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NURS 303 Medical-Surgical Nursing Nursing Universidad Ana G. Méndez, Recinto de Gurabo

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NURS 303

Actividades de laboratorio y simulación clínica

Laboratory and Clinical Simulation Activities

NURS 303 Medical-Surgical Nursing

Nursing Universidad Ana G. Méndez, Recinto de Gurabo


TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

INFORMACIÓN GENERAL DEL LABORATORIO .................................................................. 3

LABORATORY GENERAL INFORMATION............................................................................. 5

TALLER UNO................................................................................................................................ 7

WORKSHOP TWO ...................................................................................................................... 10

TALLER TRES ............................................................................................................................ 13

WORKSHOP FOUR .................................................................................................................... 15

TALLER CINCO .......................................................................................................................... 18

WORKSHOP SIX ......................................................................................................................... 20

TALLER SIETE ........................................................................................................................... 23

APÉNDICES/APPENDICES ....................................................................................................... 24




I. INFORMACIÓN GENERAL DEL LABORATORIO

A. Objetivos Clínicos

Al finalizar el curso, el estudiante será capaz de:

1. Aplicar el conocimiento relacionado con el crecimiento y la etapa de desarrollo para

una medicina holística de escenarios de interacción y cirugía holística.

2. Aplicar el proceso de enfermería para brindar atención a adultos y personas mayores

según los estándares de la práctica.

3. Aplicar las habilidades de comunicación para brindar atención centrada segura y de

calidad al paciente.

4. Demuestre el trabajo colaborativo apropiado durante el equipo interprofesional.

5. Valorar los principios éticos y legales, y la sensibilidad cultural que se deben

considerar en la toma de decisiones al proporcionar atención de enfermería a la

población adulta y anciana.

6. Usar la racionalidad científica en el cuidado de adultos y ancianos.

7. Interpretar la fisiopatología y su relación con el adulto.

8. Demostrar el uso de la tecnología al aplicarla en el manejo de pacientes adultos y

ancianos.




Evaluación Clínica

PRÁCTICA CLÍNICA

CRITERIOS DE EVALUACIÓN

CRITERIOS DESCRIPCIÓN ESPECÍFICA TALLER(ES)

Examen de cálculo

de dosis

Los estudiantes presentarán la prueba durante el primer día del

curso clínico. La prueba debe aprobarse con un mínimo de 80 %

para poder continuar con el componente clínico.

Nota: Tendrás dos intentos: el primer intento en la semana 1

y un segundo intento en la semana 7 del curso clínico. De no

aprobar el mismo, el estudiante no podrá practicar en el área

clínica y fracasará el componente de laboratorio.

1 y 7 P

Pruebas cortas Pruebas cortas semanales para evaluar habilidades clínicas. 2-6 P

Prueba de práctica

de habilidades

durante el taller

Demostración final de habilidades seleccionada al azar. 7 P

Actividades previas

relacionadas a los

trabajos asignados

para atender

clientes

Planes de cuidado

Estudios de caso

Plan de enseñanza

Plan nutricional

Evaluación de Competencia Cultural

Recursos: Clinical Essentials, libro de texto del curo

2 - 15 P

Práctica clínica

diaria y simulación

durante la práctica

clínica

Estudios de caso

Simulación de la ejecución

Plan de cuidado de enfermería

(SBAR) Informe

Transferencia del paciente

Documentación del paciente

Recursos: Clinical Essentials

8 - 15 P

Rendimiento

clínico durante el

taller

Evaluación del rendimiento del alumno durante la práctica

clínica. Se basa en el instrumento Clinical Evaluation Tool for

Midterm and Final.

1511 Midterm

12.5%

15 Final 12.5%

P

Calificación Pass/Fail




II. LABORATORY GENERAL INFORMATION

A. Clinical Objectives

Upon completing this course, the student will be able to

1. Apply knowledge related to growth and development stage for a holistic adult

interaction scenarios medicine and surgery.

2. Apply the nursing process to provide care to adults and elderly population based

on standards of practice.

3. Apply communication skills to deliver safe and quality patient centered care.

4. Demonstrate appropriate collaborative work during interprofessional team.

5. Appraise ethical and legal principles, and cultural sensibility to be considered in

decision making by providing nursing care to adult and elderly population.

6. Use the scientific rational in the care of adults and elderly.

7. Interpret the pathophysiology and its relationship to adult.

8. Demonstrate use of technology by applying it in the management of adult and old

patients.

9. Use electronic information systems to provide optimal care in adult and old

population.

10. Integrate security measures and knowledge to administer drug therapy to adult and

old.




B. Clinical Evaluation

EVALUATION TABLE

CLINICAL PRACTICE

CRITERIA SPECIFIC

DESCRIPTION

WORKSHOP

(S)

WEIGHT

Dosage calculation

exam The students present the test during the first day of the

clinical course. The test must be passed with a

minimum of 80 % in order to continue to the clinical

component.

