punctuality in attendance and in submission of requirements, e.g. assignment, portfolio, etc.

x Show interest and initiative to work. x prepare for scenario and skill lab before coming to the

clinical rotation. x Maintain proper grooming and uniform. x Follow nursing ethical principles during work. x Treat patients, family, staff, instructor and classmates and other personnel with

respect. x Seek feedback and immediately self-corrects. x Demonstrate open and responsive attitude to feedback from instructors, patients,

families, and peers. x Coordinate a teamwork strategy. x Accept responsibility and accountability.

2- safety:

By the end of this rotation, the student will be able to demonstrate the following safety behavior:

x Follow lab conduct behavior and use equipment in the lab as specified x Handle Sharps and sharps containers appropriately 4- Skill lab:

60

By the end of the skill lab rotation the student will be able to: 8. Feed infant and children by Nasogastric tube and bottle feeding.

9. Administer IM medication.

10. Administer IV medication.

11. Administer Nebulizer medication.

12. Administer oxygen through mask, nasal cannula, and oxygen hood.

13. Perform suction.

14. Perform CPR.

4- Clinical simulation experience: By the end of rotation, the following objectives are emphasized:

3- Critical thinking and interpersonal skills: x Promote patient safety and quality health care. x Utilize critical thinking in the application of the nursing process. x Enhance clinical competence to promote quality patient care. x Enhance the student’s self-confidence in skill performance. x Utilize of therapeutic communication skills. x Communicate verbally and nonverbally in effective way with the health care

providers, patient and significant others. x Use terms appropriate to child’s level of development & education. x Demonstrate effective participation in healthcare team. x Enhance peer evaluation skills. 4- Clinical Practice:

By the end of Management of Childhood Bronchial Asthma scenario, the student will be able to:

x Perform focused physical assessment for thorax & lungs x Recognize signs and symptoms of bronchial asthma exacerbation. x Demonstrate appropriate management of a child with exacerbation of bronchial

asthma. x Interpret appropriate diagnostic tests associated with asthma management. x Discuss the actions and side effects of different medications in the treatment of

bronchial asthma (albuterol, atrovent, prednisolone, prednisone, solumedrol). x Perform procedures for oxygen administration, measuring oxygen saturation by

pulse oximeter, drug calculation, administration of Nebulizer and IV Medication.

By the end of Dehydration and Shock scenario, the student will be able to: x Differentiate between the mild, moderate and severe dehydration. x Recognize the manifestations of dehydration and shock. x Describe common etiologies of hypovolemic shock. x Discuss important diagnostic tests of hypovolemic shock.

61

x Demonstrate appropriate management for pediatric patients with dehydration. x Demonstrate appropriate fluid management for pediatric patients with

hypovolemic shock. x Provide patient teaching plan about Oral Rehydration Solution. x Perform the needed procedures in oxygen administration, measuring oxygen

saturation by pulse oximeter, drug calculation, and administration of IV medication and IVF boluses.

62

PEDIATRIC NURSING (NURS 1610- 431)

1st Semester- 4th Year/ 7th Level Academic Year 2015/2016-G (1436/1437-H)

Simulation and skills lab rotation plan

Time Experience Details Location Instructor Day 1

0800-1200

Skills lab

o Nebulizer medication administration.

o NG and bottled feeding. o O2 administration and

suction. o IM medication

administration o IV Medication

administration. o CPR.

Pediatric lab/

Newborn Lab


1200-0100 Break

0100-0300 Simulation Bronchial Asthma and Shock overview

/Demonstration Newborn

Lab


Day 2

0800-1100 Simulation Bronchial Asthma Simulation and Debriefing CC1


1100-1200 Simulation Shock Simulation Newborn

Lab

1200-0100 Break

0100-0300 Simulation Cont. Shock Simulation and Debriefing Newborn

Lab


Day 3

0800-1000 Skill lab Skill lab evaluation

Pediatric Lab/

Newborn Lab


1000-1200 Skill Lab Simulation Evaluation

Pediatric Lab/

Newborn Lab


1200-0100 Break

0100-0300 Simulation Simulation Evaluation

Pediatric Lab/

Newborn Lab


63

College of Nursing

Pediatric Nursing Course (NURS 1610-431) level thyear/7 thSemester 4 st1

Academic year 2015-2016 G(1436 – 1437) Evaluation of simulation and skill lab rotation

Date: _____________Student's Name: _________________________________________ ID#:______________________ Group# ______________ Rotation#:_____________

Criteria Expected skills Allotted Points

Actual Points

Part I

Responsibility and

Professionalism

x Show punctuality in attendance and in submission of requirements, e.g. assignments.

