nuco 4110: patient-family centered care: complex and
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NUCO 4110: Patient-Family Centered Care: Complex and Transitional Care Fall 2021
Course Credit: 2.5-0-1.5-4 Course Professor: Sarah Craig, PhD, RN, CCNS, CCRN-K, CNE, CHSE Phone: (434) 924-0104
Office: Claude Moore Nursing, #2101 Email: [email protected]
Classroom: In-person McLeod Hall 1003 & 1004 Class Schedule: Mondays and Wednesdays 0800-0905 Clinical Schedule: Tuesdays, Thursdays or Fridays (Clinical syllabus, pp. 14-24) How Reach Me: E-mail, response time to emails within 48 hours, please red flag
emails that are urgent. Include a subject line in your e-mail. I am happy to meet during office hours Mondays & Wednesdays 1045-1145, and appointments available upon request.
Clinical Coordinator Elizabeth Taliaferro-Jones MSN RN [email protected] Graduate Teaching Assistant Shinae Seo, PhD Student [email protected] What is the Official Course Description? This course builds on previous Adult Health courses and prepares students to plan and deliver care in a wider variety of settings and on a more complex level. It provides opportunities to develop clinical reasoning skills while studying critical care nursing concepts, case management, and nursing care that facilitates patient transitions from intensive and acute care to rehabilitation, home health, telehealth, managed care, and outpatient care. What is This Course All About? What constitutes a “care transition”, and why do nurses care about them? What are the many factors or issues (physical, psychological, spiritual, cultural, systems etc.) that influence patients and families’ experiences of transitions in care? How can I best prepare to deliver safe, effective, compassionate patient-centered care in today’s ever-changing, complex, and sometimes dysfunctional health care system? The aim of this course is to assist you in answering these questions. Nurses have a proud tradition of caring for vulnerable populations. Patients confronting complex illness conditions are vulnerable, particularly during care transitions. Therefore, much of what we do is aimed at partnering with them and our clinical colleagues to manage these transitions to achieve the best possible outcomes. Although a nurse may provide care at discrete points along a patient’s
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illness trajectory, comprehensive, patient-centered care requires understanding where that patient has been, and where that patient is headed along that trajectory. As 4th year nursing students you too are experiencing a significant transition, from student nurse to professional nurse. A successful transition requires not only thinking like a nurse, but also feeling like a nurse; that is having a sense that you belong and are a valued member of the nursing profession. Fortunately, you have a team of faculty, with collectively more than 150 years of nursing experience, dedicated to collaborating with you to create a learning experience that nurtures in you this sense of belonging, which in turn will foster developing a compassionate and resilient nursing practice; one that will enrich your life and the lives of those for whom you care and with whom you work. With this in mind, the theme of the course is creating an inclusive learning community to nurture compassion and resilience as you transition to practice. Please partner with us in creating a learning community in which all members feel valued and included, as this will better prepare us to provide high-quality care to the diverse patient population we serve. Toward that end, please refer to the objectives designed to help you accomplish that goal. Objectives: At the completion of this course, you will be able to:
1. Discover evidence-based practices to best support a safe and compassionate environment for patients, with complex healthcare issues, and their families as they experience transitions in care.
2. Analyze the psychological, physical, economic, social/cultural, and political factors, which influence patients’ and health care systems’ responses to complex health problems across the continuum of care.
3. Compare opportunities for nursing leadership, interprofessional communication and collaboration across all settings.
4. Examine legal, ethical, and moral issues that influence the management of complex health problems.
5. Evaluate the influence of technology on patient care across the continuum of care, including monitoring in high acuity settings, and technological advances in remote monitoring, patient education, and assistive devices.
6. Create a safe and non-threatening environment for the patient and family to discuss their feelings, fears, reasons or motives for decisions related to transitions in care.
7. Actively engage the patient, caregivers, and other health care providers in the construction of a safe transition in care that reflects the patient’s priorities for restoring optimal health, including a strategy for evaluating progress.
8. Examine palliative care and end-of-life issues in assisting people to live with dignity and maximize their quality of life.
9. Analyze principles of nutrition that influence patients with complex health care conditions.
TEACHING PHILOSOPHY The course and clinical faculty follow the Basic Assumption: “We believe that everyone in this course is intelligent, capable, cares about doing their best, and wants to improve.” (The Center for Medical Simulation, Harvard, Boston USA). We are passionate about supporting your learning so that you build a safe, skilled, and resilient foundation in clinical nursing practice.
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The AMAZING Clinical Faculty Team
# Clinical Faculty
Time
Location Post Conference room
Tuesday
101 Sidney St. Clair MSN, RN, CNL
0700-1400
4 West CMN 1127 1300-1400
104 Brianna Hundley MSN, RN, CNL
0700-1400
6 West MCL 2010 1300-1400
105 Tiffany Watlington, MSN, RN
0700-1400
3 West MCL 1009 1300-1400
103 Molly Sutherland MSN RN ATC
1100-1800
6 East MCL 1009 1700-1800
Thursday
106 Kathleen Rea DNP RN ACNS-BC PCCN CNL
0700-1400
5 Central CMN 3020 1300-1400
kmj6d@ hscmail.mcc.virginia.edu
107 Kim Dubé,
DNP, RN,
CCRN,
AGACNP-BC
0700-1400
6 West CMN 1127 1300-1400
kpd5r@ hscmail.mcc.virginia.edu
109 Ben Dillenbeck MSN, RN, CNL
0700-1400
3 West MCL 5060 1300-1400
108 Brooke Short MSN, RN, CNL
0700-1400
4 West MCL 5024 1300-1400
111 Curtis Stowers MSN RN ACNS-BC
0700-1400
Richmond St Mary’s
St Mary’s [email protected]
Friday
102 Schuyler Wong MSN, RN, CNL
0700-1400
3 West CMN 3020 1300-1400
110 (Mihwa) Mia Ahn DNP, AG-ACNP, RN
0700-1400
6 West CMN 3018 1300-1400
112 Kelsey Morris, MSN, RN, AG-NP
0700-1400
4 West CMN 1127 1300-1400
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What Supplies do I Need for this Course?
1. Textbooks (Required)
a. Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.). (2018). Medical-
Surgical Nursing: Concepts for interprofessional collaborative care (9th
edition). Philadelphia: Elsevier
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b. ATI RN Adult Medical-Surgical Nursing textbook. E-book available on myATI. c. Required readings and videos will be available in the weekly lessons folders on
the course Collab site.
d. ATI Active learning templates
2. Required for clinical:
a. Drug guide; Laboratory/diagnostic test reference with nursing implications. Davis/LEXICOMP.
b. Nurse care planning resources such as https://nurseslabs.com/nursing-care-plans/.
c. A current laboratory and diagnostic test reference.
