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College of Nursing
Course Name:
Course Number:
Expanding and
Developing Family
and Community
Practicum
NURS 216L
Academic Program:
Campus: Los Angeles
Instructor’s Name
Section A:
Elizabeth Hartman MSN, RNC-OB
Allan J. V. Cresencia, MSN, CPN, RN
I. Instructor’s Contact Information, Course Pre and Co-Requisites
Phone Number:
E-mail:
Office location:
Office hours:
Course Prerequisites
Course Co requisites
[email protected]
[email protected]
Faculty Room 120
Ms. Hartman: Weds 12-2pm; Fri 12-1 pm; and by appt.
Mr. Cresencia: After lecture class and by appt.
NURS 201, 211L and 205 or the equivalent
NURS 206
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.
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.
College of Nursing
Philosophy
The philosophy of the College of Nursing is the education of nurses who
become lifelong learners and critical thinkers. The philosophy reflects
beliefs that education is a continuous process, occurring in phases
throughout an individual’s lifetime
Program Learning
1.
Synthesize knowledge derived from liberal arts and sciences with a
College of Nursing
Outcomes
2.
3.
4.
5.
6.
7.
8.
9.
10.
Term:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Class Credit Hours
Class Credit Length
Class Required Texts,
Learning Resources
conceptual framework as a basis for professional nursing practice.
Utilize nursing process in health promotion, restoration, and disease
and illness prevention.
Apply evidence-based practice in providing therapeutic nursing
interventions for patients and families in a wide variety of health
care, and community setting.
Apply critical thinking skills in providing culturally sensitive and
developmentally appropriate nursing care to patients who are
experiencing simple and/or complex health problems in a variety of
settings.
Provide health care education to individuals, families, and
aggregates.
Develop measurable goals that demonstrate the willingness to
become a life-long learner in building expertise as a member of the
nursing profession.
Utilize effective communication to interact with patients, families,
and the interdisciplinary health team.
Assume responsibility for the delegation and supervision of the
delivery of nursing care to subordinates based on the subordinate’s
legal scope of practice and ability.
Demonstrate application of the AACN 9 Essentials.
Be eligible to apply for the registered nursing licensing examination
in order to be employed as a registered nurse in a variety of health
care settings.
III. Course Information
April-June 2011
April 13 to June 15, 2011
As arranged
Assigned Clinical Setting
3 semester credits/15 contact hours per week /135 hours per term
4.5 weeks in Pediatrics and 4.5 weeks in Maternity.
15 hours experience in the Community setting. 7.5 hours for maternity
related and 7.5 hours for pediatric related community experience.
9 weeks
Ward, Susan & Hisley,S. Maternal-Child Nursing Care: Optimizing
Outcomes for Mothers, Children, and Families. Philadelphia: F.A.
Davis
Ward, Susan & Hisley,S. Clinical Pocket Companion for Maternal
Child Nursing [Paperback]. Philadelphia: F.A. Davis
Class Required Texts,
Learning Resources
(continued)
Boyde, D., Hinds, M., Hyland, J. Hyland & Saccoman, (2008) Evolove reach
comprehensive review for the NCLEX-RN examination (2nd ed.) St.
Louis, MO: Mosby Elseview
College of Nursing
Assessment Technology Institute Inc. Content Mastery Series: Maternal
Newborn Nursing Review Module. Overland Park KS
www.atitesting.com
Class Recommended
Texts, Learning
Resources
Houghton, P., Houghton, T. (2007) APA, the Easy Way. Point Huron, MI:
Baker College.
Taketomo, C., Hodding, J., Krause, D., (2009) Pediatric Dosage Handbook, 16th
Ed., Hudson, Ohio: Lexi-Comp
Course Catalog
Description
This course focuses on nursing concepts in the therapeutic care of women,
mothers, infants, children, adolescents and their families. Included are
Gordon’s conceptual framework, major health promotion and disease
prevention, nursing process, therapeutic communication, evidenced based
practice, teaching/learning principles and role development in the area of
women, infants and children, and families.
Course Learning
Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
Teaching Strategies
Demonstrate a specialized knowledge in health assessment and
wellness promotion for women and children using Gordon’s
conceptual framework.
Integrate nursing process and therapeutic communication skills in
obtaining health history and nursing assessment of the health status
of newborn infants and female clients.
Establish appropriate nursing diagnoses utilizing the nursing process.
Utilize the nursing process in conjunction with Gordon’s Functional
Health Patterns in applying therapeutic care to obstetrical and
pediatric clients.
Evaluate a teaching plan based on Gordon’s conceptual framework for
clients and their families.
Implement evidenced based practice using pharmacological,
physiological and behavioral sciences in evaluating therapeutic care to
clients and families in a variety of settings.
Provide advocacy for women and children in the
leadership/management role.
Evaluate one’s own practice in relation to established standards of
care.
Evaluate the resources in the community that enhance maintenance
of health and prevention of illness for childbearing women and
children.
Supervised practice in acute, inpatient settings, pre and post conferences
and seminars with the use of learning exercises, group discussions, debates,
and sharing of experiences and an emphasis on case study applications.
College of Nursing
Community practicum experience related to obstetrics or pediatrics is also a
part of this course.
Formative Assessment of
Student Learning:

Will not count more than
80% of final grade
Summative Assessment
of Student Learning:

Will not count more than
30% of final grade
Participation:

Student Participation will
not account for more than
10% of the final grade.
IV. Evaluation Methods, Grading
Formative Assessment
Assignment/Assessment Activity
Clinical Performance
Teaching Plan Project
Patient Teaching
Med. Math Exam (pass with 85%)
Care Plan
Community Experience
Summative Assessment:
Clinical Performance
Due Date
Weeks 5, 9
Week 9
Points
46
5
4
5
5
5
30
50% OF THE GRADE IS FOR THE PEDIATRIC EXPERIENCE AND PERFORMANCE
AND 50% FOR THE MATERNITY EXPERIENCE
V. Policies and Procedures
West Coast
University Grading
Scale (reflective of
final course grade.
See associated
policy in Catalog)
West Coast
University
Attendance Policy
Grade
Points
A
4
WCU Numerical
Scale
for non program
specific courses
90-100
B
3
80-89
84-90
C
2
70-79
76-83
D
1
60-69
64-75
F
0
59 and below
63 and below
TC
N/A
Transfer Credit
Transfer Credit
W
N/A
Withdrawal
Withdrawal
I
N/A
Incomplete
Incomplete
CR
N/A
Credit
Credit granted for 75% or higher
on a challenge exam or Credit
awarded for NURS 199
Nursing and Dental Hygiene
Specific Numerical Score
91-100
Satisfactory attendance in courses is a requirement of the university and linked
with student success. The percentage of attendance is calculated on the basis of
the clock hours identified and varies by the type of course or major. For
example, 30% of a three credit lecture course is 13.5 hours. Absences in excess
College of Nursing
of 30% of any course will result in a grade of “F” and the student will be required
to repeat the course. Nursing students may not be absent for more than 20% of
a NURS lab or clinical course identified as “L”. Dental hygiene students may not
be absent for more than 20% of any DHYG course whether theory or clinical.
If any student is absent from the University for more than 14 consecutive
calendar days, excluding holidays, and no contact has been made during that
period, the student will be withdrawn from the University.
Students must provide the Academic Dean or Dean of Nursing with written
documentation verifying the required military leave and length of time
requested.
Course Completion
Requirements
Students are expected to participate in class. Participation includes being
present in the class, participation in discussions, and active engagement in the
lecture/learning activities.
Students must achieve a passing grade of C or better, submit all required
assignments, complete all required quizzes and examinations, and meet the
standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes
may include previously covered content and/or content to be covered during the
current day’s class session.
Unless designated as a group project by the instructor, all student papers and
assignments must be completed by the individual student and represent the
student’s own original work. Group projects are designated as such so that all
other assignments are individual assignments and are to be completed by the
student and NOT as a group assignment.
Each student is responsible for his or her own learning which includes all aspects
of the work required for a class. In order to maintain security and confidentiality,
student assignments must be submitted directly to the instructor via the
method(s) approved by the instructor. Do not fax papers to the campus. Do not
e-mail papers to instructors without written permission from the instructor.
West Coast
University Make-up
Work Policy
In order to meet course outcomes 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. Hours of make-up
work cannot be accepted as hours of class attendance.
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 student’s 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
College of Nursing
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 nursing or dental hygiene 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). Lack of preparation at the scheduled
exam time is not an acceptable excuse for not taking an examination or quiz.
Classroom Policies