1

x Show interest and initiative to work. 1

x Prepare for scenario and skill lab before coming to the clinical rotation.

1

x Maintain proper grooming and uniform. 1

x Follow nursing ethical principles during work.

1

x Treat patients, family, staff, instructor and classmates and other personnel with respect.

1

x Seek feedback and immediately self-corrects. 1

x Demonstrate open and responsive attitude to feedback from instructors, patients, families, and peers.

1

x Coordinate a teamwork strategy. 1

x Accept responsibility and accountability. 1

x Keeps Clinical experiences file (Portfolio). 5

Total

15

Safety Part II

x Follow lab conduct behavior and use Equipment in the lab as specified.

2.5

x Handle sharps and sharps containers appropriately

2.5

Total

5

Part III Simulation according to the attached check list.Performed 60

Skill Lab Part IV Performed according to the attached check list. 20

Total 100

Instructor Name: __________________________________ Student's Name: _______________________________ Signature: _______________________________________ Signature: ___________________________________

64


Academic Year 2015/2016-G (1436/1437-H) Evaluation of simulated clinical experience (Bronchial Asthma)

Date: __________________________ Student's Name: ___________________________________ ID#:_________________ Group# ___________ Rotation#:_________

Items Expected skills/findings/ interventions Allotted

Points

Actual Points

Safety measures Hand Hygiene: Performs hand hygiene as needed

Hand wash 1

Introduces Self: States name and role to patient, family member and/or health care provider.

x Introduce Self 1 x Identify Role 1

Verifies Patient Identification: using two verification.

x Verify Patient Full Name 0.5 x Verify MR# 0.5

Verifies Allergy: Asks the patient about allergies

Ask about allergies 1

Communication: Explains to patient/and or family member what they are doing and/or why.

x Explain Assessment 1 x Explain Interventions 1

Total

7

Assessments and Critical Thinking History taking

Ask about triggering factors of asthma. 1

Ask about asthma symptoms. 1 Ask about home medication and compliance. 1

Vital Signs /O2 Sat/Pain: Assess VS, Identifies pt’s normal and/or abnormal as a scenario evolves.

BP (1 mark), HR (0.5 mark), RR (0.5 mark). 2 O2 sat. 1 Pain. 1 Identifies changes 1

Focus Assessment Assess general appearance and systems appropriately based on patient presentation, signs and symptoms.

x Level of consciousness. 2 x Use of accessory muscles. 2 x Wheeze. 2 x Skin color, cyanosis. 2 x Breathlessness, PEF. 2

Total

18

Problem Identification and Critical Thinking Identify Problem/s Identify actual and/or possible medical and/or nursing problems (Can identify while thinking out loud or by actions)

x Severity of Bronchial Asthma. 2

x Medication compliance 1 Total

3

Interventions, Evaluation and Critical Thinking Priority Interventions

Perform the nursing interventions according to priority. Perform procedures according to the checklist. Calculate medication correctly.

x Position the patient. 2 x Apply O2 as needed 4 x Reassure & support 2 x Calculate and Administer nebulizer medications

(checklist is attached) 6

x Calculate and administer other medication. 5 x Reassess and re-evaluate. 2

x Carry out the rest of orders 1

65

x Discharge home with appropriate health teaching and instructions.

3

Total

25

Communication Skills Communication Communicate verbally and nonverbally in effective way

with the health care providers, patient and significant others. 1

Use terms appropriate to child’s level of development & education.

