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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Packet Guide Spring 2013
SECTION
Table of Contents
1
ONE
Class / Topic / Exam Blueprint
3
TWO
Course Overview
Instructors
Textbooks And Other Materials
System For Student Grading And Evaluation
Percentage Grade Calculation
Clinical Performance
Description Of Course Requirements
Student Performance Evaluation Profile
Policies And Procedures For Nur 2433
Preparation For Scheduled Learning Experiences
Student Contract
4
6
6
7
9
10
11
12
14
16
20
THREE
Theory Learning Maps
21
FOUR
Learning Activities Laboratory Learning Map A
Medication Dosage Computation Exam Self-Learning Guide
Dosage Calculation Learning Activity
41
42
43
FIVE
Acute Care Practicum - Pediatric Clinical Experience
Acute Care Clinical Practicum Learning Maps
Child Health Assessment
Nursing Plan of Care Evaluation Criteria
Student Performance Evaluation Profile (SPEP)
50
54
61
75
77
SIX
Learning Map for Developmental Observation Experiences
Agency Information for Developmental Observation Experiences
CDC Developmental Assessment Observation Report Grid
Child Development Center Developmental Assmt. Grading Form
Child Development Center - What You May See
Guidelines - Little Lighthouse Report
Little Lighthouse Observation Report Grading Form
Wellness Exploration Learning Activity
Wellness Exploration Learning Activity Grading Form
79
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81
82
83
84
87
88
89
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SEVEN
EIGHT
2
Spring 2013
Appendices
Videos Related To Care Of Children
Preparation Resourses Revisions
Individual Student Test Analysis
Grading Forms
Learning Activities Laboratory Skill Demonstration #1
Forms for Learning Activities Lab
Clinical Forms for Day 1
Child Health Assessment #1
Concept Map Care Plan Evaluation Form #1
Concept Map Care Plan Evaluation Form #2
Student Performance Evaluation Profile (SPEP) #1
Student Performance Evaluation Profile (SPEP) #2
Clinical Forms for Day 2
Child Health Assessment #2
Concept Map Care Plan Evaluation Form #1
Concept Map Care Plan Evaluation Form #2
Clinical School Experience
Clinical Forms for CDC, LLH, & WELA
Child Development Center Dev. Assmt. Grading Sheet #1
Child Development Center Dev. Assmt. Grading Sheet #2
CDC Developmental Assessment Observation Report Grid
Little Lighthouse Observation Report Grading Sheet #1
Little Lighthouse Observation Report Grading Sheet #2
Wellness Exploration Learning Activity Grading Form
Student Agreement of Understanding
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92
94
96
97
98
99
108
109
123
125
127
129
131
132
146
148
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155
156
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION ONE
CLASS
1
TOPIC
Physical Development & Assessment
Martin Luther King, Jr. Holiday
2
3*
4
5
6
7
8
9
10
11
Nursing Interventions & Variations for the Pediatric Client
Communication: Social, Cultural, & Religious Influences* (View
Streaming Video PRIOR to Class)
Health Promotion: Infant & Family
Health Promotion: Toddler
Health Promotion: Pre-School
Health Promotion: School Age
Health Promotion: Adolescent
Pediatric Pharmacology* (View Streaming Video PRIOR to Class)
Nursing Care of Children with Alterations in Elimination
Nursing Care of Children with Alterations in Elimination
Exam # 1 (for Classes 1-8 Only)
12
13
14
15
16
17
Nursing Care of Children with Respiratory Dysfunction
Nursing Care of Children with Respiratory Dysfunction
Nursing Care of Children with Cardiovascular Dysfunction
Nursing Care of Children with Cardiovascular Dysfunction
Nursing Care of Children with Integumentary Dysfunction
Nursing Care of Children with Hematological & Immunologic
Dysfunction
SPRING BREAK
18
Nursing Care of Children with Alterations in Mobility
19
Nursing Care of Children with Alterations in Mobility
20
Nursing Care of Children with Cognitive & Sensory Dysfunction
21
Nursing Care of Children with Cognitive & Sensory Dysfunction
Exam # 2 (for Classes 9-17 Only)
22
23
24
25
Nursing Interventions for Cerebral Dysfunction
Nursing Interventions for Cerebral Dysfunction
Nursing Care of Children with Endocrine Dysfunction
Nursing Care of Children with Endocrine Dysfunction
26
Chronic Illness, Disability, and End of Life Care
Exam # 3 (for Classes 18-26 Only)
HESI Exam
Final Exam - Comprehensive
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DATE
Jan 14
(Wk. 1)
Jan 21
(Wk. 2)
Jan 28
(Wk. 3)
Feb 4
(Wk. 4)
Feb 11
(Wk. 5)
Feb 18
(Wk. 6)
Feb 22
(Wk. 6)
Feb 25
(Wk. 7)
Mar 4
(Wk. 8)
Mar 11
(Wk. 9)
Mar 18-22
Mar 25
(Wk. 10)
Apr 1
(Wk. 11)
Apr 5
(Wk. 11)
Apr 8
(Wk. 12)
Apr 15
(Wk. 13)
Apr 22
(Wk. 14)
Apr 29
(Wk. 15)
May 3
(Wk. 15)
May 6
(Wk. 16)
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION TWO: COURSE SYLLABUS/PACKET
I.
II.
PLACEMENT: Level 3—Nursing Curriculum
CREDIT HOURS: Three (3) - The credit hours are allocated as follows:
1.9 credit hours of Theory
1.1 credit hour of Laboratory/Clinical Practicum, including:
10 hours - Learning Activities Laboratory
12 hours – Acute Care Clinical Experience
6 hours – Clinical School Nurse Experience
8 hours - Child Development Experience
2 hours – Wellness/Health Promotion Exploration Learning Activity
10 hours - Unit and Final Examinations, Collaborative Exams, & Exam Reviews
2 hours – HESI Exam
III.
COURSE PREREQUISITES:
NURS 1457 Nursing of Adults with Major Health Disruptions
NURS 1421 Nursing Issues and Perspectives 2
BIO 2164
Microbiology
PSY 2023
Developmental Psychology
IV.
COURSE CO REQUISITES:
POS 1113
American Federal Government
NURS 2453 Nursing Promotion for Quality of Life
NURS 2423 Nursing Care of the Childbearing Family
V.
COURSE CATALOG DESCRIPTION:
Utilizing the nursing process, this course focuses on the nursing care of children and their
families. While implementing the role of provider of care and member of the healthcare team,
students practice complex skills and implement communication strategies specific to children
and their families. Growth and development, health promotion and health problems of children
are emphasized in a variety of community and acute care environments.
VI.
COURSE OUTCOMES:
At the end of this course, students will be able to:
A. Role
 Demonstrate an understanding of the theoretical principles essential to the roles of
the ADN in the care of infants, children, and adolescents.
 Implement the roles of the ADN in caring for infants, children, and adolescents.
B. Skills/Components
 Adapt nursing skills in accordance with established standards and professional
responsibilities specific to the healthcare of infants, children, and adolescents.
C. Communication
 Communicate with families, children, and adolescents in a caring and therapeutic
manner that demonstrates cultural sensitivity.
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D. Nursing Process
 Utilize critical thinking, functional health patterns, teaching/learning principles, and
developmental concepts to plan and implement nursing for infants, children, and
adolescents.
VII. COURSE OVERVIEW:
This course is designed to enhance the student’s understanding of the uniqueness of pediatric
well-being and healthcare. The pediatric nursing student will utilize knowledge and principles
gained from developmental psychology to apply scientific rationales in the delivery of safe,
appropriate, and effective nursing care for selected individuals of the pediatric population and
their families, henceforth referred to as the “child and family.” The student is referred to the TCC
Nursing Program Philosophy and Conceptual Framework for an understanding of the framing of
this course within the TCC nursing program.
Health is examined in terms of the promotion, maintenance, and restoration, to the degree
possible, of the infant’s, child’s, or adolescent’s health. The child’s internal environment is
assessed and evaluated from the perspective of loss of adaptive mechanisms (homeostasis).
Nursing concerns related to standardized developmental milestones, common childhood
illnesses, congenital anomalies, and syndromes, disease conditions, developmental needs and
injuries are analyzed and appropriate plans of care are implemented. Critical thinking, using the
nursing process, is utilized to facilitate positive client outcomes. Variables within the child’s
external environment are addressed, such as family, communicable disease conditions, safety
concerns, accident and violence prevention, and additional variables affecting the family’s health
status, morbidity, and mortality. Particular emphasis is devoted to providing safe and
developmentally appropriate nursing care based on appropriate scientific nursing principles, and
the theoretical works of Erikson, Piaget, and others.
Nursing is viewed as practice within the three roles of the Associate Degree Nurse. Child (client)
assessment is emphasized, and data is organized within functional health patterns. The concept
of caring is operationalized for example when establishing a trusting therapeutic relationship
with a child and his/her family. Promoting safety based upon developmental theory and
accountability for one’s actions are integral components of this course. Selected nursing skills
have been identified to enhance further safety in caring for children. Other foci in the course are
effective communication with children and their families, developmentally sensitive
implementation of nursing care and health teaching for the child and the family, and utilization
of healthcare information systems. An interdisciplinary team approach to pediatric nursing care
is fostered, and promoting and implementing atraumatic are underlying concept throughout the
course. In addition, principles of child advocacy and cultural sensitivity are integrated throughout
the course.
Major components of the course are as follows: theory classes, learning activity laboratories
(LAL), utilization of community resources, and acute care environments. Application of
theoretical knowledge learned in the classroom, and skills practiced in LAL are utilized in wellchild settings and in acute and chronic care settings within the community. Important concepts
integrated within the course are access to healthcare, critical thinking, nursing standards, and the
impact of various value systems. Clinical experiences are planned opportunities for students to
apply theory to practice in the care of children and adolescents by utilizing physical assessment
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
and psychosocial data in the identification of problems or needs, planning and implementing
nursing care and in evaluating client outcomes based on the nursing care provided.
Successful completion of this course and eligibility for progression to the next clinical nursing
course is determined by:
 Satisfactory completion of all components of the course with a grade of 75% or the
equivalent, and an earned “satisfactory” on course facets evaluated as “satisfactory” or
“unsatisfactory”
 Achievement of an acceptable level of performance on psychomotor skills
 An earned score of 90% on the Level 3 medication dosage calculation exam administered
within this course
 An earned semester average of 75% or higher on theory examinations
 Overall course average of 75% or higher
VIII. NURSING DIVISION:
Associate Dean: Rick Hollingsworth Nursing Office: MP 256
Telephone: 595-7188
Office Hours: 8:00 -5:00 M–F
IX.
X.
INSTRUCTORS:
Course
Jan Jones Nolen, MS, RN, CNE, Assistant Professor
Coordinator:
Office: MC 327
[email protected]
Cell Phone: 918.607.6466
Office Hours: By Appointment
Faculty:
Lori Franklin, MS, RN, Assistant Professor
Office: MC 328
[email protected]
Cell Phone: 918.830.1561
Office Hours: By Appointment
Leslie Guthrie, MS, RN, Assistant Professor
Office: MC 338
[email protected]
Cell Phone: 918.697.7038
Office Hours: By Appointment
TEXTBOOKS AND OTHER MATERIALS:
Required:
A. Perry, S. E, Hockenberry, M. J., Lowdermilk, D. L., Wilson, D. Maternal Child
Nursing Care, 4th ed., Mosby, 2010, ISBN 978-0-323-05720-2
B. Perry, S. E, Hockenberry, M. J., & Lowdermilk, D. L. Studyguide for Maternal Child
Nursing Care, revised reprint 4th ed., Mosby, 2011, ISBN 978-0-323-08513-7
C. Wilson, D. & Hockenberry, M. J. Wong’s Clinical Manual of Pediatric Nursing, 8th
ed., Mosby, 2012, ISBN 978-0-323-07781-1
D. Pagana, K. D. & Pagana, T. J. Mosby's Manual of Diagnostic and Laboratory Tests,
4th ed., Mosby, 2009, ISBN 978-0-323-0-57479
E. Deglin, J. H. & Vallerand, A. H. Davis' Drug Guide for Nurses, 11th ed., Davis,
2008, IBSN 9780803619111
F. Ackley, B. & Ladwig, G. Guide to Nursing Diagnosis, 2nd ed., Mosby, 2007, ISBN
978-0-323-05192-7
Recommended:
A. Schuster, P. M. Concept Mapping A Critical-Thinking Approach to Care Planning,
2nd ed., FA Davis, 2007, ISBN 978-0-803-61567-0
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XI.
TEACHING-LEARNING STRATEGIES:
Teaching-learning promotes learning opportunities with emphasis on the development of student
creativity and critical thinking. Instructional strategies include classroom presentation, assigned
readings, small group discussion, audio-visual aids, written assignments, computer assisted
instruction (CAI), observations, demonstration, return demonstration, supervised practice,
supervised clinical experiences, printed handouts, blackboard postings, pre/post conferences, self
directed inquiry and self-evaluation.
XII. SYSTEM FOR STUDENT GRADING AND EVALUATION:
The student must earn a cumulative Theory examination percentage grade of 75% and earn a
grade of 75% and Satisfactory (S) for all clinical components of the course, in order to
satisfactorily complete NURS 2433 and be eligible to progress in the TCC Nursing Program.
There will be no rounding of grades.
A student who earns a cumulative Theory examination grade of 75% or higher but has a Clinical
grade below 75% or, an Unsatisfactory (U) in any other component may fail the course and
cannot progress to another clinical nursing course or nursing course level in the TCC Nursing
Program.
Student Exam Review with Faculty-Requirement
Students scoring 78% or below on Exams 1 (one) through 3 (three) must make an appointment
with the course coordinator to schedule a review of the exam score. If the student does not make
and keep the appointment, the students will not be admitted to the proceeding exam. Failure to
take exams as scheduled on the course calendar may be penalized 10% of that exam’s final
score.
The Level 3 Dosage Calculation Examination requires that the student earn 90% or greater to
successfully pass this examination. Up to three (3) attempts are allowed to achieve this in order
for the student to progress in this course.
Collaborative Testing will occur following the three (3) Theory examinations. An additional
point will be awarded for each five (5) points that the group’s collaborative score exceeds the
average of the passing scores of the group members. Points will only be awarded to students who
have individually made at least a 75% on the examination. No more than three (3) points will be
awarded per testing opportunity.
Example: Group A: Student 1 – 84%
Student 2 – 72%
Student 3 – 76%
Student 4 – 90%
Student 5 – 80%
Student 6 – 82%
Average of Group A’s passing scores
(Students 1, 3, 4, 5, 6) = 82.4
Collaborative Group A Score 94
Group Score (94) minus average score of
passing individuals (82.4) = 11.6 or 2 points
Final Student Scores with extra points:
Student 1 – 84% + 2 = 86
Student 2 – 72% + 0 = 72 (did not pass so score remained same)
Student 3 – 76% + 2 = 78
Student 4 – 90% + 2 = 92
Student 5 – 80% + 2 = 82
Student 6 – 82% + 2 = 84
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Student Preparation Activities: Students are expected to prepare for each theory class. The
following procedure will be followed.
1. Students must present written assignments in order to attend each theory class (a
total of 13 class sessions). These assignments are identified in the syllabus with
each Theory Learning Map (a total of 20 varied topics with related Student
Preparation Activities).
2. All assignments (Student Preparation Activities) must be handwritten and/or an
original of the workbook.
3. To receive credit, assignments (Student Preparation Activities) can ONLY be
handed in at the beginning of class (no later than 9:05 AM).
4. Those students presenting to class without completion of their assignments
(Student Preparation Activities) may proceed to a study site to complete the
assignment.
5. The students may return to class upon completion of the assignment, but will not
awarded credit. Those students will receive a grade of “0” (zero).
6. Those students not attending a class session will receive a grade of “0” (zero) for
that/those assignment(s) for that class session.
7. Class attendance allows students to participate in the learning experience. When
class is not attended, the learning experience is lost. This is not an attendance
policy.
8. Students are responsible to sign the class roster for each class session. If the
student does not sign the class roster, they will be considered absent and receive a
zero (0) for any assignment(s) (Student Preparation Activity/ies) due that day.
9. The total possible credit that can be received from the Student Preparation
Activities is 30 points.
10. Eight (8) individual assignments (Student Preparation Activities) are chosen at
random from the 20 varied topics assigned representing the 13 class sessions. No
more than one assignment (Student Preparation Activity) will be chosen from any
class session.
11. All of the selected assignments (Student Preparation Activities) will be graded.
Each one is worth up to five (5) points, Once graded, the lowest two (2) scores
will be dropped from each student’s individual total points, resulting in a
maximum score of thirty (30) points, which is a portion of the clinical grade.
12. Students must arrange in advance with the course coordinator if unable to
attend a class session because of attendance at a college sanctioned or
sponsored activity. These students will be eligible to receive credit for the
assignment once completed and submitted within the agreed upon time
frame.
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Health Education Systems, Inc. Standardized Testing
Students will complete one (1) Health Education Systems, Inc. (HESI) standard examination
during the semester. The time for this examination is noted on the course calendar. The
additional point(s) will be added to the student’s overall course percentage at the end of the
course if the student has earned a Theory examination average of 75% or greater. The student is
awarded one (1) additional point for HESI score at or above 850-899 (acceptable range). The
student who achieves a HESI score at or above 900 (recommended range) is awarded 2
additional points at the end of the course.
EXAMPLE:
HESI Bonus
Acceptable
Recommended Bonus points
Point Grid
Student Score Range Score
Range Score
awarded
900
Student 1
850-899
900 and above 2
 Student 1’s score is equal to or exceeds the Recommended Range Score.
899
Student 2
850-899
900 and above 1
 Student 2’s score exceeds the Acceptable Range Score but is below the
Recommended Range Score..
849
Student 3
850-899
900 and above 0
 Student 3’s score is below the Acceptable Range Score.
Posting of Grades: Exam scores are posted on Blackboard within one (1) week of the original
exam. Graded observation reports, papers/projects, and care plans are generally returned within
one (1) week of receipt from the student or prior to the date that the next one is due (whichever
comes first).