3. Laptop computer: Technical Specifications: All students at the School of Nursing are required to own a laptop to bring to class. Laptop requirements are detailed here: https://community.nursing.virginia.edu/students/academic-resources/computing-policies/
a. Specifically, you will need access to Collab, Typhon and on-line testing (ATI). It is strongly recommended that you ensure your laptop is in good working order with any technical issues worked out before the start of classes.
How Can I Be Successful in This Course? If you are motivated to learn and engage with the material and the members of your learning support team you can and will be successful. As we designed this course, we carefully considered: pedagogical evidence; current issues and trends in health care; recommendations of master teachers, rock-star clinicians and students; and our goal of creating a truly inclusive learning environment. As course faculty, I see myself as the facilitator in what I hope will be a challenging and enjoyable learning experience for you; one that upon reflection will contribute substantively to the foundation of your professional nursing practice. Because I care deeply about you and believe you can become the awesome nurse you want to be, I am willing to invest my time, relevant knowledge, clinical and life experience in your success. It is up to you to decide what you are willing and able to invest. Let’s have a great semester! What Teaching Methods Will Be Employed to Facilitate my Success? Reading and writing assignments, interactive lectures, case studies, small group work, role playing, simulation, and patient care experiences.
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How Will my Learning Be Assessed and Evaluated? 1. Weekly Reading & ATI Quizzes; Class Participation (15%): Weekly reading quizzes
help support understanding and knowledge application of priority concepts (10-20 questions). Class attendance, completion of pre-class reading quizzes, completion of the weekly Collab checklist, and course evaluations will be used to determine your class participation grade. Students may use notes and health sciences library resources. This assignment is individual work.
2. ATI Content Quizzes Total of 5: Providing high-quality nursing care requires the application of knowledge to patient situations. This assignment is individual work. Submit to ATI Learning System 3.0 medical-surgical quizzes. Because adequate mastery of the material is the goal, repeated attempts are permitted. Please remember that if you choose to repeat a quiz, you must complete the entire quiz again. If >3 attempts are necessary, please let me know, so we can review content that may be particularly challenging. The highest score on each quiz will be recorded in the grade book. Students may use notes and health sciences library resources. (Each quiz is 20-30 questions).
3. Exams (50%): The purpose of the exams are to provide an opportunity for you to: 1)
assess and demonstrate: a) your grasp of the major concepts, and b) your readiness to participate meaningfully in real world clinical practice; and 2) answering application and analysis level questions designed to practice clinical judgement. 3) Students may use notes and health sciences library resources. Exams will be posted on Collab tests and quizzes. Exams 1 & 2 are 15% each and the cumulative Exam 3 is 20% of the course grade. Please contact Dr. Sarah Craig with questions about challenging content. Do not work together with others on the exams because these are important checkpoints for you to reflect on your progress over the semester. You will complete a total of 3 exams. Your grades on 3 exams will be used to calculate your case grade. Any missed exams will be graded as “0” unless previous arrangements have been made. Tests grades of “0” due to non-submission will not be dropped. This assignment is individual work.
4. ATI Medical-Surgical Nursing Practice Exam A (2.5%) A total of two practice exams
and two remediation assignments are due to receive course credit. The purpose of the exam preparation is to provide an opportunity for you to: 1) assess and demonstrate your grasp of the major concepts of the adult health content from your courses across the BSN program; and 2) practice answering questions designed to prepare you for the NCLEX.
5. ATI Medical-Surgical Nursing Practice Exam B (2.5%) Practice A & Practice B are open resource. Remediation for practice A & Practice B submit to Collab Assignments: complete the focused review, dynamic quizzing and 3 ATI Active Learning Templates. Required remeditiation for Practice A & B posted on Collab Assignments.
6. ATI Medical-Surgical Nursing Comprehensive Final Exam (5%) Completing the Adult Medical-Surgical ATI proctored exam is mandatory for all students in this course. See ATI Extra Credit opportunity on Collab Assignments.
7. Clinical (25%): Please refer to the portion of the syllabus (pp. 14-24) that describes the
assignments that you will complete and how they will be evaluated. Submit all clinical work to Typhon (time log, case log, and word doc journal to external docs).
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Summary of Grading and Evaluation: Clinical 25% Course Exams 50% Weekly Reading Quizzes, ATI MS Quizzes & Class participation 15% ATI Practice Exams A&B 5% ATI Final Proctored Exam 5% UVA SON Grading Scale (Revised as of Fall 2016): A+ (100) B+ (87-89) C+ (77-79) * D+ (67-69) F (0-59) A (95-99) B (83-86) C (73-76)* D (63-66) A- (90-94) B- (80-82) C- (70-72) D- (60-62) *Students should refer to the University Record and School of Nursing Student Handbook for complete policy on grading scale and unsatisfactory grades. Below 70 is a failing grade for undergraduate nursing students. A class average of less than 70, and/or a failing clinical grade would result in a failing grade for the course. Clinical Nursing Care Delivery Satisfactory achievement of clinical objectives is required to pass this course. Failure to perform satisfactorily in the clinical area will result in a failing grade for the course regardless of performance on written examinations and papers. See Typhon Weekly clinical evaluation tool for a list of clinical expectations. Failure to turn in written clinical assignments will result in a failing grade for the clinical component of the course. What Happens if I am Not Meeting Course Expectations? This course has been developed with your success in mind. In fact, the primary purpose of this syllabus is to clearly communicate what is expected of you in the classroom and clinical setting. If at any time you are concerned about your progress in the course, please contact me, your clinical instructor, and/or the GTA. Similarly, if we are concerned about your progress in the classroom or clinical setting, we will communicate this to you. One of the communication tools is an academic action plan. An academic action plan allows me and /or your clinical faculty to identify an area(s) in which you need support, and to work with you to create a plan that addresses your needs. Most issues are initially addressed by verbal or written feedback by faculty. However, some deficiencies are significant enough to immediately merit an academic action plan (such as a medication error or exam failure). If you are notified of an academic action plan, your advisor and Theresa Carroll will also be notified, so that we may all work together to ensure your success in the course and continuation in the program. These are not punitive, nor are they part of your permanent academic record. For more information about academic action plans related to clinical, please refer to pp. 20.