Academic Integrity
Policy
Students are expected to dress professionally during class time, as they
will in their future roles and positions.
No children are allowed in class or unattended on campus.
Personal use of cell phones, Blackberries or any other electronic devises
in the classroom during class time is not permitted. Unauthorized use
may lead to faculty member confiscation of the device for the remainder
of the class. Consistent breaches of this policy will be addressed by the
University as a student conduct issue.
Behavior that persistently or grossly interferes with classroom activities
is considered disruptive behavior and may be subject to disciplinary
action. Such behavior inhibits other students' abilities to learn and the
instructor’s abilities to teach. A student responsible for disruptive
behavior may be required to leave class pending discussion and
resolution of the problem. Consistent breaches of this policy will be
addressed as a student conduct issue.
Academic honesty, integrity, and ethics are required of all members of the West
Coast University community. Students are expected to conduct themselves in a
manner reflecting the ideals, values, and educational aims of the University at all
times. Academic integrity and honorable behavior are essential parts of the
professionalism that will be required well beyond graduation from WCU. They
are the foundation for ethical behavior in the workplace.
A student who acts in an unethical or unprofessional manner on an assignment
will receive a grade of zero for that assignment. A second incident of unethical
or unprofessional behavior may result in administrative termination from the
university.
In its commitment to academic honesty and accurate assessment of student
work, West Coast University uses a plagiarism-detection web-service to help
prevent plagiarism. Consequently, instructors reserve the right to submit student
assignments to the website to check for similarities between student
submissions and the internet, various research databases, and the web-site’s
database of previous student submissions.
Students may be required to electronically submit their work to the instructor or
to the website, and by taking WCU courses, students agree that all assignments
are subject to plagiarism detection processes and Academic Honesty policies.
Assignments submitted to the website by the student or instructor will become
College of Nursing
part of the service’s database and will be used for plagiarism prevention and
detection. Student papers, however, will remain the intellectual property of the
authors.
Any submitted papers that are not the student’s original work will be considered
plagiarism, in violation of the Academic Honor Code.
For clarification of
plagiarism, please refer to the WCU Catalog, Dean or Instructor.
Academic
Dishonesty
The University considers plagiarism and falsification of documents, including
documents submitted to the University for other than academic work, a serious
matter that may result in a failure in the class or dismissal from the program. All
student work is to be submitted to faculty and represent the student’s original
work. All students are required to follow the American Psychological Association
(APA) writing guidelines. All sources used as references must be properly
identified
Students who violate university standards of academic integrity are subject to
disciplinary sanctions, including failure in the course and suspension from the
university. Since dishonesty in any form harms the individual, other students
and the university, policies on academic integrity will be strictly enforced.
Familiarize yourself with the Academic Integrity guidelines and the Academic
Honor Code in WCU catalog and program handbooks.
Testing and
Examination Policy
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers, hats or backpacks can be taken into the
examination area.
In specific courses the faculty may have additional
requirements. Talking during testing or sharing of information regarding the test
questions is not allowed.
Once the exam results are available, students will be offered a test review. No
written or oral notes or any other forms of copying can be engaged when a
student reviews his or her exam. Students who are so interested will only be
allowed to do so prior to the next examination or the end of the current term of
instruction. The full West Coast University Testing Policy is found in the
University Catalog.
Reasonable
Accommodations
Any student requesting accommodations based on a verified disability is required
to register with the Director of Student Services each semester. A letter or clinical
evaluation form from a learning specialist showing proof of a learning disability and
what accommodations are required to assist the student, is required to be on file
with the Director of Student Services. A letter of verification for approved
accommodations can be obtained from that office. Please be sure the letter is
delivered to your instructors at the beginning of each term so they may
appropriately assist you.
Changes to the
Course Schedule
Any changes to the course schedule as outlined in this syllabus will be thoroughly
discussed with students attending the class prior to implementation.
College of Nursing
Additional Program
or Accreditation
Requirements
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 216L Expanding and Developing Family and
Community Practicum include the following:
Essential III, Scholarship for Evidence-based Practice
 Outcome 2 – Demonstrate an understanding of the basic elements of
the research process and models for applying evidence to clinical
practice.
o Case study – patient teaching.
Essential VII, Clinical Prevention and Population Health
 Outcome 12 – Advocate for social justice, including a commitment to the
health of vulnerable populations and the elimination of health
disparities.
o Provide advocacy for women and children
Essential IX, Baccalaureate Generalist Nursing Practice
 Outcome 7 – Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and
health literacy considerations to foster patient engagement in their care.
o Clinical practicum – nursing process, therapeutic communication,
teaching / learning principles and role development.
o Teaching project report.
CLINICAL EVALUATION:
Clinical performance will be evaluated at week 4-6 and at the end of the term using
the clinical evaluation tool. Please complete your self-evaluation at the end of each
day and consult with instructor with any questions or concerns you may have
regarding your performance or clinical opportunities.
The clinical evaluation is kept as a permanent record in the student file. The
total time spent by the student in achieving the clinical course objectives is
included in the clinical evaluation.
CLINICAL PREPARATION:
Preparation for your clinical assignment is required for all clinical days. Because
each clinical setting has different requirements and options for acute care,
outpatient and community experiences, clinical faculty will direct the student’s
assignment to different clinical or community experiences.
Additional Program
or Accreditation
CLINICAL ATTENDANCE:
The student is accountable for demonstrating all behavioral objectives of the
College of Nursing
Requirements
(continued)
course. Clinical 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.
Tardiness is counted towards the total minutes required for class attendance. A
maximum of 20% of total class minutes of absence is permitted. All absences
can potentially affect a student's ability to successfully complete the course
objectives and consequently their grades and ability to pass the course. If
absences due to illness are ongoing, and the student is therefore unable to
complete the clinical objectives, the student will be advised to withdraw from
the course.
CLINICAL COURSE COMPLETION:
Based on California Board of Registered Nursing requirements each clinical
nursing practicum class must be taken simultaneously with each theory class of
that subject. Clinical practicum classes are important in order to learn how to
apply nursing theory learned to the actual practice of nursing. The student’s
ability to apply that knowledge is evaluated by using the clinical evaluation tool
designed to meet the conceptual needs of the curriculum and the syllabus for
that class. The tool is graded by the clinical instructor on a day-by-day basis.
Faculty will provide feedback, if not daily, than at least three times during the
term of the class at about week 4, 7 and 9.
In addition, each time a nursing skill is learned it must be performed in the skills
lab under supervision first and 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 booklet. This booklet 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 of this booklet in a safe
place. The information in this booklet is part of the grading for the class and
without this booklet; there is no verification that a skill has been successfully
completed. Therefore, it is crucial the student keep this booklet 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, medication tests,
pre or post conference presentations, concept mapping of nursing care, nursing
care plans, and quizzes. All students must pass with a 76% and evaluated by the
clinical instructor to be a safe practitioner, to be eligible to move forward in the
nursing curriculum.
Additional Program
or Accreditation
Requirements
(continued)
Case Studies will be assigned throughout the course either from the EVOLVE
website or from the instructor.
MEDICATION EXAMINATION:
College of Nursing
The medication math examination will be given in each of the clinical classes
throughout the nursing program. In each class, it is required that the students
pass the medication math test for that practicum before they can pass
medications. The purpose of the medication math examination if for nursing
students to demonstrate knowledge and safety with medications, dosages, and
calculation. Students must pass with an 85% or higher in order to administer
medications in the clinical site.
If the student does not achieve the required 85% on the first attempt they may
not pass medications. A second or third attempt will be offered but the grade on
the first exam is what is used in the grade calculation. Failure to pass the math
examination prevents the student from meeting the clinical objectives resulting
in not passing course.
If the student does not pass this medication examination, they are considered
unsafe and therefore fail the clinical class and must drop it and the
corresponding theory class. Because the body of nursing knowledge builds from
one class to the next and the practicum is based on knowing the corresponding
theory, the student must successfully pass this class before they can move on to
the next nursing course. The Board of Registered Nursing requires that the
practicum be taken at the same time as the corresponding theory class, i.e.
during the same term, as the theory course is given. If the student fails any
course, they are given one opportunity to retake it and if they fail the second
time, they are dropped from the program.
UNIFORMS:
Students are expected to wear a clean pressed school uniform, clean white
shoes, a watch with a second hand, their school ID badge and whatever other
identification the hospital requires. In community experience they wear the
community oxford shirt with their blue blazer and the 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. Due to infection control, do not eat in patient care
areas.
College of Nursing
Community Experience Documentation
Name of student _____________________________________________
Name of facility ____________________________________________
Address _____________________________________________________
Phone number ____(_____)_____________________
# of hours performed ________________________
Contact person (print name) _________________________________
Title________________________________________________________
Contact phone number (if different from facility number) __(______)___________________
I verify that the above named student has performed _______ hours of community experience
observation at this facility.
Contact person signature ______________________________________
NURS 216L: Expanding and Developing Family and Community Practicum
COMMUNITY EXPERIENCE RUBRIC
NAME: ____________________________________
DATE: ______
COMMUNITY SITE: __________________________________________ COURSE: ________
CRITERIA
Name and
purpose of
organization
10
Gives name,
address of the
organization;
clearly
describes the
purpose of the
organization.
8
Provides the
name of the
organization
with a brief
purpose of the
organization
Population
served
a. Type of
clients served
b. Type of
health care
concerns
Professional
services
available in
this setting
Shows an
excellent
understanding
of the
population
served at this
organization.
Identifies all
the
professional
services
available in this
setting
Presents a
satisfactory
understanding
of the
population
served at this
organization
Identifies some
of the
professional
services
available at
this setting.
CRITERIA
Geographical/
environmental
issues
a. Describe the
facility
b. Describe the
physical layout
c. Address
accessibility for
clients
d. Address
transportation
issues
15
Insightful,