A. GRADING SCALE:
The grading scale for the Tulsa Community College Nursing Program is:
100-90 =
A
89-80 =
B
79-75 =
C
74-60 =
D
59-below = F
B. PERCENTAGE GRADE CALCULATION:
Students MUST achieve an average of 75% on the three (3) Theory examinations in
order to have other component scores added to achieve final grade. If the average of
all the Student’s Theory and Comprehensive Final examinations is less than 75%, the
final course grade will be recorded as the Theory and Comprehensive Final
examination average. All clinical activities must also earn a 75% or higher or
Satisfactory (S). The percentage grade for this course is determined by:
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1) Theory and Comprehensive Final Examinations: 67% (400 points possible)
(a) Theory Examinations (3 at 100 points each) = 300 points/50.25% (16.75%
each)
Exam I _____/100,
Exam II _____/100,
Exam III _____/100
(b) Comprehensive Final Examination (100 points)
_____/100 = 16.75%
2) CLINICAL Component: 28% (170 points possible)
(a) Developmental Agency Observation Reports
1. Child Development Center _____/50 points/8%
2. Little Light House
_____/50 points/8%
(b) Nursing Concept Map/Care Plan
_____/70 points/12%
3) Student Preparation Activities: 5% (30 points possible)
(a) Student Preparation Activities
_____/30 points/5%
(b) Wellness Exploration Learning Activity
Pass/Fail
4) HESI Examination: 2 points may be earned and be added to final grade IF
THEORY examination grade is 75% or greater AND if Clinical grade is
“Satisfactory” AND 75% or greater. (A) maximum of two (2) bonus points can
be earned for the semester, and if earned will be added to the student’s overall
course points at the end of the semester, after the theory and clinical grades are
calculated and combined.
Example:
Student
Student
Clinical
Total of
HESI
2433
Theory
Grade =
Theory and Test
Scoring
Grade =
25% of
Clinical
Bonus
Final
Grid
75% of grade grade
Grade
points
Grade
86%
95%
88.25% (B) 2
90.25 =
Student 1
A
86%
95%
88.25% (B) 1
89.25 =
Student 2
B
86%
95%
88.25% (B) 0
88.25 =
Student 3
B
C. CLINICAL PERFORMANCE:
A clinical grade of Satisfactory (S) is determined by earning a satisfactory evaluation on all
of the following clinical performance requirements of this course.
1.
Clinical Facility-Based Learning Experiences: Weeks listed are based on the
four weeks of acute-care pediatric clinical experiences.
(a) Clinical Day 1: Orientation to clinical unit and completed Pediatric
Assessment Form and Growth Grid with required Satisfactory (S) grade
(b) Clinical Day 2: Complete Pediatric Assessment Form, Concept Map, Growth
Grid, and Medication Sheet submitted with required grade of 75% or higher.
(c) Clinical Day 3: School Nurse Experience: Complete “Plan for Schoolage/Adolescent Child” form, document clinical experience using objectives
A-E on the Learning Map. With required Satisfactory (S) grade.
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2.
3.
Clinical Skill Components
(a) Medication Dosage Calculation (90% minimum pass score – not included in
cumulative grade score)
(b) Psychomotor Skill (Pediatric Medication Administration – Pass/Fail)
(c) Completed Pediatric Assessment Form, Concept Map, Growth Grid, and
Medication Sheet submitted with required grade of 75% or higher
Student Performance Evaluation Profile (SPEP)
(a) Safe Provider of Care: Performance of safe actions and nursing interactions
related to the role of Provider of Care = Satisfactory/Unsatisfactory
(b) Professional Behaviors: Demonstration of professional behaviors as defined
in the Student Performance Evaluation Profile (SPEP) =
Satisfactory/Unsatisfactory
(c) Nursing Role Behaviors: Performance of all Nursing Role Behaviors =
Satisfactory/Unsatisfactory
XIII. DESCRIPTION OF COURSE REQUIREMENTS:
A. EXAMINATIONS:
Three (3) unit examinations will be administered to evaluate student acquisition of
theoretical knowledge and principles, as well as application of knowledge and principles to
clinical scenarios. Exams are given according to the enclosed schedule (see calendar).
Regularly scheduled exams consist of 50 items and are worth 100 points each.
Students will complete one (1) Health Education Systems, Inc. (HESI) standard
examination during the semester. The time for this examination is noted on the course
calendar. This is in addition to the three (3) Theory examinations. If the student has earned
a Theory examination average of 75% or greater, a student may earn one (1) bonus point
for a composite score above the “Acceptable” level, as established by HESI. A student,
who achieves a composite score at or above the “Recommended” level as established by
HESI, may earn two (2) bonus points.
B. ACUTE CARE CLINICAL PRACTICUM:
An acute care clinical setting will provide students the opportunity to interact with infants,
children, and adolescents who have short- or long-term health problems. During the clinical
practicum the student will gather, assess, analyze, plan, implement, and evaluate a plan of
nursing care for his/her selected client. The plan of nursing care will be student written.
When possible, the student will consult with other disciplines involved in the client’s care.
Accurate, complete, and developmentally appropriate plans of nursing care are viewed as
an integral component of safe nursing practice. Students are to keep each week’s evaluated
plan of nursing care (clinical paper work). These plans of care can be requested by the
clinical instructor at any time to assist in assessing the student’s progress in the utilization
of the nursing process in planning client care. Should the student’s written plan of care be
evaluated as “unsatisfactory,” it will be reflected as an “I” or an “N” in the appropriate
objectives/behaviors listed on the Student Performance Evaluation Profile (SPEP). The
final grade of the care plan(s) must be 75% or higher for the student to pass the course.
Any revision or make-up for clinical work is at the discretion of faculty.
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C. DEVELOPMENTAL AGENCY OBSERVATION REPORTS:
Well children will be observed at a local preschool and a developmental assessment will be
documented and submitted for learning evaluation. In addition, each student will interact
with a selected child in a preschool dedicated to fostering optimum development of special
needs children, and the student will write a developmental assessment documenting
particular needs and student interactions with the selected child. A student must achieve a
passing grade of 75% on each of the LLH and CDC assignments to pass the course. If a
student is asked to resubmit the assignment, the maximum grade that can be awarded is
75% (or 53 points). Any revision or make-up for the developmental agency observation
experiences/reports is at the discretion of the Course Coordinator.
D. PSYCHOMOTOR SKILL COMPONENTS:
In the Learning Activities Laboratory (LAL), students will be given the opportunity to
learn and practice nursing skills related to the care of children. Students will demonstrate
specific skills successfully within prescribed time limits. Faculty will evaluate students’
abilities to perform psychomotor skill using skill checklists found in the Learning
Resources Packet. The psychomotor skill evaluated is Pediatric Medication Administration.
The student may have three (3) opportunities to complete the skill successfully. The skill
must be completed successfully within a specified time (see skill sheet in packet). Failure
to demonstrate these skills successfully will result in failure of the course.
E. MEDICATION DOSAGE CALCULATION EXAM:
The student must demonstrate mastery of pediatric dosage calculation by achieving a score
of 90% or greater on a written calculation examination. Students are to write all
calculations next to each dosage problem within the exam booklet. The student may have
three (3) opportunities to complete successfully this examination. The grade is recorded as
Pass/Fail; a passing grade is 90% or greater. The student is not allowed to administer
medication during the clinical experience until the examination is passed. Failure to pass
the medication examination will be reflected in the weekly Student Performance
Examination Profile (SPEP). Failure of this examination results in failure of the course.
F. PERFORMANCE OF PROFESSIONAL BEHAVIORS:
Professional behavior is expected of each student during all clinical components of this
course. Performance of these behaviors is evaluated by faculty in the assigned clinical
setting following each clinical practicum. These experiences incorporate theory classes,
Learning Activities Laboratory (LAL), hospital and clinic facilities, and community
agencies. A description of desired behaviors can be found in the SPEP. The procedure used
to document student performance on the SPEP is described in the following section (XIV).
XIV. STUDENT PERFORMANCE EVALUATION PROFILE:
The Student Performance Evaluation Profile (SPEP) identifies objectives that reflect desired
professional behaviors described within the Roles of the Associate Degree Nurse. Upon
completion of each clinical day, the SPEP is used by the faculty members to record the student’s
ability to demonstrate:
 safe and effective nursing care,
 professional responsibility, and
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433

commitment to learning and self-development.
A cumulative overall evaluation of “Satisfactory” on the SPEP is required to complete
successfully the clinical component of this course and to progress to the next sequential clinical
course within the Nursing Program.
1. Evaluation of student performance will be based on how consistently performance
behaviors (objectives) are met each clinical week.
2. Achievement of the objective is documented as “Satisfactory” if performance of a
clinical objective is consistently demonstrated by the student. A check mark is
written beside that objective on the SPEP.
3. A student demonstrating excellence in the performance of a particular objective
may receive a plus sign (+) beside that objective on the SPEP.
4. If a student is unable to demonstrate consistent performance of a particular
objective, or an objective is not applicable during a specific week’s clinical
experience, or if the student’s performance of an objective is not observed by the
faculty, one of the following symbols is recorded on the SPEP for that particular
objective (behavior):
I=
Student needs improvement to meet behavior
N = Student does not or frequently does not meet this behavior
NA = Behavior not applicable for that week
O = Behavior not observed by the instructor
S=
Satisfactory performance
U = Unsatisfactory performance
=
Object consistently met “satisfactorily”
+=
Student exceeded expectations in completion of behavior
NOTE: SPEP Items with an asterisk (*) are Critical Behaviors and must be
met Satisfactorily.
5. A student who consistently demonstrates achievement of all clinical objectives
with fewer than three (3) “N’s” for the week earns a “Satisfactory” clinical
performance and an “S” will be recorded for the weekly evaluation.
6. A student who receives two (2) consecutive weeks of “I” for the same objective
must show improvement the third week or the student will receive an evaluation
of “N,” indicating that the objective was not achieved.
7. A student earning an “N” for three (3) or more clinical performance objectives
within one week has demonstrated Unsatisfactory clinical performance for the
week, and a “U” will be recorded for the weekly performance evaluation.
8. Some clinical performance objectives are marked with an asterisk (*). If a student
does not satisfactorily meet an objective marked with an asterisk (*), the student
will receive an “N” for that objective and will receive a “U” for that clinical week.
9. Any student earning a “U” for any week will have a counseling form completed
by the clinical instructor, documenting student performance and recommendations
for improvement. The instructor will hold a conference with the student. A copy
of the signed counseling form will be placed in the student’s permanent file.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
10. The student will be placed on Probation if two (2) weeks of Unsatisfactory (U)
clinical performance are documented. Three (3) weeks of Unsatisfactory clinical
performance during the course constitutes failure of the clinical portion of NURS
2433. (Refer to the TCC Nursing Program Student Handbook for more
information regarding Unsatisfactory clinical performance.)
11. The student is expected to demonstrate progressive development in the
performance of clinical skills and problem solving during the clinical component
of the course and should strive to have all objectives evaluated as being
satisfactorily met.
12. If a student is a NO CALL/NO SHOW for clinical practicum, the student’s
performance is “Unsatisfactory” for the week and a “U” is recorded on the SPEP.
XV. POLICIES AND PROCEDURES FOR NURS 2433:
The student enrolled in NURS 2433, Nursing Care of Children and Families, is responsible for
knowing and complying with all of the policies published in the TCC Student Code of Conduct
and Policy Handbook, and the TCC Associate Degree Nursing Program Student Handbook.
The student should review both policy documents periodically during this course. In addition,
the student is responsible for complying with the following policies and procedures specific to
NURS 2433. These statements apply to theory classes, learning activity laboratories, clinical
practice experiences, and all other scheduled course activities.
A. ATTENDANCE:
Professional learning responsibility includes attendance and contribution to theory class
and clinical conference discussion. Students are EXPECTED to attend theory class and
points can be earned by attendance; however, learning activity laboratories, clinical
practice experiences and all other scheduled course learning activities are REQUIRED.
B. EMERGENCIES OR ILLNESS:
The student is expected to notify the Course Coordinator (Jan Jones Nolen - 918-6076466) and the School of Nursing Office prior to any scheduled course learning
experience or appointment in the event of an emergency or illness that prevents the
student’s attendance. The course learning experiences include theory class, learning
activity laboratory, faculty appointments course examinations, and the HESI exam. It is
the responsibility of the student to contact the instructor as soon as possible to arrange a
makeup experience for the missed learning activity or conference. The student should
leave his/her name, telephone number, where the student can be reached, scheduled time
for the activity and the name of the assigned faculty instructor.
A student who has a fever, an upper respiratory infection, a GI disturbance, or any type of
infectious condition should not attend clinical practicum. If this occurs, the student
should follow the procedure outlined for a clinical practicum absence.
C. ABSENCE OR NONATTENDANCE:
The faculty may initiate an administrative withdrawal (AW) for consistent nonattendance of any component of the course. An official withdrawal from the course,
regardless of the reason, prevents the student from attending any further course activities.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
1. Theory:
It is the student’s responsibility to obtain any handouts, class notes, and any
information/announcements that may have been made if the student was absent.
2. Clinical Practicum:
Clinical practicum includes learning activities laboratory, acute care clinical
experiences, Child Development Center, The Little Lighthouse, supervised
practices, skills, and computer assisted instruction (CAI) time scheduled with
faculty.
Whenever a student is unable to participate in a scheduled clinical experience, it is
the student’s responsibility to notify the clinical facility/unit, and the TCC
Nursing Division of the absence one (1) hour before the clinical experience is
scheduled to begin. It is also the student’s responsibility to contact the clinical
instructor immediately after the absence to arrange for a clinical make-up
experience.
Clinical make-up time may be scheduled on different days or on evenings or
weekends, depending on the availability of clinical experiences. The student may
be assigned alternative learning experiences as make-up work.
A student who does not call PRIOR to the clinical practicum and who does not
arrive for the clinical practicum in a timely manner is considered a “NO
CALL/NO SHOW”. Review the above definition of clinical practicum. All
missed time must be “made up” to complete course objectives.
3. Clinical Skill Components:
If a student is a No Call/No Show for a scheduled clinical skill component, it will
be recorded as an unsuccessful attempt, and the allowed time listed as missed
clinical time.
4. Learning Activities Laboratory/ Developmental Agency Visits:
Attendance is mandatory for these activities. If students are unable to attend their
scheduled times, the NURS 2433 Coordinator must be contacted to schedule
make-up, if allowed.
5. Scheduled Examinations:
Students are to take ALL examinations as scheduled. Students must notify the
Nursing Division Office (595-7188) and the respective Course Coordinator
prior to missing any scheduled exam.
The Course Coordinator may request a written explanation from the student to
determine if the absence will be excused. Missing an exam for work is NOT a
valid excuse). Students failing to notify the Nursing Division Office (and the
Course Coordinator) prior to missing an examination are considered “No
Call-No Show” and may receive a zero “0” for that exam. Unavoidable
absences will be considered on an individual basis. Make-up exams may be taken
in the “Testing Center” and require a minimum notice of 24 hours for scheduling
purposes.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
All make-up exams must be scheduled with the respective Course Coordinator
and will be scheduled during Week 14 or Week 15 of the semester. It is the
responsibility of the student to contact the Course Coordinator to ensure that the
missed exam is scheduled. In the event a student misses more than two exams
per course, 10% of the points possible will be deducted from any subsequent
missed examinations.
D. UNSAFE NURSING PRACTICE AND UNPROFESSIONAL CONDUCT:
Should a student demonstrate unsafe nursing practice(s) or unprofessional conduct,
nursing faculty will implement one or more of the consequences described in the TCC
Nursing Program Student Handbook.
E. PREPARATION FOR SCHEDULED LEARNING EXPERIENCES:
1. Theory:
Classes are designed to assist students to synthesize new learning into a nursing
framework. Students are expected to prepare for class in order to optimize
classroom learning. Preparation includes:
(a) identifying the correct theory class focus from the printed course calendar
(b) locating the corresponding Theory Learning Map in the NURS 2433
Learning Resource Packet
(c) reviewing of the expected learning outcomes
(d) reading and completing assignments and other preparation materials in
order to answer the Critical Thinking Questions
2. Clinical Practicum:
A student reporting to the assigned clinical area unprepared or demonstrating
unprofessional conduct and/or appearance may be dismissed for that day at the
discretion of the instructor and an Unsatisfactory weekly performance will be
recorded on the SPEP. The student would then be expected to arrange a makeup
clinical experience with the clinical instructor.
3. Clinical Learning Activities Laboratory:
Students are expected to participate in all LAL learning activities. A learning map
corresponding to each LAL activity will guide the student’s preparation. The
faculty role in this laboratory is to assist the student to clarify and verify
information, and to validate competent performance of specified skills.
4. Developmental Agency Experiences:
Students are expected to read and follow the learning maps for each visit. Written
reports are due as specified in the learning map.
5. Student Agreement of Understanding:
At the beginning of the course, each student will read and sign the “Student
Agreement of Understanding” confirming the concepts, components, grading
format, and other related materials for successful completion of NURS 2433.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
F. WRITTEN ASSIGNMENTS:
Late work will not be accepted without prior arrangement with the instructor. Late work
may receive a 10% reduction in grade even with prior instructor acknowledgment.
G. TAPING OF CLASSES:
Students may audiotape classes with the consent of the instructor and peers. It is the
student's responsibility to avoid infringing on other students’ right to confidentiality.
Consent to tape, duplicate or transcribe is for the use of currently enrolled students only.
Taping and selling tapes for profit is considered unprofessional conduct and not
condoned.
H. PRESENCE OF CHILDREN IN CLASSROOM OR CLINICAL FACILITY:
Children are not permitted per TCC policy in any classroom or laboratory. Unattended
children are not permitted in any TCC building. Children are not to accompany the
student or be left unattended at any clinical practicum facility.
I. PAGERS AND CELLULAR PHONES
No electronic devices including pagers and cellular phones are permitted to be used in
any classroom or clinical practicum. In an emergency, a student may be contacted
through the campus police office (918-595-7263.)
J. COMMUNICATION
MyTCC is the official electronic communication tool used by Tulsa Community College.
Each student is provided with an e-mail account, which is used by the college to
communicate with students. You may access the site at http://MyTCC.tulsacc.edu. Your
user name is your eight-digit student ID number. Your password is the PIN you use to
access the Student Web. (Your PIN is initially set as month date and year of birth, using
leading zeroes and the last two digits of the year of birth. It is strongly recommended that
you change your PIN the first time you access the Student Web.)