Note: You will have two attempts to take the test.

First attempt on week one and second attempt on

workshop seven.

* If the student fails to achieve an 80% on the test,

he will not be able to proceed with the clinical

practice and will fail the Clinical Component of of

the course.

1& 7 P

Quizzes Weekly skills quizzes. 20% 2-6 P

Skills Practice

Test

During Workshop

Final demonstration of randomly selected skill. 20%

7 P

Patient Workload

Assignments

Before Workshop

Care Plans

Case Studies

Teaching Plan

Nutritional Plan

Cultural Competency Assessment

Recursos: Clinical Essentials , libro de texto del curo 20%

2 - 15 P

Daily Clinical

Practice and

Simulation

During Workshop

Case Studies

Simulation Execution

Nursing Care Plan

(SBAR) Report

Patient Transfer

Patient Documentation

Recursos: Clinical Essentials 20%

8-15 P

Clinical Performace

During Workshop

Evaluation of the student performance during clinical

practice. Is based in the instrument Clinical Evaluation

Tool for Midterm and Final 20%

11 Midterm

12.5%

P

15 Final 12.5%

Total 100 %




TALLER UNO

A. El estudiante practicará las siguientes destrezas en el laboratorio de simulación clínica,

bajo la supervisión directa y asistencia del facilitador.

1. Los estudiantes tomarán un examen de cálculos matemáticos, el cual deben aprobar

con 80 % o más. La aprobación de este examen es determinante para poder continuar

en el curso. De no aprobar en el primer intento, el estudiante podrá intentar

nuevamente en la semana número dos. De no aprobar en la semana dos, el estudiante

no podrá continuar en el curso. Tenga en consideración que, de no aprobar el

componente clínico, tampoco puede aprobar el componente teórico.

2. Acceda a su plataforma de Evolve Elsevier y bajo el producto Clinical Skills

complete las siguientes competencias de destrezas clínicas:

a. Incorporar objetos a un campo de trabajo estéril

b. Establecer y mantener un campo de trabajo estéril

c. Hacer una cama para cirugías

d. Manejo del dolor

e. Colocar guantes estériles

f. Preparación de cliente para cirugía

g. Proveer cuidado posoperatorio

h. Enseñanza de ejercicios posoperatorios

i. Utilizar un campo previamente esterilizado

El ejercicio de destrezas clínicas será calificado utilizando la opción de average.

3. Bajo la supervisión directa y la asistencia del facilitador:




a. Evalúe las manifestaciones clínicas y el estado del equilibrio ácido-base de un

cliente, basado en los detalles que el facilitador le brinde. Establezca

intervenciones eficaces por orden de prioridad. El facilitador evaluará estas

actividades con la rúbrica de participación en clase (Apéndice F), y la de destrezas

de comunicación oral (Apéndice E) y la de simulaciones que se encuentran en la

sección de apéndices de Blackboard. Además, evaluará y validará las destrezas que

los alumnos adquirieran como parte de la práctica clínica y el laboratorio, según

aplique. Los formularios de evaluación se encuentran en la carpeta llamada

Supplemental Information for Nursing Courses.

B. Laboratorio de Simulación:

a. Preparación de un cliente para cirugía y atención posoperatoria

b. Antisepsia quirúrgica de manos

c. Preparación de un campo estéril, utilización de bata cerrada y guantes

d. Habilidades farmacológicas (manejo del dolor, PCA, anestesia epidural)

e. Reconocimiento de los diferentes tipos de soluciones (líquidos y electrolitos)

C. Bajo la supervisión directa y la asistencia del facilitador:

a. Evalúe las manifestaciones clínicas y el estado del equilibrio ácido-base de un

cliente, basado en los detalles que el facilitador le brinde. Establezca intervenciones

eficaces por orden de prioridad. El facilitador evaluará estas actividades con la

rúbrica de participación en clase (Apéndice C), la de destrezas de comunicación oral

(Apéndice A) y la de simulaciones que se encuentran en la sección de apéndices de

Blackboard. Además, evaluará y validará las destrezas que los alumnos adquirieran

como parte de la práctica clínica y el laboratorio, según aplique. Los formularios de




evaluación se encuentran en la carpeta llamada Supplemental Information for

Nursing Courses.

D. Referencias específicas del taller

Ignatavicius, D. D., & Workman, L. M. (2015). Medical-surgical nursing patient-

centered collaborative care. (8va ed.). St. Louis, MO: Saunders.

Silvestri, L. A. (2014). Saunders comprehensive review for the NCLEX-RN examination

(6th ed.). St. Louis, MO: Saunders.

