wcu nurs 491l - integration of nursing practice - 2014fall_i - 8-4-14

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NURS 491L Integration of Nursing Practice

Revision Date: Month, Year (i.e. February, 2010) Page 1W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s

Revision Date: July 31, 2014

Page 1

Fall I, 2014

Section A:Instructors Name

I. Instructors Contact Information, Course Pre and Co-Requisites

WCU Phone Number:

WCU E-mail:

Office location:

Office hours:

Course Prerequisites: NURS 480 and 481L

Course Co-requisites: NURS 493

II. Mission and Outcomes

University Mission: At West Coast University, we embrace a student-centric learning

partnership that leads to professional success. We deliver

transformational education within a culture of integrity and personal

accountability. We design market-responsive programs through

collaboration between faculty and industry professionals. We

continuously pursue more effective and innovative ways through which

students develop the competencies and confidence required in a

complex and changing world.

Institutional Learning

Outcomes:

Institutional learning outcomes are designed by the University as a

whole, taking into account the role that both instruction and student

services play in contributing to a students success. Institutional learning

outcomes assume achievement of the stated programmatic learning

outcomes of ones discipline. Upon graduating from a degree program

offered by West Coast University, students will be able to:

1. Develop intellectual and practical problem-solving skills through

information assessment and critical thinking.

2. Demonstrate effective written communication skills.

3. Demonstrate effective oral communication skills.

4. Demonstrate computer proficiency and information literacy.

5. Describe ethical standards and legal guidelines associated with ones

chosen career field.

6. Explain why knowledge of and respect for the societal contributionsof diverse cultures and perspectives is an important quality in ones

discipline.

Program Mission: The mission of the College of Nursing is to provide evidence-based and

innovative nursing education to culturally diverse learners; preparing

nurses to provide quality and compassionate care that is responsive to

the needs of the community and the global society.

Course Name: Integration of Nursing

PracticeCourse Number: NURS 491L

Campus:






Page 2

Fall I, 2014

II. Mission and Outcomes

Program Philosophy: The philosophy of the College of Nursing is that education is a

continuous process occurring in phases throughout an individuals

lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning

Outcomes:

1. Support professional nursing practice decisions with concepts and

theories from the biological, physical, and social sciences.

2. Plan preventative and population focused interventions withattention to effectiveness, efficiency, cost, and equity.

3. Support therapeutic nursing interventions for patients and familiesin a variety of healthcare and community settings using evidence

based practice.

4. Apply nursing process and critical thinking when providing holistic,patient centered nursing care to diverse populations.

5. Design health care education for individuals, families, andcommunities.

6. Comply with the professional standards of moral, ethical, and legal

conduct in practice.

7. Develop an effective communication style to interact with patients,

families, and the interdisciplinary health team.

8. Model leadership when providing safe, quality nursing care;

coordinating the healthcare team; and when tasked with oversight

and accountability for care delivery.

9. Use patient care technology and information systems when

providing nursing care in a variety of settings.

III. Course Information

Term/Semester:

Class Meeting Dates:

Class Meeting Times:

Class Meeting Location:

Class Length: 9 weeks

Credit Hours: 2 semester credits/10 contact hours per week/90 hours per term

Study Hours: For every 1 hour in a skills lab or clinical class, it is expected that

students complete 1 hour of study in preparation for class. For this

course; it is expected that a minimum of 10 hours of study, outside of

class, is completed each week.

Class RequiredTexts,

Learning Resources:

No new required texts, learning resources.

Class Required Texts,

Learning Resources from

Previousterm(s):

American Psychological Association. (2009).Publication manual of the

American Psychological Association (6th

ed.).Washington, DC:

American Psychological Association.

Class Recommended Texts,

Learning Resources:

All textbooks used in nursing courses.






Page 3

Fall I, 2014

III. Course Information

Course Catalog Description: This is the last in a series of nursing practicum courses whose purpose is

to prepare students for the real life work environment of an RN. This

course includes the Nursing Process in providing therapeutic care and

evidenced based practice using therapeutic communication,

teaching/learning principles and role development. The student will

work side by side with a pre-approved RN preceptor or a West Coast

University faculty member in a pre-approved clinical setting and will

assume all assignments and responsibilities of a registered nurse under

supervision.

Course Learning Outcomes:

Course outcomes arecomprised of the knowledge,

skills, values and/or behaviors

that students should be able

to demonstrate upon

completion of the course.

Course outcomes map to theProgram Learning Outcomes

Must be assessed in thecourse to determine if

learning outcomes are met

1. Apply the Nursing Process in a consistent, systematic, effective, and

integrated manner.

2. Evaluate patients and determine priority problems.

3. Perform within ethical, legal, and regulatory nursing practice

guidelines, including patient/client confidentiality, at all times.4. Demonstrate critical thinking skills needed to provide safe and

effective nursing care.

5. Demonstrate effective communication skills when dealing with

patients, family, and members of the interdisciplinary team.

6. Demonstrate beginning leadership skills, attitudes, and behaviors.

AACN Essentials for

Baccalaureate Education

For Professional Nursing

Practice:

The purpose of this section of the syllabus is to guide the student in

understanding how the AACN 9 Essentials are incorporated into their

education and to provide guidance to them in developing their

individual portfolios.

The Essentials that are met in NURS 491L Integration of Nursing

Practice include the following:

Essential VI,Interprofessional Communication and Collaboration for

Improving Patient Health Outcomes

Discussion and application of interprofessional and intraprofessional

communication, collaboration and socialization, with consideration of

principles related to communication with diverse culture.

Teaching and Learning

Strategies Updated per course reflecting

the instructional strategies

appropriate to the subject

area.