mature
analysis and
understanding
of the
geographical
and
environmental
issues of the
organization.
All four issues
are thoroughly
discussed.
12
All four
geographical
and
environmental
issues of the
organization
are adequately
discussed.
6
Gives the name
of organization
and no more
than two
sentences
describing the
purpose of the
organization.
Shows a
minimal
understanding
of the
population
served at this
organization.
Identifies a
minimal
number of
professional
services
available at
this setting.
9
Marginal
explanation of
the four issues
included in the
geographical
and
environmental
issues.
4
Inappropriately
brief discussion
of organization
name and
purpose
0
Did not identify
the name and
purpose of the
organization
Inappropriately Did not discuss
brief discussion the population
of population
served.
served.
Inappropriately
brief list of
professional
services
available.
Did not identify
any
professional
services.
6
Simplistic,
inappropriate
or incoherent
description of
the
geographical
and
environmental
issues
3
Lacks
appropriate
structure and
development;
did not address
the
geographical
and
environmental
issues
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
POINTS
POINTS
Page
12
Page 12
February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
CRITERIA
Social issues in
the lives of the
population
CRITERIA
Discuss how
the
organization
communicates
internally and
with the
community?
Describe the
activities
completed
during the
community
experience.
Explain with
rationale any
programs or
changes in the
community site
what would
better serve
this
population.
15
Insightful,
mature
analysis and
understanding
of the social
issues of the
population.
Discusses at
least five
issues.
10
Discussion
includes at
least five ways
the
organization
communicates
internally and
five ways the
organization
communicates
with the
community.
At least five
activities
thoroughly
discussed
during the
community
experience.
Explanation
provides
thorough
rationale with
at least five
changes that
would better
serve this
population.
12
Adequate
discussion of
the social
issues of the
population.
Discusses at
least four
issues.
9
Marginal
explanation of
the social
issues of the
population.
Discusses at
least three
issues.
8
Discussion
includes at
least four ways
the
organization
communicates
internally and
four ways the
organization
communicates
with the
community.
Four activities
somewhat
discussed
during the
community
experience.
6
Discussion
includes at
least three
ways the
organization
communicates
internally and
three ways the
organization
communicates
with the
community.
At least three
activities
minimally
discussed
during the
community
experience.
Explanation
provides
minimal
rationale with
at least three
changes that
would better
serve this
population.
Explanation
provides
adequate
rationale with
at least four
changes that
would better
serve this
population.
6
Simplistic,
inappropriate
or incoherent
description of
the social
issues.
4
Scant
discussion of
how
organization
communicates.
3
Lacks
appropriate
structure and
development;
did not address
social issues
POINTS
0
Did not discuss
how the
organization
communicates
POINTS
Discussions of
activities
minimal with
no thought.
Did not discuss
the activities
completed
during the
community
experience.
Scant rationale
provided to
identify
changes that
would better
serve this
population.
No rationale
provided for
program
changes; no
discussion as
to what would
better serve
the population
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
13
Page 13
February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
CRITERIA
Typewritten
using APA
manual
guidelines.
Correct spelling
and grammar.
10
Sophisticated
sentence
structure;
chose words
aptly; no
grammar or
spelling errors;
APA guidelines
implemented
throughout
paper
8
Sentences vary
effectively;
usually
chooses words
accurately; few
grammar or
spelling errors;
APA guidelines
adhered to
most of the
time
6
Usually
chooses words
of sufficient
precision,
control
sentences of
reasonable
variety;
minimal
grammar and
spelling errors;
APA format
most times not
followed
4
Monotonous
or fragmented
sentence
structure;
many repeated
errors in
grammar and
usage;
inappropriate
use of APA
manual
guidelines
2
Has pervasive
pattern in
errors in word
choice,
sentence
structure,
grammar, and
usage; not
typewritten in
APA format
POINTS
Total
COMMENTS:
STUDENT SIGNATURE:
DATE:
INSTRUCTOR SIGNATURE:
DATE:
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
14
Page 14
February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Teaching-Learning Project
The teaching-learning project is a BEGINNING level experience in formal patient education that provides
the student with the opportunity to apply teaching-learning theory in the clinical setting. Utilizing the
nursing process, the student will ASSESS the clients learning needs, DIAGNOSE the learning needs,
develop a teaching PLAN, IMPLEMENT the plan, and EVALUATE the teaching-learning process. This
project comprises 10% of the clinical grade. The final write-up should be 2-3 pages.
Requirements: The student will select a learner in the clinical setting (patient, family member,
significant other) and identify one health education problem or need through discussion, observation,
and/or consultation with nursing staff and instructor. The student will then assess the learner's ability
to learn, develop a nursing diagnosis (utilizing NANDA), develop two learning objectives and a 10-15
minute teaching plan, implement the plan with instructor present, and evaluate the project both
verbally with the instructor and in writing. The implementation of the teaching plan will be worth 10%.
Health education must be documented on the patient's chart.
The student must first receive approval for the topic from the clinical instructor prior to the teaching
project. A TYPED outline must be presented to the clinical instructor prior to the teaching project. A
TYPED evaluation of the teaching project is due to the clinical instructor one week after the teaching
experience. The evaluation should include strengths of the teaching by the student as well as areas
needing improvement.
Topics: (examples of learning needs)
-Knowledge deficit: breast-feeding and breast care
-Knowledge deficit: care of circumcised infant
-Knowledge deficit: post-op C/Section care
-Knowledge deficit: nutrition for pregnant women
Examples of behavioral objectives:
-The client will demonstrate correct breathing technique during the active phase of labor
-The client will describe five possible danger signs of pregnancy during a prenatal visit
-The client will verbalize rationale for proper nutrition during lactation
Teaching methods:
Lecture, demonstration and return demonstration.
Teaching aids:
Model, chart, poster, equipment, demonstration with another student, video, learning game, and
handouts.
Evaluation of patient learning: Return demonstration, verbalization, and post-test.
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Teaching-Learning Project Outline
1.
A TYPED plan & implementation are to be submitted to the clinical instructor during the teaching
experience.
2.
The GRADING RUBRIC follows this assignment and must be attached to written portion of
assignment. The assigned grade will be a combination of the written outline and the presentation.
3.
PLAN
a) Develop nursing diagnosis (NANDA)
b) Develop two (2) learning objectives
c) State methodology (teaching methods)
d) Provide and utilize teaching aids
e) State needed resources
4.
IMPLEMENTATION: Outline (step by step)
5.
EVALUATION OF CLIENT LEARNING
Evaluate your project describing the effectiveness of teaching methods and aids, learner’s
response, ability to meet objectives, and self-evaluation including what the student learned and
what the student would do differently in the future. A copy of the entire teaching plan with the
evaluation of client learning is to be submitted to your clinical instructor during the teaching
presentation. This write-up should be 2-3 pages, with the grading rubric attached.
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
TEACHING PRESENTATION RUBRIC
NAME: ___________________________________
PRESENTATION TOPIC: ___________________________
CRITERIA
Content
accuracy,
utilization of
current and
pertinent
information is
used
CRITERIA
Content has
logical
organization
CRITERIA
Content
appropriate
for time
allowed
Pertinent
references
and citations
40
Information is
complete,
accurate,
appropriate,
and
integrated
effectively.
DATE: ________________
COURSE: ______________
30
20
10
Information is Information is Information is
somewhat
scant, mostly
mostly
complete,
accurate, and
inaccurate,
accurate,
not
not complete,
appropriate
integrated
and not
and
effectively.
integrated
integrated
effectively.
effectively.
10
8
6
4
Content is
Organization
Organization
Organization
organized
of the content of the content of the content
logically with
is congruent;
is somewhat
is not
fluid
transitions
congruent
congruent
transitions to
are evident.
and
and
capture and
transitions
transitions
hold attention
are not
are never
throughout
always
evident.
the entire
evident.
presentation.
5
4
3
2
Presentation
Presentation
Presentation
Presentation
completed in completed no completed no completed no
the allotted
more than 1
more than 2
more than 3
time.
minute over
minutes over minutes over
allotted time. allotted time. allotted time.
Source
Source
Sources are
Source
materials are
material is
incorporated
material is
incorporated used logically
logically and inappropriatel
logically,
and
adequately;
y or unclearly
insightfully,
proficiently;
sources are
incorporated;
and elegantly;
sources are
documented documentatio
sources are
accurately
accurately for
n is
documented
documented the most part
infrequent
accurately
0
Information is
inaccurate,
inappropriate,
and no
integration is
evident.
POINTS
2
Content lacks
organization;
transitions are
abrupt and
distracting.
POINTS
1
Presentation
completed no
more than 4
minutes over
allotted time.
Source material
is never
incorporated or
incorporated
inappropriately
or unclearly;
documentation
is inaccurate
POINTS
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
CRITERIA
Method of
Delivery: Use
of visual aids
is appropriate
Method of
Delivery;
Handout/outli
ne
CRITERIA
Maintains eye
contact and
keeps the
audience
interested;
presents
information
without
reading
Keeps
audience
interested
and/or allows
opportunity
for
interaction
5
Creative,
original,
reflects the
purpose of
the
presentation.
Well written
with proper
grammar,
spelling, and
medical
terminology.
10
Eye contact is
effectively
established;
audience is
attentive;
does not refer
to written
notes
4
Creativity and
originality is
evident.
3
Creativity and
originality is
somewhat
evident.
2
Creativity and
originality is
slightly
evident.
1
Creativity and
originality is not
evident.
Mostly well
written with
minimal
grammatical
and spelling
errors.
8
Eye contact is
established;
most of the
audience is
attentive;
refers to
written notes
occasionally
Adequately
written with
minimal
grammatical
and spelling
errors.
6
Eye contact is
minimal;
most of
audience is
not attentive;
mainly refers
to written
notes
Not well
written with
many
grammatical
and spelling
errors.
4
Eye contact is
hardly
established;
audience is
not attentive;
must refer to
notes
constantly
Inappropriate,
sloppy, and
takes not pride
in the written
handout.
Language is
memorable
and usage is
felicitous;
tone is
appropriate;
interaction
with audience
takes place
Most
language is
memorable
and usage is
accurate;
tone is
appropriate;
some
interaction
with audience
takes place
Language is
not very
memorable;
language
usage is
usually
accurate;
tone is often
inappropriate
; minimal
interaction
Language is
not
memorable
and
inaccurate;
tone is
inappropriate
; no
interaction
with the
audience
2
No eye contact
is made;
audience not
listening; reads
information
POINTS
Language is
confusing and
inaccurate; tone
is distracting;
no comments
from the
audience
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
POINTS
Page
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February 2011
NURS 216L: Expanding and Developing Family and Community Practicum
CRITERIA
Keeps voice
clear, audible
and
understandab
le.
5
Voice clear,
loud and
articulate;
gestures are
paralinguistic
cues are used
to reinforce
important
ideas; no
excessive of
vocalized
pauses (ah,
um)
Professional
appearance
Professionally
dressed. Is
not dressed
provocatively.
4
Voice mostly
clear and
articulate,
able to hear;
gestures and
paralinguistic
cues are
mostly used
to reinforce
important
ideas; some
vocalized
pauses are
used
Dress is
somewhat
professional.
3
Voice is clear
difficult to
hear and
understand;
paralinguistic
cues are
sometimes
used to
reinforce
ideas; several
vocalized
pauses are
used
2
Voice unclear,
garbled, and
difficult to
understand;
gestures and
cues seldom
used;
vocalized
pauses are
used
frequently;
student is not
articulate
1
Student cannot
be heard or
understood;
gestures and
cues are not
used to
reinforce ideas;
vocalized
pauses distract
from overall
message
Dressed but
not
professional,
in jeans and
tennis shoes.
Dressed but
not
unprofessiona
l, shorts,
sandals.
Dressed
unprofessionall
y and/or
provocative.
POINTS
TOTAL
COMMENTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