If you wish to forward mail from MyTCC, you may do so easily. Open the mail channel
by clicking on the e-mail icon in the upper right-hand portion of the welcome screen, or
the e-mail icon at the bottom of the e-mail channel. Once the e-mail channel opens, click
on the options tool at the top of the screen. On the left-hand side of the window that
opens, click on Settings. The bottom option allows you to forward e-mail to another
account. Be aware that MyTCC does not retain a copy of forwarded mail. If you change
or close the account to which you have forwarded mail you will have no record of
communications sent by TCC.
K. COURSE WITHDRAWAL
The deadline to withdraw from a course shall not exceed ¾ the duration of any class.
Check the TCC Academic Calendar for the deadline that applies to the course(s). Begin
the process with a discussion with the faculty member assigned to the course. Contact
the Advisement Office at any TCC campus to initiate withdrawal from a course (‘W’
grade) or to change from Credit to Audit. Withdrawal and/or change to an audit from a
course after the drop/add period can alter the financial aid award for the current and
future semesters. Students may receive an outstanding bill from TCC if the recalculation
leaves a balance due to TCC. Students who stop participating in the course and fail to
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
withdraw may receive a course grade of “F,” which may have financial consequences for
the students.
L. DUE PROCESS
Students of the TCC Nursing Program retain the right to have grievances addressed in a
fair and timely manner, and will be accorded full due process by the faculty and
administration of the program and college. In a similar manner, the TCC Nursing
Program also has the right to address unprofessional behaviors (according to the
“Uniform Health Sciences Academic Standards, Probation, Temporary Exclusions,
Dismissals, and Readmission Procedures”) and inadequate academic progress (according
to the “Academic Grievance Procedure and Due Process Guidelines”) as outlined in the
TCC Nursing Program Student Handbook and posted on Nursing Connections. This
statement serves as notification of these policies and of the student’s responsibility to
follow these guidelines in respect to these events.
M. ATTENDANCE POLICY FOR CLINICAL AND LABORATORY
The TCC Nursing Program expects that its students will recognize that they have entered
a profession in which commitment to full participation in the learning environment is an
essential component of what will become a style of life-long learning. Attendance is
expected for all educational activities, and is required for seminars and laboratory
sessions. In all clinical/laboratory courses, attendance is required as students are
considered to be part of the nursing team.
Student absences for professional, personal, or family events may be granted at the
discretion of the course faculty. The requests will be reviewed by the associate dean if
necessary. This policy is designed for special circumstances and it should not be
considered a guarantee that a student will be granted the permission.
Clinical Absences
If a student must miss clinical time due to illness or personal emergency he or she must
call the instructor prior to the start of the clinical shift and call the Nursing Division
office. The instructor in consultation with the course faculty will determine if make-up
time is needed. Decisions as to the need for make-up clinical experiences are based on a
student’s progress in meeting course objectives. Missing greater than 10% of planned
clinical hours may impede a student’s ability to complete course objectives. If a student
does not meet these objectives, the course must be repeated.
Laboratory Absences
Laboratory is another required learning experience with objectives a student must achieve
in order to be successful in a given course. If a student must miss laboratory time due to
illness or personal emergency he or she must call the instructor prior to the start of the
scheduled lab. Make-up labs will be determined and scheduled by course faculty.
Students are responsible for communicating with faculty so that all course objectives are
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
completed for the lab portion of any course by the end of the semester. If a student does
not meet these objectives, the course must be repeated.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Student Agreement of Understanding
By placing your initials by each statement, you are indicating that you understand each of the
statements and the course requirements.
I understand:
1)
I am responsible for applying critical thinking to the concepts presented in this nursing course and
for using these concepts as a basis for nursing process and practice.
2)
I am responsible for monitoring my own learning.
3)
I am responsible for self-evaluation of my academic and clinical performance throughout the
course.
4)
My CONSISTENT attendance and active participation in classroom, Learning Activity
Laboratory (LAL), and clinical experience sessions is necessary to be successful in this course.
5)
I must earn 90% or higher on the Level 3 Dosage Calculation Exam to be allowed to pass
medications. Failure to achieve 90% or higher after three (3) attempts will result in my failing the
course.
6)
I must achieve: a) a theory grade of 75% or higher on the theory exams, b) a clinical practicum
paperwork grade of 75% or higher, and c) a child development experiences grade of 75% or
higher to be eligible pass the course.
7)
I may request an appointment with the Course Coordinator for clarification about course
requirements, my status in the class, or my current course grade.
8)
My preparation for class involves reading the required text. Reading must be completed prior to
class attendance.
9)
If I have a disability and need special accommodation of any nature, I am responsible for notifying
the Course Coordinator immediately.
10)
I am responsible for knowing and following the guidelines described in the Tulsa Community
College Nursing Student Handbook, Nursing 2433 Course Syllabus, and the Tulsa Community
College Student Code of Responsibility and Conduct.
11)
Tulsa Community College does not discriminate on the basis of race, color, national origin, sex,
age, disability, or veteran status
Printed Name: _________________________________________ Student ID: ______________
Signed Name: _________________________________________ Date: ___________________
Witnessed by:
Printed Name: ________________________________________
Signed Name: ________________________________________
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 1: Physical & Developmental Assessment
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
1. Prepare a child for a physical examination based on his or her
developmental needs.
2. Plan a comprehensive physical examination in a sequence
appropriate to the child’s age.
3. Recognize expected normal findings for children at various ages.
4. Record the physical examination according to the head-to-toe
format.
5. Perform a developmental assessment using a standard screening
test (Denver Developmental Screen Tool II– DDST-II).
Preparation Resources
1. WPHLW Chapter 34,
“Communication,
History, Physical, &
Developmental
Assessment,” pp. 886927.
2. Clinical Manual of
Pediatric Nursing, pp.
18-74, 114-147, 180.
Critical Thinking Questions
1. Discuss the importance of
considering the developmental needs
of children in preparing them for a
physical examination, and identify
methods that could be used to
prepare them for this experience.
2. What approaches would foster
atraumatic assessment of a child’s
genitalia?
Learning Activities
Terminology - *May need
to use a medical
dictionary
Student Preparation Activity
(BRING TO CLASS)
1.
2.
3.
4.
1.
2.
3.
4.
Lecture/topic discussion
PowerPoint Handout
Problem-solving activities
Practical application activities
21
Spring 2013
CDC Growth Charts
Denver II
Growth Standards
Snellen Screening
1. Using a copy of the Growth Chart,
graph the height and weight of your
child or the child of a family relative
or friend.
2. Using a copy of the Denver
Developmental Screen Tool II,
highlight the four (4) areas of
development assessed by the RN.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 2: Nursing Interventions & Variations for the Pediatric Client
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
1. List the essential priorities of nursing care for a child on
admission to the hospital.
2. Outline nursing interventions that minimize the stress of loss of
control during hospitalization and fear of bodily injury, and
enhance compliance through the use of play as a therapeutic
intervention.
3. Analyze significant stressors of illness and hospitalization on
the child, siblings, and the family.
4. Describe methods of assessing and managing pain in children.
5. Formulate general guidelines for preparing children for
procedures, including surgery, informed consent, and issues of
emancipation.
6. Implement feeding techniques that encourage food and fluid
intake.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handouts
Problem-solving activities
Practical application activities
22
Spring 2013
Preparation Resources
1. WPHLW Chapter 35, “Pain
Assessment & Management,” pp. 929950.
2. WPHLW Chapter 44, “Reaction to
Illness and Hospitalization,” pp. 12191244.
3. WPHLW Chapter 45, “Pediatric
Variations of Nursing Interventions,”
pp. 1245-1273 & 1289-1300.
4. Clinical Manual of Pediatric Nursing,
pp. 181-202, 209-248 (PAIN SCALES).
5. Growth & Development Handout
(Erickson)
Terminology - *May need to use a
medical dictionary
1.
2.
3.
4.
5.
6.
7.
Atraumatic care
Emancipated
Informed consent
Separation anxiety
Play therapy
Therapeutic play
Fear of mutilation
Critical Thinking
Questions
1. When are children
most vulnerable to
stress?
2. What determines a
child’s reaction to
and management of
stress?
3. What might stress
represent to a child in
each of the major
developmental
periods?
4. What is the impact of
stress on the sensitive
periods of
development?
Student Preparation
Activity
(BRING TO CLASS)
1. Draw the FACES
Pain Scale and describe a
pain assessment tool
appropriate for an infant.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 3: Communication; Social Cultural, & Religious Influences
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
1. Analyze strategies and guidelines for communicating with
and interviewing the child and family.
2. State the components of a complete health history.
3. Describe two strategies for structural and functional
assessment of the family.
4. Describe the subcultural influences on child development
in the areas of socialization, education, and aspiration.
5. Identify areas of potential conflict of values and customs
for a nurse interacting with a family from a different
cultural/ethnic group.
6. Describe three religious groups whose beliefs
significantly affect their health practices.
7. Identify guidelines for using an interpreter and phone
triage to assess a family.
Preparation Resources
1. WPHLW Chapter 32,
“Social, Cultural, and
Religious Influences on
Child Health Promotion,”
pp. 822-840.
2. WPHLW Chapter 34,
“Communication, History,
Physical &
Developmental
Assessment,” pp. 866886.
3. Clinical Manual of
Pediatric Nursing, pp. 217.
Critical Thinking Questions
1. Why is it important to include parents in
defining and solving their child’s problem?
How can the nurse facilitate this process?
2. How does normal cognitive development
provide a frame of reference for learning to
communicate with children?
3. How do nurses’ own cultural values and
beliefs affect their nursing care? Give
specific examples of attitudes and their
potential consequences.
Learning Activities
Terminology - *May need
to use a medical dictionary
Student Preparation Activity
(BRING TO CLASS)
1.
2.
3.
4.
5.
6.
Using client-friendly pediatric terms describe
the following:
a) IV start
b) Blood draw
c) Keeping I & O
1. Lecture/topic discussion – View Streaming Video for
this lecture prior to class
2. Power Point Handout
3. Problem-solving activities
4. Practical application activities
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Spring 2013
Assimilation 1.
Culture
Cultural Sensitivity
2.
Ethnicity
3.
Sociogram
4.
Transcultural Nursing
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 4: Health Promotion: Infant & Family
Functional Health Patterns: Health –Perception-Health Management
Learning Objectives
1. Identify the major biologic, psychosocial, cognitive, and social
development during the first year.
2. Provide anticipatory guidance to parents regarding common
parental concerns during infancy.
3. Provide parents with feeding recommendations for infants.
4. List general contraindications, precautions, and administration
routes for immunizations.
5. Provide anticipatory guidance to parents regarding injury
prevention based on the infant’s developmental achievements.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
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Spring 2013
Preparation Resources
1. WPHLW Chapter 36, “The
Infant and the Family,” pp.
953-1013.
2. Clinical Manual for
Pediatric Nursing, pp. 30-31,
121, 134-139, 149-156, 159,
161, 163, & 173-176.
Critical Thinking Questions
1. What behaviors, physical
conditions, and environmental
condition may place an infant
at risk for child abuse?
Terminology - *May need to
use a medical dictionary
Student Preparation Activity
(BRING TO CLASS)
1. Apnea
2. Attachment
3. Child Abuse
4. Colic
5. Failure-to Thrive
6. Immunization Schedule
7. Regurgitation
8. Separation anxiety
9. SIDS
10. Spitting up
11. Temperament
1.
Create a grid showing the fine
motor, gross motor, language,
and social development
milestones to assess in a fivemonth old well child.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 5: Health Promotion: Toddler & Family
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
Critical Thinking
Questions
1. WPHLW Chapter 37,
1. What are some creative
“The Toddler and Family,”
guidelines to offer
pp. 1017-1041.
parents for dealing with
2. Clinical Manual of
temper tantrums,
Pediatric Nursing, pp. 3-31,
negativism, and
94, 121, 125-126, 140-141,
regression?
149-152, 156, 159, 161163, 173-177, & 183-186 .
Preparation Resources
1. Identify the major biologic, psychosocial, cognitive, and social
development during the toddler years.
2. Relate separation anxiety and negativism to developmental tasks.
3. Recognize readiness for toilet training and offer parent guidelines.
4. Provide parents with guidelines for handling temper tantrums.
5. Provide parents with feeding recommendations.
6. Outline a preventive dental hygiene plan for toddlers.
7. Discuss anticipatory guidance to parents regarding injury prevention
based on toddler’s developmental achievement.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
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Spring 2013
Terminology - *May need to use
a medical dictionary
1.
2.
3.
4.
5.
6.
7.
Autonomy
Child Maltreatment
Negativism
Nursing Caries
Regression
Ritualism
Separation
Student Preparation
Activity (BRING TO
CLASS)
1. Create a grid showing
the fine motor, gross
motor, language, and
social development
milestones to assess in
an 18-month old well
child.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 6: Health Promotion: Pre-school Child & Family
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
1. Identify the major biologic, psychosocial, cognitive, and social
development during the preschool years.
2. List the benefits of imaginary playmates.
3. Prepare preschoolers for preschoolers or daycare experience.
4. Provide parents with guidelines for sex education.
5. Provide parents with guidelines for dealing with a child’s fears and
sleep problems.
6. Recognize feeding patterns of preschoolers.
7. Offer parents interventions related to language development.
8. Identify nursing interventions for a child’s treatment and prevention of
communicable diseases.
9. Analyze the areas of history that should arouse suspicion of abuse.
Preparation Resources
1. WPHLW Chapter 38,
“The Preschooler and
Family,” pp. 1043-1075.
2. Clinical Manual of
Pediatric Nursing, pp. 3031, 94, 121, 140-143, &
184.
Critical Thinking Questions
1. Identify anticipatory
guidance that can be
provided to parents when
their preschooler is
preparing to transition from
a home daycare setting to a
new preschool program.
Learning Activities
Terminology - *May need to
use a medical dictionary
Student Preparation Activity
(BRING TO CLASS)
1.
2.
3.
4.
1.
2.
3.
4.
1.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
26
Spring 2013
Abuse/Neglect
Child Maltreatment
Magical Thinking
Munchausen’s Syndrome
by Proxy
5. Prodromal Symptoms
6. Sleep Terrors
7. Stuttering
Create a grid showing the
fine motor, gross motor,
language and social
development milestones to
assess in a 3 year-old and
4 year-old well child.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 7: Health Promotion: School-age Child & Family
Functional Health Patterns: Health Perception-Health Management
Learning Objectives
1. Describe the physical, cognitive, and moral changes
that take place during the middle school childhood
years.
2. Demonstrate an understanding of the changing
interpersonal relationships of changing of schoolage child.
3. Discuss the role of school in the development and
the socialization of the school-age child.
4. Implement an appropriate health-teaching plan for
the school-age child.
5. Plan a sexuality education session for a group of
school-age children.
6. Create a nursing care plan to prevent sport injuries
in the middle childhood and adolescence.
7. Describe the most common causes of growth and/or
malnutrition failure in later childhood.
8. Evaluate interventions for children with attention
deficit disorders or learning disabilities.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
27
Spring 2013
Preparation Resources
1. WPHLW Chapter 39,
“The School-age Child
and Family,” pp. 10771103.
2. Clinical Manual of
Pediatric Nursing, pp.
31, 94, 144-145, 149153, 160, 170, & 178179.
3. Strattera Handout
4. ADD & AD/HD
Handout
Terminology - *May need to use a medical
dictionary
1. ADHD
7. Learning disability
2. Dental caries
8. Pre-pubescence
3. Encopresis
9. PTSD
4. Enuresis
10. Puberty
5. Internet Safety
11. School Phobia
6. Latchkey children
Critical Thinking Questions
1. A 9-year-old boy is brought to the clinic by his
mother for a school physical examination. His
mother is concerned, because the child wants to
join the school soccer team this year. On physical
examination, the nurse discovers that since last year
there has been an increase of 2 inches in height and
a 10-pound weight gain. Health history is
unchanged from the previous year. The young boy
tells the nurse that he rides his bike more now than
last year because he has a new “best friend” with
whom he can go riding.
a.
Describe the education that would most
benefit this child and his mother.
b.
Describe how the mother of this 9-year-old
boy can foster his development.
2. What comprehensive interventions might the nurse
employ in working with the family and school age
child newly diagnosed as having ADHD?
Student Preparation Activity
1.
Search “School aged child and internet safety” for
guidelines for parents. List 3 teaching points for
families.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 8: Health Promotion: The Adolescent & Family
Functional Health Patterns: Health-Perception-Health Management
Learning Objectives
Preparation Resources
1. Compare the stages of biologic, psychosocial,
1. WPHLW Chapter 40,
cognitive, moral, spiritual, and social development
“The Adolescent and
through adolescence.
Family,” pp. 1105-1144.
2. Analyze the development of self-concept.
2. Clinical Manual of
3. Analyze nursing actions to promote proper or
Pediatric Nursing, pp. 31,
adequate immunizations, nutrition, sleep and rest,
62, 64, 96, 118-120, 146exercise and activity, dental health and personal care,
147, 172, 320.
stress reduction, sexuality education, injury
3. http://www.cdc.gov
prevention and anticipatory guidelines for family.
 Immunizations
4. Apply the nursing process related to clients with
disorders of the reproductive system, eating disorders,
and disorders with behavioral components.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
28
Spring 2013
Terminology - *May need to
use a medical dictionary
1.
2.
3.
4.
5.
6.
7.
8.
Eating Disorders
Gynecomastia
Internet Safety
Menarche
Obesity
Puberty
Pubescence
Secondary Amenorrhea
Critical Thinking Questions
1. Explain the principles of physical growth that
are important for adolescent girls to
understand if they are concerned about their
weight.
2. Describe three guiding principles to offer to
parents of adolescents to help them better
communicate with their adolescent child.
3. Describe the characteristics typically seen with
adolescent suicide.
4. Explain why peer groups contribute to the
development of a sense of identity in the
adolescent and why peer groups are an
important influence during these years.
Student Preparation Activity
1.
Create a grid to describe the physiologic
changes of the adolescent male and female.