1

Demonstrate effective participation in healthcare team. 1 Total

3

Other Critical Thinking and Processing Components Thinking Process Discuss out loud during/after scenario possible problems and

pathophysiology. 1

Discuss rationale for assessment and interventions. 1 Reflection: During Debriefing Identify strengths. 1

Identify areas for improvement. 1 Total

4

Comments 60

Grading Scale

Actual Points (out o50) SCET* Behavior Rating

Rating description

45-50 (equivalent to 90-100) 5 Outstanding performance: The clinical objectives have been met at a level exceeding expectation.

40-44.5 (equivalent to 80-89) 4 Good performance: The clinical objectives have been met by the student.

35-39.5 (equivalent to 70-79) 3 Minimal performance: Clinical objectives have been minimally met by the student.

30-34.5 (equivalent to 60-69) 1 Unsatisfactory performance:* Inconsistent in meeting clinical objectives. Inconsistent in meeting standards for safe practice.

25-29.5 (equivalent to 50-59) 0 Unsafe performance:* The clinical objective has not been met by the student. Fail in meeting standards for safe practice.

* SCET= Simulated Clinical Evaluation Tool. *(If unsatisfactory or unsafe performance rating, the student needs to repeat the scenario) Instructor Name: __________________________________ Student's Name: _______________________________ Signature: _______________________________________ Signature: ____________________________________

66

PEDIATRIC NURSING (NURS: 1610-431) Academic Year 2014/2015 (1436/1437)

1st Semester – 4th Year / 7th Level Evaluation of simulated clinical experience (Dehydration/ Shock)

Date: _________________Student's Name: ___________________ ID#:_________________ Group# ___________ Rotation#:_________

Items Expected skills/findings/ interventions Allotted Points

Actual Points

Safety measures Hand Hygiene: Performs hand hygiene as needed

Hand wash 1

Introduces Self: States name and role to patient, family member and/or health care provider.

x Introduce Self 1 x Identify Role 1

Verifies Patient Identification: using two verifications.

x Verify Patient Full Name 0.5 x Verify MR# 0.5

Verifies Allergy: Asks the patient about allergies

Ask about allergies 1

Communication: Explains to patient/and or family member what they are doing and/or why.

x Explain Assessment 1 x Explain Interventions 1

Total

7

Assessments and Critical Thinking History taking

x Ask about causes for dehydration/ previous signs and symptoms

1

x Ask about oral intake. 1 x Ask about the significance of the problem 1

Vital Signs /O2 Sat/Pain: Assesses VS, Identifies pt’s normal and/or abnormal as a scenario evolves.

x BP (1 mark), HR (0.5 mark), RR (0.5 mark). 2

x O2 sat. 1 x Pain (0-10 scale). 1 x Identifies changes 1

Focus Assessment Assess general appearance and systems appropriately based on patient presentation, signs and symptoms.

x Behavior 2 x Thirst & sunken eyes or fontanel. 2 x Mucous membrane and tears. 2 x Skin: Cap refill & turgor. 2 x Urine 2

Total

18

Problem Identification and Critical Thinking Identify Problem/s Identify actual and/or possible medical and/or nursing problems (Can identify while thinking out loud or by actions)

x Severity of dehydration (mild, moderate or severe dehydration).

2

x Other 1

Total

3

Interventions, Evaluation & Critical Thinking Priority Interventions

Perform the nursing interventions according to priority. Perform procedures according to the checklist

x Start O2 as needed. 3

x Start IV line. 3 x Calculate and administer medication (checklist is

attached). 6

x Calculate and administer ORS. 5 x Reassure & support 2

67

x Reassess and re-evaluate. 2 x Carry out the rest of orders. 1 x Discharge home with appropriate health teaching and

instructions. 3

Total

25

Communication Skills Communication Communicate verbally and nonverbally in effective with the

health care providers, patient and significant others. 1

Use terms appropriate to child’s level of development & education.

1

Demonstrate effective participation in healthcare team 1 Total

3

Other Critical Thinking and Processing Components Thinking Process Discuss out loud during/after scenario possible problems and

pathophysiology. 1

Discuss rationale for assessment and interventions. 1 Reflection: During Debriefing Identify strengths. 1

Identify areas for improvement. 1 Total

4

Comments: 60 Grading Scale

Actual Points (out o50) SCET* Behavior Rating

Rating description

45-50 (equivalent to 90-100) 5 Outstanding performance: The clinical objectives have been met at a level exceeding expectation.