Evolve Elsevier. Recuperado de https://evolve.elsevier.com/

https://evolve.elsevier.com/




WORKSHOP TWO

The student will practice the following skills in the clinical laboratory under the direct

supervision and assistance of the facilitator:

A. Laboratory Activities (Skills, Simulation, and Debriefing)

1. Access to your Evolve Elsevier platform and click in to the Clinical Skills tool and

perform the following clinical skills:

a. Applying a nasal cannula or face mask

b. Assessing respiration: rate, rhythm, and effort

c. Assessing the thorax and lungs

d. Ensuring oxygen safety

e. Maintaining and airway

f. Measuring oxygen saturation with pulse oximetry

g. Performing nasotracheal and nasopharyngeal suctioning

h. Performing oropharyngeal suctioning

2. Students will practice the following skills in the clinical skills laboratory under the direct


a. Oxygen therapy

b. Applying nasal cannula or oxygen mask

c. Administering oxygen therapy

d. Use of incentive spirometry

e. Care of client with mechanical ventilator

f. Performing tracheostomy care, endotracheal tube and suctioning




3. The laboratory activities will include a clinical simulation scenario related to the

management of a perioperative client, pain assessment, and pain management.

a. Simulation practice includes a pre-simulation orientation during which the facilitator

will review the major points of the scenario, as well as the rules of engagement.

b. Following the pre-simulation orientation, students will proceed accordingly to the

specific organization of every scenario and will perform their assigned roles.

c. After the practical exercise, students will move to the debriefing room for a

comprehensive analysis and evaluation of the practical activity. (90 min.)

4. Using the SUAGM Nursing Care Plan Template (refer to the Appendix Section), students

will create a comprehensive care plan for the client evaluated during simulation. Students

will upload their completed care plan to the area designated by the facilitator in

Blackboard.

5. The facilitator will evaluate the activities of the clinical laboratory with the Participation

Rubric (Appendix C), Oral Communication Skills Rubric (Appendix A), and the

simulation rubric located in the Appendix section in Blackboard. The facilitator will also

evaluate and validate the skills students acquire during the laboratory sessions using the

forms located within the Supplemental Information for Nursing Courses folder located in

Blackboard.




B. Specific Workshop References

Ignatavicius, D. D., & Workman, L. M. (2015). Medical-surgical nursing patient-centered

collaborative care (8th ed.). St. Louis, MO: Saunders.

Silvestri, L. A. (2014). Saunders comprehensive review for the NCLEX-RN examination (6th

ed.). St. Louis, MO: Saunders.

Virtual Library- Recinto de Carolina

http://bibliotecavirtualut.suagm.edu/en

Elsevier Adaptive Quizzing and Case Studies







TALLER TRES

A. El estudiante practicará las siguientes destrezas en el laboratorio de simulación clínica, bajo

la supervisión directa y asistencia del facilitador.

1. Acceda a su plataforma de Evolve Elsevier y bajo el producto Clinical Skills realice

las siguientes destrezas clínicas:

a. Venipuntura

b. Extracción de sangre y administración de líquidos

c. Administrar medicamentos a cuestas (by piggy bag)

d. Administrar medicamentos por bolo IV

e. Cambio de apósitos intravenosos

f. Recolectar una muestra de orina midstream

g. Interrumpir la terapia intravenosa

h. Tomar más de un tipo de insulina

i. Obtención de una muestra del catéter urinario permanente

j. Realizar una prueba de glucosa en sangre

k. Preparación y administración de insulina

2. Practique las siguientes destrezas en el laboratorio clínico, bajo la supervisión directa

y la asistencia del facilitador:

a. Iniciación de terapia de acceso intravenoso y vascular

b. Medidas de emergencia para el soporte vital (administración de código)

c. Monitoreo de glucosa en la sangre

d. Recolección de muestras de sangre y orina

e. Obtención de una muestra de gases arteriales en sangre




f. Realización de un electrocardiograma

3. El facilitador compartirá los detalles de la siguiente simulación clínica:

a. Evalúe a un cliente que requiera oxigenoterapia.

b. Organice su trabajo según el escenario que le planteen.

c. Desempeñe las funciones asignadas.

d. Trasládese a la sala de interrogatorio para analizar y evaluar exhaustivamente la

actividad práctica (90 minutos).

El facilitador evaluará el lenguaje de estas actividades con la Rúbrica de Participación

(Apéndice F), la Rúbrica de Comunicación Oral (Apéndice E). El contenido de la

misma se evaluará utilizando la rúbrica de simulaciones que se encuentran en la

sección de apéndices de Blackboard.

Referencias específicas del taller


centered collaborative care. (8th ed.). St. Louis, MO: Saunders.