Example below:
Male
Female
hormonal
Body mass
 fat
 bone
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 9: Pediatric Pharmacology
Functional Health Patterns: Activity-Exercise; Sleep-Rest; Nutritional-Metabolic; Health-Management
Learning Objectives
1. Apply the principles of
pharmacokinetics & pharmacodynamics
to pediatric medication administration.
2. Discuss key nursing implications as they
relate to pediatric medications and
administration.
3. Differentiate assessment of a child with
fever vs. hyperthermia.
4. Discuss nursing care of the child with
fever vs. hyperthermia.
5. Explore the implications of safety
mechanisms for pediatric IV fluid
administration.
Preparation Resources
1.
2.
Kee, Hayes, & McQuiston 7th ed. (Pharmacology
text), Chapter 5, Section 5F, “Pediatric Drug
Calculations” pp. 99-106, & Chapter 11, “Pediatric
Pharmacology” pp. 177-185.
WPHLW Chapter 45, “Controlling Elevated
Temperature” pp. 1259-1261, & “Administration of
Medication,” pp. 1273-1289 (also assigned for Skills
LAL).
Learning Activities
Terminology - *May need to use a medical dictionary.
1. Lecture/Class discussion – View
Streaming Video prior to class for this
lecture
2. Power Point Handout
3. Case Studies
4. Problem solving activities
1.
2.
3.
4.
5.
6.
7.
8.
29
Spring 2013
Developmental Age
Fever
First Pass Effect
Half Life
Hyperthermia
Pharmacokinetics
Pharmacodynamics
Set Point
Critical Thinking Questions
1.
Use the principles of
pharmacokinetics and
pharmacodynamics to
explain why EMLA is not
recommended for infants
less than 6 months old.
Student Preparation Activity
(BRING TO CLASS)
1. Make drug cards for
the following:
a. Acetaminophen
b. Ibuprofen
c. Morphine
2. Include mg/kg dosages
for each medication.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 10-11: Nursing Care of Children with Alterations in Elimination
Functional Health Patterns: Elimination
Learning Objectives
1. Create a care plan for the infant with acute diarrhea to include
fluid replacement.
2. Discuss nursing assessment and care for Wilms’ tumor, celiac
disease, and Hirschsprung’s disease.
3. Discuss nursing interventions for the child with structural
defects of gastrointestinal & genitourinary system.
4. Describe potential alterations in urinary functions related to fluid
and electrolyte balance, acid-base balance, and infection.
5. Identify pharmacologic interventions and teaching related to
alterations in the child’s elimination.
Preparation Resources
1. WPHLW Chapter
47, “Gastrointestinal
Dysfunction,” pp.
1363-1437.
2. WPHLW Chapter
50, “Genitourinary
Dysfunction,” pp.
1526-1550.
3. Clinical Manual for
Pediatric Nursing,
pp. 79-81.
4. http://evolve.elsevier.c

om/Wong/clinical
Gastrointestinal
Dysfunction, Cleft
Palate, Esophageal
Atresia
Learning Activities
Terminology - * May need to use a medical dictionary.
1. Lecture/topic
discussion
2. Power Point
Handout
3. Problem-solving
activities
4. Practical
application
activities
1.
2.
3.
4.
5.
6.
7.
8.
30
Spring 2013
Acute glomerulonephritis
Acute infectious diarrhea
Celiac disease
Chelation
Crohn’s disease
Enterobiasis (pinworms)
Giardiasis
Hemolytic-uremic
syndrome
9. Hirschsprung disease
10. Hydroephrosis
11. Hypertrophic pyloric stenosis
12. Intussusception
13. Meckel diverticulum
14. Short bowel (gut) syndrome
15. Wilms tumor
Critical Thinking Questions
1. What interventions would most benefit
the child and parent when they’ve just
been given a diagnosis that will result in
surgery (i.e. Hirschsprung’s disease).
2. What would be the alterations in
lifestyle and psychological reactions to
chronic renal failure for the school-aged
child?
3. How could you best gather patient fluid
and electrolyte imbalance data and
contrast that with potential nursing
diagnosis and interventions based on
scientific rationale to obtain the best
patient outcomes?
Student Preparation Activity (BRING
TO CLASS)
1. List (5) strategies for increasing fluid
intake for a toddler.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 12-13: Nursing Care of Children with Respiratory Dysfunction
Functional Health Patterns: Activity-Exercise; Sleep-Rest; Nutritional-Metabolic; Health-Management; Coping/Stress-Tolerance
Patterns
Learning Objectives
1.
Preparation Resources
2.
1. Describe the Asthma severity classification
system and understand the difference between
“quick relief” and “control” meds.
2. Apply the Nursing Process for care of the
child with congenital acquired genetic and
familial disorders of Asthma & CF.
3. Discuss nursing diagnoses and interventions
for the child with respiratory distress and the
child with respiratory dysfunction.
4. Develop strategies for preventative and
maintenance care for the child with long-term
respiratory disorders.
3.
4.
1. WPHLW Chapter 45, “Procedures for
Maintaining Respiratory Function,” pp.
1289-1294.
2. WPHLW Chapter 46, “Respiratory
Dysfunction,” pp. 1303-1353.
3. Clinical Manual for Pediatric Nursing,
pp. 74-79, 163, 269-276, 280-281, &
308-311
4. Internet resources:
a. http://www.aaaai.org
b. http://www.lungusa.org
c. http://www.aanma.org

Learning Activities
1. Lecture/topic
discussion
2. Power Point Handout
3. Problem-solving
activities
4. Practical application
activities
31
Spring 2013
d.
1. When an infant has bronchiolitis,
what nursing assessment and
interventions will be necessary?
2. List two ways the nurse educates
children and families on cleaning the
nebulizer, spacer, and peak flow
meter. Why is this important?
3. What does respiratory distress look
like in the infant? School-aged child?
4. How can the child’s/parent’s anxiety
affect the child’s oxygenation? How
can the nurse help?
http://evolve.elsevier.com/Wong/clinical
Cystic Fibrosis, Tonsillitis, Respiratory Distress,
Bronchiolitis
Terminology - *May need to use a medical dictionary.
1. Aerosol Spacer
2. Asthma Trigger
3. Chest Physiotherapy
(CPT)
4. Hyperpnea
5. Hypopnea
6. Metered Dose
Inhaler (MDI)
7. Nasal Flaring
8. Nebulizer
Critical Thinking Questions
9.
10.
11.
12.
13.
14.
15.
Orthopnea
Peak Expiratory Flow Meter
Respigam
Retractions
Ribavirin
Steatorrhea
Synagis
Student Preparation Activity (BRING
TO CLASS)
1. Complete EVOLVE case study:
Cystic Fibrosis
2. Present evidence of completion.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 14-15: Nursing Care of Children with Cardiovascular Dysfunction
Functional Health Patterns: Activity-Exercise; Nutritional-Metabolic; Health-Management; Coping/Stress Tolerance
Learning Objectives
1. Discuss the nurse’s role in performing a
pediatric cardiac assessment.
2. Describe nursing care of a client undergoing
cardiac catheterization.
3. Compare & contrast pathophysiology of the
four hemodynamic classifications of
congenital heart defects.
4. Apply the nursing process in care of a child
with the specific congenital heart defects
included in each classification.
5. Develop a plan to provide pre and post-op
care for a pediatric client undergoing cardiac
surgery.
6. Discuss nursing care of the child
experiencing CHF and/or hypoxia.
7. Describe nursing interventions for a child
having a “Tet spell”.
8. Develop plan of care for a child with
acquired cardiac disorders: Bacterial
Endocarditis, Rheumatic Fever,
Hyperlipidemia, & Dysrhythmias.
9. Develop a plan of care for the child with
vascular dysfunction: systemic hypertension,
Kawasaki Disease, shock, anaphylaxis, &
toxic shock syndrome.
32
Spring 2013
Preparation Resources
Critical Thinking Questions
WPHLW Chapter 8, “Fetal Circulatory
System,” p. 179.
2 WPHLW Chapter 24, “Cardiovascular
System,” pp. 610-612 (fetal circulation
review).
3 WPHLW Chapter 48, “Cardiovascular
Dysfunction,” pp. 1442-1488.
4 Clinical Manual for Pediatric Nursing, pp.
82-38 & 312-315.
Internet Resources:
 American Heart Association:
http://www.amhrt.org
 HeartPoint.com: http://www.heartpoint.com
 Neonatology on the Web:
http://www.neonatology.org/neo.clinical.html
(click on C for cardiomyopathy, congestive
heart failure, congenital heart disease, etc.)
 Children’s Organ Transplant Association:
http://www.cota.org (click on “links”)
1.
1
What commonalities might
you observe in care of a child
with respiratory dysfunction
versus cardiac dysfunction?
2.
Why would the nurse also
expect to note polycythemia in a
child with clubbed fingers?
3.
Explain the etiology of the
following clinical manifestations
of CHF:
a) cardiomegaly
b) tachycardia
c) tachypnea
d) gallop rhythm
e) oliguria
f) diaphoresis
g) hepatomegaly
h) failure to thrive (FTT)
i) decreased exercise
tolerance
j) decreased peripheral
pulses
4.
Explain why oxygen therapy
is of limited value to the infant
with TGV/TGA.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Learning Activities
1. Lecture/topic
discussion
2. Power Point Handout
3. Problem-solving
activities
4. Practical application
activities
Terminology - *May need to use a medical dictionary.
Student Preparation Activity
1.
2.
1. Complete EVOLVE case study:
“Congestive Heart Failure”.
2. Present evidence of completion.
3.
4.
5.
6.
7.
8.
9.
10.
11.
33
Spring 2013
Anaphylaxis
Arterial Blood Gases
(ABG’s)
Cardiomegaly
Clubbing
Congestive Heart Failure
Dysrhythmia
Eisenmenger Complex
(Syndrome)
Endocarditis
Hemodynamics
High-Density Lipoprotein
(HDL)
Hypercapnia
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Hypercyanotic (Tet) Spells
Hypoplastic
Hypoxemia
Hypoxia
Ischemia
Low-Density Lipoprotein
(LDL)
Pleural Effusion
Pneumothorax
Polycythemia
Tamponade
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 16: Nursing Care of Children with Integumentary Dysfunction
Functional Health Patterns: Nutrition/Metabolic
Learning Objectives
1. Assess and plan care for the child with a rash.
2. Differentiate between contact dermatitis and
infectious dermatitis.
3. Contrast the manifestations and therapies for
bacterial, viral, and fungal infections of the skin.
4. Outline a plan of care for a child with a skin
disorder related to insect or animal contacts.
5. Create a plan of care for a child with
integumentary dysfunction specifically for the
pharmacotherapy.
Learning Activities
1.
2.
3.
4.
Power Point Handout
Lecture/Class discussion
Case Studies
Problem solving activities
34
Spring 2013
Preparation Resources
1. WPHLW Chapter 53,
“Integumentary Dysfunction,” pp.
1632-1661.
2. Clinical Manual of Pediatric
Nursing, pp. 40-41, 214-219.
Critical Thinking Questions
1. Why is it important for the nurse to
understand and recognize the differences
in skin lesions caused by inflammation,
infection, and/or vector borne bites and
stings?
2. What teaching will the school nurse
implement to eliminate the spread or
treatment of lice?
Terminology - *May need to use a medical dictionary
1.
2.
3.
4.
5.
6.
7.
8.
Acne
Angiogenesis
Arthropod
Candidiasis
Dermatophytoses
Diaper Dermatitis
Ecchymoses
Erosion
9.
10.
11.
12.
13.
14.
15.
16.
Erythemia
Excoriation
Fissure
Ichthyosis
Keloid
Pediculosis
Petechiae
Pruritus
17.
18.
19.
20.
21.
22.
23.
Scabies
Scar
Secondary lesions
Sensitizing agent
Tinea
Ulcer
Verruca
Student Preparation
Activity (BRING TO
CLASS)
1. Choose a medication
found in the reading and
create a medication card.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 17: Nursing Care with Hematological & Immunologic Dysfunction
Functional Health Patterns: Nutritional-Metabolic; Activity-Exercise; Coping-Stress Tolerance; Self-Perception; Value-Belief
Learning Objectives
Preparation Resources
Critical Thinking Questions
1. Identify the goals and responsibilities of the nurse who is caring for a
1. A 4-year-old girl was just diagnosed
WPHLW Chapter
child with leukemia.
49, “Hematological
as having ALL. Develop a plan of
2. Differentiate between Hodgkin disease and Non-Hodgkin lymphoma
and Immune
care to help meet the immediate
related to the pathophysiology and clinical manifestations.
Dysfunction,” pp.
needs of both child and family.
3. Create a nursing care plan for a child with a hematological
2. How can the nurse apply the
1490-1524.
dysfunction.
principles of atraumatic care to
Clinical Manual of
4. Discuss strategies for preventative and long-term maintenance care of
children with chronic diseases
Pediatric
Nursing:
the pediatric client with selected congenital acquired genetic and
involving multiple invasive
314-316
familial disorders of Hematological & Immunologic Dysfunction.
procedures and fear inducing
elements, such as cancer and
Internet Resources:
diabetes mellitus?
 Sickle Cell
3. What teaching topics would be
Sickle Cell Disease
included when teaching daycare
Association of America, Inc.
providers about hemophilia?
Learning Activities
Terminology - *May need to use a medical dictionary
Student Preparation Activity
1. Lecture/topic discussion
1. Acromegaly
7.
Hemophilia
1. Complete EVOLVE case study: “
2. Power Point Handout
2. Anemia
8.
Ischemia
Sickle Cell Anemia”.
3. Problem-solving activities
3. Aplastic anemia
9.
Myelosuppression
2. Present evidence of completion.
4. Practical application
4. Chelation
10. Remission induction
activities
5. Chemotherapeutic agents
therapy
6. Epistaxis
11. Sickling
12. Thallasemia
35
Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 18-19: Nursing Care of Children with Alterations in Mobility
Functional Health Pattern: Activity-Exercise
Learning Objectives
1.
Plan Care for a child:
a. immobilized with an injury or degenerative disease
b. in a cast or in traction
c. with a congenital skeletal deformity
2.
Demonstrate an understanding of the management of a child
with systemic lupus erythematous or juvenile rheumatoid arthritis.
3.
Devise a nursing plan of care for the child with cerebral palsy.
4.
Discuss nursing interventions to maintain or promote mobility
and function in the child with spina bifida.
5.
Demonstrate understanding of interventions to prevent and/or
manage the outcomes of acquired neuromuscular disorders, such as
Guillain-Barre syndrome, tetanus, botulism, and spinal cord injuries.
Preparation Resources
1. WPHLW Chapter 54,
“Musculoskeletal or
Articular Dysfunction,” pp.
1676-1715.
2. WPHLW Chapter 55,
“Neuromuscular or
Muscular Dysfunction,” pp.
1716-1743.
3. Clinical Manual for
Pediatric Nursing, pp. 4041& 214-219.
4. http://evolve.elsevier.com/Wong

5.
Learning Activities
1. Lecture/class
discussion
2. Power Point handout
Problem-solving
activities
3. Practical application
activities
36
Spring 2013
/clinical
Scoliosis
http://www.crutchdoc.com
Student Preparation Activity
(BRING TO CLASS)
Terminology - *May need to use a medical dictionary
1.
2.
3.
4.
5.
Atrophy
Botulism
Bryant traction
Countertraction
Developmental dysplasia of
the hip
6. Fracture
7. Muscular dystrophies
8. Myelomeningocele
9.
10.
11.
12.
13.
14.
Critical Thinking Questions
1. Why do nurses teach the
avoidance of honey for
infants?
2. Devise creative interventions
to encourage neuromuscular
development for a child with
cerebral palsy.
3. How can the nurse promote
the meeting of developmental
needs in a child or adolescent
with spinal injury?
Kyphosis
Lordosis
Meningocele
Osteoblastic formation
Osteoclastic formation
Osteomyelitis
15.
16.
17.
Osteopenia 1. Complete EVOLVE case
Scoliosis
study: “Fracture”.
Skeletal
2. Present evidence of
traction
completion
18.
Skin
traction
19.
Spina
bifida
20. Tetanus
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 20-21: Nursing Care of Children with Cognitive or Sensory Impairment
Functional Health Pattern: Cognitive-Perceptual
Learning Objectives
1.
2.
3.
4.
Analyze assessment data obtained while caring
for an infant or child experiencing a cognitive
defect.
Outline nursing interventions for the infant or
child with hearing impairment or visual
disorders.
Develop a care plan for a child with cognitive
impairment that promotes optimum
development.
Identify guidelines for implementing
discipline.
Learning Activities
1.
2.
3.
4.
Lecture/topic discussion
Power Point Handout
Problem-solving activities
Practical application activities
37
Spring 2013
Preparation Resources
Critical Thinking Questions
1. WPHLW Chapter 31, “Limit Setting &
Discipline,” pp. 812-814.
2. WPHLW Chapter 42, “Cognitive and Sensory
Impairment,” pp. 1177-1201.
1. The nurse is preparing to
admit an 8-year-old child to
the unit, who received
severe eye injuries in a car
accident this morning. This
child's eyes will be
bandaged. What are the
child's immediate needs?
What particular aspects of
therapeutic communication
will the nurse engage with
the child and family?
Terminology - *May need to use a medical
dictionary
1. Adaptive Tasks
8. Inattention
2. Autism
9. Impulsivity
3. Behavior Modification 10. Learning disability
4. Cognitive impairment 11. Mainstreaming
5. Deafness
12. Mental retardation
6. Down Syndrome
13. Time out
7. Fragile X
Student Preparation Activity
1.
List five pediatric
strategies to implement
positive behaviors in a five
year-old. All strategies
should be developmentally
appropriate.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 22-23: Nursing Care of Children with Cerebral Dysfunction
Functional Health Patterns: Cognitive-Perceptual, Activity-Exercise
Preparation
Learning Objectives
Critical Thinking Questions
Resources
1. Describe the assessment of level of consciousness for a child.
1. A 9-year-old male was involved in a pedestrian1. WPHLW
2. Formulate a plan of care for an unconscious child.
Chapter 51,
motor vehicle accident and has not regained
3. Discuss planning nursing care for the child with increased
“Cerebral
consciousness since the accident. Think
intracranial pressure.