Examples: simulation

laboratory, clinical

experience, discussion, casestudies, blended learning, on

line assignments, quizzes or

other electronic teaching

devices, lecture, guest

speakers, community

projects, class presentations,

videos/DVD, kinesthetic

learning activities

Clinical practicum will consist of providing the highest quality patient

care in an RN role under the guidance of an RN preceptor of

University faculty member.

Skills review and/or validation

Simulation experience

Completion of Advanced Cardiac Life Support (ACLS) certification.

Concept Map






Page 4

Fall I, 2014

IV. Evaluation Methods, Grading

Formative Assessment of

Student Learning: Examples -- Evidenced-

based Research,

presentations, Case Studies,

Specific class projects, Weekly

quizzes, homework

assignments, clinical or labassignments/assessment,

practice exams

Summative Assessment

of Student Learning: Will not count more than

30% of final grade

Examples Final Exam,Term Paper or Term Project

Signature Assignment Examples- Term Paper or

Project

Assignment/Assessments Due Date Points Weights/

Percent

Formative Assessment:

Med Math Exam (Must achieve 85% to pass

the course)

Week 1 P/NP P/NP

Concept Map Week 2 - 8 44 10

Clinical Report

(1 for each clinical day.)

Objectives

Activities

Preceptor Evaluation

Note

Week 2 - 8

36 30

Skills Validation Week 2 - 8 10 10

Nursing Process Worksheet: Student willdevelop a nursing process outline for one patient

of their choice. To be done throughout the shift

and not taken home. To be discussed in post

conferences with thefaculty.

Each

Clinical Day

P/NP P/NP

Summative Assessment:

Final Practicum Evaluation Week 9 30 30

Simulation Week 2 - 8 20 20

Total: 140 100

Additional Information:

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.

*This is a Pass/Not Passed course. Only students who earn a minimum of 76% cumulative score on points designated

for course assignments will be given a Pass (P) for the course. Students who fail to earn a minimum of 76% will be

given a Not Passed (NP) grade and will need torepeat the course before moving forward in the program.

**The Medication Math Exam must be passed by week 3 of the term.

***Competency validations will occur throughout the term as determined by the faculty member. Validation may

occur in skills lab, clinical sites, or the simulation center. Students must achieve 76% or greater on each competency

validation to pass the course. If the student does not achieve the required 76% on the first validation attempt, a

second or third attempt will be offered.

****Students must obtain a Passing P grade on all clinical core competencies at the final evaluation to pass the

course.

All midterm and final evaluations are to be uploaded by the student to e-college after they have been completed and

signed by the student and faculty. The document to be uploaded must include all pages including any student and

faculty comments and the final grade of P/NP. Once the final evaluation form has been uploaded by the student the

final grades may be released. If a student does not upload the evaluation forms, the student will receive anincomplete (I) until the form has been uploaded






Page 5

Fall I, 2014

V. Policies and Procedures

West Coast University

Grading Scale (reflectiveof final course grade. See

associated policy in

Catalog)

Grade Points WCU Grading Scale

A 4 93-100

A- 3.7 90-92

B+ 3.3 87-89

B 3.0 83-86B- 2.7 80-82

C+ 2.3 76-79

C* 2.0 73-75

C-* 1.7 70-72

D+ 1.3 66-69

D 1.0 63-65

D- 0.7 60-62

F 0.0 59 or below

AU 0.0 Audit

CR 0.0 Credit

P 0.0 PassNP 0.0 Not Passed

I 0.0 Incomplete

TC 0.0 Transfer Credit

W 0.0Withdrawal

(Before Drop Deadline)

WF 0.0Withdrawal

(After Drop Deadline)

Note: AU,CR,I,P, NP,TC,W, and WF are used on the Academic Record but have no pointvalues and are not computed in theCumulative Grade Point Average (CGPA) .

C+ is the minimum passing grade inNursing,Dental Hygiene, and Occupational

Therapy.

C* and C-* grades inNursing,Dental Hygiene,and Occupational Therapy courses

reflect that the course has not been successfully completed.

P/"NP" will be the only grade issued in the following courses: Developmental

Pathway, NursingClinicals, Global Studies/Symposium, and Capstone coursesand

NURS 493.

Grade Rounding At West Coast University, scores are not rounded to the whole number until

the end of the term. All student assignments, quizzes, and examinations will be

rounded to the first decimal point. At the end of the terms final course grades

will be rounded to the nearest whole point. For programs that use the exam

average to determine whether other course assignments are included in the

final scoring (e.g., Nursing), the end-of-term exam average may be rounded

(using the above rules) to make that determination.
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Page 6

Fall I, 2014


Attendance Policy Attendance in class lectures and clinical experiences, including hospital

and community rotations, simulation and skills laboratory, is mandatory.

Failure to attend, arriving late or leaving early will impact the ability of the

student to achieve course objectives. Tardiness to or a failure to call an

agency and clinical instructor prior to missing a scheduled clinical

experience is unprofessional, reflects poorly on the student and the

university, and will be reflected in the clinical evaluation. A referral to the

Conduct Committee may be made. All absences will require

documentation of an extenuating circumstance. All missed clinical hours

will need to be made up. Documentation of an extenuating circumstance

does not change the need to make up the hours.

West Coast University has a clear requirement for students to attend

courses. Students should review the Attendance Policy in the Academic

Policies and Procedures section of theUniversity Catalog.

Academic Integrity

Policy

Students are expected to approach their academic endeavors with the highest

academic integrity. They must cite sources, and submit original work.

Academic honesty is central to the institution/student partnership towards

student success. Students are accountable for adhering to the Academic

Integrity and Academic Dishonesty policies in the Academic Policies and

Procedures section of theUniversity Catalog.