Evolve Elsevier. EAQ Custom Quizzing – Medical-Surgical Level 3. Recuperado de






WORKSHOP FOUR






a. Assesing wounds

b. Caring for pressure ulcers

c. Changing a dressing

d. Collecting a specimen for wound culture

e. Irrigating wounds



a. Wound and irrigation

b. Removing staples and sutures

c. Managing wound drainage

d. Applying types of dressing, gauze and elastic bandage

e. Obtaining wound specimens

f. Therapeutic use of cold and hot temperatures

3. Students will participate in the clinical simulation scenario related to the care of a client

with cardiovascular shock.




a. The clinical simulation practice includes a pre-simulation orientation during

which the facilitator will revise major points of the scenario, as well as the rules

of engagement.

b. Following the pre-simulation orientation, students will proceed accordingly to the

specific organization of every scenario and will perform their assigned roles.

c. After the practical exercise, students will move to the debriefing room for a

comprehensive analysis and evaluation of the practical activity. (90 min.)

d. The clinical simulation activities will be evaluated using the Clinical Simulation

Rubric located in the Appendix section in Blackboard.

4. The facilitator will evaluate the language of the activities of the laboratory using the

Participation Rubric (Appendix F), the Oral Communication Skills Rubric (Appendix

E), and the simulation rubric located in the Appendix section in Blackboard. These

language rubrics can be accessed in the Course Menu section of Blackboard under the

link titled Appendices: Language Rubrics. The facilitator will also evaluate and validate

the skills students acquire during the laboratory sessions using the forms located within

the Supplemental Information for Nursing Courses folder located in Blackboard.

G. Specific Workshop References




centered collaborative care (8th ed.). St. Louis, MO: Saunders.

Pressure Ulcer Prevention





http://search.alexanderstreet.com/view/work/2065763

Silvestri, L. A. (2014). Saunders comprehensive review for the NCLEX-RN

examination (6th ed.). St. Louis, MO: Saunders.








TALLER CINCO

A. El estudiante practicará las siguientes destrezas en el laboratorio de simulación clínica, bajo

la supervisión directa y asistencia del facilitador.

1. Acceda a su plataforma de Evolve Elsevier y bajo el producto Clinical Skills

realice las siguientes destrezas clínicas:

i. Initiating a transfusión

ii. Monitoring for adverse reactions to a transfusion

iii. Preparing for a transfusion

2. Practique las siguientes destrezas en el laboratorio clínico, bajo la supervisión

directa y la asistencia del facilitador:

a. Comienzo de terapia hematológica

i. Transfusión

1. Seguimiento a reacciones adversas por transfusiones

ii. Paso a paso

3. Participe en la simulación clínica que trata acerca del cuidado del cliente con

problemas de piel y evaluación y manejo de heridas.

a. A modo de orientación, el facilitador explicará no solo el escenario

clínico, sino las reglas de la simulación.

b. Organice su trabajo según el escenario que le planteen.

c. Desempeñe las funciones asignadas.

d. Después del ejercicio práctico, trasládese a la sala de evaluación para que

analice y evalúe exhaustivamente la simulación.




El facilitador evaluará estas actividades con la rúbrica de participación en clase

(Apéndice F), la de destrezas de comunicación oral (Apéndice E) y la de

simulaciones que se encuentra en la sección de apéndices de Blackboard. Además,

evaluará y validará las destrezas que los alumnos adquirieran como parte de la

práctica clínica y el laboratorio, según aplique. Los formularios de evaluación se

encuentran en la carpeta llamada Supplemental Information for Nursing Courses.

B. Referencias específicas del taller

Evolve Elsevier. EAQ Mastery Quizzing – Medical-Surgical Level 3. Recuperado de


Ignatavicius, D. D., & Workman, L. M. (2015). Medical-surgical nursing patient-centered

collaborative care. (8th ed.). St. Louis, MO: Saunders.







WORKSHOP SIX






i. Applying a condom catheter

ii. Assisting with an urinal

iii. Inserting an indwelling catheter to a female patient.

iv. Inserting an indwelling catheter to a male patient.

v. Irrigating urinary catheter

vi. Measurement of the intake and output

vii. Pouching a colostomy

viii. Pouching a urostomy



a. Pouching a colostomy or an ileostomy

b. Pouching a urostomy

c. Catheterizing a urinary diversion

3. The first laboratory activity will include a clinical simulation scenario in which a client

suddenly experiences a respiratory emergency.




a. Students will intervene while keeping in mind the type of conversations

(psychosocial in nature), he/she initiates with the client and the therapeutic vs.

non-therapeutic techniques applied.

b. The facilitator will continue to modify the simulation according to how students

take action as a medical-surgical nurse.

c. After the simulation, students will engage in a simulation debriefing during

which the facilitator with emphasize ways of communicating with the client

during the respiratory emergency.