40-44.5 (equivalent to 80-89) 4 Good performance: The clinical objectives have been met by the student.

35-39.5 (equivalent to 70-79) 3 Minimal performance: Clinical objectives have been minimally met by the student.

30-34.5 (equivalent to 60-69) 1 Unsatisfactory performance:* Inconsistent in meeting clinical objectives. Inconsistent in meeting standards for safe practice.

25-29.5 (equivalent to 50-59) 0 Unsafe performance:* The clinical objective has not been met by the student. Fail in meeting standards for safe practice.

* SCET= Simulated Clinical Evaluation Tool. *(If unsatisfactory or unsafe performance rating, the student needs to repeat the scenario) Instructor Name: ______________________ Student's Name: ___________________ Signature: ____________________________ Signature: ___________________

68

Dehydration Simulated Clinical Experience (SCE™) Overview

Location Emergency Department and Pediatric In-patient Unit.

Scenario The patient is a 3-month-old male infant brought to ED by his parents for fever, diarrhea and vomiting and poor oral intake. The parents state that he has had 24 hours of watery diarrhea and vomiting. This afternoon, he developed a tactile fever and refused oral intake. He is tachycardic, mottled and restless. Past Medical History: Healthy up to 24 hours ago. Immunizations up to date. Allergies: No known drug allergies Medications: None

Learning Objectives/Questions x Differentiate between the mild, moderate and severe dehydration. x Recognize the manifestations of dehydration and shock. x Describe common etiologies for hypovolemic shock. x Discuss important diagnostic tests for hypovolemic shock. x Demonstrate appropriate management for pediatric patients with dehydration. x Demonstrate appropriate fluid management for pediatric patients with

hypovolemic shock. x Provide patient teaching plan about Oral Rehydration Solution. x Perform procedures: oxygen administration, measuring oxygen saturation by

pulse oximeter, drug calculation, IV medication administration and IVF boluses Questions to Prepare for the Simulated Clinical Experience

1. How to calculate oral rehydration solution? 2. Differentiate between the 3 levels of dehydration and their clinical manifestation. 3. What etiology may cause hypovolemic shock in pediatric patient? 4. What are the clinical manifestations of a child experiencing hypovolemic shock? 5. Explain the 3 stages or phases of shock. 6. Discuss the pathophysiology of shock.

Name: Sami Ahmed Age: 3 months Gender: Male Weight: 6.7kg

70

PEDIATRIC NURSING (NURS 1610- 431) Level thYear/7 th4-1st Semester

Academic Year 2015-2016/G (1436-1437-H) Rubric: Evaluation of Child Case Study

Student's Name: …………………………… ID#............................. Group # ………………… People soft #:…………. Clinical Rotation: …………………………. Date: ……………… Title: ………………………………………………...................

Criteria Exceeds

Standard 4

At the standard 3

Approaching Standard

2

Below Standard

1

Points

1. Child health Assessment: a. Past history

History is complete and age/gender appropriate. It is written in logical manner

History is age/gender appropriate and contains pertinent information. However, it is missing some points.

History is scant. Some of vital information is missing.

The majority or none of health history is not mentioned.

b. Physical assessment

Physical examination has been completed as instructed, is age/gender appropriate, relates to the chief complaint, and pertinent findings.

Physical exam is appropriate for the chief complaint but some pertinent systems or special tests are missing.

Physical examination is incomplete. The information obtained would not be sufficient to identify child's problems.

Most of pertinent information related to physical assessment are missed

c. Labs & diagnostic test

All appropriate labs and diagnostic tests are recorded.

The majority (80%) of the appropriate tests have been recorded.

Some (50%) of the appropriate tests are missed.

The majority of the appropriate tests are missed.

d. Analysis of the data (in relation clinical textbook)

All pertinent data are critically analyzed in the light of scientific references.

The main data are analyzed

The analysis of some important data are not carried out

The majority of data are not analyzed

e. Identification of problems

ALL of the pertinent problems for the child are mentioned

The main problems for the child are identified but one or more problems are missed.

Some of the child’s main problems are missed.

The majority of the main problems and chief complaint are missed.