Academic Dishonesty Students should review the Academic Dishonesty Policy in the Academic

Policies and Procedures section of theUniversity Catalog.

Reasonable

Accommodations

West Coast University strives to provide reasonable accommodations to

students who have a defined need and who follow the appropriate steps

towards seeking the accommodation. The Reasonable Accommodations Policy

is found in the Academic Policies and Procedures section of theUniversity

Catalog.

West Coast University

Make-up Work Policy

In order to meet course objectives, students may be allowed to make up

assignments and work missed as a result of absences. The faculty mayassign additional make-up work to be completed for each absence.

Students are required to be present when an examination is given. If

unexpectedly absent for a documented emergency situation (i.e. death in

the immediate family), it is the students responsibility to arrange for a

make-up date by contacting the faculty member within 48 hours of the

original assessment date. The make-up work must be completed within five

(5) school days of the originally assigned date. Students who do not take

the exam on the scheduled make-up date or who do not contact the

instructor within 48 hours will receive a zero score for that assessment

activity.

The highest score possible on a make-up examination is passing grade (e.g.,if a student obtained a perfect score (100%) in the make-up examination,

the grade will still be recorded as a passing grade). In order to meet course

objectives, students may be required to make up all assignments and work

missed as a result of absences. The faculty may assign additional make-up

work to be completed for each absence.
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Page 7

Fall I, 2014


Classroom Policies Students are expected to dress professionally during class time as required

by the Code of Conduct in the Catalog and any rules in your programmatic

handbook.

No children are allowed in classes or to be unattended on campus.

Use of cell phones, smart phones, or any other electronic devices in the

classroom during class time is strictly prohibited. Unauthorized use maylead to faculty member confiscation of the device for the remainder of the

class.

Behavior that persistently or grossly interferes with classroom activities is

considered disruptive behavior and may be subject to disciplinary action. A

student responsible for disruptive behavior may be required to leave the

class.

Late Work Policy Written assignments must be turned in when due. Assignment turned in

after the due date will be penalized at 10% per day.

No late work will be accepted that is more than 3 calendar days late, unless

pre-approval from faculty has been obtained within 24 hours. Note due

dates and time in syllabus or posted by faculty.

** Be sure to contact the faculty if you believe you must turn in an assignment

after the due date.

Testing and

Examination Policy

The university testing policy stipulates that no phones or other electronic

devices, food or drink, papers or backpacks can be taken into the

examination area. Other restrictions/policies may apply in certain courses,

as determined by the instructor. Any form of communication between

students and students and faculty during the examination period is strictly

forbidden.

Results will be posted to eCollege no later than one week after the exam.The instructor will review topics, key concepts and themes for learning

improvement. The instructor will NOT review the exam item by item.






Page 8

Fall I, 2014


Clinical Policies CLINICAL EVALUATION:

Clinical performance will be evaluated at the end of the term using the

clinical evaluation tool. Students should complete the self-evaluation at the

end of each day and consult with instructor about any questions or concerns

regarding performance or clinical opportunities. The clinical evaluation is

kept as a permanent record in the student file. The total time spent by thestudent in achieving the clinical course objectives is included in the clinical

evaluation.

Evaluation of simulation performance will be based on the Quality and

Safety Education for Nurses (QSEN) Competencies and this in turn is

reflected on the Simulation Learner Outcomes form and the Clinical

Evaluation Tool.

CLINICAL PREPARATION:

Preparation for clinical and simulation is required for all class days. Because

each clinical setting has different requirements and options for acute care,

outpatient, and community experiences; clinical faculty will direct the

students as to the appropriate preparation.

CLINICAL ATTENDANCE:

Students are accountable for demonstrating all behavioral objectives of the

course. Clinical and simulation evaluation is based on demonstrated

ability to achieve all course objectives no later than the last day of classes

in the current semester. Course expectations include attendance and

experiential learning.

Attendance in class lectures and clinical experiences, including hospital and

community rotations, simulation and skills laboratory, is mandatory. Failure

to attend, arriving late or leaving early will impact the ability of the student

to achieve course objectives. Tardiness to or a failure to call an agency and

clinical instructor prior to missing a scheduled clinical experience is

unprofessional, reflects poorly on the student and the university, and will

be reflected in the clinical evaluation. A referral to the Conduct Committee

may be made. All absences will require documentation of an extenuating

circumstance. All missed clinical hours will need to be made up.

Documentation of an extenuating circumstance does not change the need

to make up the hours.

CLINICAL COURSE COMPLETION:

Nursing practicum course must be taken concurrently with the theory

course of that subject. Nursing skills are learned in the skills lab undersupervision. When performed for the first time on a patient, it must be

observed by the instructor who will determine if the student has

performed it safely. If the performance is satisfactory, the instructor will

initial in the section of the skills checklist.

This checklist is to be carried by the student each day she/he is at clinical

or in skills lab to insure all skills are signed off prior to moving on to

another class.

Students should keep a copy in a safe place. The information on this






Page 9

Fall I, 2014


checklist is part of the grading for the class and without this checklist; there

is no verification that a skill has been successfully completed. Therefore, it

is crucial the student keep this checklist safe throughout the entire nursing

program, as it is a record of skills achieved and a required reference by the

Board of Registered Nursing that skills were obtained first in the skills lab

and later in the clinical practicum.

The final grade is cumulative and includes clinical performance, and

other evaluation methods.