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NUCO 4110: IMPORTANT DATES AT A GLANCE
Date (s) Event * You are responsible for organizing activities to best meet your schedule and learning needs.
8/19 4th year BSN SON orientation
T 8/24, R 8/26, or F 8/27
First day on the nursing unit
Wed 8/25 First day of class
8/30 Clinical and Medication Safety Quiz Due Collab Tests and Quizzes
9/6 Reading Quiz Collab Tests and Quizzes
9/13 ATI Medical-Surgical Respiratory Quiz Due
9/20 Reading Quiz Collab Tests and Quizzes
9/27 Exam #1
10/4 Reading Quiz Collab Tests and Quizzes ATI Medical-Surgical Cardiovascular Quiz Due
10/5, 10/7, or 10/8 Mid-semester clinical evaluations; complete self-evaluation in Typhon surveys.
10/18 ATI Medical-Surgical Endocrine Quiz Due
10/25 Exam #2
11/1 Reading Quiz & ATI Medical-Surgical Neurosensory Quiz Due
11/8 ATI Medical-Surgical Practice A-90 questions
11/15 ATI Medical-Surgical Gastrointestinal Quiz Due
Thurs 11/11, Fri 11/12, Tues 11/16,
Final clinical evaluations via 1:1 meeting with clinical faculty for clinical groups; complete-self-evaluation in Typhon surveys
11/22 Practice Exam A Remediation Due to Collab Assignments & ATI Medical Surgical Practice B Due-90 questions
11/30, 12/2, & 12/3 Clinical Make-up 0700-1700 *Hold dates*
Wednesday 12/1 Final Reading Quiz Due
Mon 12/6 Last day of class
12/12 ATI Required Practice Exam B Remediation Due to Collab Assignments
Monday 12/13 2-5pm
ATI Proctored Medical-Surgical Nursing Exam in-person on Grounds
12/16 Cumulative Final Exam #3 Online Collab Submission
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CLASSROOM SCHEDULE AND ASSOCIATED LEARNING OPPORTUNITIES
Class #
Date Class Topic Learning Opportunities Assignment Due 11:59pm
Thur 8/19 Setting the Stage: What’s this course all about? Who are we as a classroom community? How will my learning in the clinical setting be assessed?
Pre-class work: 1) Read the course syllabus; 2) Prepare reflection questions In-class work: Introduction to course, clinical coordinator, and clinical portion of course; Brief review/clarification of syllabus; Review of clinical paperwork
Clinical & Medication Safety Quiz on Collab Tests & Quizzes Due 8/30
1 Wed 8/25
What is the nurse’s role in managing TCs Palliative Care
Welcome to Complex and Transitional Care Pre-class work: Review the course syllabus
2 Mon 8/30 Care of the Complex Patient Dysrhythmia Review
Pre-class work: Collab weekly checklist.
Clinical & Medication Safety Quiz on Collab Tests & Quizzes Due 8/30
3 Wed 9/1 Care of the Deteriorating Patient & Cardiac Arrest
Pre-class work: Collab weekly checklist.
4 Mon 9/6 Managing TCs Case management & Social work
Pre-class work: Article on Collab Expert Guest: Dr. Acquaviva PhD, MSW,
CWE Faculty Page
5 Wed 9/8 Managing TCs Nutrition in the complex patient
Pre-class work: Collab weekly checklist.
Pulmonary Unit 6 Mon 9/13 Thoracic Trauma Pre-class work: Collab weekly
checklist. ATI Quiz Respiratory
7 Wed 9/15 Acute Respiratory Failure
8 Mon 9/20 Acute Respiratory Distress Syndrome (ARDS)
Pre-class work: Collab weekly checklist.
Reading Quiz on Collab
9 Wed 9/22 Care of the Patient Receiving Mechanical Ventilation
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10 Mon 9/27 Exam 1
Online via Collab Tests No Class Meeting
Cardiovascular & Endocrine Unit 11 Wed 9/29 Infective
endocarditis & pericarditis; valvular disease
Pre-class work: Collab weekly checklist.
12 Mon 10/4 Cardiovascular Surgery postop nursing care
Pre-class work: Collab weekly checklist.
Reading Quiz & ATI Quiz: Cardiovascular
13 Wed 10/6 Interventions to improve cardiac output
Mon 10/11 Reading day No Class
14 Wed 10/13 Pacemakers/ Defibrillators
15 Mon 10/18 Diabetes Mellitus Acute Complications
Pre-class work: Collab weekly checklist.
ATI Quiz Endocrine Due
16 Wed 10/20 Endocrine emergencies
17 Mon 10/25 Exam 2 Online via Collab Tests No Class Meeting
Neuro, Trauma, GI & Multi-system Disorders Unit 18 Wed 10/27 Intro to Trauma
Care Pre-class work: Collab weekly checklist. Guest Lecture: C. Lambert UVA DNP Student VCU Surgical Trauma ICU NP
19 Mon 11/1 Traumatic Brain Injury
Guest Lecture Dr. Bill Lombardi DNP, AG-ACNP, RN NNICU UVA Health
Dr. Lombardi UVA Health
Reading Quiz & ATI Quiz Neurosensory
20 Wed 11/3
Spinal Cord Injury Pre-class work: Collab weekly checklist.
21 Mon 11/8 Complex Neuro Continued Nutrition Continued
Pre-class work: Collab weekly checklist.
ATI Medical-Surgical Practice Exam A Due via ATI
22 Wed 11/10 Care of Patients with Severe Burns
23 Mon 11/15 GI Bleed
Pre-class work: Collab weekly checklist.
ATI Gastrointestinal Quiz
24 Wed 11/17 Acute Liver Failure Acute Pancreatitis
Pre-class work: Collab weekly checklist.
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25 Mon 11/22
ATI Medical Surgical Practice Exam B Due
Online Submission ATI Website
Practice A Remediation Due Collab Assignments
26 Mon 11/29 Shock and Multi-organ Dysfunction
Pre-class work: Collab weekly checklist.
27 Wed 12/1 Sepsis Reading Quiz on Collab
28 Mon 12/6 Sepsis Pre-class work: Collab weekly checklist.
Practice B Remediation Due Collab Assignments No later than 12/12
Monday 12/13
ATI Medical-Surgical Nursing Exam
2-5pm Proctored In-Person
12/16 11:59pm
Exam 3 Cumulative Final
Online Submission Collab Tests & Quizzes
Have a safe and restful winter break!