Nursing Management

There is a complete discussion of the actual and potential problems with appropriate intervention

There is a discussion of the actual and potential problems with appropriate intervention including rationale

There is incomplete discussion of the actual and potential problems with appropriate intervention including rationale

The most of actual and potential problems with appropriate intervention are not

71

including rationale for each aspect of care with respect of priorities of nursing actions.

for each aspect of care without consideration of priorities of nursing actions.

for each aspect of care.

discussed.

Organization of the written paper

The paper is well-written in a logical, organized manner.

The paper relays information but is slightly disorganized.

The paper does not relay adequate information on the subject, is disorganized and difficult to follow.

The paper is containing irrelevant information to the selected case.

Total Marks = 28 Grade out of: ( 5)

Evaluated By: ----------- Student's Signature: -----------------

Updated & Modified by: Dr. Laila Younis Abu-Salem

72

PEDIATRIC NURSING (NURS 1610- 431) Level thYear/7 th4-1st Semester

Academic Year 2015-2016/G (1436-1437-H) Rubric: Evaluation of Child Study

Student's Name: …………………………… ID#............................. Group # ………………… People soft #:…………. Clinical Rotation: …………………………. Date: ……………… Title: …

Criteria Exceeds Standard

4

At the standard

3

Approaching Standard

2

Below Standard

1

Points

1. Description of nursery school

The nursery school function and its daily program are fully described.

The nursery school function and its daily program are reasonably described.

Some basic nursery school functions are omitted and daily program is missed some basic items

The nursery school function and daily program are not mentioned

2. Child Assessment: f. Temperament,

behaviors, attitudes.

g. Reaction or response to daily program.

h. Relationships with other children – individually and groups.

i. Relationships with adult, teachers, parents.

j. Play interests and activities.

k. Skills and coordination development

All points are fully described and supported with related examples.

Description of the points with giving examples but one or two points are missed/ or all points are described without related examples.

Three or four points are not illustrated

More than four points are missed.

X 3=

3. Comparison of the level of growth and development (G&D) of the child to the normally expected level in relation to:

a. Physical growth & general health

b. Motor development.

c. Emotional

All aspect of growth and development are fully described and compared with the normally expected.

The aspect of growth and development are described and compared with the normally expected, but one or two points are missed.

Three are four aspects of G&D neither described nor compared.

More than four aspects of G&D are missed.

X 3=

73

development. d. Cognitive

development e. Psychosocial

development. f. Language

development.

4. Identification of child's needs

All child needs are identified.

The majority (80%) of the child's needs are identified.

Some (up to 50%) of the child's needs are missed.

The majority of the child's needs are missed.

5. Organization of the written paper

The paper is well-written in a logical, organized manner.

The paper relays information but is slightly disorganized.

The paper does not relay adequate information on the subject, is disorganized and difficult to follow.

The paper is containing irrelevant information to the selected child.

6. References Used variety of related scientific references (5 or more)

Used scientific references (4-3)

Used only two scientific references

Used one scientific reference.

Total Marks = 40 Grade out of: ( 5)

The score of item 2&3 will be multiplied by 3 for the sake of balance

Evaluated By: ------------- Student's Signature: ----------------------------

Developed by: Dr. Laila Younis Abu-Salem

74

PEDIATRIC NURSING (NURS 1610- 431) 1st Semester-4th Year/7th Level

Academic Year 2015-2016/G (1436-1437-H) Rubric for Pediatric Nursing Clinical Assessment

Date: _____________Student's Name: ______________ ID#:_________

Group# ___________ Rotation#:_________

Criteria Expected skills 5 Marks Comm

ents Points

Part I. Communication Skills

x Communicates effectively with the teacher, colleagues and health care providers.

/20

x Communicates effectively with child (with respect to the developmental level) and family members.

x Obtain accurate and complete data about the

child through history taking and reading records

and lab reports.

x Communicate orally and writes documentation

clearly, concisely & accurately

Part II. Knowledge

x Identify the signs & symptoms of the disease

and its complication that apparent on the child.

/10 x Identify child’s and family needs

(developmental, physical, psychological &

social)

Part III Cognitive

(Critical thinking)

x Interprets collected data that obtained from

history, physical assessment and lab results.