STUDENT SIGNATURE:
DATE:____________
INSTRUCTOR SIGNATURE:
DATE:_____________
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
College of Nursing
INDIVIDUALIZED CLIENT TEACHING RUBRIC
NAME:
TOPIC:
START TIME:
DATE:
COURSE:
END TIME:
Criteria
Comprehensive
Assessment
4-5
Clear and concise
discussion of client’s
admission diagnosis,
demographic data, and
anticipated learning
needs.
Clear and
comprehensive client
assessment data to
support a deficient
knowledge nursing
diagnosis.
Client Learning
Needs
Assessment
Clear and complete
assessment of learner
(client /family),
teaching needs, and
special learning needs,
if present.
Clear identification of
client’s strengths and
weaknesses relevant to
learning needs.
Teaching /
Learning
Principles
Clear and correct
identification of
relevant teaching learning principles
used.
Clear discussion of
data to support
teaching/learning
principles chosen.
2-3
V Vague and
incomplete
discussion of client’s
admission diagnosis,
demographic data,
and anticipated
learning needs.
V Vague and
incomplete client
assessment data to
support deficient
knowledge nursing
diagnosis.
I Incomplete
assessment of
learner (client and/or
family), teaching
needs, and special
learning needs, if
present.
Incomplete
identification of
client’s strengths and
weaknesses relevant
to learning needs.
0-1
N No discussion of
client’s admission
diagnosis,
demographic data
and anticipated
learning needs.
N No comprehensive
client assessment
data to support
deficient knowledge
nursing diagnosis
Incomplete
identification of
relevant
teaching/learning
principles used.
Vague/inaccurate
data to support
teaching/learning
principles chosen.
No relevant
teaching/learning
principles identified
and discussed.
No data included to
support
teaching/learning
principles chosen.
No assessment of
learner (client and/or
family), teaching
needs, and special
learning needs, if
present.
No discussion of
client’s strengths and
weaknesses relevant
to learning needs.
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Points
Page
20
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February 2011
College of Nursing
Mechanics
4-5
2-3
Organization/
Evidence-based
Information
Open and closing
remarks that capture
client’s attention.
Clear and correct
statement of 2
teaching objectives.
Clear and organized
presentation of
evidence-based
client teaching.
Open or closing
remarks displayed.
Vague/incorrect
teaching objectives.
Vague/disorganized
presentation of
evidence-based client
teaching.
Body Language
Direct eye contact
and appropriate
gestures/movements
during teaching.
Relax, selfconfident nature and
no mistake during
teaching.
Minimal eye contact
and little movement or
descriptive gesture
during teaching.
Mild tension, lack of
self-confidence and
difficulty recovering
from mistakes.
Voice
Use of clear speech
and inflection,
maintains the
interest of the
learner.
Clear/appropriate
evaluation of client’s
response and
effectiveness/ineffec
tiveness of teaching.
Reflective analysis
of teaching including
discussion of
strengths and
weaknesses.
Some level of inflection
during delivery.
Teaching/
Learning
Evaluation
Vague/inappropriate
evaluation of client’s
response and
effectiveness/ineffectiv
eness of teaching.
Vague reflective
analysis of teaching
including discussion of
strengths and
weaknesses.
0-1
Points
No open or
closing remarks
displayed.
No teaching
objective stated.
Poor or
disorganized
presentation of
teaching from
inappropriate
sources.
No eye contact,
and inappropriate
gestures during
teaching.
Tension and
nervousness
obvious, trouble
recovering from
mistakes.
Monotone voice
consistently.
No evaluation of
client’s response
and effectiveness/
ineffectiveness of
teaching.
Absent reflective
analysis of
teaching.
Total
COMMENTS:
_______________________________________________________________________________
STUDENT SIGNATURE:
INSTRUCTOR SIGNATURE:
DATE:
DATE:
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
College of Nursing
Nursing Care Plan
Student
Course
Date
Instructor
Patient Initial _____________
Age _______________
Height/Weight
Unit
Room#
Code Status_____________ Allergies_____________________________________________________________________________________
Temp (C/F Site)
Pulse (Site)
Respiration
Pulse Ox (O2 Sat)
Blood Pressure
Pain Scale 1-10
History of Present Illness including Admission Diagnosis
Relevant Physical Assessment Findings(normal & abnormal)
Relevant Diagnostic Procedures/Results & Surgeries
(include dates, if not found state so)
Past Medical & Surgical History,
Pathophysiology of medical diagnoses
(with APA citations)
Pertinent Lab tests/ Values (with normal ranges),
with dates and rationales
Erikson’s Developmental Stage with Rationale
(APA citation)
Socioeconomic/Cultural/Spiritual Orientation
& Psychosocial Considerations
Potential Health Deviations, Predisposing &Related Factors;
Interventions to assess or prevent potential health deviations
(“At Risk for…” nursing dx) (AT LEAST TWO)
Interprofessional Consults, Discharge Referrals, & Current
Orders(include diet, test, and treatments) with Rationale
(with APA citations)
West Coast University Course Syllabus
Revision Date:
Page 22
February, 2011
Diagnostic
Label
Prioritized
Gordon’s
Functional Health
Care Patterns
Related to
Nursing Diagnosis
(at least 2)
Contributing
Factors
Planning
(outcome/goal)
Measureable goal
during your shift
(at least 1 per
Nursing diagnosis)
Signs and
Symptoms
As evidenced by
Prioritized Independent and
collaborative nursing
interventions; include
further assessment,
intervention and teaching
(at least 4 per goal)
Rationale
(use APA citations)
Evaluation
Goal Met,
partially met,
or not Met
& Explanation
Current Medications
Medications
(with APA
citations
Class/Purpose
Route
Frequency
Dose(& range)
If out of range,
why?
Mechanism of
action
Onset of action
Common side
effects
West Coast University Course Syllabus
Revision Date:
Nursing
considerations
Specific to this
client
Page 23
February, 2011
College of Nursing
References
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
24
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February 2011
College of Nursing
NURSING CARE PLAN RUBRIC
NAME:
COURSE:
CLIENT INITIALS:
________DATE:
CLIENT DISEASE/DISORDER:
CRITERIA
________________
_____________________
10
8
5
3
1.History of Present
Illness, Physical
Assessment, &
Diagnostic tests/
procedures
HPI explained in detail with
accurate and in-depth
understanding of chief
complaint and presenting
signs/symptoms supported by
physical assessment;
identifies 5-6 key assessments
parameters relevant to medical
diagnoses with APA
references.
HPI explained in some detail
with moderate understanding
of chief complaint and
presenting signs/symptoms
somewhat supported by
physical assessment;
identifies 3-4 key assessments
parameters relevant to medical
diagnosis with references.
HPI details limited with
poor understanding of chief
complaint and presenting
signs/symptoms does not
support medical diagnosis,
Identifies assessments
parameters not relevant to
medical diagnoses, no
references cited.
2. Past Medical &
Surgical History,
Pathophysiology
Past medical history detailed
with full explanation of
Pathophysiology for each
diagnosis & accurate details
with specific detail related to
the client’s history and
symptoms.
APA references cited.
Identifies and defines correct
stage with examples of
meeting/not meeting tasks
with APA references.
Describes Socioeconomic and
cultural background in
complete detail.
Identifies 3 psychosocial
concerns
Past medical history given
with partial explanation of
identified preexisting medical
diagnoses& explanation
accurate with some detail
related to the client’s history
and symptoms.
References cited
Identifies and defines correct
stage with examples of
meeting/not meeting tasks
with references. Describes
Socioeconomic and cultural
background in some detail.
Identifies 2 psychosocial
concerns
HPI explained in limited
detail with marginal
understanding of chief
complaint and presenting
signs/symptoms vaguely
supported by physical
assessment;
identifies 1-2 key
assessments parameters
relevant to medical
diagnosis, no references
cited.
Past medical history given
with minimal explanation of
identified preexisting medical
diagnoses & few details
related to the client’s history
and symptoms without
references.
3. Erikson’s
Developmental
Stages &
Socioeconomic/
Psychosocial
Assessment
Identifies correct stage
without adequate definition
or example of meeting/not
meeting tasks without
references. Describes
Socioeconomic and cultural
background in vague detail
without references
Identifies 1 psychosocial
concerns
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page 25
February 2011
Page 25
No past medical history
given without explanation;
no preexisting medical
diagnosis identified or
explanations inaccurate and
not related to the client’s
history and symptoms
without references.
Identifies incorrect stage
without definition or
inappropriate examples
given, no references.
Describes socioeconomic
and cultural background
with no detail without
references
Identifies no psychosocial
concerns
POINTS
College of Nursing
CRITERIA
4. Interdisciplinary
Consults &
Discharge Referrals
10
Lists 3 or more appropriate
collaborative issues/concerns
Rationale demonstrates
excellent understanding of
interventions
8
Lists 2 appropriate
collaborative issues/concerns
Rationale demonstrates
satisfactory understanding of
interventions
5
Lists 1 appropriate
collaborative issue/concern
Rationale demonstrates
vague understanding of
interventions
3
Lists inappropriate
collaborative
issues/concerns
Rationale demonstrates
unsatisfactory
understanding of
interventions
5. Potential Health
Deviations
Identifies TWO prioritized
risk factors according to
NANDA format& identifies 3
signs and symptoms
associated with the “at risk”
diagnosis.
Writes 3 independent nursing
interventions
5
Identifies 2 appropriate health
care patterns
Identifies 1 prioritized risk
factor according to NANDA
format& identifies 2 signs and
symptoms associated with the
“at risk” diagnosis
Writes 2 independent nursing
interventions
Identifies 2 prioritized risk
factors but not NANDA
format& identifies 1 sign or
symptom associated with the
“at risk” diagnosis
Writes 1 independent
pertinent intervention
Does not identify prioritized
risk factors or signs &
symptoms not identified or
not related to “at risk”
diagnosis
Writes 1 independent
intervention not pertinent
3
Identifies 1 appropriate health
care patterns
2
Identifies 2 inappropriate
health care patterns
1
Identify 1 inappropriate
health care patterns
POINTS
10
TWO diagnoses written
correctly per NANDA format
with proper etiology
&sufficient data to support
diagnosis
Goal is measureable, realistic,
related to the problem;
Data supports if goal is met,
not met with appropriate
revisions
8
Written correctly without
sufficient data to support
diagnosis
5
Written incorrectly with
sufficient data to support
diagnosis
3
Written incorrectly without
sufficient data to support
diagnosis
POINTS
Goal is not measureable,
realistic, related to the
problem;
Data somewhat supports if
goal is met, not met with
appropriate revisions
Goal is not measureable, not
realistic, related to the
problem;
Data vaguely supports if goal
is met, not met with
inappropriate revisions
Goal is not measureable, not
realistic, not related to the
problem;
Data does not support if
goal is met, not met with
inappropriate revisions
Identifies 4 independent
interventions with teaching;
Identifies 3 independent
interventions with teaching;
Identifies 2 independent
interventions with teaching;
Identifies 1 independent
interventions with teaching;
CRITERIA
6. Gordon’s 11
Functional Health
Care Patterns
CRITERIA
7. Priority NANDA
Nursing Diagnosis
8.Planning/Goals&
Evaluation
9. Implementation &
Rationale
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page 26
February 2011
Page 26
POINTS
College of Nursing
CRITERIA
10. Medications
CRITERIA
11. General
Organization
Scientific rationale is
supported textbook citation
[Evidence Base Information]
Scientific rationale is
somewhat relevant &
supported with citation
Scientific rationale is
vaguely relevant & not
supported from textbook
Scientific rationale is not
relevant &not supported
from textbook
10
Lists all MAR medications
with relevant side effects and
nursing considerations
specific to patient and
reasons why patient is
receiving drug.
5
Accurate APA format,
Appropriate citations
&references,
No spelling or grammar errors
8
Lists all MAR medications but
does not include relevant side
effects and nursing
considerations specific to
patient and why patient is
receiving drug.
4
1-2 APA format errors,
Some citations, references
are appropriate,
Minimal spelling or grammar
errors
5
Lists most of the MAR
medications with relevant
side effects and nursing
considerations specific to
patient and why patient is
receiving drug.
3
Many APA format errors,
Inappropriate citations or
references,
Many spelling or grammar
errors
3
Lists some MAR
medications but does not
include relevant side effects
and nursing considerations
specific to patient.
POINTS
1
No APA formatting,
No citations or references
included, many spelling or
grammar errors
POINTS
TOTAL:
COMMENTS:
___________________________
___________________________
___________________________________________________________________________________________________________________________
STUDENT SIGNATURE:
____
DATE:
INSTRUCTOR SIGNATURE:
___
DATE:
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page 27
February 2011
Page 27
College of Nursing
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
28
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February 2011
College of Nursing
NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Based on Gordon’s Functional Health Plan Model
FINAL
GRADE:
STUDENT:
ID#:
CLINICAL
SITE:
EVALUATION CRITERIA
Score Obtained
Percentage of
Grade
CLINICAL EVALUATION TOOL
X .76
Teaching Plan Project
X. 05
Patient Teaching
x.04
Med. Math Exam (pass with 85%)
X .05
Care Plan
X .05
Community Experience
X. 05
OBSERVED NEWBORN ASSESSMENT
Points
Obtained
P/F
TOTAL
100
4th (3rd) Week Evaluation Completed By:
Student’s Signature: ____________________
Comments:
7th (5th) Week Evaluation Completed By:
Student’s Signature:
Comments:
_____________________________________________________________________
___________________________________________________________________________________
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
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February 2011
NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Final Evaluation Done By: ___________________
Student’s Signature: __________________
Comments:
_______________________________________________________________________________________________
4TH Week
BEHAVIORAL OBJECTIVES
1.
7TH Week
STRENGTHS
AREAS FOR
IMPROVEMENT
FINAL GRADE
RATING SCALE
(CIRCLE ONE)
Demonstrates professional responsibility and
accountability in caring for older adult clients in
various health care settings.
1 2 3 4 5
1A. Demonstrates skill in using the nursing process
according to Gordon’s 11 patterns of human
functioning for the older adult client, their family and
their community.
1 2 3 4 5
A. Assesses care based on Gordon’s 11 patterns.
1 2 3 4 5
B. Diagnosis client’s based on Gordon’s 11 patterns.
1 2 3 4 5
C. Plans care based on Gordon’s 11 patterns.
1 2 3 4 5
D. Implements care based on Gordon’s 11 patterns.
1 2 3 4 5
E. Evaluates care based on Gordon’s 11 patterns.
1 2 3 4 5
1B. The student will be accountable to agency and
college protocols.
A. Demonstrates professional behavior including on
time for clinical, post-conference, and being
prepared for clinical.
B. Follows agency policies and procedures and
accepted standards of care.
1 2 3 4 5
1 2 3 4 5
1C. The student will be accountable for ensuring the
older adult client and their families well being will be
met with attention to safety, ethical, legal and
organizational standards of care.
A. Recognizes hazards to client safety and takes
appropriate action to maintain a safe
environment.
1 2 3 4 5
B. Maintains confidentiality of client information.
1 2 3 4 5
2. The student will be accountable for self development
toward professional role behaviors.
A. Seeks and participates in creative and innovative
learning experiences to enhance own learning.
B. Demonstrates self-initiative by identifying own
learning needs and communicating personal
expectations to instructor.
C. Implements changes in practice based upon
instructor's/agency mentor's feedback.
D. Recognizes how own values and values of others
influence care of the client.
E. Accepts responsibility for own nursing actions.
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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Clinical Evaluation Tool
BEHAVIORAL OBJECTIVES
4TH Week
7TH Week
STRENGTHS
AREAS FOR
IMPROVEMENT
FINAL GRADE
RATING SCALE
(CIRCLE ONE)
3. Uses research methods, such as evidenced-base practice
to obtain data for determining the best nursing care
available
A.
Uses various sources to obtain nursing clinical
data
1 2 3 4 5
B.
Incorporates evidenced based information in
the plan of nursing care
1 2 3 4 5
C.
Presents data that can be utilized in designing
nursing care plans
1 2 3 4 5
D.
Uses APA format in presenting written sources
of clinical data
1 2 3 4 5
4. Demonstrates skills in using the nursing process as a
framework for development of a nursing plan of care for
an older adult client
A.
B.
Demonstrates comprehensive nursing
assessment skills.
Develops a multidisciplinary plan of care based
on assessment data
C.
Implements plans as appropriate to client
situation
D. Evaluates goal achievement and nursing
interventions
5. Identifies areas of instruction needed by the older adult
client that will aid in development of health promotion
and health maintenance of self-care activities
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
A.
Is able to assess and provide for the educational
needs of the older adult client
1 2 3 4 5
B.
Collaborates with the family to design, provide
and evaluate an educational plan for the client
and family
1 2 3 4 5
C.
Designs educational sessions appropriate to the
learning abilities of the client and family
1 2 3 4 5
D.
Demonstrates the effectiveness of knowledge
acquisition of the client, family or community
1 2 3 4 5
6. Uses effective written, verbal and nonverbal
therapeutic communication skills.
7.
A.
Demonstrates written communication skills.
1 2 3 4 5
B.
Demonstrates verbal communications skills.
1 2 3 4 5
C.
Demonstrate non-verbal communication skills.
1 2 3 4 5
D.
Speaks and writes in a professional manner
1 2 3 4 5
Demonstrates beginning management and leadership
roles.
A.
Demonstrates an accountability to agency and
college protocols
1 2 3 4 5
B.
Demonstrates an accountability for client/
family well being
1 2 3 4 5
C.
Demonstrates and understanding of being
accountable for ones own professional and self
development
1 2 3 4 5
D.
Shows proper leadership styles depending on
the nursing care or professional situation
1 2 3 4 5
TOTAL RATING SCALE:
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
FINAL GRADE CALCULATIONS:
Second Year Level I
Third Year Level
II
Fourth Year Level III
1-Rating for objective: 1 (11-55) _____ + 2 (5-25) _____ =
X 0.45
X 0. 30
X 0. 15
3-Rating for objective: (4-20) =
X 0.11
X 0. 20
X 0..20
4-Rating for objective: (4-20) =
X 0.11
X 0. 15
X 0. 15
5-Rating for objective: 4 (4-20) =
X 0.11
X 0. 15
X 0. 20
6-Rating for objective: 5 (4-20) =
X 0.11
X 0. 10
X 0. 10
7- Rating for objective: 6 (4-20) =
X 0.11
X 0. 10
X 0. 20
20-180 TOTAL
100%
100%
100%
Note: Any rating below "3" in the final evaluation constitutes a failure in this course.
Grades
Letter Grade
Percentage of Class Points
A
B
C*
D
F
91 - 100%
84 - 90 %
76 - 83 %
68 - 75 %
67 or Less
*Minimum passing grade for all nursing classes is a 76%.
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
INSTRUCTIONS FOR USE
STUDENT INSTRUCTIONS FOR EVALUATION
1.
Use the key to rate each of the behavioral objectives on the tool during weeks 2, 3, 4, 5, 6, 7, 8 of the term.
2.
Enter the numerical rating that most accurately describes the perception of your performance.
3.
Provide examples of your performance in the strengths/areas of improvement section (use the back of the
sheet).
INSTRUCTOR INSTRUCTIONS FOR EVALUATION
1.
Review the ratings with the student weekly and if there is a discrepancy document in red ink with
clarification in the comments section.
2.
On the 4th, 7th and 9th week evaluate the student’s clinical performance using the final grade rating scale.
3.
Circle numerical rating that most accurately describes your perception of the student's performance along
with the student’s strengths and areas for improvement.
RATING SCALE KEY
Rating
Behavior
5
Consistently demonstrates knowledge and behaviors in a manner which reflects a superior level of
competence. Performance is independent, accurate and complete. (Creativity, initiative, systematic,
resourceful, knowledge in depth)
4
Consistently demonstrates knowledge and behaviors in a manner which reflects an above average level
of competence. Performance requires minimal assistance from instructor. (Efficient, organized, goal
director)
3
Consistently demonstrates knowledge and behaviors in a manner which reflects an average level of
competence. Performance requires moderate assistance from instructor; it is acceptable but needs
strengthening. (Basic knowledge, but without breadth and depth beyond assigned content)
2
Inconsistently demonstrates knowledge which reflects below average level of competence. Performance
requires step by step assistance from instructor or staff nurse. (Inaccurate, incomplete, unable to reflect
basic knowledge)
1
Consistently demonstrates knowledge of behavior which reflects dangerous level of incompetence.
Tasks are not completed and performance is unsafe. Cannot identify areas of need and does not benefit
from special guidance. (Does not have basic knowledge, below level of safety, unaware).
Definition of terms in scale:
Knowledge/
Behaviors:
Course objectives which define course content.
Competence:
Judgment, safety, prediction, anticipation
Consistency:
Regular, routine pattern of behavior observable over a period of time.
Inconsistency:
Erratic unpredictable patterns of behavior.
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Clinical Week
1. DEMONSTRATES PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY IN CARING FOR PEDIATRIC
CLIENTS IN VARIOUS HEALTH CARE SETTINGS.
2
3
4
5
6
7
1A. DEMONATRATES SKILL IN USING THE NURSING PROCESS ACCORDING TO GORDON’S 11 PATTERNS OF
HUMAN FUNCTIONING FOR THE PEDIATRIC CLIENT, THEIR FAMILY, AND THEIR COMMUNITY.
1.
Health perception and health management patterns
2.
Nutritional and Metabolism patterns
3.
Elimination patterns
4.
Activity and exercise pattern
5.
Cognitive and perception patterns
6.
Sleep and rest patterns
7.
Self perception and self concept
8.
Roles and relationship patterns
9.
Sexuality and reproduction patterns
10.
Coping and stress tolerance patterns
11.
Values and beliefs patterns
1B. THE STUDENT WILL BE ACCOUNTABLE TO AGENCY AND COLLEGE PROTOCOLS.
Examples of the behavior include, but are not limited to:
1. Demonstrates professional attire at all times according to school policies as written in student handbook.
2. Arrives to clinical unit on time or contacts appropriate personnel when unable to meet time commitments.
3. Arrives to clinical conference on time or contacts instructor when unable to meet this commitment. This
includes scheduled seminars.
4. Complies with attendance in clinical setting according to school policies as written in the student handbook
and provided in course syllabus.
5. Follows agency policies and procedures and accepted standards of care.
6. Hands in clinical assignments on time in compliance with school policies as written in student handbook and
provided in course syllabus.
7. Prepares for clinical as evidenced by preparation of all clinical forms, knowledge of medications, and
prioritizing of nursing care needs.
1C. THE STUDENT WILL BE ACCOUNTABLE FOR ENSURING CLIENT/FAMILY WELL BEING WITH ATTENTION TO
SAFETY, ETHICAL, LEGAL AND ORGANIZATIONAL STANDARDS OF CARE FOR A PEDIATRIC. Examples of the
behavior include, but are not limited to:
1.
Provides care regardless of client consideration: social, economic, ethnic, cultural health status.
2.
Recognizes hazards to client safety and takes appropriate action to maintain a safe environment.
a. Puts side rails up and bed down and call bell within reach when the client is in bed, has been medicated,
or received anesthesia.
b. Restrains client safely when indicated with appropriate documentation per Hospital Policy.
c.
Checks client identification before administering medications or performing medical/nursing procedures.
d. Administers medication safely and accurately with prevailing ethico-legal standards of care.
e. Alerts client to hazards in the immediate environment.
3.
4.
Maintains confidentiality of client information.
a.
Shares client information only with appropriate health team members, instructor, and in group clinical
post conferences.
b.
Adheres to HIPAA guidelines – Completed HIPAA training with documentation.
Identifies advocacy roles and situations that require ethical decisions.
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Strengths/Areas of Improvement
2. THE STUDENT WILL BE ACCOUNTABLE FOR SELF DEVELOPMENT TOWARDS PROFESSIONAL ROLE
BEHAVIORS. Examples of the behavior include, but are not limited to:
2
3
4
5
6
7
8
1. Seeks and participates in creative and innovative learning experiences to enhance own learning.
2. Demonstrates self-initiative by identifying own learning needs and communicating personal expectations to
instructor.
3. Elicits feed back from instructor/agency mentor to enhance own learning.
4. Implements changes in practice based upon instructor's/agency mentor's feedback.
5. Participates in constructive evaluation of self, faculty, and clinical site.
6. Recognizes how own values and values of others influence care of the client.
7. Accepts values of others that differ from student's own value system.
8. Accepts responsibility for own nursing actions.
Strengths/Areas of Improvement
Clinical Week
Clinical Week
3.
USES RESEARCH METHODS, SUCH AS EVIDENCED BASED PRACTICE, TO OBTAIN DATA FOR
DETERMINING THE BEST NURSING CARE AVAILABLE. Examples of the behavior include, but are not
limited to:
2
3
4
5
6
7
1. Uses various sources to obtain nursing clinical data
2. Incorporates evidenced based information in the plan of nursing care