MEDICATION MATH EXAMINATION:

Medication math exams are ATI Dosage Calculation Proctored Assessments

in NURS 121L, 210L, 211L, 223L, 316L, 317L, and 481L (not created by

individual faculty members) and are administered online. Each medication

math exam consists of 5 unscored practice questions and 20 items that are

designed to assess the students mastery of mathematical computations

and fundamental knowledge of medication administration that are

essential for safe nursing practice at each designated level. The majority of

item types are fill-in-the-blank with alternate and multiple choice item

formats used for some non-calculation items. The math examwill be

administered to student cohorts by faculty members and proctors in the

computer lab setting. Students will have a time limit of 60 minutes to

complete the medication math exams and may use University-issued

calculators

Students may not administer medication in the clinical setting until after

passing the course medication math exam. Once a student has successfully

passed the medication math exam, s/he may administer medications with a

WCU faculty member or with faculty approval a licensed registered nurse

employed by the clinical facility who is present on the clinical unit, and in

keeping with facility policy. Students will be given a total of 3 attempts to pass each course medication

math competency exam. A mandatory Letter of Concern will be

generated with each unsuccessful attempt. Students must attend math

workshop(s) and/or tutor with an instructor, and use the math resources

assigned prior to second or third attempts. Documented remediation must

be presented prior to these exams. Second and third attempts will be

scheduled outside of class time. Subsequent attempts will not be given

any sooner than 3 calendar days after the previous attempt.

Failure of the medication math exam the third time constitutes a failure in

the clinical course for that term. In this case, the student must withdrawfrom the corresponding theory course since the BRN requires theory and

clinical courses to be taken concurrently. The student may not progress in

the program until the clinical course is successfully passed.

UNIFORMS:

In the clinical and simulation settings, students are expected to wear clean

pressed school uniforms, clean white shoes, watches with a second hand,

their school ID badges and whatever other identification the facilities






Page 10

Fall I, 2014


require. In community experience settings; students wear the community

oxford shirt with the blue blazer and blue pants. Do not wear sandals,

backless or high-heeled shoes. Do not wear jewelry, dangling earrings or

necklaces. Do not wear heavy perfumes or cologne. Do not wear scarves,

ties, thick necklaces or lanyards.

See the RN Student Handbook for additional clinical course guidelines.

Additional Program or

Accreditation

Requirements

NURSING:

Nursing students may repeat no more than one failed or unsuccessfully

completed course. Any Nursing student who fails or unsuccessfully

completes any two courses or the same course twice, with the exception of

NURS 492 will be dismissed from the program. Please see the university

catalog for more information under Course Withdraw and Dismissal

Policies.

A student who previously withdrew from a course may not subsequently

withdraw from the same course. In addition, a student who fails a course

may not subsequently withdraw from the same course. In either case, if a

student chooses to withdraw from a course being repeated before

successfully completing the course, the student will receive a grade of F in

the course. Please see the university catalog for more information under

Course Withdraw and Dismissal Policies.






Page 11

Fall I, 2014

Nursing Process Worksheet

Each clinical day each student will develop a nursing process outline for one patient of their choice. These

are quick writes and should be done throughout the shift and not taken home. These will be discussed in

post conferences with the faculty.

The outline will be as follows:

Assessment (Based on systems: cardio, resp, GI/GU, mobility, Neuro, Safety, skin, pain, psychosocial)

Obj:_____________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Subj:____________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

_______________________________________________________________________________________

________________________________________________________________________________________

_____________________________________________________________________________________

Nursing Diagnosis (2) Must be prioritized. Must be Nanda using three part statement (Based on systems:

cardio, resp, GI/GU, mobility, Neuro, Safety, skin, pain, psychosocial)

Stem (DX): Etiology (Cause): as evidenced by (Signs and symptoms) Abnormal Assessment Findings.

(1)______________________________________________________________________________________

________________________________________________________________________________________

__

(2)______________________________________________________________________________________

________________________________________________________________________________________

Planning (Patient goals) Must be SMART goals

Pt. will (verbalize, demonstrate, be able to, increase & maintain, or decrease & maintain) by the: (end of

shift, end of day, discharge day) or within: (two hours; 12 hours, etc.)

________________________________________________________________________________________________________________________________________________________________________________

Implementation (Specific nursing interventions that were performed during your shift): Must contain the

following: Assess {observe, palpate, percuss}; Monitor; Administer; Collaborate w/ specific multi-disciplinary

team; & Teach

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________






Page 12

Fall I, 2014

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Evaluation (What was the outcome: Goal; Met or Not met or Partially met and How to revise.)

_________________________________________________________________________________________

_________________________________________________________________________________________

Nursing Application Assessment

Include activities throughout the day performed in relation to the following NCLEX content categories. See

content category examples below as cited by NCSBN

Management of Care

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Safety and Infection Control

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Basic Care and Comfort

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Management of Care: providing and directing nursing care that enhances the care delivery setting to

protect clients and health care personnel.

Related content includes but is not limited to: Advance Directives. Advocacy, Assignment, Delegation and

Supervision, Case Management, Client Rights, Collaboration with Interdisciplinary Team, Concepts of

Management, Confidentiality/Information Security, Continuity of Care, Establishing Priorities, EthicalPractice, Informed Consent, Information Technology, Legal Rights and Responsibilities, Performance

Improvement (Quality Improvement), Referrals

Safety and Infection Control: protecting clients and health care personnel from health and environmental

hazards.

Related content includes but is not limited to: Accident/Error /Injury Prevention, Emergency Response

Plan, Ergonomic Principles, Handling Hazardous and Infectious Materials, Home Safety

Reporting of Incident/Event/Irregular, Occurrence/Variance, Safe Use of Equipment,

Security Plan, Standard Precautions/Transmission- Based Precautions/Surgical Asepsis, Use of

Restraints/Safety Devices

Basic Care and Comfort: providing comfort and assistance in the performance of activities of daily living.