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What classroom policies are important for me to know?
As indicated in the course description, we are committed to your professional development. We want you to leave this course feeling that you are ready to transition to the next phase in your educational journey. As such, the following classroom policies are intended to reflect our belief that you should be treated as the professionals-in-training that you are.
1. Contacting your faculty: a. Clinical concerns:
i. Your first point of contact for clinical experience issues is your clinical instructor.
ii. Your clinical instructor will involve Professor Taliaferro-Jones, the clinical course coordinator, and/or Dr. Craig, the course professor, and/or Dr. Carroll, the Dean of Student Affairs, as the situation warrants.
b. Classroom-related issues: i. I will generally be in our classroom at least 10 minutes before and after
our scheduled class time, so feel free to approach me with questions, concerns, or just to say hello.
ii. For issues or concerns of a more private or personal nature, email is the best way to reach me. I generally respond to emails within 24 hours, except weekends and holidays. If an email requires more immediate attention, please mark it as urgent.
c. Office hours: Mondays & Wednesdays 1045-1145 and by appointment
2. Attendance: Because unexcused absences from the professional workplace may hinder your professional development and result in compromised patient care and/or increased burden on your colleagues, we place a high value on attendance. We expect you to honor your commitment to yourself, your colleagues, and your budding practice. If extenuating circumstances, such as illness, a personal or family emergency, or a related professional experience, prevents you from attending clinical or class, please let me know prior to class. Each of you is a highly valued member of our community. We will notice if you are missing and will worry if we don’t know you are safe.
3. Learning Environment (Classroom and Clinical): Compassion and respect (for self and others) are at the heart of what we do and who we are as nurses. Please join with me in creating a classroom that is inclusive and respectful. We will also celebrate “rock star” moments and take time during the semester to check-in with how we are doing as a classroom community. No matter how well-intentioned we are, there may be instances in which someone says or does something that hurts or offends another person or group. If a breach in inclusivity occurs, we will deal with it using communication techniques that support the dignity of everyone in our community. One technique, the H*E*A*L*S model*, is described below.
HALT: Pause and clarify. Begin by saying, “Let’s stop and talk about that for a minute. ENGAGE: “Let’s talk about the issues embedded in this statement: who might it affect? ALLOW: “Has anyone else had relevant experiences? What are the potential reactions
one might have?” LEARN: Listen to and learn from one another. SYNTHESIZE: “Why does this discussion matter?”
* Adapted from: © University of California San Francisco, School of Nursing Diversity in Action Committee (2007)
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4. Late assignments: Careful consideration has gone into the planning of assignments, including their due dates. In the interest of fairness, late classroom assignments will not be accepted, and will result in a “zero” as the grade for that assignment. Rare exceptions will be made under the following conditions: 1) you present compelling justification to your faculty advisor, Dr. Carroll and me and 2) there is consensus among us that an extension is warranted.
5. Use of technology: Technology can enhance or detract from the classroom-learning environment. Let’s make a concerted effort to maximize its potential by using laptops in class for only class-related work and having cell phones on silent mode during class time.
What University Policies are important for me to know? This course abides by all university policies. It is your responsibility to be aware of the university policies. A few highlights include:
School and University Policies and Resources: Technical Specifications: All students at the School of Nursing are required to own a laptop to bring to class. Laptop requirements are detailed here: https://community.nursing.virginia.edu/students/academic-resources/computing-policies/ UVA Honor System All work should be pledged in the spirit of the Honor System. The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.).” The pledge must be signed by the student. For more information, visit www.virginia.edu/honor Managing Stress Students may experience situations or challenges that can interfere with learning and interpersonal functioning. University resources available to students include the Office of the Dean of Students and Counseling and Psychological Services (CAPS). 24 hour emergency mental health support is available by calling CAPS at (434) 243-5150. Privacy Faculty and students who utilize patient information as part of any educational experience must follow patient privacy and confidentiality guidelines per HIPAA regulations. More information: https://community.nursing.virginia.edu/students/clinical/phi/ Student Email Standard Students are expected to check their official UVA email addresses on a frequent and consistent basis to remain informed of University communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are responsible for any resulting consequences. Learning Support
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The University is committed to creating an accessible and inclusive learning environment for students with disabilities through the provision of reasonable accommodations. The Student Disability Access Center (SDAC), located in the Student Health Center, is the University’s designated access agency for students with disabilities. All accommodation requests should be submitted to SDAC in a timely manner. Students with a Letter of Accommodation from SDAC should schedule a meeting with their instructor(s) and provide their instructor(s) with an official accommodation letter ideally prior to the start of the semester or as soon as need is identified. Students should follow this procedure for all courses in the academic semester. For more specific information about services, policies, and documentation guidelines, please visit the SDAC website. Student Safety The University of Virginia is dedicated to providing a safe and equitable learning environment for all students. To make a report of bias, hazing, or sexual/gender-based harassment or violence, either anonymously or in your own name, you can do so through the University's Just Report It website: http://justreportit.virginia.edu/ Basic Needs Security If you are having to reconcile a food or financial crisis, please contact the Office of the Dean of Students or SON Senior Assistant Dean Theresa Carroll for support. Furthermore, please notify the instructor if you are comfortable in doing so. This will enable her to provide any resources that she may possess. Public Health Measures Students are required to engage in safe behaviors to avoid the spread of COVID-19 as noted in the University policy SEC-045: COVID-19 Health & Safety Requirements. Class Recordings The University prohibits recording and transmission of classroom lectures and discussions by students unless written permission from the class instructor has been obtained and all students in the class as well as guest speakers have been informed that audio/video recording will occur. Students with specific electronic recording accommodations authorized by the Student Disability Access Center do not require instructor permission; however, the instructor must be notified of any such accommodation prior to recording. Any distribution of recordings is prohibited. More information in the University Record. Subject to Change The standards and requirements set forth in this syllabus may be modified at any time by the course instructor. Changes to the syllabus after the start of the academic term will be communicated to students in writing (usually via email or distribution of a revised syllabus in Collab). (per University policy)
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NUCO 4110: Guidelines and Policies in the Clinical Setting
Of the 4 credit hours awarded this course, 1.5 of those are allotted for 84 clinical hours (7 hours x 12 weeks. The purpose of the clinical component of this course is to provide opportunities for you to apply what you are learning in the classroom in the care of actual patients. Similarly, what you will be learning in the clinical setting will inform and reinforce what happens in our classroom. The clinical component involves experiences with adult clients in a variety of settings. You will be assigned to a “clinical home unit”, and from there will “rotate off” to various other patient care settings (the OR, intensive care units, or outpatient clinics, etc). The purpose of these experiences is to support your learning about typical transitions in patient care. There will be 12 clinical groups; each led by an experienced, dedicated clinical nurse instructor. We have worked together to create a valuable learning experience for you. The clinical portion of this course is informed by our years of nursing experience, current evidence related to teaching and learning in clinical nursing courses, and our commitment to partnering with you as you transition from student to professional nurse. How Will My Clinical Day be Structured? As in previous clinical courses, you will be assigned to one of 12 clinical groups. Groups will meet on Tuesdays, Thursdays or Fridays for 7 hours, beginning the week of August 24th and ending the week of November 20th. Each clinical day will consist of a pre-clinical conference, clinical learning activities on your home unit, and a post-clinical conference. Clinical learning activities will include direct patient care activities, observational experiences, and exposure to leadership and interprofessional team roles in healthcare. 7-830am READINESS ROUNDS with clinical faculty guidance the student will prepare the following:
1. Clinical data tool and hourly tasks “Brain” 2. Priority Nursing interventions 3. Huddle & discuss plan with faculty 4. Medication reconciliation
During the clinical day- Complete assessments and RN care planning, present your patient to CF. After the clinical day-Complete post-clinical write-up and submit time log, case log, and post-work 24 hours after the clinical day.