4. Students will participate in a second clinical simulation scenario related to the care of a

client with hematologic problems/transfusion and/or the care of a client with

inflammatory intestinal disorder/ostomy management.

a. The simulation practice includes a pre-simulation orientation during which the

facilitator will review the main points of the scenario, as well as the rules of

engagement.

b. Following the pre-simulation orientation, students will proceed accordingly to

the specific organization of every scenario and will perform their assigned roles.

c. After the practical exercises, students will move to the debriefing room for a

comprehensive analysis and evaluation of the practical activity. (90 min)

The facilitator will evaluate the language of this activity using the Appendix E: Oral

Communications Skills Rubric and Appendix F: Participation Rubric. These language

rubrics can be accessed in the Course Menu section of Blackboard under the link titled

Appendices: Language Rubrics. The content will be evaluated using the simulation

rubric located in the Appendix section in Blackboard. The facilitator will also evaluate




and validate the skills students acquire during the laboratory sessions using the forms

within the Supplemental Information for Nursing Courses folder located in Blackboard.

B. Specific Workshop References




centered collaborative care (8th ed.). St. Louis, MO: Saunders.






http://search.alexanderstreet.com/view/work/2065763




TALLER SIETE

A. El estudiante practicará las siguientes destrezas en el laboratorio de simulación clínica,

bajo la supervisión directa y asistencia del facilitador.

Actividades del laboratorio clínico (destrezas de laboratorio, simulación clínica,

práctica clínica) (90 min)

a. Se ofrecerá un examen práctico e individual acerca de todos los temas que los

alumnos han estudiado durante las primeras seis semanas del curso (instrucción

práctica). El examen se calificará como “aprobado o desaprobado” y se

considerará como requisito para continuar participando en la parte clínica de la

clase. El facilitador evaluará y validará las destrezas que los alumnos adquirieran

como parte de la práctica clínica y el laboratorio, según aplique. Los formularios

de evaluación se encuentran en la carpeta llamada Supplemental Information for

Nursing Courses.

B. Referencias específicas del taller

Evolve Elsevier. EAQ CustomQuizzing – Medical-Surgical. Recuperado de



centered collaborative care. (8th ed.). St. Louis, MO: Saunders.


(7th ed.). St. Louis, MO: Saunders





APÉNDICES/APPENDICES




Guide to the Nursing Process

This guide will be of help to your organization in the preparation of the Nursing Process. You should start

preparing it as soon as you select your client. If in doubt, consult your teacher.

1. Presentation page - See APA.

2. Table of Contents - See APA.

3. Introduction - Give the reader a general idea of the content of the work.

4. Customer Profile - It is a spoken portrait of your client. You must include customer identification data

such as: age, sex, religion, marital status, medical diagnoses, days of hospitalization, reason for

hospitalization, signs and symptoms that the client presented at the time of admission and when you

intervened with him or her , medicines he/she uses and special treatments..

5. Data Analysis - You must use a table format (see table I attached). Remember to cite the source used

when doing the analysis. The analysis is to compare the data obtained from the client with the data of the

literature and to establish the relationship between the two.

6. Laboratory and studies performed - Includes laboratories significant to the condition of the client with

their results. It will include the description of the laboratory or study, the values obtained by the client, the

normal values and the relationship of these results with the condition of the client. See Table II.

7. Medications - Include the medications the client is currently using. Includes complete medical order

(name, dose, route, frequency), indication, side effects, nursing responsibility and relation to the client.

See Table III.

8. List of problems or needs (current and potential), strengths (resources) and limitations (weaknesses) -

You must organize it in order of priority. It includes everything that helps or supports the client to satisfy

or solve their needs or problems, as well as what prevents or limits. See Table IV.

9. Care Plan - Use the format given in class. The diagnosis of nursing must be separated from the analysis

of previous data and the identification of problems or needs. Select the highest priority nursing diagnoses

(current, potential and health promotion) and submit it with the PES system. Prepare the plan of care for

nursing diagnoses. Remember to write the objective (s) correctly using the five elements: subject, verb,

situation (condition), adequacy (criteria) and time (see the notes of the Class and textbook). Care plans

will be delivered using Docu Care

10. Conclusion of the work - Includes a summary of the content of the work and its

usefulness for professional development.

11. References - These must be updated (last 5 years), written according to APA and there must

be at least 5 references. All references cited in the Data analysis should be included in the

list of references.

12. Appendix - Health history and physical examination will be delivered using Docu Care. The

appendices contain any other material used to provide a client care. Example:

Information materials, whether brochures, Pamphlets, information taken from the Internet. |




Remember to quote the appendices and identify them correctly. The last part of the appendix

are the Evaluation Criteria.

*Check the work before submitting it (wording, sequence, spelling, etc.).

Also use the criteria to verify that the work includes all parts which will be evaluated. Hand in the work at

the time that stipulates the norms of Course. Below is a model of the tables that should be included.

I. Table for Presentation and Analysis of Data

Data Analysis

Client Information

Some data to analyze:

Examples:

A) Age (use theorists

like: Erick Erickson).

B) Gender

C) Place of Residence

D) Civil Status

E) Academic level

F) Religion

G) Occupation

H) Previous hospitalizations

I) Medical Diagnosis

Current

J) Significant findings

of physical examination

Perform an assessment of

Needs according to Maslow

Theories and sources of reliable information

should be apply in data analysis.