3. Presents data that can be utilized in designing nursing care plans
4. Uses APA format in presenting written sources of clinical data. Cites sources as appropriate.
Strengths/Areas of Improvement
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Clinical Evaluation Tool
Clinical Week
4.
DEMONSTRATES SKILL IN USE OF THE NURSING PROCESS AS A FRAMEWORK FOR DEVELOPMENT OF A
NURSING PLAN OF CARE
4A.
DEMONSTRATES CORRECT ASSESSMENT SKILLS. Examples of the behavior include, but are not limited to:
2
3
4
5
6
7
1. Collects and analyzes subjective and objective assessment data, pertinent to the pediatric client and appropriately
document assessment findings.
2. Utilizes appropriate interviewing techniques for obtaining historical information from the pediatric client and the
parent. Perform a complete Admission Assessment on a pediatric client.
3. Utilizes a systematic approach to collect biological, psychosocial, cultural, spiritual, and growth & developmental
data to use as a basis for assessment. Able to document in Clinical Record appropriately and thoroughly.
4. Utilizes appropriate age appropriate physical assessment techniques to assess integumentary, musculoskeletal,
neurological, cardiovascular, respiratory, GI, renal, and HEENT systems with proper and complete documentation.
5. Distinguishes between normal and abnormal findings in both subjective and objective data as appropriate for the
pediatric client.
6. Distinguishes normal physiological changes and growth/developmental aspects of the pediatric client.
7. Assesses the ability of both the pediatric client and family to engage in self-care, as client experiences transitions in
current health status to the continuum of care.
8. Performs a focused assessment individualized to the pediatric client's medical diagnoses, changing condition, and
nursing care needs and documents in client’s medical record.
9. Assesses and documents the pediatric client’s nutritional, environmental, pharmacotherapeutic and health
screening needs. Communicates pertinent data, consults to staff nurse or physician, when indicated.
10. Assesses use of mechanical devices used in relation to the pediatric client’s needs and physician’s orders such as
using a intravenous volume control (Buretrol) apparatus, med-infusion pump and using weight scales
appropriately.
11. Analyzes and interprets laboratory reports and various other forms of medical information and assesses client’s
response to diagnosis and therapy provided.
12. Analyzes radiologic reports such as chest x-ray, MRI, CT scan and other diagnostic tests in relation to client’s
disease processes.
4B. DEVELOPS A MULTIDISCIPLINARY PLAN OF CARE BASED ON ASSESSMENT DATA. Examples of the behavior
include, but are not limited to:
1. Develops complete and appropriate nursing diagnoses adapted to individual needs of the pediatric client and their
family.
2. Determines a prioritized nursing list of nursing diagnoses for each client, based on subjective and objective data.
3. Develops a client care plan utilizing prioritized nursing diagnoses adapted to individual client needs.
4. Identifies realistic, client focused, and measurable (time oriented) goals.
5. Involves both client and family whenever possible, in the development of short and long term goals.
6. Plans nursing interventions appropriate to meet client's goals.
a.
States scientific rationale for nursing interventions.
b.
Utilizes research findings to provide a basis for development of nursing interventions.
7. Integrates appropriate data from critical pathways into individualized care plan.
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Clinical Week
4C. IMPLEMENTS PLANS AS APPROPRIATE TO CLIENT SITUATION. Examples of the behavior include, but are
not limited to:
2
3
4
5
6
7
8
1. Demonstrates competence in selected psychomotor skills.
A.
Administers oral, parenteral, and topical medications safely.
a. States classification, action, reason for use, and adverse effects for each medication before
administering.
b. Calculates drug dosages and flow rates accurately according to the weight of the client.
c.
Determines the 5 rights and accurately checking client identification. Use 2 patient identifiers in
accordance to individual hospital policy per current Joint Commission National Patient Safety Goal.
d. Identifies factors related to the pediatric client’s weight, age, diagnosis, and current status that may
change in response to administered medication.
B.
e
Identifies and implements assessment parameters to monitor client's response to medications.
f.
Charts client response to medications within 30 minutes of med administration to evaluate patient’s
response.
Administers parenteral fluid therapy safely.
a. Monitors IV infusions via volume controlled (Buretrol) tubing, peripheral and central venous access.
b. Identifies and implements precautions in the administration of blood products. Able to define the
safety process and double checks of blood administration.
c.
Recognizes complications associated with I.V. administration and reporting to appropriate staff.
d. States scientific rationale for individual client fluid replacement.
2. Uses clinical indicators to determine opportunities of administering prescribed drugs and treatments (e.g. weight,
pulse rate, blood glucose level, pain rating, emotional stress)
3. Articulates and applies relevant research to nursing care with appropriate reference.
4. Implements nursing interventions required for selected diagnostic and therapeutic procedures.
A.
Investigates unfamiliar medications, diagnostic and therapeutic procedures.
B.
Performs all client care in accordance with established policies and procedures and standards of care in a
timely manner.
C.
Prepares client for all nursing interventions by explaining procedure and allaying anxiety.
5. Implements use of Standard Precautions, and technique as appropriate to the client situation.
6. Draws on resources in community with appropriate referrals as necessary.
4D. EVALUATES GOAL ACHIEVEMENT AND NURSING INTERVENTIONS. Examples of the behavior include, but
are not limited to:
l.
Evaluates the pediatric client's response to nursing interventions.
2. Evaluates client goal achievement in an on going manner as a basis for adapting nursing care.
3. Updates client care plan based on evaluation as appropriate to clinical setting and at least once a shift.
4. Identifies variances in critical pathways.
4E. Based on evaluation of plans, alters them as needed to address client needs.
1. Evaluates outcome/goal whether it is met/partially met/not met.
2. Based on the outcome reassess the client as needed.
3. Updates client care plan according to client needs.
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Strengths/Areas of Improvement
Clinical Week
5.
IDENTIFIES AREAS OF INSTRUCTION NEEDED BY THE CLIENT THAT WILL AID HEALTH PROMOTION AND
HEALTH MAINTENANCE OF SELF-CARE ACTIVITIES. Examples of the behavior include, but are not
limited to:
2
3
4
5
6
7
8
1. Demonstrates skill in providing culturally appropriate health promotion and health maintenance education to
the pediatric client and families in diverse populations, when appropriate.
2. Develops and implements selected teaching plans appropriate to the pediatric client's situation related to
value systems, psychosociocultural and educational background, growth/developmental age and health status.
3. Involves client and/or family in identification of learning needs during transitions in health status.
4. Uses learner strategies appropriate to age, educational level, and cultural background.
5. Teaches correct principles, procedures, and techniques of health promotion and health maintenance according
to pediatric clients needs.
6. Informs pediatric client and parent about health care status when appropriate.
7. Teaches client and family stress reduction techniques (e.g. guided imagery, relaxation breathing and diversion).
8. Uses resources appropriately during the planning and implementation of the teaching plan.
9. Evaluates client and/or family response to learning of provided education.
10. Documents teaching intervention and client's response to education.
Strengths/Areas of Improvement
6.
USES EFFECTIVE WRITTEN, VERBAL AND NON VERBAL COMMUNICATION SKILLS.
6A. DEMONSTRATES WRITTEN COMMUNICATION SKILLS. Examples of the behavior include, but are not
limited to:
Clinical Week
2
3
4
5
6
7
8
1. Records pertinent subjective and objective information accurately, promptly, legibly, and concisely in a
format that is grammatically correct and conforms to agency policy.
2. Utilizes correct medical/nursing terminology.
3. Demonstrates application of the nursing process in written charting.
4. Demonstrates application of the nursing process, according to hospital plan of care for individual nursing
units.
5. Demonstrates ability to retrieve and make appropriate entries if indicated, into automated data systems
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Clinical Week
6B.
DEMONSTRATES VERBAL COMMUNICATION SKILLS. Examples of the behavior include, but are not
limited to:
1.
2
3
4
5
6
7
8
Develops an effective relationship with individual clients as evidenced by:
a. Communicates facts, ideas, and feelings clearly.
b.
Listens receptively, focuses on client's feelings during interactions.
c.
Conveys an attitude of acceptance and empathy. Remains aware of how personal body language can effect
each client.
d.
Displays a non judgmental attitude during the nurse client interaction.
e.
Uses appropriate non verbal communication techniques (gestures, facial expressions)
f.
Communicates to client on the level of the learner using appropriate terminology.
g.
Gives age appropriate explanation and verbal reassurance when needed.
2.
Provides support for clients and support/family members of clients.
3.
Demonstrates assertive skill in management of professional duties.
4.
Presents report on client in an organized, concise, and accurate manner.
6C.
DEMONSTRATES NON VERBAL COMMUNICATION SKILLS. Examples of the behavior include, but are
not limited to:
1.
Represnets professional role by dress, body language and other nonverbal cues.
2.
Uses touch appropriately in application of nursing interventions.
3.
Uses appropriate verbal communication techniques that is appropriate with the Older Adult Client.
6D.
SPEAKS AND WRITES IN A PROFESSIONAL MANNER. Examples of the behavior include, but are not
limited to:
1.
Speaks clearly, respectfully and professionally when communicating client information with multidisciplinary
health care team.
2.
Clearly communicates client information in a concise manner whether in writing, verbally, nonverbally, or using
electronic means.
Strengths/Areas of Improvement
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Clinical Week
7. DEMONSTRATES BEGINNING MANAGEMENT AND LEADERSHIP SKILLS. Examples of the behavior include,
but are not limited to:
2
3
4
5
6
7
8
1. Organizes work priorities to conserve energies of 1-2 pediatric clients and self and completes assignment
efficiently and in a timely manner.
2. Assists in admission, discharge and transfer of clients according to hospital policy and procedure.
3. Stays with assigned clients or knows where and how they are:
A.
Visits all assigned clients to ascertain their condition before beginning tasks of the day.
B.
Knows where clients are, reasons for their being off the ward or away from the bedside, and
when they are expected to return.
C.
Knows current condition, as well as changes in past 24 hours, of all assigned clients, and can
report plan for care of each.
4.
Maintains flexibility and changes organizational strategies in response to changing client needs of 1-2 pediatric
clients.
5.
Demonstrates clinical decision making skills, while caring for the client and/or family experiencing transitions in
health status.
6.
Consults with instructor/staff in providing care to 1-2 pediatric clients.
7.
Notifies instructor or appropriate staff member of changes in the client condition.
8.
Collaborates with the health care team or staff members who support the organization of clinical activities.
9.
Identifies critical behaviors utilized by the professional nurse, to effect positive change in the environment and
managing of client activities.
10.
Works effectively with the professional nurse to develop management skills and knowledge specific to the
delegation and supervision of unlicensed assistive personnel.
11.
Demonstrates effective clinical decision making skills.
12.
Notifies faculty, peers, clients, staff and/or families when unforeseen events inhibit or preclude completion of
responsibilities.
13.
Verbally contributes to clinical conferences and/or group discussions through sharing of appropriate experiences
and ideas.
14.
Assists group to evaluate work accomplished and plan continued work.
15.
Demonstrates respect to all members of the healthcare team and interacts effectively to accomplish client's
goals.
16.
Works collaboratively with individual peers, and in peer group work by contributing ideas, knowledge and
assistance.
Strengths /Areas of Improvement
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College of Nursing
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NURS 216L: Expanding and Developing Family and Community Practicum
Section B: Course Outline
Week/
Date
1
Course Objectives