Team Leader Role. Students will assume the role of team leader for small groups of patients/students once during the semester. The implementation of this role may vary depending on unit dynamics and the individual faculty member. During this shift the team leader will work as a charge RN for a group of students, support the group, check charting, and work with the clinical faculty. The team leader(s) will present the post-conference topic. How Can I Best Prepare for Learning in the Clinical Setting? The simple answer is you can best prepare by completing the preparatory work assigned to you, getting adequate rest, eating a healthy meal, and making the commitment to be fully present and engaged in your learning. That said, how you prepare for experiences on your home unit will differ somewhat from how you prepare for your alternative learning experiences. Review student nurse scope of practice p. 23-24.
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On the home unit. Your clinical instructor will provide more detailed information about what he/she expects of you in terms of preparing for clinical. In general, all students are expected to complete the clinical prep paperwork as instructed by your clinical instructor, and to locate current evidence to support or inform some relevant aspect of patient care. In the CSLC (Code Cardiac Arrest Simulation). You may be asked to watch video clips, locate and/or read articles, complete readings from your textbooks, or review hospital guidelines prior to your learning experiences in the CSLC. In addition, we recommend that you review the reflective questions for the clinical log you will be completing after your simulation experience. Rotation schedules will be posted to Clinical Resources folder on Collab. At alternate learning sites. Depending upon your alternate clinical learning activity, you may be asked to review pertinent protocols, policies or procedures. Regardless of the alternate activity, you will be expected to locate an article or article(s), review any class readings, or readings from your other texts, that inform the care of patients in that setting or undergoing that particular procedure. In addition, we recommend that you review the reflective questions for the clinical log you will be completing after your alternative learning experience. Alternative site rotation schedules will be posted to Clinical Resources folder on Collab. How Will My Learning in the Clinical Setting be Assessed and Evaluated? We have put a lot of effort into creating an efficient Typhon system for assessing and evaluating your learning in the clinical setting. You can expect weekly feedback from your clinical instructor. Your total clinical grade, which is 25% of your course grade, will be determined as follows:
1. You will have 12 clinical learning days, and for 10 of those days you will receive a grade between 0 and 100% that reflects your level of 1) preparation and professionalism, 2) engagement in learning activities & safe nursing care delivery, and 3) post-experience reflection. Together these clinical days will comprise 100% of your clinical grade. Each week your clinical instructor will complete the appropriate Clinical Evaluation Tool (reflecting whether you were on your Home Unit or Alternate Learning Site) in Typhon. Your clinical instructor will have the final say in your grade for the day. Please note that your clinical documents, including your reflective journal, are due 24 hours after clinical, unless otherwise indicated by your clinical instructor. If circumstances arise that will likely hinder your ability to meet the 24-hour deadline, please discuss this in advance with your clinical instructor. You can expect weekly feedback from your clinical instructor in External Documents in Typhon. All forms, including worksheets, clinical activities sheets, questions and format for reflective journal entries, and the Clinical Evaluation Tools and associated grading rubric, are in the folder, entitled Clinical Documents, on Collab.
a. For those days in which you are on your “home unit” your grade for the day will be determined as follows:
i. Clinical preparation: This course is all about supporting you as you transition into your role as professional nurse. Being an active learner and preparing for patient-specific care is essential to this process. The clinical worksheets have been designed to assist you in gathering and organizing information that will inform your plan of care for that patient for that day. It is expected that you show up for the clinical day prepared, as described on page 1 of the Clinical Evaluation Tool for Home Unit.
1. Using the criteria listed on page 1 of the Clinical Evaluation Tool for each of the categories (Preparedness, Attendance and Punctuality etc.), your instructor will check the box (Meets, Does
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Not Meet) that reflects your level of preparation and professionalism for that day.
2. In the unlikely event you opt to come to clinical unprepared to interact safely with patients, as determined by your clinical instructor, you will not be allowed to participate in direct patient care activities. This lack of preparedness will result in points being deducted from your clinical grade for the day. More than one instance of inadequate clinical preparation will result in an automatic academic action plan.
ii. Participation in learning activities: Learning in the cognitive, psychomotor, and affective domains are crucial to a strong foundation for your nursing practice. Clinical learning activities are designed to promote the acquisition of skills, clinical judgement, and reflective practice. It is expected that you engage in learning activities in the clinical setting, as described in the Nursing Care Delivery portion of the Clinical Evaluation Tool.
1. Using the Nursing Care Delivery portion of the Clinical Evaluation Tool, for each of the items, your clinical instructor will check the box that reflects your psychomotor learning for that day
iii. Post-experience write-up: Because becoming a life-long learner requires that you become the major stakeholder in your learning experience, you will be asked to assess your learning needs, seek out learning experiences, evaluate your learning, and set goals for continued learning. Weekly reflective writing assignments will provide the opportunity for you to be an active participant in your learning experience and help you lay the foundation for a reflective practice. See clinical worksheet on Collab for post-clinical write-up assignment.