Literature review data are compared with client

data.




II. Table of Laboratories

Name and

Description

Results client's

Values

Normal Values Relationship with

Client’s Condition

Example: "Complete

Blood Count "

(CBC) - Explain the

Components of the

Lab and the

importance.

Ex: Hemoglobin

(HGB) = 13.5 g / dl

Write the rank of

Values expected.

Ex: Men:

12.4-14.9 g /DL

Women:

11.7 to 13.8 g /

DL

Explain the relationship

of

the results with the

Current condition of

the patient

III. Table of Medications

Name, Dose,

Via and

Frequency

Indication Secondary

Effects

Nursing

Responsibility

Relationship

with the

Client

Tylenol 500mg

PO Every 6 hours

Explain how to

use and for what

is use

Write the

Adverse effects

reactions

Common and

the more

Dangerous for

Each system.

Which are the

Aspects / care

that the nursing

personal should

take into account

to administer this

medicine?

What

purpose is use

in the client?

(take in account

the health history.

and

current status)




IV. Table Problems of the Client

EXAMPLE OF WHAT TO INCLUDE IN THE CARE PLAN

Problems Resources Limitations

Must be arrange in priority.

The student must place all

Problems identified in a list

that is divided into current and

potential

Aspects that

support the client to

solve his/her needs.

Aspects that prevent or

limit the client.

Nursing

Diagnosis

Client’s

Objectives

Nursing

Interventions

Rationale Evaluation

P - Problem

E - Etiology

S - Signs and

Symptoms that

show the

existence of the

problem

Format of

Potential Problem:

P - Problem

E - Etiology

Each objective

Should:

1. Be directed

to the patient.

2. Have a verb

(Measurable).

3. Present one

situation.

4. Have

Adequacy.

5. Have a period

of time to achieve

the objective

Include what the

Nursing

Professional

will do to

direct the client to

achieve the

objectives.

Classify

independent /

Collaborative

Explain the reason

and importance

of each

intervention

It must be

grounded and

justified the

explanation of

each nursing

intervention

Indicate to what

extent the

objectives

were achieved

through

each nursing

intervention.

There must be a

explanation of

how the

evaluation

was done for each

objective.




Evaluation Criteria for the Nursing Process

Name___________________________ Date___________________

Professor___________________________ Points/ Grade_____________

Criteria 4 3 2 1 0 N/A Comments

I. Competent Practice

A. Make a nursing assessment

1. Writes a complete patient profile.

2. Writes: nursing history, physical

examination, and data relevant to the

patient's current condition in the

electronic record.

3. Describes the significant findings of

the patient's nursing history and

physical examination correctly and

relates them to the current problem.

II. Critical Thinking

A.Interprets significant data from the

nursing assessment related to the

current situation or problem

1. Analyze laboratory results and / or

studies.

2. Analyze medications used by the

patient.

3. Analyze the pathophysiology of the

medical diagnoses




4. Analyzes the stage of growth and

development according to Eric Erikson

and the impact of health condition.

5. Apply Abraham Maslow's theory of

needs satisfaction to the patient's

current situation to Identify and explain

affected needs

6. Identify current and potential list of

nursing problems by considering the

patient as a holistic being.

7. Writes nursing problems in priority

order.

8. Describe patient's strengths and

limitations to work with the health

situation or problem.

III. Clinical Judgment

A. Design a nursing care plan for the

nursing diagnoses and

Solution of the patient's highest priority

problems.

1. The identified diagnoses contain the

necessary elements (problem, etiology,

signs and symptoms).

a. Performs a minimum of three nursing

diagnoses; one diagnosis focused on a

current problem, another diagnosis

related to a risk (potential problem) and

one in health promotion. You must

present justification for not having each

type of diagnosis indicated.




2. Writes observable objective behavior

(includes 5 components of objectives).

3. Write nursing interventions for the

identified diagnosis (classified in

independent and collaborative).

4. Describe the scientific rationale for

designed nursing actions

5. Establish the aspects to be considered

as nursing professionals in the

evaluation of the objective (s).

6. Writes a conclusion with a reflection

on the client's situation, the role of the

nursing professional in his care and

his/her learning as a student.

IV. Research Skills

A. Evidences the search and use of

relevant and scientific literature when

relating information from the literature

with findings found in the assessment

V. Presentation of Paper

A. The use of the APA format is

evidenced.

B. Has a clear introduction.

C. Makes use of grammar rules.

D. Has clear and coherent ideas.




E. The references used in the

preparation of the work:

1. Diversity of professional sources

2. Complete and correct

3. Last 5 years.

Scale:

4 - Has complete mastery of the knowledge and / or skills required all the time

3 - Has mastery of the knowledge and / or skills required most of the time.

2 - Has mastery of knowledge and / or skills required sometimes.

1 - Has mastery of the knowledge and / or skills rarely required.

0 - No evidence of any knowledge or skills in its execution.