/25

x Formulate nursing care plan with respect to

priorities of action

x Provides specific rational for interventions

x Create teaching plan based on child’s needs and

problems

x Evaluates interventions and outcomes.

Part IV Psychomotor skills

x Perform developmentally appropriate physical

examination (head to toes

/35

x Perform growth measurements accurately

75

x Provide a developmentally safe and sensitive

care environment

x Prepare child and family for procedure

x Perform nursing procedures safely and

competently

x Follow infection control precautions

x Conduct health education session for child

and/or family (injury prevention, safety, normal

growth and development, behavioral

expectations, disease processes and outcomes of

procedures, health screening and immunization

schedule).

Part V Responsibility and Professionalism

x Exhibits interest and initiative to work.

/30

x Maintains punctuality in attendance and

submission of activities

x Follow nursing ethical principles during work.

x Maintains proper grooming and uniform.

x Follows nursing ethical principles while provide

care for child and family.

x Completes her portfolio neatly, orderly and on

time.

Total /120

5 Points=All aspects of the expected skill was met with no prompting or input from the faculty 4 Points= The majority (75% or greater) of the expected skill was met with no prompting or input from the faculty. 3 Points=Over 50% of the expected skill was met with no prompting or the skill was met with minimal (1 or less) prompting from the faculty. 2 Points=Less than 50% of the expected skill was met with no prompting or the skill was met with multiple (2-3) prompts from the faculty. 1 Point=The expected skill was only met with multiple (2 or more) prompts from the faculty 0 Point=The expected skill was not met with multiple (2 or more) prompts from the faculty

Instructor Name: ________ Student's Name: ___________

Signature: _________________ Signature: ______________

Updated & Modified by: Dr. Laila Abu-Salem & Mrs. Ghada Al-Ghamdi 2015-

76

Pediatric Nursing Course (NURS: 1610- 431)

First Semester Academic year 2015-2016G 1436/1437H

Evaluation Sheet of Nursery School experience

Student's name: ……………………………. ID………………

Rotation: ……………… Group ……… Date………

Items Marks Student's mark

I. Assessment: 20 Marks

-Observation of child’s behavior. 10

-Interpretation of behavior. 10

II. Practicing skills in managing the child: 40 Marks

- Engagement the student in the child's activities. 10

-Encouragement the child to follow the healthy habits &

independency

10

-Applying play materials that are suitable to the child age. 10

- Providing health education according to the child age. 10

III. Knowledge. 10 Marks

IV. Documentation of findings. 5

V. Professional behavior: 15 Marks

-Maintain proper grooming. 2

- Show punctuality in attendance. 4

- Communicates effectively with others. 2

- Respects roles, regulations, and constructive criticism. 2

- Student’s portfolio. 5

Total 90

The total out of one hundred 100

Instructor ‘Signature: Student’s Signature:

77

PEDIATRIC NURSING (NURS 1610- 431)

Level thYear/7 th4-1st Semester Academic Year 2015-2016/G (1436-1437-H)

Rubric: Evaluation for Topic Presentation Student's Name: …………………… ID#................... Group # …………People soft #:…………. Clinical Rotation: …………………………. Date: ……………… Title: ………….

Character 5 – Excellent 4 – Very

Good 3 –

Adequate 2 –

Inadequate 1 – Poor Mark

1. 1. Information Quality & Organization

x Main points of the topic are fully explained.

x Presented information is relevant to the topic.

x Information is clear & organized

x Used variety of related scientific references (5 or more)

x Main points of the topic are explained.

x Information is linked to presentation topic.

x Well organized.

x Used scientific references ( 4-3)

x Main points are not fully included

x Most information is linked to the topic.

x Information is somewhat organized.

x Used only two scientific references

x Main points are not clear and lack significant detail.

x Some information is linked to the presentation topic.

x Information is less organized.

x Used one scientific reference.

x Presentation lacks main points and related details.

x Information is not relevant to the topic.

x Information is not organized.

x References that used are not scientific

2. 2. Understanding of the topic

x Shows excellent understanding of the topic.

x Information was expressed sufficiently in scientific & easy way.

x Reflects good understanding of the topic.

x Information was expressed in scientific way.

x Reflects fair understanding of the topic.

x Information was fairly explained.

x Some understanding of topic with some errors.

x Information is explained with minimum details

x No understanding of the topic.

x Information is presented with no details.