2



To have an overview of the course
requirements, clinical expectations,
and assignments.
To have an overview of the
hospitals set-up, policy and
procedures, physical set-up, and
student requirements.
To describe perinatal care nursing
roles.
To identify and discuss specific legal
issues and safety issues in the
perinatal practice.
To describe the care of mother and
newborn during labor, and after
delivery.
Content Outline







Introduction
Required first day orientation topics
Clinical objectives and syllabus.
Watch Stages of Labor video
Watch breastfeeding video
Watch Newborn assessment videos
Simulation lab:
fundal height measurements,
Leopold’s maneuver
fundal massage,
vaginal examination
 Simulation lab:
newborn assessment
newborn gestational age
assessment
newborn care
Client/family education on
breastfeeding, pericare and circumcision
care.
To observe and provide nursing care  Antepartum testing clinic
to hospitalized antepartum patients.  Prenatal visits and OB
To assess antepartum clients and
 Triage/observation.
identify deviations from normal.
 Hospitalized antepartum clients for
To examine the role of nursing in
PTL, Preeclampsia, Eclampsia,
providing physical, psychosocial and
PROM, etc. systems and needs.
spiritual support to women with
 Provide teachings to clients
compromised pregnancies.
experiencing complications of
pregnancy.
Specific Course Activity
Review references for
Competency
Pearson Hall Real
Nursing Skills
Maternal-Newborn &
Women’s Health
Nursing Skills:
-Prenatal Care Videos
-Intrapartum Videos
-Postpartum Videos
-Newborn Videos
(review the video for the
assigned area for each
week)
MED CARD for ** meds
due in clinical
Pick patient for Care Plan
&collect data/ interview
patient.
West Coast University Course Syllabus
Revision Date:
Student Assignments
Moore, D. S., Kennett, J.
R. (2007). Nursing Skills
Checklist. Boston, MA:
Pearson Custom
Publishing.
Ward, S. & Hisley,S.
(2009) Maternal-Child
Nursing Care Optimizing
Outcomes for Mothers,
Children, and Families.
Philadelphia, PA: F.A.
Davis
Chapters relevant to
rotation schedule.
References:
Ward, S. & Hisley,S.
(2009) Maternal-Child
Nursing Care Optimizing
Outcomes for Mothers,
Children, and Families.
Philadelphia, PA: F.A.
Davis
Chapters relevant to
rotation schedule.
Page 43
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
2
(cont)
Course Objectives


3





Content Outline
To observe and provide nursing care
to pregnant women during prenatal
visits in a variety of settings.
Recognize common complications in
pregnancy. Document relevant
information and pathophysiology
related to client’s condition.
To observe and provide nursing
care for a client during labor
and/or delivery.
To observe, through various
monitoring techniques, fetal
response to labor.
To observe and/or provide nursing
care for the newborn in the
immediate postnatal period.
To analyze the nursing role in
providing care for a client during
labor and delivery.
To examine interrelationships
between behavioral and physical
responses to labor.
Specific Course Activity
Pearson Hall Real
Nursing Skills
Maternal-Newborn &
Women’s Health
Nursing Skills:
-Prenatal Care Videos
-Intrapartum Videos
-Postpartum Videos
-Newborn Videos
(review the video for the
assigned area for each
week)