Dysfunction,”
critically to facilitate health promotion,
4. Discuss nursing interventions for a child with head trauma.
pp. 1551-1598.
maintenance or restoration using the following
5. Outline a plan of care for a child with viral or bacterial
2. Clinical Manual
nursing diagnoses:
meningitis.
of Pediatric
a.
Risk for Injury r/t altered cerebral function
6. Differentiate the two classifications of epileptic seizures.
Nursing, pp. 88b.
Risk for impaired skin integrity r/t
7. Identify pharmacologic interventions/teaching related to the
91, 321-323.
immobility.
care of a child with increased intracranial pressure, loss of
c.
Self-care deficit r/t inability to feed
consciousness, and/or seizure activity.
himself.
8. Describe the preoperative and post-operative care of a child
d.
Altered family process r/t change in child’s
with hydrocephalus.
health status.
e.
Risk for infection r/t immobility.
Learning Activities
1. Lecture/topic discussion
2. Power Point Handout
3. Problem-solving
activities
4. Practical application
activities
38
Spring 2013
Terminology - *May need to use a medical
dictionary
1. Clonic
9. Near-drowning
2. Encephalitis
10. Neuroblastoma
3. Epidural
11. Postictal
hemorrhage
12. Reye Syndrome
4. Febrile Seizure
13. Status epilepticus
5. Hydrocephalus
14. Subdural hemorrhage
6. Ketogenic diet
15. Tonic
7. Meningitis
16. Ventriculoperitoneal
8. Microcephaly
shunt
Student Preparation Activity
1. Create medication cards (4X6) for the following
three medications:
1) Fosphenytoin
2) Dilantin
3) Pancuronium
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 24-25: Nursing Care of Children with Endocrine Imbalance
Functional Health Patterns: Nutritional-Metabolic; Activity-Exercise; Coping-Stress Tolerance; Self-Perception; Value-Belief
Learning Objectives
1.
2.
Describe the nurse’s role in
detecting endocrine dysfunction,
and intervening when the child or
adolescent needs
pharmacotherapeutic management
and/or surgery.
Describe indicators of hypofunction
or hyperfunction of various organs
within the endocrine system, and
discuss the impact of these findings
on planned nursing care.
Learning Activities
1. Lecture/topic discussion – View
Streaming Video prior to class
for this lecture
2. Power Point Handout
3. Problem-solving activities
4. Practical application activities
39
Spring 2013
Preparation Resources
1. WPHLW Chapter 52,
“Endocrine Dysfunction,”
pp. 1600-1630.
2. Internet Resources:
http://www.bozemanscience.com
Search “Endocrine”
Critical Thinking Questions
1. A 16-year-old male is admitted to the hospital in diabetic
ketoacidosis (DKA). He has recently begun playing soccer,
and has a new group of friends, with whom he has often been
out late. He is also eating unplanned, irregular meals. What
interventions, including teaching interventions, will the nurse
use to promote healthy development & to assist the adolescent
to maintain a more euglycemic blood sugar?
2. How can the nurse apply the principles of atraumatic care to
children with chronic diseases involving multiple invasive
procedures and fear inducing elements, such as cancer and
diabetes mellitus?
Terminology - *May need to use a medical dictionary
1. Adrenocortical
insufficiency
2. Cushing syndrome
3. Cytochemical markers
4. Exophthalmos
5. Glycosuria
6. Goiter
7. Hyper/hypoglycemia
8. Hyperaldosteronism
9. Hypo/hyperthyroidism
10.
11.
12.
13.
14.
15.
16.
17.
Hypopituitarism
Ketoacidosis
Ketonuria
Physiologic anorexia
Polydipsia
Polyuria
Precocious puberty
Remission induction
therapy
Student Preparation Activity
1. Create a table that organizes
the clinical picture of the
hypersecretion and
hyposecretion of the thyroid
and parathyroid glands.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION THREE: Theory Learning Maps
Class 26: Chronic Illness, Disability, & End of Life
Functional Health Pattern: Coping-Stress-Tolerance, Values-Beliefs, Cognitive-Perceptual
Learning Objectives
Preparation Resources
Critical Thinking Questions
1. Recognize the impact of illness or disability on the
developmental stages of childhood.
2. Outline nursing interventions that promote the family’s
optimum adjustment to the child’s chronic disorder.
3. Identify interventions to aid in the adjustment to the
diagnosis of chronic illness, disability, and end of life.
4. Analyze the usual symptoms of the normal grief
process in parents and children.
5. Analyze a child’s understanding of and reactions to
death and identify appropriate interventions for a child
experiencing death in their environment.
1. WPHLW Chapter 41,
“Chronic Illness,
Disability, & End of
Life,” pp. 1146-1174.
2. Clinical Manual of
Pediatric Nursing, pp.
291-296.
1. What strategies can the nurse use to cope with
the stress of providing care for children who are
dying and avoid burnout?
2. How can the nurse apply the principles of
atraumatic care to children with chronic
diseases involving multiple invasive procedures
and fear inducing elements, such as cancer and
diabetes mellitus?
3. What guidelines should be followed in
informing a child of a life-threatening illness or
disability?
4. How can the nurse support the family at the
time of the death of a child?
Learning Activities
1. Lecture/topic discussion – View
Streaming Video prior to class
for this lecture
2. Power Point Handout
3. Problem-solving activities
4. Practical application activities
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Spring 2013
Terminology - *May need to use a medical
dictionary
1. Anticipatory grieving
9. Handicap
2. Bereavement
10. Hospice
3. Chronic illness
11. Palliative
4. Congenital disability
care
5. Denial
12. People-first
6. Developmental delay
language
7. Developmental
13. Technologydisability
dependent
8. Disability
child
Student Preparation Activity
1.
Identify three (3) different developmental
stages (Erikson) of children 0-18 years of age
and list a perception of death connected to each
particular developmental group.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FOUR: Learning Activities Laboratory Learning Maps
Topic A: Pediatric Dosage Calculation
Learning Objectives
1. Use one of the two primary
methods to determine pediatric
drug dosage.
2. Describe the dosage
inaccuracies that may occur
with pediatric drug formulas.
3. Calculate drug dosages
correctly in practice problems.
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Spring 2013
Critical Thinking
Questions
1. Pharmacology: A Nursing Process Approach, 1. What is the impact of
7th ed. (Key, Hayes, & McQuiston), Unit 1,
medication error in
Section 4F: Pediatric Drug Calculations, pp. 99the pediatric
106.
population?
2. See following “Medication Dosage
Computation Examination Self-Learning
Guide.”
Internet Resources:
 University of Michigan School of Nursing,
Student Clinical Calculation Self-study:
http://lessons.ummu.umich.edu/2k/utilize/lesson/i
ndex/son-tutorials/math
Preparation Resources
Learning Activities
1. Pediatric
Medication
Dosage Review
Guide
2. Written
Medication
Dosage
Calculation Exam
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Learning Activity: Medication Dosage Computation Examination
Self-Learning Guide
The purpose of this self-learning guide is to prepare the student for calculating and
administering accurate medication dosages to children.
The Physician’s Desk Reference (PDR) and other drug reference books generally provide
information regarding usual dosages for children based on Kg (Kilogram) of body weight. The
student is expected to utilize this information in combination with formulas and conversions
learned in preceding nursing courses to determine what dosages are within the recommended
range. The student is also expected to calculate the correct dosage of medication to be
administered, based on the quantity on hand.
A sample problem and pre-test with specific instructions for completing the test are provided for
individual practice.
SAMPLE:
 Order: Amoxil p.o. TID
 On Hand: Amoxil 500 mg per 5 mL
 Pediatric dosage (based on PDR): 40 mg/Kg/day (24 hours)
 How many mg should a child weighing 33 lbs. receive per dose?
 How many mL should a child weighing 33 lbs. receive per dose?
Step 1: Change lbs. to Kg:
33 lb.
2.2 lb./Kg = 15 Kg
33  2.2 = 15 Kg
Step 2: Determine how many mg this child can receive per day.
40 mg/Kg/day x 15 Kg = 600 mg/day
Step 3: Determine how many mg this child can receive per dose if the medication is to be given
TID:
600 mg  3 doses = 200 mg/dose
Step 4: Determine how many mL the child should receive per dose:
Formula: Desired x Quantity
Have
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Spring 2013
200 mg x 5 mL = 2 mL/dose
500 mg
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Dosage Calculation Learning Activity: Practice Test
Learner Name:
1. How many Kilograms (Kg) are in 132 pounds (lbs.)?
2. How many Kg are in 33 lbs.?
3. How many Kg are in 22 lbs.?
4. How many lbs. are in 75 Kg?
5. How many lbs. are in 5 Kg?
6. Pediatric Dosage: Keflex p.o. 50 mg/Kg/day.
How many mg should a 20 Kg child receive per day?
7. Pediatric Dosage: Gentamycin 3 mg/Kg/day.
How many mg should a 50 Kg child receive per day?
8. Pediatric Dosage: Ceclor 20 mg/Kg/day.
How many mg should a 17 Kg child receive per day?
9. Pediatric Dosage: Lasix 2 mg/Kg/day.
How many should a 4 Kg child receive per day?
10. Pediatric Dosage: Methicillin IM 100 mg/Kg/day.
How many mg should a 40 Kg child receive per day?
11. Order: Carbenicillin IM q 4 h. Pediatric Dosage: 30 mg/Kg/day.
How many mg should a 10 Kg child receive per dose?
12. Order: Demerol IV q 3 h for pain - Pediatric Dosage: 6 mg/Kg/day.
How many mg should a 7.5 Kg child receive per dose?
13. Order: Morphine IM q 4 h prn pain - Pediatric Dosage: 0.1 mg/Kg/day.
How many mg should a 60 Kg child receive per dose?
14. Order: Kanamycin IV TID - Pediatric Dosage: 25 mg/Kg/day.
How many mg should a 15 Kg child receive per dose?
15. Order: Amoxil po TID - Pediatric Dosage: 40 mg/Kg/day.
How many mg should a 30 Kg child receive per dose?
16. Order: Amikacin IV q 6 h - On Hand: 0.5 g in 10 mL - Pediatric Dosage: 30
mg/Kg/day.
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Spring 2013
Date:
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
How many mL should a child weighing 32 Kg receive per dose?
17. Order: Diphenhydramine IM q 8 hours - On Hand: 50 mg/cc - Pediatric
Dosage: 5 mg/Kg/day.
How many cc should a child weighing 15 Kg receive per dose?
18. Order: Streptomycin IM BID - On Hand: 0.4 g/cc - Pediatric Dosage: 40
mg/Kg/day.
How many cc should a child weighing 33 lbs. receive per dose?
19. Order: Cephradine IV TID - On Hand: 125mg/5cc - Pediatric Dosage: 30
mg/Kg/day.
How many mL should a child weighing 22 lbs. receive per dose?
20. Order: Garamycin IV q 8 h - On Hand: 10 mg/mL - Pediatric Dosage: 2.5
mg/Kg/day.
How many mL should a child weighing 52.8 lbs. receive per dose?
*These are sample questions. The Dosage Calculation Exam will consist of 20 questions
similar to numbers 12-20.
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Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Dosage Calculation Learning Activity: Test Answers
1. 60 Kg
2. 15 Kg
3. 10 Kg
4. 165 lbs.
5. 11 lbs.
6. 1000 mg
7. 150 mg
8. 340 mg
9. 8 mg
10. 4000 mg
11. 50 mg
12. 5.6 mg
13. 1 mg
14. 125 mg
15. 400 mg
16. 4.8 mL
17. 0.5 cc
18. 0.75 cc
19. 4 mL
20. 2 mL
45
Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FOUR: Learning Activities Laboratory Learning Maps
Topic B: Growth and Development – Assessment
Learning Objectives
Preparation Resources
1. Utilize Erikson’s stages of
development in the process of
Pediatric Assessment.
2. Implement strategies of play to
foster child’s development.
3. Demonstrate various approaches
used for different developmental
stages.
4. Analyze the use of nursing
interventions designed to meet the
developmental aspects of children’s
concerns: i.e., intrusiveness,
separation anxiety, etc.
5. Practice various aspects of physical
examination on manikins.
6. Apply concept mapping to the
assessment of the pediatric client
and family.
7. Identify assessment needs of the
school-age & adolescent in the
school setting.
8. Review: Growth Grids
DDST
Toys
Strategies
1. WPHLW Chapter
33, “Developmental
Influences on Child
Health Promotion,”
pp. 842-864.
2. WPHLW Chapter
34, “Communication,
History, Physical &
Developmental
Assessment,” pp.
866-927.
3. Bring Clinical
Manual of Pediatric
Nursing to LAL.
4. 2 Videotapes to be
viewed in the
LRC:
Communicating With
Children and Families:
RJ245-1098924
Pediatric Assessment:
RJ245-1098929
5. Review Concept
Map PP on Bb.
Critical Thinking Questions
1.What techniques and strategies can the nurse
use to gain the trust of children?
2.How does the concept of atraumatic care
apply to the physical examination of
children?
3.A two-year-old child has just been admitted
and placed in your care. He was treated in the
Trauma Center for head injury. How will you
safely assess his level of consciousness,
mental status, and other aspect of physical
examination?
4.A 12-month-old is brought to the primary
care physician’s office for a routine checkup. What behaviors would you expect to see?
5.A 10-year-old is brought to the ambulatory
surgery center for testing and preoperative
teaching prior to an elective tonsillectomy.
How should the nurse approach this child’s:
a. Intellectual level?
b. Developmental level?
1.
2.
NOTE: Reading assignments for this Learning Activity Lab may have been previously assigned.
46
Spring 2013
Learning Activities
Manikin practice for
Pediatric Head-ToToe physical
assessments.
2. Videotapes to be
viewed in LRC:
a. Communicating
With Children and
Families RJ2451098924, &
b. Pediatric
Assessment:
RJ245-1098929
3. Practice Concept
Mapping
1.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FOUR: Learning Activities Laboratory Learning Maps
Topic C: Common Nursing Interventions with Children – Pediatric Medication Administration
Learning Objectives
1. Demonstrate effective approaches
to administer medications to
children as well as statements to
promote compliance and those to
avoid.
2. State safeguards used to
administer medications correctly
to infants, children, and
adolescents.
3. Practice use of appropriate
restraint to maintain safety during
therapies and procedures.
Preparation Resources
1. Videotape to be viewed on your own
time: Pain Assessment and
Management, RJ245-1098925.
2. WPHLW Chapter 45,
“Administration of Medication,” pp.
1273-1289, & “Restraint Methods
and Therapeutic Hugging,” pp. 12651266.
3. Clinical Manual of Pediatric Nursing,
pp. 232-248
4. Bring Clinical Manual of Pediatric
Nursing to LAL.
Learning Activities
1. Demonstration
2. Problem-solving activities
3. Psychomotor practice
4. Videotape to be viewed in LAL: Medications & Injections, RJ245-1098927
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Spring 2013
Critical Thinking Questions
1. As you begin to administer an oral medication to a 3year-old child, she begins crying and coughing
vigorously. How do you handle the situation?
2. A mother tells you she uses teaspoons from her kitchen
to measure her children’s medications. How would you
most appropriately respond to her?
3. You overhear a parent telling a child to behave, “or I’ll
have this nurse give you a shot!” How can you respond
most therapeutically to the parent and child?
4. You have mixed a pre-school-age child’s oral
medication with applesauce. What ethical and practical
issues are involved in avoiding telling the child about
the medication?
Terminology
1. Eutectic Mixture of Local Anesthetics
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FOUR: Learning Activities Laboratory Learning Maps
Topic D: Common Nursing Interventions with Children – Pediatric Fluid & Electrolyte Management
Learning Objectives
Preparation Resources
1. Accurately measure intake and
output.
2. Calculate maintenance fluid
requirements.
3. Discuss the assessment
findings & implications of
altered hydration levels.
4. Demonstrate calculation of
Intake and Output for child
wearing diaper.
5. Demonstrate methods to
comfort infant/child.
1. WPHLW Chapter 47, “Fluid
Requirements,” p. 1380-1383.
2. Clinical Manual of Pediatric
Nursing, pp. 249-254
3. Bring Clinical Manual of Pediatric
Nursing to LAL.
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Spring 2013
Critical Thinking Questions
1. A mildly dehydrated 3-year-old
is hesitant to drink liquids.
What interventions would
encourage liquid intake?
Learning Activities
1. Demonstration
2. Problem-solving
activities
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FOUR: Learning Activities Laboratory Learning Maps
Topic E: Nursing Interventions: Tracheostomy Care
Learning Objectives
Preparation Resources
1. Compare and contrast the three 1. Tracheostomy Basic Care
types of tracheostomy tubes:
Insite Media 2005 (Blackboard)
uncuffed and cuffed.
2. Discuss when each is used and
the nursing assessments and
interventions for each.
3. Discuss nursing interventions
to facilitate communication with
clients who have a tracheostomy.
4. Demonstrate tracheostomy
care for a mannequin with a
tracheostomy.
49
Spring 2013
Critical Thinking Questions
1. How will the nurse decide if
the procedure will be a sterile or
clean procedure?
2. Is this a procedure that could
be delegated?
3. If a precut dressing for the
trach is not available, what would
the nurse use for a dressing?
Learning Activities
1. During lab experience,
the student will
demonstrate tracheostomy
cleaning to a peer in the
lab and receive feedback
from the peer.
2. Practice trach dressing
change on model and
mannequin.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FIVE
Acute Care Practicum - Pediatric Clinical Experience
Times: Clinical time includes a pre-conference and post-conference, each of which lasts
approximately fifteen to thirty minutes. Each conference will focus on each student’s selected
patient, the nursing process, and the objectives of the appropriate clinical learning map. Students
are expected to contribute to the conference/clinical discussions.
Clinical Assignments: The student will be assigned to a client at the beginning of the clinical
day. Additional information regarding clinical assignments will be supplied during each clinical
orientation; please see the course calendar in this packet. The student is expected to utilize
previous medical-surgical knowledge and pediatric knowledge to identify a plan of care.
Textbooks are available on the clinical unit for reference.