Related content includes but is not limited to: Assistive devices, Elimination, Mobility/Immobility, Non-

Pharmacological Comfort Interventions, Nutrition and Oral Hydration, Personal Hygiene, Rest and Sleep






Page 13

Fall I, 2014

N221L/N493L Emergency Case Simulation Rubric

Primary Survey (Initial signs of problem) 1 = Met

0 = Not Met

Recognizes problem and conducts an appropriate focused assessment

Positions patient appropriately (high Fowlers, flat, side lying, feet up, etc.)

Performs initial supportive interventions (suction, oxygen, stimulate to breath, etc.)CPR (Loss of adequate pulse, ventilation, or both) 1 = Met

0 = Not Met

Establishes unresponsiveness with shake & shout and trapezius squeeze within 1 minute

of loss of consciousness

Directs 2nd

rescuer to call for help

Uses emergency HOB release if patient not already flat. Lowers bed. Lowers rails.

Correctly performs head tilt chin lift, within 1 min of loss of consciousness.

Pillow must be removed.

Checks for breathing, within 1 min of loss of consciousness

Must be for a minimum 5 sec; maximum 10 sec

Checks carotid pulse, within 1 min of loss of consciousnessMust be for a minimum 5 sec; maximum 10 sec

Initiates 30 compressions with consistently correct hand placement, depth, and rate

within 1 min of loss of pulse

OR

Gives compressions with consistently correct hand placement, depth, and rate at a rate

of 100/minute within 1 min of loss of pulse

OR

Detects presence of adequate pulse, no compressions needed

Places back board under patient, as soon as it arrives

Attaches resuscitation bag to oxygen at 10L/minute, as soon as it arrives

Gives 2 ventilations (1 sec each)that cause chest rise at end of each compression cycle

If unable to give ventilations, repeats head tilt chin lift, inspects airway, and

reattempts to give 2 ventilations again

OR

Give ventilations continuously at a rate of 1 breath every 5-6 seconds (10-12/minute)

OR

Detects presence of adequate ventilation, no resuscitation needed

Applies pulse oximetry probe and checks oxygen saturation to determine adequacy of

ventilation

Checks pulse and rhythm every 2 minutes/5 cycles

Switches compressor every 2 minutes/5 cycles

OR

No compressions needed

Only interrupts CPR for pulse/rhythm checks and defibrillation/cardioversion

OR

Determines no CPR needed

Communication 1 = Met

0 = Not Met

Explains to patient and/or significant other what is happening

OR

Reassures patient and/or significant other






Page 14

Fall I, 2014

N221L/N493L Emergency Case Simulation Rubric

Provides clear and complete iSBAR report on patient status to code team

Documentation clear, complete and accurate

Defibrillator/Cardioverter/Pacemaker/AED 1 = Met

0 = Not Met

Turns on Defibrillator as soon as it arrives

Attaches ECG leads and cables correctly. Continues CPR while attaching them.Clears patient to analyze rhythm, within 1 min of defibrillator arrival.

Correctly calls out one of 6 rhythms (asystole, PEA, ventricular fibrillation, pulseless VT,

fast rhythm with pulse, or slow rhythm with pulse)

Continues CPR immediately after analyzing rhythm

Defibrillates quickly, safely, and independently (using correct clear process).

OR

Follows orders to cardiovert/pace correctly

OR

No electrical intervention needed

Medication Administration 1 = Met

0 = Not MetCorrectly follows orders to administer medication(s)

Follows medications with correct volume of saline flush

Calls out medication given so that the entire team can hear

Raises IV arm during 1 cycle of compressions immediately after medication given if

compressions are being done.

Secondary Survey 1 = Met

0 = Not Met

Accurately assesses LOC, breathing, and cardiac rhythm after intervention(s)

Accurately obtains vital signs and oxygen saturation after intervention(s)

Total Points Possible =

Total Points Earned =

Score = %

Role: Name

Team Leader (faculty member):

Charge Nurse (with scenario checklist to evaluate team):

Reporting/Documenting Nurse:

Medication Nurse:

Electrical Intervention Nurse:

Respiratory Therapist (oxygen, airway, CPR):

Nursing Assistant (CPR):

Significant Other (with microphone for prompting):

Comments




O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s


Page 15

Fall I 2014

QSEN COMPENTENCIES

(for students assigned to attend simulation)

BEHAVIORAL OBJECTIVES STRENGTHSAREAS FOR

IMPROVEMENT

FINAL GRADRATING SCAL(CIRCLE ONE

A. Patient Centered Care: Recognize the patient or designee as the

source of control and full partner in providing compassionate and

coordinated care based on respect for patient's preferences, values,

and needs.

Met/Not Met

B. Teamwork / Collaboration: Functions effectively within nursing and

inter-professional teams, fostering open communication, mutual

respect, and shared decision-making to achieve outcomes.

Met/Not Met

C. Evidence-Based Practice: Integrates best current evidence with

clinical expertise and patient / family preference and values for

delivery of optimal health care.

Met/Not Met

D. Quality Improvement: Uses data to monitor the outcomes of care

processes and improvement methods to design, and tests changes to

continuously improve the quality and safety of health care systems.

Met/Not Met

E. Safety: Minimizes risk of harm to patients and providers through

both system effectiveness and individual performance.

Met/Not Met

F. Informatics: Used information technology (IT) to communication,

manage knowledge, mitigate error, and support decision making.

Met/Not Met






Page 16

Fall I 2014

CLINICAL EXPERIENCE OPPORTUNITIES

Integration of Nursing Practice

Integration of Nursing Practice is the capstone clinical course offering students the opportunity to participate in acute and non-acute

clinical experiences in one of 3 tracks. Students may request a preference but the final track assignment and placement cannot be

guaranteedbecause of various external factors such as site availability and hosting site requirements. Each track will offer the

learning environment necessary for students to meet course learning outcomes as demonstrated via the course evaluation methods.