1. Referencing the Reflection portion of the Clinical Evaluation Tool, for each of the items, your clinical instructor will tick the box that reflects:
a. Meaningful engagement in the reflective process during post-conference followed by an individual narrative reflection.
b. Evidence of learning self-directedness in learning: establishing learning goals, assessing your progress in the clinical setting, and “connecting the dots” between classroom and clinical activities.
b. For the clinical day during which you are taking on the full RN role in the simulation lab, your clinical instructor will not grade your nursing care delivery, but will provide feedback in the comments section on nursing care delivery. Therefore, your grade for the day that you engage in an alternate clinical learning experience (simulation) will be based upon your preparedness, your professionalism/engagement, and your post-experience reflection. Nursing Care Delivery will be marked N/A, as your clinical instructor did not observe any patient care you may have provided.
i. As described above, your preparedness and professionalism will be evaluated as follows: For each of the 5 categories (Preparedness, Attendance and Punctuality etc.), your clinical instructor will check the box
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that reflects your level of preparation and professionalism (Does not meet, Needs Support, Meets) for that day.
ii. The remainder of your grade for that day will be based upon how well you complete the Reflective Clinical Log for Alternate Learning Sites. Using the Reflection portion of the Clinical Evaluation Tool, for each of the items, your clinical instructor will check the box that reflects:
a. Meaningful engagement in the reflective process b. Evidence of learning self-directedness in learning:
establishing learning goals, assessing your progress in the clinical setting, and “connecting the dots” between classroom and clinical activities.
c. The points from all 3 sections of the Clinical Evaluation Tool for Home Unit, or
the 2 sections from the Clinical Evaluation Tool for Alternate Sites, will be added up. The total points will then be converted in Typhon, to a percentage, which will be recorded as your grade for that clinical day.
d. Review your weekly evaluation and grade before the next clinical shift. Feedback is essential to clinical progress. Grades and feedback are available on Typhon Evaluation and Surveys.
e. At the end of the semester, the average of the 10 individual clinical grades will be entered as the clinical portion of your course grade.
2. Midterm Evaluation: At midterm you will meet with your clinical instructor, for approximately 15 minutes to discuss your clinical learning progress. To maximize the efficiency of the conference and support your development as a self-directed learner, you should review the feedback you have received to-date and your weekly reflective writing assignments and complete the self-evaluation tool (in Typhon/EASI Evaluation) before you meet. Please bring a printed copy of the evaluation to the meeting, unless otherwise instructed by your clinical faculty. You and your instructor will discuss your progress, clarify any discrepancies between your perception of how you are progressing and that of your instructor, and jointly formulate learning goals for the remainder of the semester. If you and/or your instructor feel(s) you are not adequately meeting expectations, a meeting with your faculty advisor, the course faculty, and your clinical instructor will be arranged and a learning plan developed to assist you in successfully completing the clinical component of the course. Submit self-evaluation to Typhon EASI surveys by October 1st. A midterm grade is not assigned. The midterm evaluation is formative in nature.
3. Final Clinical Evaluation: Your final clinical grade will be the average of your 10 individual clinical grades. You and your clinical instructor will also meet to discuss your overall clinical experience during the semester (30 min). Please bring a printed copy of your completed self-evaluation (in TYPHON, just like you completed at mid-term) to this meeting. The goal of this evaluation is two-fold: 1) to summarize your learning over the semester, and 2) to assist in the establishment of appropriate learning goals for practicum.
4. Please review the student scope of practice examples p. 23-24.
Key points about clinical grades for you to remember: 1) the clinical portion of this course is worth 25% of your total grade for the course, and 2) a failing grade in the clinical portion, meaning less than 70% and/or a pattern of unsafe professionalism and/or clinical practice, would result in a failing grade for the course.
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Clinical Schedule
Clinical Week
Dates Clinical Activities Clinical Conference Focus
Time log hours
SON 4th Year
Orientation
Thursday 8/19
CSLC and SON 4th year orientation activities per schedule sent by Lynn Coyner 8/12/21. 11-12 Course overview CMNE G010
*Please update your EPIC password at a CSLC lab computer.
None
1 Tues 8/24, Thurs 8/26,
Fri 8/27 *Richmond group will
meet at St. Mary’s
Day 1; All other
groups meet with faculty in the CSLC
First day of patient care: Meet your clinical faculty member from 0700-0900 in the CSLC for review of paperwork, skills practice and to build community with your clinical group. Go to nursing units. Focus on assessment and unit routines. Practice DAP presentation. Before leaving unit, all students should check access to EPIC and PYXIS.
Post-clinical conference topic: Debrief entire day; Why is debriefing after a clinical day important?
7 hours Professional expectations and narrative week 1 reflection graded.
Tues 8/24 7-9 Lab; unit 930-2 unit MCL 2030 Watlington MCL 2037 St. Clair MCL 2042 Hundley MCL 3007 Sutherland *11-1, 1:30-1800 unit
Thurs 8/26 7-9 Lab; unit 930-2 unit MCL 2030 Dillenbeck MCL 2037 Short MCL 2042 Rea MCL 3007 Dube Richmond group reports to St. Mary’s directly-no lab.
Fri 8/27 7-9 Lab; unit 930-2 unit MCL 2030 Wong MCL 2037 Wood-Morris MCL 2042 Ahn
2 Tues 8/31, Thurs 9/2,
Fri 9/3
Learn about patient populations, common meds, and unit safety protocols. Weekly: Assessments, lab interpretation, skills, medication administration.
Post-clinical conference topic: Response to the deteriorating patient. What are indications to call the rapid response team?
7 hours Total=14 hours
3 Tues 9/7, Thurs 9/9 Fri 9/10
Clinical faculty begin to assign students to the team leader role weekly. **Some students will rotate to Code simulation.
Post-clinical conference topic: Multidisciplinary teams in action. Who are the social workers and case
Total=21 hours
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See schedule on Collab-Simulation folder
managers are your home unit? Discuss their roles and how they collaborate with nursing staff for safe transitions of care.
4 Tues 9/14, Thurs 9/16,
Fri 9/17
Focused on respiratory assessment, O2 delivery devices on the unit, and nursing priorities of care. **Some students will rotate to Code simulation. See schedule on Collab-Simulation folder
Post-clinical conference topic: How do nurses and respiratory therapy collaborate?
Total=28 hours
5 Tues 9/21, Thurs 9/23,
Fri 9/24
**Some students will rotate to Code simulation. See schedule on Collab-Simulation folder
Post-clinical conference topic: What nurse sensitive indicators are priorities for the unit patient population?