Submission of Written Work: Written work for each clinical week will be due to the
appropriate clinical instructor as determined by the course coordinator. See the course syllabus
for information regarding failure to submit written work. Written work is due the Monday
following the clinical experience. Late work will be penalized and may not be accepted.
Growth Chart: The student will complete a gender- and age-appropriate growth chart on each
patient that the student selects. These charts can be found on the clinical unit, and the instructor
will provide specific instructions regarding appropriate completion of each chart. The completed
chart is to be submitted as part of the written work for the clinical week.
Intake and Output: Every pediatric patient is on intake and output (I&O), and strict attention is
given to this very important assessment data. The student is to use appropriate calibrated
containers when measuring all fluids, regardless of whether it is intake or output. The student
must assure that I&O calculations are accurate and documented on the patient’s bedside flow
sheet throughout each clinical experience. In addition, the student is to give this information to
the patient’s assigned staff nurse before leaving the pediatric unit at the conclusion of the clinical
experience.
The student is to calculate appropriate maintenance fluids for each patient; a worksheet is
provided in the learning activity laboratory to provide a guideline for fluid calculation. This
calculation must be documented on each patient’s assessment form.
Nutrition: Attention to the normal nutritional requirements of the infant, child, or adolescent
will be a focus each clinical week, as well as the additional nutritional demands created by the
patient’s illness or injury. The specific nutritional requirements of the child must be included in
the plan of care, as well as appropriate nursing interventions designed to meet the nutritional
needs of the particular pediatric patient.
Development: The student must assess the developmental status of each of the student’s selected
patients. Using this information, the student must reflect developmentally appropriate patient
care. Nursing interventions planned to meet specific patient needs must be stated in
developmentally appropriate terms when teaching, when providing instructions during care,
when playing with the patient, when providing comfort measures, etc. The student must also
remember appropriate therapeutic communication and approaches when working with the
pediatric patient’s parents/guardians/significant others.
Safety: The safety of the pediatric patient is of utmost importance. Any action by the student,
which places the patient in peril, will be managed by the nursing faculty according to the
50
Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
parameters stated in the course syllabus and the TCC Nursing Student Handbook. Please review
these sources.
Patient Discharged During Clinical Experience: If the student’s patient is discharged during
the clinical experience, the student is to complete the written plan of nursing care as directed by
the clinical instructor. The instructor will assist the student in selecting another pediatric patient
or in selecting different clinical learning activities. All written assignments are to be submitted as
previously stated in this packet and in the syllabus.
Charting: The clinical instructor and/or the staff nurse assigned to the pediatric patient will
review all documentation entries before the entries are finalized in either the digital chart or the
hardcopy chart.
Patient’s Staff Nurse: It is imperative the student maintain a collaborative and professional
relationship with the patient’s assigned staff nurse. The staff nurse should never have to guess
what the student’s plan of care is, or how the student is caring for the patient. Open
communication with the staff nurse is essential. The student must discuss with the staff nurse
the student’s nursing care objectives and plan of care for the clinical experience. The student
must tell the nurse the length of time that the student will be caring for the patient, and exactly
which nursing care tasks the student is responsible for completing, such as administering
specific medications. Pediatric nursing is highly specialized and requires frequent
interdisciplinary communication and interaction. The student must never guess and should
always ask if uncertain.
The student is responsible for obtaining report from the patient’s staff nurse (not nurse tech)
prior to implementing nursing care, and the student must report off to the patient’s staff nurse at
the conclusion of the student’s clinical experience, or when leaving the pediatric unit at any time.
Medication Administration: The administration of any medication must be supervised by either
the clinical instructor or the pediatric staff nurse. There is no excuse for a medication error,
although errors do occur and there are numerous reasons for these potentially fatal mistakes.
When medicating infants, children, or adolescents, the right approach is an additional “right” of
medication administration.
Breaks: Breaks are not guaranteed during clinical experiences because the patient census and
needs are extremely variable and difficult to predict. When possible, the clinical instructor will
assign a break time to each student. The student is strongly encouraged to eat a nutritious
lunch or breakfast prior to the assigned clinical time.
Behavior and Dress Code: The student is expected to abide by the Nursing Program’s uniform
rules and dress code whenever the student is representing the Nursing Program in clinical areas.
The student is encouraged to review these standards prior to the first clinical orientation and
periodically during the semester.
Instructor:
Phone:
Cell:
Email:
51
Spring 2013
Pager:
Office Hours:
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Things to Consider About How We Communicate Professionalism
Therapeutic
Communication
Skills
Appearance
Awareness of
Cultural
Differences
Awareness of
Gender
Differences
Self confidence
Assertiveness
PROFESSIONAL
IMAGE
Tone
Problem
Solving
Skills
Language
Responsiveness
Reactions
to Stress &
Emotions
Communicating
with
Challenging
People
Adapted from P. Schuster: Communication: The Key to the Therapeutic Relationship.
FA Davis, 2000.
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Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Student Questions for Reflection
Answer the following questions about professional image & professional development after
reading the chapter:
1. What about nursing makes me feel good?
2. What about nursing makes me feel bad?
3. How does my personal image affect my professional image?
4. Is it possible to separate the personal and professional image? Why or why not?
5. What is my current professional developmental stage?
6. What professional developmental tasks are related to my current professional
developmental stage?
7. Identify various developmental stages of a group of nurses found in a clinical practice
setting. How do they support each other? How do they detract from one another?
8. How can I help another nurse who is trying to meet different developmental tasks than
myself?
9. How do I feel about my current nursing position?
10. What type of nurse would I like to be 5 years from today?
11. How could I support someone who is considering a nursing career change?
12. How healthy is my current lifestyle?
13. How do my current lifestyle choices affect my personal health and professional
performance?
14. Is it important for a professional nurse to role model a healthy lifestyle? Why or why not?
15. What could I do to move to a healthier lifestyle?
Leddy & Pepper's Conceptual Bases for Professional Nursing, 5th Ed.
Lucy J. Hood RN, DNSc & Susan K. Leddy RN, PhD
Copyright © 2005 Lippincott Williams & Wilkins - All Rights Reserved
http://connection.lww.com/products/hood/ReflectionQuestionsCh05.asp
Legal Disclaimer: Copyright 2003 Lippincott Williams & Wilkins, 530 Walnut Street,
Philadelphia, PA 19106-3621 U.S.A. All rights reserved. Copyright in the documents
("Contents") on the Lippincott Williams & Wilkins Web Servers is owned by Lippincott
Williams & Wilkins (LWW), unless otherwise indicated. LWW hereby authorizes you to copy
documents published by LWW on the World Wide Web for non-commercial uses within your
organization only. In consideration of this authorization, you agree that any copy of these
documents which you make shall retain all copyright and other proprietary notices contained
herein.
53
Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FIVE: Acute Care Clinical Practicum Learning Maps
Clinical Day 1: Focus -Introduction to Caring for Acutely or Chronically Ill Children
Learning Objectives
Preparation Resources
Critical Thinking Questions
Learning Activities
1.
1. WPHLW Chapter 34,
“Communication, History, Physical
& Developmental Assessment,” pp.
866-927.
2. Clinical Manual of Pediatric
Nursing, Summary of Physical
Assessment of the Newborn, pp. 1317; & Physical Assessment, pp. 1874.
3. Review Critical Thinking Questions
before clinical to formulate answers
and additional questions.
4. Review “Acute Care Practicum
Pediatric Information” and “Child
Health Assessment Outline (Nursing
Process by Functional Health
Pattern)” in syllabus.
5. Arrive in complete uniform with
tools (stethoscope, penlight, photo
ID and name badge, etc.).
6. Bring complete NURS 2433 Clinical
Forms Packet to clinical.
1.
1. Orientation to the clinical site.
2. Discuss faculty’s clinical expectations
related to timely completion of initial
assessment, medication
administration, and clarification of
paperwork.
3. Discuss implications of medication
administration (including narcotics)
and IV maintenance with the faculty
and peer group.
4. Discuss the role of the Child Life
Specialist & how nurses collaborate
with them as members of the
multidisciplinary team.
5. Review policies & procedure related
to exposure to body fluids and other
pertinent procedures.
6. Prepare and submit for a pass/failure
review by clinical instructor:
a. assessment form for the client’s
three (3) priority functional
health pattern assessments
b. growth grid
c. self-evaluation
d. grading grid
Correctly locate
necessary items
for clinical
practice.
2. Locate the MSDS
material.
3. Discuss clinical
site policies and
procedures
specific to the
care of
hospitalized
children.
4. Explore the roles
of the AD nursing
student as they are
implemented in
the clinical
setting.
54
Spring 2013
Make a list of common: (a)
family concerns and (b)
children’s concerns, which
the nurse anticipates
encountering in the clinical
area. What strategies might
the nurse use to assist in
managing the concerns?
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FIVE: Acute Clinical Practicum Learning Map
Clinical Day 2: Focus - Application of Theory Related to the Nursing Care of Children and Their Families
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Employ critical thinking to implement the nursing
process by writing an individualized plan of care.
Develop and use an efficient and effective sequence
for performing client physical examination and pain
assessment.
Identify specific laboratory values and medications
that direct the components of physical examination
and care.
Incorporate developmental principles into care based
on assessed developmental level.
Correlate pathophysiology changes with clinical
manifestations.
Determine interventions that promote O2/CO2
exchange, pain management, coping, mobility, and
cognitive/perceptual needs.
Communicate findings to nurses and other healthcare
providers in a professional manner.
Preparation
Critical Thinking
Resources
Questions
1. Identify at least 1. Identify your
one personal
individual
learning goal
strengths and
for this clinical
weaknesses
day.
related to:
2. Review Critical
a. provider of
Thinking
care,
Questions
b. manager of
before clinical
care, &
to formulate
c. member of
answers and
the
additional
healthcare
questions.
team.
Learning Activities
1. During one clinical experience,
student will ask the clinical
faculty person to observe and
provide feedback regarding the
development of the plan of care
for the assigned infant, child, or
adolescent.
2.Prepare and submit for grading
by clinical instructor (a grade of
75% or higher must be achieved:
a. assessment form
b. concept map, including three
problems
c. growth grid
d. medication sheet
e. self-evaluation
3. If student did NOT complete
the assignment from Day 2 with a
grade of 75% or greater, the
student
will
correct
the
assignment from Day 2 and the
two (2) grades will be averaged.
The student must achieve an average
of 75% or greater on the combined
second and third care plan to pass the
course.
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Spring 2013
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
SECTION FIVE: Acute Care Clinical Practicum Learning Map
Clinical Day 3: Focus-School Experience-Application of Theory Related to the Nursing Care of Children and Their Families
Learning Objectives
At the end of this school clinical experience, students
will be able to:
A. Demonstrate an understanding of the theoretical
principles essential to the roles of the ADN in
the care of children in the school setting.
B. Identify the roles of the ADN in caring for
children in the school setting.
C. Adapt nursing skills in accordance with
established standards and professional
responsibilities specific to the healthcare of
children in the school setting.
D. Communicate with children in the school setting
in a caring and therapeutic manner that
demonstrates cultural sensitivity.
E. Identify strategies used by the school nurse to
provide information to the school administration
and the family using confidential
communication techniques.
F. Utilize critical thinking, functional health
patterns, teaching/learning principles, and
developmental concepts to plan and implement
nursing for one child in the school setting.
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Spring 2013
Preparation Resources
1. Identify at least one
personal learning goal for
this clinical day.
Critical Thinking
Questions
1. Discuss the role
of the school
nurse.
Learning Activities
1. Choose 3 objectives (A-E)
and document evidence
based on the experience
during the clinical in the
school setting.
2. Complete objective F
using the “Plan for Schoolaged/Adolescent Child”
form.
3. Submit the documentation
to the assigned clinical
instructor to following
Monday after the clinical
experience.
4. Grading criteria will be
Pass/Fail. Pass criteria
will document objectives
as instructed by guideline.
Fail will demonstrate
minimal/incomplete
documentation to the
clinical experience. A
passing grade must be
submitted to progress in
the clinical rotation.
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Clinical School Experience Focus
PURPOSE
Within the context of a specific organizational structure and culture, this clinical experience
assists students to become aware of the role of the school nurse in the profession of nursing.
It provides opportunities for students to develop leadership skills as they implement the
nursing process with groups of students. Functioning in the three nursing roles: provider of
care, manager of care and member within the discipline of healthcare; students practice
problem-solving skills, make decisions about real life situations, and collaborate with
teachers and staff in finding solutions to problems seen in the school health setting.
STUDENT ACTIVITIES IN THE CLINICAL SCHOOL EXPERIENCE FOCUS
At the end of this school clinical experience, students will be able to:
1. Demonstrate an understanding of the theoretical principles essential to the roles of the
ADN in the care of children in the school setting.
2. Identify the roles of the ADN in caring for children in the school setting.
3. Adapt nursing skills in accordance with established standards and professional
responsibilities specific to the healthcare of children in the school setting.
4. Communicate with children in the school setting in a caring and therapeutic manner that
demonstrates cultural sensitivity.
5. Identify strategies used by the school nurse to provide information to the school
administration and the family using confidential communication techniques.
6. Utilize critical thinking, functional health patterns, teaching/learning principles, and
developmental concepts to plan and implement nursing for one child in the school setting.
REQUIREMENTS AND EVALUATION
Student clinical performance is evaluated by the nursing preceptor and faculty. The Student
Performance Feedback Form is sent from the preceptor to the student’s assigned clinical
faculty with documentation of clinical performance. The clinical faculty liaison has the
responsibility and authority for establishing whether a student’s performance is satisfactory. The
faculty member transfers preceptor feedback to the Student Performance Evaluation (SPEP).
Learning Activity for the Student
The student will:
1. Choose 3 objectives (A-E on the Learning Map) and document evidence based on the
experience during the clinical in the school setting.
2. Complete objective F from the Learning Map using the “Plan for Schoolaged/Adolescent Child” form.
3. Submit the documentation to the assigned clinical instructor to following Monday after
the clinical experience.
LEARNING RESOURCES
1. All required textbooks.
2. Professional specialty journals from nursing and other disciplines.
3. Nurse Practice Act.
4. Standards of Care
5. Hospital and nursing unit policies and procedures.
6. Various healthcare professionals and staff.
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Student Name: ____________________ Date: ____________ Group Letter: __________
Student Performance Feedback Form
S = Satisfactory
I = Needs Improvement
U = Unsatisfactory
N/A Not Applicable
Please write in the student’s clinical hours and dates:
Hours
Hours
Date
Date
3.
4.
Role as a Provider of Nursing Care
Performs assessment utilizing appropriate skills
Utilizes therapeutic communication skills
Utilizes the nursing process based on standards of care to arrive at
appropriate ongoing clinical decisions
Role as a Manager of Client Care
Utilizes professional communication skills
Prioritizes care for client(s) utilizing appropriate
decision making skills
Integrates safety into all nursing actions
Written and electronic documentation is accurate and appropriate
1.
2.
3.
4.
Role as a Manager of the Discipline of Healthcare
Displays accountability/responsibility for nursing care of children
Practices within the parameters of individual knowledge/experience
Follows institutional and TCC policies
Shows initiative and assumes responsibility for achieving learning
1.
2.
3.
1.
2.
S
I
U
N/A
School Site: __________________________________________________
RN Preceptor:
Date: ____________
Student Performance Feedback Forms should be done at the completion of the school day. If there are
any concerns about student performance, please contact faculty as soon as possible. If the concern
needs immediate attention, please use cell number provided. Lori Franklin, 918-830-1561
On the back, describe actions the student can take to improve performance. Please return in attached, selfaddressed, postage paid envelope. Thank you.
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TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
TCC Nursing Program
NUR 2433 Nursing Care of Children and Their Families
STAFF EVALUATION OF PRECEPTOR CLINICAL EXPERIENCE
Date: ___________School Site: ____________________________ Group Letter: ___________
Faculty Liaison: _____Lori Franklin_________________________
Please place a check mark in the column,
which best describes your experience
related to each of the criteria listed below.
1. The instructor made clinical objectives
available prior to the clinical experience
2. The instructor was immediately
available by pager or phone.
3. The student was prepared and showed
initiative during clinical experience.
4. Students shared learning objectives with
preceptor.
5. Students interacted appropriately with
nursing staff and other health care
providers.
Comments/Suggestions:
Thank you for your input!
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1
Strongly
Disagree
2
Disagree
3
Undecided
4
Agree
5
Strongly
Agree
6
Not
Applicable
TCC Nursing Program – Nursing Care of Children and Their Families / NURS 2433
Clinical School Experience Focus: Plan for School-age/Adolescent Child Form
Nursing Diagnosis:
Behavioral Goal:
Interventions:
1.
2.
3.
Document Impression of the experience:
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NURS 2433 Nursing Care of Children and Their Families
SECTION FIVE: Child Health Assessment
Demographic Data Collection
Student’s Name:
Infant/child DOB:
Gender:
Religion :
Parents’ Ages:
Primary Caregiver:
Current Medical Diagnosis:
Chief Complaint stated by child/family:
Clinical Date:
Race:
Marital Status:
Lives with:
Previous Hospitalizations (reason/date):
Allergies:
Diet ordered:
Weight (lbs/kg):
FOC (in/cm):
Medications Taken at Home:
Length/Height (in/cm):
Vital Signs
Time
Result
Action
Temperature:
Pulse:
Respirations:
Blood Pressure:
Pain Rating:
Pathophysiology Causing Client’s Hospitalization:
Time
Result
Action
(Note: This is not a description of the “reason” for why the client was hospitalized.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Health Assessment/Functional Patterns:
Instructions: In each pattern, include client’s strengths, limitations, and pertinent factors
influencing health. Refer to Wong Pediatric Manual for Assessment content pp. 3-147.
Health Perception Management Pattern
Activity-Exercise Pattern
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Elimination Pattern
Nutritional-Metabolic Pattern
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Cognitive Perceptual Pattern
Sleep-Rest Pattern
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Sexual Reproductive Pattern
Coping-Stress Tolerance Pattern
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Self-Perception
Role Relationship Pattern
Value-Belief Pattern
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WHAT ARE VALUES?
Values are a part of our experience that affects our behavior. They encompass our attitudes, the standards for
our actions and our beliefs. Values are often learned from family, culture, and people around us. In addition,
values tell others what is important to us and guide our decision making. We use our resources — time,
money and brain power — on the things we value.