3. 3. Presentation Skills

x Always maintains good eye contact.

x Explain with confidant with steady & clear voice.

x Consistently initiate discussion.

x Mostly maintains good

eye contact. x Explain

with confidence & clear voice.,

x Mostly initiate discussion.

x Sometimes faces the students.

x Explain with confidence & clear voice.

x Sometimes initiate discussion.

x Keep little eye contact.

x Voice is frequently weak or too strong.

x Rarely initiate discussion.

x No eye contact.

x Voice is consistently too weak or too strong.

x Didn’t initiate discussion.

78

4. 4. Audio-Visual aids

x Visual aids are very creative, clear, and easy to read.

x Visual aids are usually creative, clear, and easy to read

x Visual aids are reasonably creative, clear, and easy to read

x Visual aids have limited creativity or clarity or are sometimes difficult to read.

x Visual aids demonstrate no creativity or clarity and are often difficult to read.

5. 5. Summary & Conclusion

x The summary & conclusion were clear and effective, with key points emphasized.

x Reasonable summary &conclusion is given

x The presentation was inadequately summed up.

x An attempt was made to conclude the presentation.

x Weak or no conclusion provided

Total /25 Evaluated By: -------------------------- Student's Signature: --------------------- Grade Out of 5:

Updated & Modified by: Dr. Laila Abu-Salem

80

Kingdom of Saudi Arabia Ministry of Higher Education University of Dammam College of Nursing New Born Skill Lab Inventory May 2015

S.No

Cabinet # Equipment /Supplies

QTTY Remarks

1

1

Littman -classic 11 Pediatric Stethoscope 7 One is adult not littman

2 Stethoscope (Reister ) 1

3 Stethoscope (Allgair ) 1

4 Pulse oximetry 2 With 2 wire of finger device

5

Pulse oximetry charger 2

6

Miniature Sphygmomanometer 3

7 Otoscope 2

8

Sure temp plus (welch Allyn )/ Electronic thermometer 2 With out probe & probe connector