Total=35 hours
6 Tues 9/28, Thurs 9/30,
Fri 10/1
Assessment of cardiac perfusion. Basic cardiac rhythms.
Post-clinical conference topic:
Total=42 hours
7 Tues 10/5, Thurs 10/7,
Fri 10/8
4 hours on the clinical unit followed by 1:1 meetings with clinical faculty. Students please bring self-evaluation as directed by clinical faculty. Students to work on assignment while waiting for 1:1 meeting.
Mid-semester evals; Faculty student 1:1 meeting after clinical on the unit.
Total=49 hours Ungraded Week
8 Thurs 10/14,
Fri 10/15 Tues 10/19 Fall Break-no Tuesday
10/12 clinical
Extending compassion to self and work colleagues. What are some of the ways nurses in your practice area manage work stress?
Post-clinical conference topic: Discuss examples of nurses extending compassion to selves or others. How will you incorporate compassion into your own practice?
Total=56 hours
9 Thurs 10/21,
Fri 10/22, Tues 10/26
Diabetes Type 1 & 2 plan of care and patient teaching. Discuss monitoring & prevention of hypoglycemia.
Post-clinical conference topic: Discuss barriers to patient self-management of diabetes mellitus.
Total=63 hours
10 Thurs 10/28,
Fri 10/29, Tues 11/2
Renal and gastrointestinal assessment and care in the complex patient.
Post-clinical conference topic: Discuss legal and ethical issues that influence the
Total=70 hours
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management of complex patients.
11 Thurs 11/4, Fri 11/5,
Tues 11/9
Discuss Sepsis Alert guidelines and unit protocols.
Post-clinical conference topic: Infection prevention and nurse sensitive indicators.
Total=77 hours
12 Thurs 11/11,
Fri 11/12, Tues 11/16 *Additional days may be needed
for alternative
experiences
Unit time 4 hours Final evaluations due and Course Meetings with Clinical faculty. 30 minute 1:1 meeting with faculty Skills competency checklist due to Typhon external documents.
Post-clinical conference topic: Wrap-up clinical experience. What will you take from this clinical experience to your practicum experience? To your nursing practice?
Total=84 hours Ungraded Week
13 11/30, 12/2, or 12/3
Clinical Make-up Hold these dates*******
See page #22 for additional
directions on clinical make-up
What clinical policies are important for me to know? The clinical policies reflect our belief that as nursing students you represent our school community. We are proud of you and want you to be good ambassadors of your class, our school, and our profession. In addition to the policies below, please refer to your clinical instructor for additional facility or unit-specific policies.
1. Clinical Attire: Course professors should address student clinical attire as needed, per the guidelines for pre-licensure or post-licensure students outlined in the uniform policy: https://community.nursing.virginia.edu/students/clinical/uniform/
2. Professionalism and Accountability a. Honor and the Clinical Setting. Complying with the honor code in the clinical
setting means that you are truthful in all activities in the clinical setting, including, but not limited to, communicating orally and in writing (clinical documentation of all aspects of nursing care and in logs). Oral communication that comes under the Honor code includes communication with the course professor, clinical faculty, teaching assistants, preceptors, and other staff in the clinical setting about patient care, treatments, and medications AND about your ability to provide care (your own health/absences and level of preparation).
b. Professional Behavior. Because we are dedicated to assisting you in building a strong foundation for your nursing practice, we expect you to behave in a professional manner during all clinical preparation, observational experiences and patient care experiences. This includes preparing adequately, maintaining confidentiality, arriving promptly, completing assignments on-time, reporting absences prior to clinical and as directed by your faculty, wearing professional attire, maintaining a professional demeanor always, and appropriately seeking help and direction. Please refer to the BSN handbook and the Preparation and Professionalism section of the Clinical Evaluation Tool for reinforcement. Failure of the clinical portion of the course, which would also result in failure of the course is rare. However, when it does happen, it usually results from a
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pattern of marginal or unsatisfactory/unsafe behaviors. If your behavior were to fall outside accepted norms, you can expect the following:
i. First-time infraction (e.g. being late to clinical): 1. Feedback from your clinical instructor as follows: verbal during the
day, written on Clinical Evaluation Tool, and deduction of points resulting from a tick in the Does Not Meet box corresponding with the infraction
ii. Second infraction 1. Of different behavior: Same as above for first infraction 2. Of same behavior: As above, plus this will trigger the need to
develop an Academic Action Plan, that includes meeting with your clinical instructor and course professor to devise a plan of action with evidence of follow-thru to address the infraction
iii. Third infraction of any behavior: As above, plus another Academic Action Plan that includes meeting again with your clinical instructor and course professor to devise a plan with evidence of follow-thru to address repeated infractions.
iv. Fourth infraction of any behavior (to include failure to follow thru with the previously devised Action Plans): would result in a failing grade in the clinical component, and therefore a failing grade for the course.
c. Unsafe Behavior. Policy requires that you be removed from the clinical setting, if at any time a clinical faculty member believes you are unprepared or unsafe to deliver care. Removal due to unsafe behavior would result in an unsatisfactory grade for that clinical day, and a meeting with your clinical instructor, clinical coordinator, course professor, and potentially the dean of student affairs.
d. Confidentiality and Privacy Statement. Faculty and students who utilize patient information as part of any educational experience must follow patient privacy and confidentiality guidelines per HIPAA regulations. More information: https://community.nursing.virginia.edu/students/clinical/phi/
e. Nursing Supplies. Please arrive with all nursing supplies needed each day (stethoscope, mask, goggles, pen light, black pen etc.) for all clinical experiences.
f. Competencies. Competencies completed per SON policy and scheduling. g. Access codes. All access codes verified during orientation day (EPIC, Pyxis,
glucometer). h. Documentation.
i. All nursing student documentation that is normally performed by a licensed professional must be co-signed by a licensed RN (faculty and/or preceptor). This specifically pertains to documentation of the health assessment and physical examination findings, medication administration, and therapeutic nursing interventions. Co-signature for non-professional activities may be required depending on the clinical agency and the student’s academic standing (vital signs, intake/output, weight, etc.).
ii. Typhon: You will continue to use Typhon to: 1) track your clinical hours and patient care activities; 2) submit clinical learning documents (reflective logs etc.); and 3) receive feedback (formative and evaluative) from your clinical instructor.