Evaluation criteria Evidenced Based Nursing Practice

Names:

Criteria

4

3

2

1

0

Comments

I. Introduction

A. Explains the importance of Evidence-Based Practice for

the nursing professional

B. Introduces the selected theme clearly

C. Justification

A. Explain what motivated the search for research

literature to improve nursing practice

B. The selected topic is relevant in the assigned unit.

C. Ask the PICOT question.

D. Critical Analysis of Evidence

A. Mentions the databases searched for the articles and

keywords used in the search.

Date: ___________________

Grade: _____




B. Presents the number of articles found, and the

inclusion and exclusion criteria used.

C. Describes the level of evidence (hierarchy) found in

the articles.

D. Presents critical analysis of best evidence.

Describes the limitations and strengths of literature.

Summarizes the conclusions derived from the tests

that support the change in practice.

This content should not be more than 5 pages.

E. Concludes if there is sufficient scientific evidence to

integrate the findings into the practice of the nursing

profession.

IV. Conclusion and Recommendations

A. Discusses the relevance or importance of nursing findings.

B. Analyzes the usefulness and impact of research conducted

to improve the practice of the nursing profession and care

for clients.

C. Expresses personal opinion

V. References

A. Select professional articles with no more than five (5)

years of publication

B. Complete and correct wording according to APA.

VI. Appendices

A. Completes the Research Study Analysis Guide for

each article used

B. Presents the completed matrix of the selected articles.

C. Includes copy of articles used.

D. Includes the minutes of the group meetings using the

format established for the course.

VII. Style and Presentation of Written Work

A. Demonstrates appropriate use of APA style and format.

B. Presents logically organized content.




C. Makes use of grammatical rules.

D. Work Sharpness.

Scale:

4 Clear evidence, precise, relevant and highly selective. Complies with all elements of the

criterion.

3 Evidence quite clear, precise, relevant and selective. It complies with most of the elements of

the criterion.

2 Evidence unclear, precise, relevant and selective. It complies only partially with most of the

elements of the criterion.

1 Evidence confusing, inaccurate, irrelevant and not selective. It complies with very few parts of

the elements of the criterion.

0 Does not meet elements of the criteria.

Instructions:

1. Each student in the group will submit a minimum of 2 (two) recent research articles.

2. Professional literature is required; Pub Med, CINAHL, Cochrane is suggested.




Evaluation Criteria Leadership Role Competencies

Name: _________________________________ Date ____________________________

Professor: ________________________________ Grade: ______ % ______

*During the clinical practice of this course the student is expected to achieve the competences with

minimum

or no teacher help.

Criteria 4 3 2 1 0 N/

A

Comments

I. COMPETENT PRACTICE

A. Communication Skills (15%)

1. Shows therapeutic communication skills with:

a. Patient

b. Family

c. Professor

d. Peers

e. Interdisciplinary Health team

2. Demonstrates appropriate communication:

a. Tone

b. None verbal language

c. Professional vocabulary

d. Follows communication channels

3. Written Communication with minimal or no help from the teacher.

a. Task assignment

b. Weekly work plan

c. Writes modifications to the nursing plan

d. Evaluates own implementation of the plan

B. Cultural and ethical sensitivity (5%)





A

Comments

1. Respets cultural preferences, values, beliefs and behaviors of the

patient, family, peers and interprofessional team

2. Demonstrates an ethical behavior in the care and management of

patients in their professional role by respecting values (Respect for

Human Dignity, Responsibility, Commitment, Honesty, Integrity,

Loyalty, Justice, Equity, Authenticity

C. Leadership (60%)

1. Supervision

a. Arrives early (1 hour before)

b. Notify teacher in time when unable to assist the clinical

c. Wears full and clean uniform with identifications.

d. Brings complete equipment to the clinical setting

e. Report to teacher when task begins or ends

f. Oversees team members to carry out their tasks

g. Demonstrates Leadership Qualities

a. Demonstrates initiative in the execution of task

b. Keeps control of emotions

c. Handles unexpected events

according to the qualities of a leader.

h. Deliver data relevant to continuity of care to the leader of the

next shift.

i. Provides complete and organized documentation to the teacher

(Portfolio-1 week after completing his / her leader role)

2. Work Assignment

a. Carries out the essential elements of planning, organization,

direction and evaluation of the team in charge

a. Verify patient census

b. Verify the work program of the unit's staff





A

Comments

c. Evaluates the level of staff preparation when assigning the task

d. Establish the categorization of patients according to individual

needs

e. Assign other tasks related to patient care

f. Assigns tasks related to patient safety and care environment

g. Assign tasks related to quality improvement

h. Distributes tasks evenly

1.Provides specific oral instructions on allocation

2. It takes into consideration the location of

patients

3. Is available to answer question that may arise

4. Assigns lunch time and break

i. Includes infection control management in assignment of tasks

3. Team / patient education

a. Estimate the educational need

b. Plan ahead

c. Write the objectives, content, educational strategies and the

evaluation plan

1. Promotes educational activity

d. Discuss the subject and content with the teacher prior to the

activity

e. Facilitates assistance to team members

f. Has mastery of content

g. Stimulates audience participation

h. Answer related questions of the topic

i. Evaluates the educational activity

D. Management of information systems (5%)





A

Comments

1. Complies with the regulations and rules of the HIPAA Act)

2. Complies with the regulations of the Institution

E. Patient Care Technologies

1. Demonstrates knowledge and skills in the use of technologies for

patient care (technological equipment for patient care)