9

Thermoscan ( Ear thermometer ) 1

10 Penlight 2 1old &1 Reister

11 Tuning fork 1

12 Reflex hammer 1

13 Mercury thermometer 2 One is broken

14

Laryngoscope w/3 blades 1

15

Aneroid sphygmomanometer 1 EDI50NJ088837

81

16 Inch tape 5

17 One touch Glucometer 2

18 Digital thermometer 2

19 Angel breast pump with bottle 6

20 Tourniquet 6 4 added in Jan 2014

21

Neonatal skill laboratory manual 1

22 LCD Remote 1

23 JVC TV 1

24 Data show remote 1

25 Neonatal physical assessment

4CD

26 Nebulizer 1 Added in Dec2013

27 Bandage scissor 1

28

Electric steam Sterilizer (Philps) 1 15-مارس

29 VCR Remote 1

30

Laerdal Silicone resuscitator

3

31 Silicone resuscitator 1 New Jan2014/one send to male college

82

32

Ambu bag

2

33 ENVITEC Disposable SPo2Sensor for infant 1690945

34

Detecto Baby Weighing Scale 2 Mar-15

35 Laboratory thermometer 2 Mar-15

36 Mosby's Pediatric Nursing

1CD Transfere from OB&GYNE lab

2

1

Infant airway management trainer 1

2

Kim NB CPR

2 Girle

3

Koken baby boy

1

4

Koken baby girl

1

5 Flexible baby girle 1

83

6 Flexible baby boy 1

7

Intubation phantum of NB

3 need changing the lung

8

Special needs infant

1

9

Kim infant CPR

1 Boy

3

1

Pediatric injection training head

3

2 Infant ECG crisis manikin /ALS baby 200 1 Laredal

3 Infant ECG crisis manikin 1 Nasco

3

Infant ECG Crisis Manikin

1 (old 2000 sep) Nasco

4 Abdominal colostomy model 1 For CLA hospital training baby

84

5

Nita new for TM model- infant access simulator

1

6

Infant airway management trainer

1 Adam Rouily -Need ballon (lung)

7

IV arm Pedia

2 Larerdal

8

IV baby arm /CLA

1 Nasco

9

IV baby arm

1 Adam Rouily

10

Infant arterial training arm

1

11

Heart Sim 200(ECG)/0.0-+

1 Laerdal/Cat#260010/S.NO:3807

12 Nasco Infant ostomy trainer 1 LF00905U Jan2014

85

13 Laerdal Infant IV arm 1 New March 2015 1005239

14 Nasco Infant IV arm 1 New March 2015 LF03637

13

Nasco Lifeform

1 SN:NSO 1207

4

1

Baby Anne -CPR Training

11 3 inside their bags

2

CLA Hospital training baby

1

3

Digital Baby Scale

1 Beurer /TYP ;JBY80Art-N:956.91

4 Digital Baby Scale 1

86

5

CLA Hospital training baby

1 January 2014with colosomy skin

5

1 Bottel feeding sterilizer 1 Philpps

2 Resucie baby (old) 1 Inside blue bag

Displayed

1

Nita NB 2007

1 Inside the crib

2

Premature baby girl inside isolate infant incubator

1 MS 61/75.7.03/FR

3

Premature baby boy inside Caleo isolate infant incubator

1 MS 60/54.10.03/FR

Equipment

1

Portable Suction Mashine

1 Laerdal Suction Unit 023605

87

Isolette infant incubator

1 VWO7530

2

Drager Caleo incubator

1

3

Alaris IV Pump

1 SN9974647model 7131

4 Alaris IV Pump stand 1

5 Bath basin 2 Round and square type plastic basins

6 Pitcher 2 Plastic (1green -1 transparent )

7 K/basin 7 Plastic

8 Infant warmer (Hill-Rom Air Shields) 1 7830 SNLS10700

9 Baby crib 1 Model 34200

10 dynamap machine 1

Transfere from KFU in 28 December 2013does not has probe for pulse oximetery and cuff for BP and thermometer

11 Basin with stand 1 New Jan2014

12 Phototherapy machine 1 New Jan 2014

13 Phototherapy machine 2

Transfere from KFU in 28 December 2013

Furnitures

1

Trolley with 1 drawer &2 shelves 1

2 Steel cabinet with glass 5

88

door

3 Computer table 1

4 Laboratory tables 5

Swivel office chairs 3 Black

5

Swivel Lab Chairs

20 Black

6 Patient Screen - white color 1

7 Bedside table 1

8

Mounted piped in oxygen & Suction 1

9 Bulletin board 1

10 Filling trolley 1

Electronics

1 TV coloed .JVC 29 1 29WX11/SN/09981100

2 Akai LCD 1 2011 October

3 Video cassette recorder 1 HRV -401As/SN/109700

4

Data show with screen projector 1 ElkI model with remote 30775

5 DellCPU Optiplex 755 1 3QPZ202 Optiplex 7010

6 Mouse 1 DPPID:CN-011D3V-71581-385-0LT3

7 Keyboard 1 KB212-B/DP /NOD255N

8 Computer screen 1 S/N:CNOPDO6D-72872-3B7-DDRM

9 Speakers 1set Not working Discarded in 4 April 2015

89

10

IP 3000 primax canon printer 1 Not working Discarded in 4 April 2015

12 IP Fast dome camera 1

Others

1 Baby sheet 1

2 Face towels 2

3 Draw sheet - yellow 1

4 Bath towel 7 3 yellow and 4 white

5 NB suite 3 1 blue & 2 pink

Simulator

CAE Baby sim( infant ) 1 with compressor and link box

Macbook for CAE baby sim 1 Kept in OB/GYNE lab Vault

Wireless speaker 1

Touch screen 1

Clinical Simulation &Skill Laboratory Coordinator

NBskill Lab Coordinator :Dr.Lalia Younis

NB skill lab Manager :Mrs.Salwa Elhusari

90

Kingdom of Saudi Arabia Ministry of Higher Education

University of Dammam College of Nursing

New Born Skill Lab Inventory May 2015