Track IAcute Care Clinical Experience: Pairs students with nurses in Medical-Surgical, Critical Care, or other units for 60 clinical hours.

Students will work with several different nurses throughout the rotation and participate in the care of a full load of patients each

day. Students will attend these sessions in groups on a set schedule. A clinical faculty member will be on-site while students are in

the clinical setting.

Track II

Community Preceptorship: Places students in a community setting such as a School, Outpatient Ambulatory Clinic, or Public Health

Agency for 60 hours under the 1 on 1 direct supervision of an agency designated Preceptor who is a Registered Nurse. Students will

work with their preceptors to create their term schedules. An assigned clinical faculty member will be available to the students

remotely during the times they are with their preceptors.

Track III

Acute Care Preceptorship: Places students in a specialty acute care setting (i.e. Emergency Room, Perioperative Area, or Medical-Surgical, Critical Care, Mental Health, Pediatric, or Maternal Newborn Unit) for 60 hours under the 1 on 1 direct supervision of an

agency designated Preceptor who is a Registered Nurse. Students will work with their preceptors to create their term schedules. An

assigned clinical faculty member will be available to the students remotely during the times they are with their preceptors.






Page 17

Fall I 2014

DAILY CLINICAL REPORT


Student: Date:

Preceptor or Faculty Name: Signature:

Facility: Unit: # of Patients:

Clinical Day (Circle one): 1 2 3 4 5 Time in: Time out: Total hours completed:Instructions:

A. The student must identify daily objectives and review them with the preceptor or clinical faculty member each day. (Refer to the Final

Practicum Evaluation form for the types of items that can be included in each category.)

B. The student must outline activities he/she participated in each day, with an emphasis on meeting objectives. (Be specific.)

C. The student must ask the preceptor to provide written feedback about progress toward goals and overall performance.

D. In the note section, the student should discuss any objectives not met and reflect on the clinical learning experience.

E. The student must submit the completed report to the faculty member within 24 hours after the clinical experience.

DAILY OBJECTIVES ACTIVITIES PRECEPTOR/FACULTY

FEEDBACK

OUTCOME

Leadership/Professionalism: Met

Not Met

Critical Thinking: Met

Not Met






Page 18

Fall I 2014

DAILY OBJECTIVES ACTIVITIES PRECEPTOR/FACULTY

FEEDBACK

OUTCOME

Communication: Met

Not Met

Notes: (Minimum 200 words)






Page 19

Fall I 2014

DAILY CLINICAL REPORT RUBRIC


NAME: ___________________________________________ DATE: _ CLINICAL DAY: 1 2 3 4 5 (Circle)

CLINICAL SITE: _____________________________________________ PRECEPTOR/FACULTY: ____________________________

Criteria 4 3 2 1-0 S

1.

Student/UnitInformation

Student and Facility

information is completed with

accurate information


information is somewhat

completed with one missing

data



completed with two missing

data



completed with more than two

missing data

2. Leadership

Objectives

Must have four (4) Leadership

objectives which are written in

complete sentences with

emphasis on but not limited to

patient management;

Assessments; professionalism

and taking initiatives

Must have three (3)

Leadership objectives which are

written in complete sentences

with emphasis on but not

limited to patient management;

professionalism and taking

initiatives

Must have two (2) Leadership




patient management;


initiatives

Must have one (1) Leadership




patient management;


initiatives

3. Critical Thinking

Objectives

Must have four (4) Critical

Thinking objectives which are


with emphasis on but not limited

to prioritization, performing

critical interventions; monitoringpatient findings; diagnosing; and

performing follow ups.

Must have three (3) Critical




limited to prioritization,

performing criticalinterventions; monitoring

patient findings; diagnosing; and


Must have two (2) Critical








Must have one (1) Critical








4. Communication

Objectives

Must have four (4)

communication objectives which

are written in complete

sentences with emphasis on but

not limited to reporting;

delegating, collaborating; giving

patient and or family education.

Must have three (3)

communication objectives

which are written in complete





Must have two (2)







Must have one (1)












Page 20

Fall I 2014

COMMENTS: ________________________

________________________

FACULTY SIGNATURE: __________________________________________________________________________ DATE: ________________

Criteria 4 3 2 1-0 S

5. Activities Activities are written

specifically to demonstrate

tasks/duties performed in clinical

Activities are written

specifically to support objectives

identified, but does not give

specific tasks or duties

completed

Activities are written

somewhat related to but not

specific to the objectives

identified

Activities are not written

specifically to support objectives

that are identified.

6. Preceptor/

Faculty

Feedback

Complete preceptor or faculty

feedback for each of the

identified objectives.

Somewhat complete

preceptor or faculty feedback

for each of the identified

objectives with one missing

component.

Somewhat complete



objectives with two (2) missing

component.

Somewhat complete



objectives with three (3) missing

component.

7. Outcome Met or not met must be noted

with complete list of what

activities are accomplished and

modifications to accomplish

objectives which are not met.

Met or not met must be noted

with somewhat complete list of

activities accomplished and


objectives which are not met.

Met or not met must be noted

without minimal list of activities

done or modifications to

accomplish objectives which are

not met.

Met or not met noted list of

activities accomplished nor


objectives which are not met

8. Journal Notes Journal is written in complete

sentences with a minimum of

four hundred words

Journal is written in complete


three hundred words

Journal is written in complete


two hundred words

Journal is not written in

complete sentences with less

than two hundred words.