II. CRITICAL THINKING

A. Autoevaluación Objetiva (10%)

1. Engages in an objective self-evaluation process considering their

beliefs and values and how they relate to their practice as a leader.

2. Entrega reflexión final que refleje su desarrollo profesional al

profesor

1. Intervenes using critical judgment according to institutional

standards

2. Promotes the defense of patient's rights

III. RESEARCH SKILLS

A. Uses relevant literature (5%)

1. Uses reliable and relevant scientific literature to apply it in its role

as leader

2. Demonstrates skills in finding, evaluating, and synthesizing

evidence to improve care outcomes with minimal assistance and

support

Critical judgment and decision making





A

Comments

3. Integrates non-traditional alternatives for the solution and

improvement of situations involving patients or interprofessional

team

Professor’s Signature: _______________________ Student’s Signature:

_________________________

Date: ______________________

Scale:

4 - Has complete mastery of the knowledge and / or skills required all the time

3 - Has mastery of the knowledge and / or skills required most of the time.

2 - Sometimes has mastery of knowledge and / or skills required.

1 - Rarely has mastery of the knowledge and / or skills required.

0 - No evidence of any knowledge or skills in its execution.




Health and Physical Assessment




Evaluation Criteria for Documentation in the Electronic Record




Name___________________________ Date___________________


Scale:

Yes (1 point) - The criterion is fully completed and as indicated.

No (0 point) - Does not take into account the criterion.

N / A- Criterion does not apply

Criteria Yes No N/A Comments

1.Competent Practice

A. Nursing Documentation

1.Writes relevant data that reflects the

current condition (nursing assessment)

of the patient

2. Evidence of nursing interventions

according to identified problems

3. Evidence of the patient's response to

the nursing interventions offered.

4. Entries in the electronic record are

complete

5. The information is presented in

logical order (nursing note).

6. Nursing notes follow grammatical

rules (consistent in syntax, spelling).

7. Deliver on time the documentation

made.




Evaluation Criteria for Education Plan

Name___________________________ Date___________________


Criteria 4 3 2 1 0 N/A Comments

Critical Thinking

I. Planning

A. Select topic according to

needs of the patient

B. Coordinates the activity with

members of the health team.

C. Prepares the physical and

psychological environment to

facilitate learning.

D. Discuss the detailed outline

with the teacher one week in

advance (subject, plan, visual

and demonstrative material).

II. Content:

A. Selects the content relevant

to the topic.

B. Writes objectives in terms of

observable behavior

C. The content is in accordance

with the objectives formulated.

D. Presents the content in a

logical sequence.

III. Method - Strategies:

A. Selects the strategies that

most facilitate the

presentation of the content and

shows creativity.

B. The method is selected

according to the number and

characteristics of the clients for

whom the activity is planned.

Professional Competence

C. Implements the selected

strategy.

IV. Development of the Plan:




A. Faces the clients

B. Gets the attention of the

clients.

C. Speaks clearly and slowly.

D. Discusses planned

educational material.

E. Uses a simple language in

tune with the learner's

educational level.

F. Pays attention and listen to

the group's reactions as he/she

speak.

G. Clarifies the scientific terms

used in the presentation

H. Offers opportunity for

participation.

I. Uses quality audiovisual

material (clear and of adequate

size).

J. Remains within the allotted

time limit.

K. Clarifies other situations

brought by clients

L. Creates quality written

material that meets the

established objectives.

M. Demonstrates mastery of

content.

N. Closes the topic by

mentioning the most important

points.

V. Evaluation:

A. Performs assessment of

learning at the end of the

educational activity.

B. Carries out the evaluation

according to the objectives

outlined.

C. At the end of the activity,

leaves the area used in order.

VI. Written and oral

presentation:

A. Follows the rules for

submitting papers

according to APA style.




B. Completes the teaching plan

format.

C. Follows grammatical rules.

D. Expressed correctly.

E. References.

1. Recent dates (last 5 years).

2. Correct and complete

Research Skills

Evidences the search and use

of diverse, relevant and

scientific literature when

preparing the content of the

educational activity

(minimum 3 sources).

Scale:

4 - The criteria are complete.

3 - The criteria almost complete.

2- The criteria partially complete.

1- The criteria are not complete

N / A - Does not apply.

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