Values are critical in building character and increasing an overall sense of well-being. Positive values within
families…
• Promote honesty, integrity, commitment, and loyalty.
• Encourage respect for self and others and tolerance of differences.
• Require being responsible and accountable for your actions, while practicing self-control.
• Teach fairness and treating people equally.
• Require consideration, kindness, compassion, and generosity toward others.
• Foster being a good citizen who appreciates doing things, which make life, better for self and for other
people.
Clemson University Extension Office. (2003). Building Family Strengths: Values. Retrieved July 14, 2006, from
http://virtual.clemson.edu/groups/psapublishing/Pages/FYD/FL523.pd
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Student:_______________________________________________ Clinical Experience Date:_________________
Medications - Page 1
(P.O., Sub-Q, IM, IV, Tube, Nasal, Inhalant, Skin Patch, Topical, Rectal, Vaginal, Eye, Ear)
Med/Route/Frequency
Nursing Implications
Reason Prescribed for
Client’s Response To
Dosage Prescribed/Administered
THIS Client
Medication (if seen)
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CONCEPT MAP - Working Copy - Carry in Pockets at all times!
Key Problem/ND
Problem Linkage
Supporting Data
Meds
Key Problem/ND
Supporting Data
Not sure where this data fits:
Meds
Labs
Labs
Client/Family:
Key Problem/ND
Supporting Data
Key Problem/ND
Reason for Needing Health
Care (hospitalization/medical
diagnosis/surgery):
Key Assessments:
Meds
Labs
Supporting Data
Meds
Labs
Key Problem/ND
Key Problem/ND
Key Problem/ND
Supporting Data
Supporting Data
Supporting Data
Meds
Meds
Meds
Labs
Labs
Labs
Shuster, P. (2002). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
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Example of Working Copy of CONCEPT MAP
Key
Key Problem/ND
Problem/ND
Delayed
Delayed Growth
Growth &
&
Development/Expressive
Development/Expressive -speech
speech
Supporting
Data
Supporting Data
 Hx
Hx ear
ear infections
infections
Speech articulation
articulation problem
 Speech
problem
–– less
than
50%
intelligible
less than 50% intelligible
 Hasn’t
Hasn’t been
been tested
tested in
in over
over aa
year
year
Meds
Labs
Meds
Labs
Key Problem/ND
Anxiety/Fear
Supporting Data
 Restless due to confinement
 Cranky, at times cries
 Afraid of the dark, uses
nightlight
 Missing preschool
 Disruption of normal
routine
Meds
Labs
Key Problem/ND
Respiratory/Ineffective
Airway Clearance
Supporting Data

Wheezing, RR 36, Shallow
Resp., SaO2-92%, B/P 116/69,
 HX ear infections
 Cont. O2, Pulse Ox
Meds
 Meds/Treatments: Flowvent,
Albuterol, Pulmicort,
SoluMedrol, NS Spray
Labs
Problem Linkage
Not sure where this data fits
in:
No assessment data related to
activity intolerance but would
expect him to have some
Client/Family:
5 y/o male, Mom 31, Dad 24, Sep.
x3 mos., 3 other sibs at home
Reason for Needing Health
Care (hospitalization/medical
diagnosis/surgery):
Asthma
Key Assessments:
Airway, VS, O2 sat,
fluid/nutrition intake
Key Problem/ND
Altered Family Process
Supporting Data
 Parents separated X 3
months
 Mom missing work
 3 other siblings to care for
Meds
Labs
Key Problem/ND
Supporting Data
Meds
Labs
Key Problem/ND
Imbalanced Nutrition Less
than body requirements
Key Problem/ND
Supporting Data
Supporting Data
 Sometimes a picky eater
Meds
Meds
Labs
Labs
Shuster, P. (2002). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
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Problem #1 (write in): ______________________________________________________________________
General Goal:
Behavioral Outcome Objective (Expected Outcome – Short term goal):
The client will…__________________________________________________________________________
__________________________________________________________________________ on the day of care.
Nursing Intervention (What you
did.):
Client Response (Evaluation):
1.
Implementation (How you did it.
Identify specific pediatric strategies
when intervention is child-directed.)
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
1.
Summarize impression of client progress toward behavioral outcome after day of care:*
Shuster, P. (2002). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
*Identify teaching related to FHP Assessment.
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Problem #2 (write in): ______________________________________________________________________
General Goal:
Behavioral Outcome Objective (Expected Outcome – Short term goal):
The client will…__________________________________________________________________________
__________________________________________________________________________ on the day of care.
Nursing Intervention (What you
did.):
Client Response (Evaluation):
1.
Implementation (How you did it.
Identify specific pediatric strategies
when intervention is child-directed.)
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
1.
Summarize impression of client progress toward behavioral outcome after day of care:*
Shuster, P. (2002). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
*Identify teaching related to FHP Assessment.
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Problem #3 (write in): ______________________________________________________________________
General Goal:
Behavioral Outcome Objective (Expected Outcome – Short term goal):
The client will…__________________________________________________________________________
__________________________________________________________________________ on the day of care.
Nursing Intervention (What you
did.):
Client Response (Evaluation):
1.
Implementation (How you did it.
Identify specific pediatric strategies
when intervention is child-directed.)
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
1.
Summarize impression of client progress toward behavioral outcome after day of care:*
Overall plan for revision of the plan of care for the three (3) identified problems:
Shuster, P. (2002). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
*Identify teaching related to FHP Assessment.
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SELF EVALUATION FORM
Student: ________________________________ Clinical Experience Date: _______________
New Terms Learned:
Definitions:
My learning goals
are:
Achieved/how:
Not Achieved/why:
Strengths: I AM, I CAN, and/or I
anything that is active and positive! It is
about you!
Challenges:
Knowledge:
Knowledge:
Skill:
Skill:
Attitude:
Attitude:
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NURS 2433 Nursing Care of Children and Their Families
SECTION FIVE: Acute Care Clinical Practicum
Nursing Plan of Care Evaluation Criteria
Concept Map Care Plan Evaluation
Please submit 2 copies of this form with your first nursing plan of care.
p. 1
Student:
Faculty:
Date:
ANA STANDARD I - ASSESSMENT
Points Available (10)
Pathophysiology Description
0
0.5
1
Functional Health Patterns
(0-7 as indicated below)
Check-marks indicate concerns, if any
Incomplete Incorrect Complete
• Health Perception-Health Management Pattern
• Activity-Exercise Pattern
• Elimination Pattern
• Nutritional-Metabolic Pattern
• Cognitive-Perceptual Pattern
• Sleep-Rest Pattern
• Sexuality-Reproductive Pattern
• Coping-Stress Tolerance Pattern
• Self Perception-Self Concept Pattern
• Role-Relationship Pattern
• Value-Belief Pattern
Functional Health Pattern Points Earned
0 1 2 3 4 5 6 7
Medication Sheet Correctly Developed
0
0.5
1
Growth Grid Charted
0
0.5
1
Subtotal This Section
ANA STANDARD II - NURSING PROBLEM ANALYSES
(Steps 1-3 Map - Ch. 3)
Points Available (15)
Identifies Teaching to Functional Health Pattern Assessment**
0
3
6
Correctly Links Problems
0
0.5
1
Correctly Identifies Reason for Health Care (central box)
0
0.5
1
Key Assessments (central box)
0
1
2
Abnormal Assessment Data in correct boxes
0
1
2
Meds/Treatments/Lab/Diagnostic Tests Categorized in correct boxes
0
0.5
1
Correctly Identified Three (3) Highest Priorities/Problems
0
1
2
Subtotal This Section
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SECTION FIVE: Acute Care Clinical Practicum
Nursing Plan of Care Evaluation Criteria
Concept Map Care Plan Evaluation
Student:
p. 2
Faculty:
Date:
ANA Standards III, IV, V, IV Planning
(Step 4 Chapter 4)
Points Available (30)
Problem # 1
Goal
Objectives
Nursing Interventions to provide for patient/family participation
Nursing Implementations to include specific pediatric strategies
Problem # 2
Goal
Objectives
Nursing Interventions to provide for patient/family participation
Nursing Implementations to include specific pediatric strategies
Problem # 3
Goal
Objectives
Nursing Interventions to provide for patient/family participation
Nursing Implementations to include specific pediatric strategies
Subtotal This Section
ANA Standard VII & VIII Evaluation
(Step 5 Chapter 5)
Points Available (15)
Problem # 1
Evaluates patient’s behavioral responses to nursing implementations
Under impressions, evaluates progress toward outcome objectives
:Problem # 2
Evaluates patient’s behavioral responses to nursing implementations
Under impressions, evaluates progress toward outcome objectives
Problem # 3
Evaluates patient’s behavioral responses to nursing implementations
Under impressions, evaluates progress toward outcome objectives
Under impressions, explain overall how care plan should be revised.
Subtotal This Section
Total Points
Student signoff:
Date:
Faculty Signoff:
Date:
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0
0
0
0
1
1
1
1
2
2
3
3
0
0
0
0
1
1
1
1
2
2
3
3
0
0
0
0
1
1
1
1
2
2
3
3
0
0
1
1
2
2
0
0
1
1
2
2
0
0
0
1
1
1
2
2
3
Tulsa Community College
NURS 2433 Nursing Care of Children and Their Families
SECTION FIVE: Acute Care Clinical Practicum
Student Performance Evaluation Profile (SPEP) p. 1
Student Name:_________________________________________________
ID:__________________
EVALUATION CRITERIA INSTRUCTIONS: Review ALL items contained in each category.
If ALL items within a primary category are satisfactory, make a single check in the primary
white box for the appropriate week. If ANY items are inconsistently met or not met, indicate
with the appropriate mark in the specific sub-heading box for the appropriate week. See
page 2 for key to indicator marks.
ROLE AS PROVIDER OF NURSING CARE
1. Demonstrates critical thinking in all phases of care.
Date
Week
1.1 Uses systematic method to collect bio-psycho-social, cultural, and spiritual data.
1.2 Validates appropriateness of plan and modifies if needed prior to implementation of planned
care.
2. Display behaviors consistent with scientific principles.
2.1 Performs physical exam using all four techniques.
2.2 Accurately performs technical procedures.
3. Demonstrates effective communication patterns.
3.1 Use communication techniques appropriate to client/family/significant others.
3.2 Conveys acceptance/empathy/caring when communicating with clients.
3.3 Incorporates assessment data into client teaching.
ROLE AS MANAGER OF CLIENT CARE
Student displays accountability and responsibility for management of:
1. Assigned client care
1.1 Assumes responsibility for completion of care required for assigned client.
1.2 Organizes client care in an effective manner.
1.3 Completes client care within a specified time.
2. Client safety
*2.1 Provides safe client environment.
2.2 Seeks guidance as needed to implement client care in a safe & effective manner (refer to
Appendix A of TCC Nursing Program Student Handbook).
2.3 Identifies indications for and the effects of medication.
2.4 Administers prescribed medications using scientific principles.
3. Resource management
3.1 Uses times purposefully in client care situations.
3.2 Utilizes equipment and supplies appropriately.
ROLE AS MEMBER OF THE HEALTHCARE TEAM
1. Displays nursing role behaviors.
1.1 Collaborates with members of healthcare team to plan and/or implement client care.
*1.2 Submits completed assignments on time.
2. Functions within the group.
2.1 Individually contributes to group function.
2.2 Contributes effectively within the group.
2.3 Communicates effectively within the group.
3. Displays professional behaviors
3.1 Is punctual for clinical practicum and conferences.
*3.2 Demonstrates positive attitude verbally and nonverbally.
3.3 Manages stress in an appropriate and effective manner.
*3.4 Maintains client confidentiality.
3.5 Utilizes instructional comments & suggestions to increase knowledge & change behavior.
3.6 Takes initiative to enhance learning.
SPEP Items with an asterisk (*) are Critical Behaviors and must be met Satisfactorily.
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2
3
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NURS 2433 Nursing Care of Children and Their Families
SECTION FIVE: Acute Care Clinical Practicum
Student Performance Evaluation Profile p. 2
FORMATIVE EVALUATION
Symbols Used in Evaluation
 - Object consistently met “Satisfactorily”
+ - Exceeded expectations in completion of objective
I - Object inconsistently met
N - Object not met
NA - Object not applicable for this week
O - Object not observed by instructor
Pediatric Medication Administration
Completion of Clinical Objectives:
Date
Week
Total I’s
Total N’s
Clinical S/U
# Hours Absent
Care Plan Scores
Faculty Initials
Student Initials
Care Plan Score:
Satisfactory
1
2
P/F
P/F
3
Unsatisfactory
Faculty/Student Comments
Date
ALL Entries are to be signed and dated by both student and faculty.
Student Signature
Date
Faculty Signature
Date
Please submit 2 copies of this form with your first clinical paperwork. You will receive a
copy when the clinical rotation is completed.
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SECTION SIX: Learning Map for Developmental Experiences: CDC & LLH
Clinical Focus – Childcare in the Community: Child Development Center (Well-Child) and The Little Light House (Special Needs Child)
Critical Thinking
Questions
1. Compare and contrast
NOTE: Entire class attends orientation 1. A 2-year-old says
growth & development
“no” to the
for CDC/LLH.
needs of the healthy vs. 1. NURS 2433 syllabus section CDC
caretaker when
special needs children.
asked to go to the
& LLH: Take with you to agency.
2. Identify expected
2. WPHLW Ch. 29, Contemporary
lunch table. How
growth & development
Pediatric Nursing, pp. 785-797;
should the
milestones in the
Chapter 30, Community-Based
caretaker respond?
pediatric population.
Nursing Care of the Child & Family, 2. A mother of a 93. Identify implementation
pp. 799-805
month-old who
of safety measures to
3. WPHLW Ch. 41, “Special Needs,”
cries when his
protect children in
pp. 1154-1164 (Denver II) (LLH).
mother leaves is
childcare settings (from 4. Clinical Manual of Pediatric Nursing
upset by his
injury and/or abduction).
pp. 121-143,149-158, 159, 163-164,
behavior. How
4. Identify application of
180-184.
should the
strategies to prevent
5. Rehm, R. (2002, March). Creating a
caretaker
spread of infection
context of safety and achievement at
intervene?
among pediatric
school for children who are medically 3. What differences
populations and their
fragile/technology dependent.
in the display of/
care providers.
Advances in Nursing Science, 24(3),
or response to
5. Compare & contrast the
71-84.
separation anxiety
role of the care provider
would you expect
for the well child versus
to see among well
the special needs child.
children versus
6. Discuss prognosis of
special needs
special needs children
children.
related to their abilities
observed.
Learning Objectives
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Preparation Resources
Learning Activities
Orientation Activities:
1. “Family Centered Care” video, Wong, D.
RJ 245.W 42, 1996.
2. LLH History video.
3. LLH Volunteer Orientation video.
Clinical Activities:
1. Observe well children at the CDC in one
age group (you will rotate observation
rooms as time permits).
2. Interact and assist with the care of a special
needs child at the LLH (you will be
assigned).
Written Assignments:
1. CDC Observation Report: *Complete one
observation grid for the child that was
observed.
2. LLH Report: *Complete a typewritten
report addressing each of the items on the
“guideline for the LLH report” in outline
format.
3. Bring Denver II to the Little Light House
and Child Development Center.
*Mark observations on a Denver II sheet for
the child you were assigned and submit with
your report. NOTE: The grade sheet should be
stapled to the front of each report and submitted
in a manila envelope to the Course Coordinator
by 9 AM on the Monday following your visit.
Tulsa Community College
NURS 2433 Nursing Care of Children and Their Families
SECTION SIX: Agency Information for the Developmental Observation Experiences
The LITTLE LIGHT HOUSE (LLH):
Address: 5120 East 36th Street South (SE corner of 36th and Yale)
Contact: Lindsey Kirk
Phone:
918 664-6746
Time:
See Calendar (bring a snack if you wish, cold drink machines available)
Wear your TCC clinical uniform with your TCC name tag. Please leave personal belongings
in your car. Sign-in and you will be directed to one of several classrooms for students who
may be sight, hearing, and/or speech-impaired and/or have other special needs. With the
teacher’s assistance, select one child to follow for your clinical experience/observation
report. Complete the learning objectives as specified in the LLH clinical learning map and
submit the required written assignments.
Chapman Learning Center
Address: SE Corner of 17th & Utica
Contact: Charlene Warner
Phone:
918 744-2968
Time:
See Calendar (bring a snack and drink if you wish).
Wear your TCC clinical uniform with your TCC name tag. Please leave personal belongings
in your car. Sign-in and you will be directed by the staff to the appropriate areas. You must
observe at least one specific child in one of the following age groups: Toddler or Preschool.
Complete the learning objectives as specified in the CDC clinical learning map and submit
the required developmental assessment grids for the child you observed.
Ave Maria House
Address: 6161 South Yale Avenue
Contact: Janet Cordingley
Phone:
918 494-1501 ext. 12502
Time:
See Calendar (bring a snack and drink if you wish).
Wear your TCC clinical uniform with your TCC name tag. Please leave personal belongings
in your car. Sign-in and you will be directed by the staff to the appropriate areas. You must
observe at least one specific child in one of the following age groups: Toddler or Preschool.
Complete the learning objectives as specified in the CDC clinical learning map and submit
the required developmental assessment grids for the child you observed.
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SECTION SIX: CDC Developmental Assessment Observation Report Grid
Age Group Observed: ____________________
Student Name
Describe 2 Types of
Developmental Stimulation or
Play Interactions (include toys)
Child’s Age
Child’s Gender
Date of Visit
Describe 2 Specific GROSS
Describe 2 Specific FINE
Describe 2 Specific LANGUAGE
MOTOR Observations
MOTOR Observations
Observations
Describe Nutrition for Age:
Expected Norm Vs. Observed
Describe 2 Teacher-Initiated
Behavioral Guidance/ Discipline
Measures:
Describe at Least 2 Safety
Measures Observed for Age
Group and Offer at Least 1
Additional Suggestion:
Discuss the Potential for Spread
of Infection AND Specific
Preventative Measures Taken:
Stage of Piaget, including
expected behaviors
Stage observed, including
behaviors supporting that stage
Stage of Erikson, including
expected behaviors
Stage observed, including
behaviors supporting that stage
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SECTION SIX: Child Development Center Developmental Assessment Grading Sheet*
Learner Name:
ID:
Date of Clinical Experience:
Describe with specific examples the following components of your
observational experiences for the following activities.