Care of client after admission, and
follow patient through L&D
experience, recovery room and
transfer to postpartum.
Utilize the Labor & Delivery
assessment sheet.
a. Base-line data entries on data
sheet at
b. least every hour (depending
upon hospital protocol) and as
often as necessary as labor
progresses
c. Behavioral responses and
descriptions: facial, verbal.
Physiological responses: vital signs,
cervical dilatation, fetal heart tones
and uterine contractions.
Nursing Care Plan due
West Coast University Course Syllabus
Revision Date:
Student Assignments
EVOLVE website for study
skills, case studies in
maternity/obstetrical
care, sample tests and
remediation.
Pearson Hall Real
Nursing Skills
Maternal-Newborn &
Women’s Health Nursing
Skills Prenatal Videos
Other Student Resources
Include:
ATI Videos/DVD
References:
Ward, S. & Hisley,S.
(2009) Maternal-Child
Nursing Care Optimizing
Outcomes for Mothers,
Children, and Families.
Philadelphia, PA: F.A.
Davis
Chapters relevant to
rotation schedule.
Other Student Resources
Include:
1. HESI Textbook
2. ATI Videos
3. Case Studies on line
at EVOLVE.com
Page 44
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
3
(cont)
Course Objectives




4






Recognize basic fetal heart rate
patterns and distinguish between
normal and abnormal findings.
To compare and contrast the
differences seen in various ethnic
groups experiencing the birth
process.
Assess high-risk clients in the
antepartum and intrapartum
settings.
To develop a nursing care plan for
a woman of childbearing age
To learn how to provide nursing
care to women in the postpartum
period.
To perform standard assessments
on postpartum women such as:
complete physical, fundal, lochia,
perineum, and breast assessments,
assessments of perineal and
abdominal incisions, and pain
assessments.
To assess parent/child interactions.
Perform patient teaching and
instruct in perineal hygiene,
physiologic changes of postpartum,
breastfeeding, post-op care,
discharge instructions, infant care.
Administer medications
(supervised)
Content Outline









Specific Course Activity
Nursing care for client in labor for
pain: supportive-verbalization of
encouragement or comfort, back-rub,
positioning, counter-pressure,
bathing, touching or holding hand,
medications, and assisting epidural
and spinal anesthesia placement
Assisting/performing procedures:
fetal monitoring, perineal prep,
catheterization, IV administration,
internal monitor insertion, vaginal
examination
Care plan for client in labor
Routine post-partum care
Post-partum care for clients with
complications
Client/family teachings:
breastfeeding, infant care, and selfcare
Physical assessment of post-partum
clients
Post-partum care of clients from
various ethnic groups
Nursing care during post-partum
complications
West Coast University Course Syllabus
Revision Date:
Student Assignments
Pearson Hall Real
Nursing Skills MaternalNewborn & Women’s
Health Nursing Skills:
-Intrapartum Videos
EVOLVE website for study
skills, case studies in
maternity/obstetrical
care, sample tests and
remediation.
References:
Ward, S. & Hisley,S.
(2009) Maternal-Child
Nursing Care Optimizing
Outcomes for Mothers,
Children, and Families.
Philadelphia, PA: F.A.
Davis
Chapters relevant to
rotation schedule.
Pearson Hall Real
Nursing Skills MaternalNewborn & Women’s
Health Nursing Skills:
-Postpartum Videos
-Newborn Videos
Page 45
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
4
(cont)
5
Course Objectives

To recognize signs and symptoms of
deviations from normal.
 To assess psychosocial needs of
women in postpartum period.
 To learn how to provide physical
care to the normal newborn infant
experiencing transitioning to
extrauterine life.
 To observe and recognize normal
variations in the newborn.
 To perform a physical assessment
on a newborn.
 To recognize and utilize teaching
opportunities for the parents of
infants in the assigned nursery.
 To recognize signs and symptoms of
deviations from normal. (If
applicable).
 Students in selected sites will visit
the neonatal intensive care nursery
and assist with the care of a
compromised neonate.
 To orient to the pediatric clinical
setting and documentation system
 To demonstrate age-appropriate
approaches to the nursing
assessments of infants, children,
and adolescents with acute and
chronic health problems.
Content Outline


Newborn care after delivery
Physical assessments on newborn
infants in the nursery or post-partum
area.
Calculate dosage and give newborn
medications.
Assisting procedures such as
circumcision, newborn screening
test, hearing test, and septic workup.
Glucose monitoring for
hypoglycemic and LGA newborns.
Care of newborn on Bili light
therapy.









Nursing care of acute and chronic
pediatric patients
Common problems of pediatric
patients
Pharmacotherapeutics and the
pediatric patient
Nutritional therapies in pediatrics
Concepts of family centered care
Specific Course Activity
Community Experience
Due
Teaching Project due in
Post-conference
Student Assignments
EVOLVE website for study
skills, case studies in
maternity/obstetrical
care, sample tests and
remediation.
ATI Content Masters
Series
Other Student Resources
Include:
1. HESI Textbook
2. ATI Videos
3. Case Studies on
line at
EVOLVE.com
Patient Teaching &
West Coast University Course Syllabus
Revision Date:
Review
medication/math
calculations. Do practice
math tests on
Pbworks.com for
N 216L
Review assessment
skills (head to toe) on a
pediatric patient.
Page 46
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
5
(cont)
6
Course Objectives




Content Outline
To formulate nursing diagnoses of
infants, children, and adolescents
with acute and chronic health
problems from case scenarios

To identify what is safe nursing
care to infants, children, and
adolescents and their families;
nursing care that is holistic and
supportive of the goals of health
promotion, health maintenance,
and illness prevention.
To apply the nursing process in
conjunction with Gordon’s 11
Functional Health Patterns in the
care of infants, children, and
adolescents and their families.
To identify expected outcomes and
interventions for infants, children,
and adolescents and their families.
To implement nursing care of
infants, children, and adolescents
and their families in both in-patient
and community care settings.






Specific Course Activity
Student Assignments
Hockenberry & Wilson,
Textbook pp. 164-204.
Nursing care of acute and chronic
pediatric patients
Common problems of pediatric
inpatients
Pharmacotherapeutics for pediatric
patients related to age and weight
or BSA
Intravenous therapy and IV
medications administration
Importance of proper hydration
and electrolyte balance in the
pediatric patient
Nutritional therapies to meet
pediatric patient needs
West Coast University Course Syllabus
Revision Date:
Review pediatric
nursing skills on Evolve
website: Resources for
Hockenberry and
Wilson: Pediatric
Nursing Skills &
Pediatric Drug Dosage
Calculations
Careplan due in week7
Review the pediatric
variations of nursing
interventions,
Hockenberry & Wilson,
Textbook
pp. 10841139
Review pediatric
nursing skills on Evolve
website: Resources for
Hockenberry and
Wilson: Pediatric
Nursing Skills &
Pediatric Drug Dosage
Calculations
Page 47
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
7
Course Objectives




8



Participate with faculty, peers, and
the nursing team in the evaluation
of nursing care.
Analyze therapeutic, nutrition, and
drug regimens for appropriateness
and effectiveness in infants,
children, and adolescents/
Identify important aspects of
community support for the nursing
care of well and ill infants, children,
and adolescents and their families.
Evaluate resources in the
community that will enhance
maintenance of health and
prevention of illness for infants,
children, and adolescents and their
families.
Participate with faculty, peers, and
the nursing team in the evaluation
of nursing care.
Analyze therapeutic, nutrition, and
drug regimens for appropriateness
and effectiveness in infants,
children, and adolescents/
Identify important aspects of
community support for the nursing
care of well and ill infants, children,
and adolescents and their families.
Content Outline












Specific Course Activity
Student Assignments
Nursing care of acute and chronic
pediatric patients
Common problems of pediatric
inpatients
Pharmacotherapeutics for pediatric
patients related to age and weight
or BSA
Intravenous therapy and IV
medications administration
Importance of proper hydration
and electrolyte balance in the
pediatric patient
Nutritional therapies to meet
pediatric patient needs
Application of family centered care
concepts
Review the pediatric
variations of nursing
interventions,
Hockenberry & Wilson,
Textbook
pp. 10841139
Review pediatric
nursing skills on Evolve
website: Resources for
Hockenberry and
Wilson: Pediatric
Nursing Skills &
Pediatric Drug Dosage
Calculations
Nursing care of acute and chronic
pediatric patients
Common problems of pediatric
inpatients
Pharmacotherapeutics for pediatric
patients related to age and weight
or BSA
Intravenous therapy and IV
medications administration
Importance of proper hydration
and electrolyte balance in the
pediatric patient
Review the case studies
and critical thinking
exercises on the
Hockenberry & Wilson
CD
Review pediatric
nursing skills on Evolve
website: Resources for
Hockenberry and
Wilson: Pediatric
Nursing Skills &
Pediatric Drug Dosage
Calculations

West Coast University Course Syllabus
Revision Date:
Page 48
February, 2011
NURS 216L: Expanding and Developing Family and Community Practicum
Week/
Date
8
(cont)
9
Course Objectives







Evaluate resources in the
community that will enhance
maintenance of health and
prevention of illness for infants,
children, and adolescents and their
families.
To introduce concepts and basic
skills of neonatal resuscitation
To introduce the concepts of team
work in the process of neonatal
stabilization
To prioritorize the emergency
assessment--the A-B-C’s--of a
pediatric patient.
To introduce concepts of fluid
resuscitation for the dehydrated,
hypovolemic pediatric patient
To introdouce the concepts of
securing and maintaining an airway
using oral/nasal airways and bagmask-valve ventilation.
To identify the special situations
that may complicate emergency
pediatric care
 To discuss ethical issues pediatric
end of life.
Content Outline

Specific Course Activity
Student Assignments
Nutritional therapies to meet
pediatric patient needs
Application of family centered care
concepts


Changes in physiology that
occurs when a baby is born
 Assessment of the newborn to
determine the extent of
resuscitation needs
 Identify risk factors that can help
predict which babies will require
resuscitation
 Equipment and personnel
needed to resuscitate a newborn
 Demonstrate competency in
neonate and child CPR
 Discuss differences in resuscitating
newborn and a child
Handouts on Neonatal
Resuscitation and
Pediatric emergency care.
Complete the assigned
neonatal case study

West Coast University Course Syllabus
Revision Date:
Page 49
February, 2011