9. Journal

Reflection

Journal must be written as a

complete recount of what

student experienced in clinical for

12 hours with at least four (4)

highlights of his or her

experience.



student experienced in clinical

for 12 hours with at least three

(3) highlights of his or her

experience.




for 12 hours with at least two

(2) highlights of his or her

experience.




for 12 hours with at least one (1)

highlights of his or her

experience.

TOTAL: /3






Page 21

Fall I 2014

FINAL PRACTICUM EVALUATON


NAME: __________________________________________________________________________________ DATE:_____________________________

PRECEPTOR NAME/SIGNATURE: ______________________________________________________________ UNIT: ____________________________

FACULTY SIGNATURE: _______________________________________________________________________ DATE: ___________________________

Instructions:

This form is used by the preceptor and/or faculty member to summarize the performance of the student at the end of the clinical experience and to

provide direction for further development. Please check that box next to each statement that most accurately reflects the students overall

performance. Failure to consistently demonstrate any of the criteria with an asterisk (*) may result course failure.

Objectives Consistentlydone with noor minimalprompting

(1)

Inconsistenperformanc

and/or needrepeated

prompting (

Leadership & Professionalism

1. Represents West Coast University and the profession of nursing well by maintaining professional appearance

and demeanor at all times. Wears the appropriate West Coast University uniform and ID badge in the clinical

setting.

2. *Performs within ethical, legal, and regulatory nursing practice guidelines, including patient/client

confidentiality, at all times.

3. Acts as a patient advocate by ensuring that the patient/client receives holistic care that includes attention tohis/her individual biological, psychological, social, and spiritual needs, preferences, and goals.

4. Uses effective organizational strategies to maintain efficiency and to ensure that care is provided on time.

5. *Maintains a focus on safety, and adequately reports and addresses any safety concerns that arise.

Comments:






Page 22

Fall I 2014

Objectives Consistentlydone with noor minimalprompting

(1)

Inconsistenperformanc

and/or needrepeated

prompting (

Critical Thinking

6. *Recognizes changes in patient/client status, and reports complete and accurate information to the

appropriate health care providers in an appropriate timeframe.

7. Makes decisions about carrying out orders for medications, tests, and treatments based on patient assessment

findings and knowledge of such topics as pharmacology, lab values, and facility specific protocols.

8. *Performs evidence based, therapeutic nursing interventions safely in accordance with standard of care and

based on individual patient/client needs.

9. Identifies potential complications and takes steps to prevent them.

10. Identifies and meets patient/client and significant other learning needs using appropriate principles of patient

education.

Comments:

Communication

11. Upon receiving report, is able to verbalize a complete and correct understanding of the patients/clients

problems, level of priority, care needs, and goals of care.

12. *Keeps Registered Nurse updated on any changes in patient/client status, new orders, or changes in the plan

of care throughout the shift.

13. Initiates communication with patients/clients primary care providers regarding patient care needs and

correctly processes orders (reading back telephone orders, accurately entering/transcribing orders, submitting

paperwork to other departments, etc.).

14. *Documents findings, interventions and outcomes accurately, legibly, using appropriately

terminology/abbreviations and in accordance with facility standards.

15. Prepares and gives end of shift report (with preceptors input) that includes each patients/clients problems,

level of priority, care needs, and goals of care.

Comments:






Page 23

Fall I 2014






Page 24

Fall I 2014






Page 25

Fall I 2014

CONCEPT MAP RUBRIC


NAME: COURSE: ________ DATE: ___________ ________

PATIENT INITIALS: PATIENT DISEASE/DISORDER:_____________________

Criteria 4 3 2 1-0

1.Pathopysiology for

admitting diagnosis,S/S, Diagnostic test

and proposed

treatment

Pathophysiology is

explained in completedetail with accurate and in-

depth understanding of

chief complaint and

presenting signs/symptoms

supported by diagnostic

test and proposed

treatment plan; APA

references.

Pathophysiology is explained

in some detail with someunderstanding of chief

complaint and presenting

signs/symptoms somewhat


test and understanding to

proposed treatment plan;

with references.

Pathophysiology is

explained vaguely withmarginal

Understanding of chief


signs/symptoms vaguely


tests and vague

understanding to

proposed treatment

plan; no references cited.

Pathophysiology details

limited with poorunderstanding of chief


signs/symptoms does not

support medical

diagnosis,

Not supported by diagnostic

test and with no

proposed treatment

plan, no references cited.

2. History of other

health problems,

hospitalizations and

surgeries

Complete details given of

other health problems with

full understanding in

relation to present health

problem explanation and

provides detailed history ofprevious hospitalizations

and surgeries.

Some details given of other

health problems with

partial explanation in

relation to present health

problem with some history

provided for clientsprevious hospitalization

and surgeries.