i. Medications and Invasive Procedures. All nursing students must be supervised by the School of Nursing Faculty in the preparation and administration of all medications and performance of invasive procedures
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(including all treatments requiring sterile technique). Medications must be verified using the (electronic) Medication Administration Record (EPIC). Please refer to UVA Medical Center policies. For those students in non-UVA facilities, please follow the policies at your respective institutions.
j. Interprofessional Education. To facilitate learning about other health care roles, each of you is expected to be in the patient’s room to observe and interact with all health care professionals when they are with your assigned patient.
k. Absences from the Clinical Setting. You are required to be present for each clinical experience. However, we realize that illness or an unanticipated emergency on a scheduled clinical day may prevent you from completing your scheduled clinical hours. If that should happen, please inform your clinical instructor according to his/her guidelines. Your clinical instructor will then inform the clinical coordinator and course professor. You will be required to make-up the missed clinical hours as described below.
i. Students who have been absent for any reason must attend a clinical make-up day in the simulation learning center (CSLC) on the 3rd floor of McLeod from 0700 until 1700 the week of 11/30.
ii. For one missed day the student will you the clinical simulation make-up day. For additional missed clinical days after one, you will need to discuss your clinical performance with the clinical faculty. If you are demonstrating safe clinical practice, simulation will be the mode of make-up. If you and your clinical faculty determine that additional unit time is needed, the course professor and clinical coordinator should be notified ASAP.
iii. If you miss a clinical day for whatever reason (excused/not excused), you must document the missed day in Typhon by entering 0 hours in the time log for that day and enter the reason for missing clinical.
iv. If you miss 3 or more clinical days during your 4 years at UVA, you will need to meet with the BSN program director.
l. Inclement Weather/Widespread Student illness. In the event of inclement weather or widespread student illness, you should check the University website for information about the Operating Schedule. Clinical will NOT be cancelled unless the University cancels class. If inclement weather is forecasted, students are expected to assume the professional behaviors of creating a plan that will facilitate their ability to be at clinical at 0700 the next morning. If inclement weather ensues after the start of the clinical day, individual clinical faculty will be in contact with the course professor and course clinical coordinator to discuss student safety and whether to continue with the clinical shift. In the event of student furloughs due to community exposure or student illness the course faculty and clinical coordinator will work with you to make-up this clinical time.
What Is Important for Me to Know About Learning Experiences in the Clinical Simulation Learning Center?
1. Clinical Learning Experiences in the CSLC This Semester. Detailed information will be posted on Collab prior to these alternate clinical learning experiences.
a. The first will be a Skills Refresher and orientation experience, on Augusts 24, 26th, or 27th for the first two hours of your clinical day. This is the first day of clinical and you will meet your clinical faculty. ***Richmond group will report to St. Mary’s on 8/26 not the CSLC.
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i. The purpose of the Skills Refresher is to help you feel prepared and confident as you return to the clinical setting, by providing you opportunities to practice some rudimentary skills that you will need in the clinical setting.
ii. You will rotate among various stations, each one focused on a specific skill.
iii. The schedule for the Skills Refresher and orientation will be posted in Collab and outside the various simulation rooms.
b. The simulation will take place on a rotating basis (4 students per group at a time) depending upon your clinical group assignment. September 7th through September 24th. See Collab simulation preparation for schedule rotation details.
2. Purpose and Benefits of Simulation. Clinical Simulation is a teaching strategy designed to develop and refine critical thinking and clinical reasoning abilities. Additionally, this methodology is designed to assist you in learning how to function as part of the healthcare team. Clinical Simulation has been integrated in the UVA SON curricula and will be used as a part of your required clinical time.
3. Preparation for Simulation. You are expected to prepare as one would for an actual clinical experience prior to reporting to the Clinical Simulation Learning Center (CSLC). Preparation may consist of a minimum of 30-60 minutes for each simulation experience.
4. Clinical Simulation Participation and Evaluation. You are expected to report on-time to the CSLC in professional attire in order to participate in the clinical simulation experiences.
a. We expect you to approach the clinical simulation learning experiences in a manner that reflects your commitment to our philosophy which asserts that everyone participating in the activities there is intelligent, capable, cares about doing their best, and wants to improve.
b. Participation in clinical simulations will be evaluated as previously described in the assessment and evaluation portion of the clinical syllabus.
c. Make-up of failed or missed clinical simulation experiences will be at the discretion of the course professor and the Director of the Clinical Simulation Learning Center.
5. Confidentiality Related to Simulation Experience. Academic simulation learning experiences will be recorded for debriefing and reflection. All recorded data will be kept strictly confidential. Recorded data will be deleted upon completion of the debriefing/reflection phase of the simulation session. It is expected that each student will keep the simulation and debriefing experiences confidential to maintain integrity of future simulation experiences and freedom of sharing during debriefing experiences.
NUCO 4110 Nursing Student Scope of Practice
Student may assist and perform the following under direct supervision of a clinical faculty. Please discuss and review the skill prior to starting.
Do Perform with Appropriate supervision
• Assessment and nursing plan of care every shift.
• Tube feeding set-up
• Peripheral IV assessment, IV flush, IV insertion, IV tubing changes, IV removal/documentation
• Urinary catheterization and bladder scanning
• Tracheostomy dressing change and suctioning
• Glucometer
• Nasogastric tube insertion and maintenance
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• Vital signs (please review unit specific equipment and documentation routines with student)
• Interpret trends in lab values, cardiac rhythm, vital signs, and patient assessment
• Hygiene, turning, and comfort care (with review of unit routines)
• Ostomy care
• Chest tube and drain care (with review of unit routines)
• Medication administration with direct supervision and verification of all medications with the
EMAR during preparation. Students may observe and discuss vasoactive and high-risk infusions.
Please follow hazardous medication policies for personal safety.
• Documentation with faculty sign-off
• Central line dressing changes
• Patient education with faculty, RN or designee
• Wound care
• Phlebotomy
• Observe and assist with hemodynamic monitoring, oxygen therapy, and ventilation
• Attend rounds, unit education, and learning opportunities as designated by preceptor
Do Not Perform Students may observe but not perform (Outside of student scope of practice)
• Arterial site punctures
• Transcribe or enter electronic health record orders
• Advance cardiac life support (ACLS) skills
• Administer chemotherapy
• Act as a witness to sign documents
• Titration of vasoactive and high-risk medications to unstable patients
• Administer medications without supervision
• Check blood product compatibility (may observe, but student is not licensed)
• Please consult unit and facility policies for additional student nurse scope of practice standards