Vague details given of

other health problems

with minimal explanation

in relation to present

health problem and

previous hospitalizationand any surgeries

No details given of other

health problems, without

explanation in relation to

present health problem

With no history provided for

previous hospitalizationand surgeries

3. Family, Culture

and Ethnic

background

Complete information

provided about client

family, provides cultural

point of view in illness and

wellness and connects

Ethnicity to health

problems, APA references

Some information provided

about client family and

cultural point of view in

illness and wellness,

somewhat connects

Ethnicity to health

problems, with references

Vague information

provided about client

family and cultural point

of view in illness and

wellness, vaguely

connects Ethnicity to

health problems, no

references cited

No information provided

about client family and

cultural point of view in

illness and wellness,

establishes no connect to

Ethnicity and the health

problems, no APA

references






Page 26

Fall I 2014

Criteria 4 3 2 1-0

4. Discharge Planning Complete information

provided about discharge

planning


about discharge planning

Vague about the

information on discharge

planning


on discharge planning

5. Identify

complications

occurred with

present medical

diagnosis using

priority assessmentsspecific to patients

status

Complete information

provided with present

medical diagnoses using

priority assessment specific

to patients status. Example

stroke patient with priorityassessment can identify

paralysis as a complication

or inability to swallow


with present medical

diagnoses using priority

assessment specific to

patients status

Vague information

provided with present

medical diagnosis using

priority assessment

specific to patients

status


with present medical

diagnosis using priority

assessment specific to

patients status

6. Use clinical &

psychosocial

assessment data to

validate selection of

nursing diagnoses

Completely able to provide

rationale for chosen

nursing diagnosis using

clinical and psychosocial

assessment data

Somewhat able to provide




assessment data

Vague in providing




assessment data

Not able to provide




assessment data

7. Priority NANDA

Nursing Diagnosis 1

at risk and 2 actual

TWO(2) Actual nursing

diagnoses written correctly

per NANDA format with

proper R/T and Evidence

for actual Nursing diagnosis

and R/T for at risk Nursing

diagnosis

Written correctly without

sufficient data to support

diagnosis

Written incorrectly with

sufficient data to support

diagnosis

Written incorrectly

without sufficient data to

support diagnosis

8.Planning/Goals&

Evaluation

Goal is measureable,

realistic, related to the

problem

Goal is not measureable,

realistic, related to the

problem


not realistic, related to

the problem


not realistic, not related

to the problem

9. Data Provided for

Evaluation

Data supports if goal is met,

not met with appropriate

revisions

Data somewhat supports if

goal is met, not met with

appropriate revisions

Data vaguely supports if


inappropriate revisions

Data does not support if


inappropriate revisions

10. Medications

(Attach MAR)

Lists all MAR medications

with relevant side effects

and nursing considerations

specific to patient and

Lists all MAR medications

but does not include

relevant side effects and

nursing considerations

Lists most of the MAR

medications with

relevant side effects and

nursing considerations

Lists some MAR

medications but does not

include relevant side

effects and nursing






Page 27

Fall I 2014

COMMENTS: ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

FACULTY SIGNATURE: __________________________________________________________________________ DATE: _______________

reasons why patient is

receiving drug.

specific to patient and why

patient is receiving drug.

specific to patient and

why patient is receiving

drug.

considerations specific to

patient.

11. General

Organization

(Attach Reference

Page)

Accurate APA format,

Appropriate citations

&references, No spelling

or grammar errors

One (1) to two (2) APA

format errors, Some

citations, references are

appropriate, Minimal

spelling or grammar errors

Many APA format errors,

Inappropriate citations

or references, Many

spelling or grammar

errors

No APA formatting, No

citations or references

included, many spelling

or grammar errors

TOTAL: /44= %






Page 28

Fall I 2014

Section B: Course Outline Weekly Class objectivesreflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning

outcomes as identified in Section A.

Content outline provides the student with a course roadmap. Which topics are intended to be covered each week?

Specific course activities outline the teaching strategies used

Student assignments identify the learning and assessment requirements that students are to fulfill throughout the duration of the course.

Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments

Week1 Complete all MANDATORY on campus

and clinical orientation activities and

validations.

Course Orientation

Specific Clinical Site

Requirements

Syllabus Review

Medication Math Exam

Skills Practice and Validation

Review Medication Math

Review ATI Skills Modules

Weeks 2-8 Determine individualized daily clinical

objectives within the 3 objective

categories.

Complete activities to meet daily clinical

objectives.

Function in the clinical setting to meet

Final Practicum Evaluation objectives.

Clinical Experience Attend 60 hours of time in

the Clinical Setting with

satisfactory performance

Attend Simulation

Complete Skills Validation prior

scheduled simulation day

Complete Concept Map as assig

Complete Daily Clinical Reports

submit to DropBoxTM

within 24

hours of the end of each clinica

Week 9 Submit completed Practicum

Evaluation as assigned

Submit completed Student

Evaluation of the Clinical Exper





Revision Date: August 4, 2014

Page 29

Summer I 2014

STUDENT EVALUATION OF THE CLINICAL EXPERIENCE


Preceptor: ________________________________________ Term: ___________________________

Facility: ___________________________________________ Unit/Dept.: _____________________

INSTRUCTIONS: Please choose one number which best describes your experience:

Rating Scales: 4- Strongly Agree 3- Agree 2- Disagree 1-Strongly DisagreeThe facility environment was appropriate to your learning needs:

1. Orientation to clinical site was sufficient for me to begin my rotation 4 3 2 1

2. I consistently had the opportunity to care for a full load of patients 4 3 2 1

3. The type & variety of patients/clients was conducive to learning 4 3 2 1

4. Supply & equipment availability was consistent with quality care 4 3 2 1

5. Unit resources were adequate to support learning 4 3 2 1

The preceptor facilitated learning:

1. Knowledgeable 4 3 2 1

2. Role Modeled Professionalism 4 3 2 13. Encouraging 4 3 2 1

4. Available to Assist 4 3 2 1

5. Fostered independence 4 3 2 1

6. Clearly Communicated Feedback 4 3 2 1

The program is appropriate in meeting your learning needs:

1. The amount of clinical hours was appropriate 4 3 2 1

2. The clinical objectives were met 4 3 2 1

3. The experience benefited my learning 4 3 2 1

4. The overall experience was positive 4 3 2 1

Additional suggestions or comments regarding your clinical experience for both the student and the programdevelopment:

Thank you for your feedback! CONGRATULATIONS you have completed N491 course.

wcu nurs 491l - integration of nursing practice - 2014fall_i - 8-4-14

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