Points
Possible
Age, Erikson’s and Piaget’s level for one age group.
4
Describe play for the age group observed. Identify play’s content and
social character. Document appropriateness for age observed.
6
Specific descriptive examples of gross motor development.
6
Specific descriptive examples of fine motor development. Submit the
Denver II.
6
Specific descriptive examples of language development in the age
group. Is language appropriate for the age group? Submit the Denver
II.
6
Identify nutrition appropriate for the age group observed; describe foodrelated behaviors and identify the expected nutritional norms for the age
group.
4
Identify and describe specific behavioral guidance/discipline measures
utilized by the preschool teacher; relate to the development of the child.
4
Describe safety measures observed and offer at least 1 additional
suggestion.
6
Describe the potential for spread of infection and preventative measures
taken.
6
Points
Earned
Paperwork submitted. Deadline met accompanied by two grading forms. 2
Total
50
Faculty Signature:
Date:
*This sheet is to be turned in with the report in a manila envelope with the student’s name
clearly written on the outside.
Please submit with two copies of this grading form.
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SECTION SIX: Child Development Center - What You May See
1. You may see some children just looking on. They may be new and have not become
acquainted. Children are not forced to play. Some children need to watch others doing things
before they are willing to try a new activity. Self-confidence grows with success and
thoughtful approval.
2. You may see the teacher ignoring some children who are having an argument. They should
settle their own affairs. Intervene only if they are unable to settle it themselves.
3. You may see a teacher ignore a child who is doing something “naughty.” He may be trying to
get attention and she will give it to him when he is “good.”
4. You may see a teacher reinforce friendly, gentle, desirable behavior with praise repeatedly!
Toddlers prefer to please you!
5. A teacher may interrupt undesirable aggressive behavior by distracting the child with
something to do, such as a toy, book or new activity.
6. Children will be trying to put their own clothes on, wash themselves or handle large
playthings. Perhaps the teacher could do it quicker and better but through doing this himself
the child is learning how to do them.
7. You may hear teachers tell a child to do something instead of not to do something. A child
will learn faster if we day “Drink your milk.” Instead of “Stop playing with your milk” or
“Here’s a block to hammer on instead of “Stop hammering on the table.”
8. A child may be given a choice between two things. You may hear a teacher say, “Will you
wash yourself or shall I do it?” This means he will be washed in any case. Or “Will you play
with the clay or the paints?” Here he is free to choose, but he is never given a choice if there
is none. Example: Never ask a child, “Do you want to go to bed now?” if you expect him to
go then.
9. You may see a teacher take a child’s hand and say, “Come it’s time for fruit juice.” This
helps him to know what the words mean. Soon she will not have to take his hand.
10. You may see a teacher showing affection to a child. Little children need cuddling and love.
You may see a child follow a teacher around a lot or turn to a teacher for help a great deal.
This child is not yet ready to be independent of adults. When he is ready, the teacher will
gradually help him to play happily with other children or alone, first using words instead of
going to him, then by encouraging smiles when he looks to her for help.
11. You may think there is a great deal of noise. Where a group of children play, there is always
some noise. Little children can neither be quiet nor sit still very long.
12. You may see things to pull, push, climb on, etc. These help the muscles to grow strong.
Things like clay, paints, dolls and trucks help develop the imagination.
THE RULE – Children are not allowed to do anything that will hurt themselves, another person
or the surroundings.
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SECTION SIX: Guidelines - Little Lighthouse Report
FORMAT for LLH Report:
 Report must be typed, double-spaced, size 12 font, Times New Roman with standard
margins. Complete sentences must be used.
 Use each of the topic items as bolded headings for a paragraph (at a minimum) in your
report. Example of Paper (Headings):
I. Denver II Developmental Assessment
II. Priority FHP
III. Strategy for Play
IV. Work with Child
V. Adaptations for Developmental Age
VI. Disciplinary Measures
VII.
Article Discussion
VIII. Learning Experience
 Describe and discuss the topic item under each of the appropriate headings.
 Double space between sections of the report.
Example:
This is the first learning behavior. Use
it as a bolded heading. Do the same
with the other learning behaviors.
Denver II Developmental Assessment
The child discussed in this paper is a male, age 4 years and 5 months. He was born
December 5, 1998, at 41 weeks gestation.


This is where you describe and
discuss the learning behavior(s)
under the appropriate heading.
Two copies of the YELLOW Grading Sheet must be placed at front of report.
Report must be stapled in the left hand corner and placed in a manila envelope with your
name and LLH Report clearly written on the outside when submitted.
LLH Report Content
I. Perform a developmental assessment using the Denver II assessment sheet provided.
1. Identify the child’s gender and chronological age (or adjusted age if a preemie and less than two
years in age) with birth date (m/d/y).
 Birth date is important because weeks and months past a birthday are to be considered in
the child’s chronological age calibration. Note if the age is adjusted for prematurity.
2. Review use of the Denver II sheet in Wong’s Clinical Manual of Pediatric Nursing.
3. A true Denver II will not be performed, but the sheet can serve as a reminder to you while you are
assessing the child’s developmental skills.
4. Note the differences between the child’s chronological/adjusted age and the child’s
developmental age in each of the four main developmental categories listed on the Denver II
sheet. It is not uncommon for the child to be at different developmental levels in each of the four
developmental categories.
5. Support your developmental assessment with behaviors observed vs. expected but not observed in
each of the four developmental categories. (What should the child be doing, and what is the child
actually doing?)
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II. A brief assessment (using your visual, auditory, and olfactory senses) will be performed by
student and documented in narrative format. Identify ONE priority Functional Health Pattern that
supports your assessment from the list below. (Choose ONE of the following):
1. Activity-Exercise
a. Does the child have self-care deficits appropriate for age?
b. Can the child perform developmental skills appropriate for chronological age?
c. Does the child respond appropriately to stimuli?
d. Does the child have full range of motion (as evidenced by observation only)?
e. Does the child have problems ambulating?
f. Does the child have dyspnea and/or shortness of breath at any time?
g. Does the child have difficulty manipulating his/her assistive devices(s), if utilized?
2. Nutrition-Metabolic
a. Does the child weigh more or less than the recommended range for his/her height, age,
and gender?
b. What chronic health problems does the child demonstrate?
c. What assistive devices are needed for feeding?
d. What challenges does the child present in self-feeding, if applicable?
e. Is the child at risk for aspiration? If so, how is this addressed?
f. What is the feeding environment for this child?
3. Coping-Stress Tolerance
a. Does the child demonstrate difficulties in coping at any time?
b. What coping mechanisms does the child demonstrate?
c. Is the child moving toward independence?
d. Does the child demonstrate indications of neglect?
4. Cognitive-Perceptual
a. Does the child present with problematic behavior in responds to stimuli?
b. Can the child respond appropriately to simple directions or instructions?
c. Does the child display any sensory problems?
d. Does the child use both sides of the body?
e. Does the child display any distraction behaviors (moaning, crying, pacing, rocking, selfstimulation)?
IMPORTANT INSTRUCTIONS: After identifying the priority FHP, a narrative will discuss the
assessment details demonstrated by the assigned child. Please note: This eliminates the use of a
simple Yes/No response. You must explain! Within the narrative, a nursing diagnosis is identified
for the child.
III. Identify a strategy for play that reflects each one of the areas assessed by the Denver II
assessment tool. Discuss how the priority FHP is also supported or not supported within the areas
of the Denver II
1. Review each of the Denver II categories and identify a toy, game or method of developmental
stimulation that is supported by the child’s assessment.
2. Discuss a strategy to implement play with the child.
3. Evaluate how the toy, game, or method of stimulation is supported or not supported by the
priority FHP.
IV. Describe how you worked with the particular child you selected or to whom you were assigned.
1. Discuss how you specifically helped the child in the areas of :
a. Gross motor skills
b. Language skills
c. Fine motor-adaptive skills
d. Personal-social skills
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V. Describe teaching adaptations for the child’s developmental level.
1. Use of sign language
2. Use of Braille
3. Use of voice-recognition equipment
VI. Describe disciplinary measures used with this child and in the classroom.
1. Time-out
2. Redirection
3. Consequences
VII. Using the identified article:
1. Review the article: Rehm, R. (2002, March). Creating a context of safety and achievement at
school for children who are medically fragile/technology dependent. Advances in Nursing
Science, 23(3), 71-84. CINAHL with full text database.
2. Use content from the article to reflect upon the impact of the environment on the children of the
LLH.
3. Based on the LLH orientation and any observations that you have:
a. This section will reflect the content of the article reviewed and your impression of the
impact that the environment has upon the student population at the Little Lighthouse.
b. Describe how the multi-disciplinary team at Little Light House is meeting the safety and
achievements of the children in the school.
c. Discuss how the environment has been modified or developed to support the medically
fragile/technology dependent student at Little Lighthouse.
d. Evaluate how the role of nurse at the LLH is supported in the article.
e. Utilize two (2) citations from the article to support your discussion (use APA format).
VIII. Discuss what you learned during this clinical experience. Utilize reflective thinking related to
the areas of growth and development, pre-school learning, and special needs children. Reflective
thinking can be demonstrated by discussing:
1. What concepts were reinforced?
2. What concepts were new?
3. How can you operationalize these learning and insights, including the actions of the staff and
apply them in your future practice.
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SECTION SIX: The Little Lighthouse Report Grading Sheet*
*TWO (2) YELLOW copies of this grading form are to be turned in with the report in a manila
envelope with the student’s name and LLH clearly written on the outside.
Little Lighthouse Grading Form
Name:
CWID:
Date of Clinical Experience:
Address each of the following in a Typewritten, Outlined, Narrative
report:
Denver II Developmental assessment: Gross Motor, Language, Fine
Motor Adaptive, and Personal-Social (Submit Denver II completed and
submitted with report).
Points
Possible
8
Priority FHP: Narrative discussion of one FHP and NDx.
Strategy for Play: Identified specific toy, game or stimulation for child.
Implementation supported by developmental level.
Work with Child: All areas of the Denver II discussed.
Adaptations for Developmental Age: Discussed teaching adaptations for
the child’s specific disability.
Disciplinary measures used with child; be specific.
Article Discussion
a) Reflects the content of the article reviewed and the student’s
impression of the impact that the environment on the student
population.
b) Describes how the multi-disciplinary team is meeting the safety
and achievements of the children.
c) Discusses how the environment has been modified or developed
to support the medically fragile/technology dependent student.
d) Evaluates how the role of nurse at the LLH is supported in the
article.
e) Utilizes two (2) citations from the article to support discussion,
using APA format including references.
Discuss what you learned during this experience: Be specific.
Paperwork submitted using the designated format: Deadline met
accompanied by two (2) YELLOW grading forms.
Total:
Faculty:
5
6
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4
5
4
10
5
3
50
Points
Earned
Tulsa Community College
NURS 2433 Nursing Care of Children and Their Families
WELLNESS EXPLORATION LEARNING ACTIVITY
1. PURPOSE: Identify and evaluate the accessibility of resources in the community to promote,
maintain, and restore health within the functional health patterns of nutrition-metabolic,
elimination, activity-exercise, self-perception, and coping-stress tolerance. The student will:
a. Observe the client in the community setting and the efforts to the client and community
to promote, maintain, and restore health.
b. Participate in a wellness-focused community learning activity to enhance student’s ability
to integrate use of wellness concepts and community resources into the nurse’s scope of
practice.
2. OUTCOME: Develop the student’s understanding of the nurse’s role of resource
identification and referral through participation in a wellness-focused activity for children and
their parents in the community setting.
3. GRADING CRITERIA:
Pass: Observation experience is arranged by the student following approval by the faculty
prior to the experience. The WELA activity is attended as arranged, and the WELA
evaluation form is completed and submitted by the student within the designated timeframe.
Fail: Failure to arrange, seek approval, attend, or complete and submit the WELA
evaluation form within the designated timeframe. Faculty evaluation of the project will be
recorded on the WELA evaluation form. This assignment is counted as a part of the clinical
grade. The student must earn a “PASS” on this assignment to pass clinical.
4. STUDENT GUIDELINES: The student will:
a. Select a specific setting where you may observe the client or community service as they
promote, maintain, and restore health issues related to the pediatric population.
b. Obtain approval from the Wellness Exploration Learning Activity (WELA) instructor and
permission of a contact person at the selected site. The Wellness Exploration Learning
Activity objectives will be reviewed with the WELA instructor one (1) week prior to
attendance.
c. Demonstrate critical thinking skills by analyzing your own leaning needs, answering the
questions to meet those needs (focused on the nurse’s leadership aspect of the
experience), attending the selected activity, and evaluating the success meeting your
expectations as discussed on the previously approved WELA form. Complete within one
(1) week of attendance.
d. Prepare for the WELA by reading one professional resource and one consumer resource
on health maintenance, restoration and promotion activities practiced by the client.
Submit copies of the articles with the completed WELA evaluation form.
e. Attend the experience at times other than regular clinical time. The student will NOT be
released from the regularly scheduled clinical assignments.
f. Incorporate the WELA objectives by observing, talking, and participating with the patient
or group. DO NOT PROVIDE NURSING CARE OR GIVE ADVICE.
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WELLNESS EXPLORATION LEARNING ACTIVITY (WELA)
Approval and Evaluation Form – PART I
Directions – PART I: Submit this form to your WELA instructor with the top half
completed (1) week prior to the activity you plan on attending.
Student Name (Print): __________________________________________ Group: ________
I have contacted and made arrangements to observe the following WELA:
Organization/Activity: __________________________________________________________
Supporting Organization: ________________________________________________________
Topic of the WELA: ____________________________________________________________
Contact Person: ________________________________________________________________
Date of Activity: _____________________ Time: __________ Phone Contact: _____________
Please answer the following questions below.
1. What do you expect to gain from this experience (identifying a community resource and
attending this specific activity)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How do think you will use this experience in your future practice (process of selecting a
community resource and making a referral)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Signature of the WELA instructor indicates approval of the student’s plan as submitted:
______________________________________________ Date of Approval: _______________
*I understand that if there is any concern with this assignment, it is my responsibility to initiate a
conference with my clinical instructor to resolve the concern.
Student Signature: ______________________________________________________________
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WELLNESS EXPLORATION LEARNING ACTIVITY (WELA)
Approval and Evaluation Form – PART II
Directions – PART II: Re-submit the original of this form with the bottom half completed
within one week of attending the Wellness Exploration Learning Activity.
IN ADDITION, INCLUDE A PHOTOCOPY OF THE COMPLETED FORM. You will
submit two [2] completed forms.
Were your expectations met (related to the questions answered in Part I)?________ I f so, how?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Describe the nurse’s role in promoting the client and family’s access to community health
promotion and wellness resources.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Student Signature: _______________________________________ Date: __________________
Faculty Review: Respond with
 (Met) or  (Not Met)
WELA appropriate to
population & objectives
Student’s Objective meets
guideline
Attended WELA as
scheduled
Approval sought within
specified timeframe
Professional Resource
copy attached
Evaluation form
completed satisfactorily
WELA form completed
fully & correctly
Consumer Resource copy
attached
WELA form submitted
in 1 week for grading
Faculty Signature: _____________________________ Date: _____________ Grade: _________
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NURS 2433 Nursing Care of Children and Their Families
SECTION VII.
APPENDICES
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SECTION SEVEN: Videos Related to Care of Children
Whaley & Wong’s Pediatric Video Series
“Donna Wong narrates each video and demonstrates techniques for delivering effective,
atraumatic nursing care of children and their families.”
Vol. 1 Communicating with Children and Families
RJ245-1098924
Vol. 2 Pain Assessment and Management
RJ245-1098925
Vol. 3 Growth and Development
RJ245-1098926
Vol. 4 Medications and Injections
RJ245-1098927
Vol. 5 Family-Centered Care
RJ245-1098928
Vol. 6 Pediatric Assessment
RJ245-1098929
Mosby’s Communication in Nursing Video Series
“Issues such as grief and loss and caring for dying clients and families are addressed…includes
realistic clinical scenarios and role-plays that graphically demonstrate therapeutic and nontherapeutic communication. Special techniques for more effective communication and
collaborative communication with other health care professionals are highlighted.”
1. Basic Principles for Communicating Effectively
2. Communicating with Clients and Colleagues:
Effectiveness in the Caring Environment
3. Communicating with Clients and Colleagues from Different Cultures
4. Communicating with Difficult Clients and Colleagues
5. Communicating with Clients with Mental Disorders
or Emotional Problems
6. Communicating Across the Lifespan: Children, Families, and the Elderly
Mosby’s Nursing Skills Video Series
Vol. 3 Applying Restraints
RT23 1098678
RT23 1098680
RT23 1098679
RT23 1098681
RT23 1098682
RT23 1098683
RT 73.5 M67B1 1095365
Behavioral Disorders of Childhood
Abnormal Psychology, Program 11. J. Nichols. 58 minutes RC 454.W 68 1998, Vol. 11
1090799
DDST
RJ 51.D48 1060077
Discusses Disruptive Behaviors (ADHD), Emotional Disorders (Separation Anxiety) and
Development Disorders (Autism). Describes how the criteria differ from children from
adults, discusses behavioral problems in terms of frequency, intensity and duration.
Describes use of token economies, and the nurturing/structuring of the environment.
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Behavioral Treatment of Autistic Children
44 minutes. 1998
RJ 506 A9B342 1097353
Clothing is in kind of a time warp! Excellent demonstrations of typical behaviors.
Demonstrates application of operant conditioning as part of therapy. Shows 20-year followup on two people in a study. Demonstrates the use of the scientific method. Touch is used
therapeutically.
Nursing Content Review: Corresponds with NCLEX-RN comprehensive Review Book, 7th ed.
By Patricia A. Hoefler
1-800-200-9191
Meds, Inc.
Psychiatric Nursing
Video 6: 35 minutes. Psychoactive Substance Use Disorders, Substance Abuse
1099698 RT 55.P792
Video 7: 50 minutes. OMD, Eating Disorders, Developmental Disabilities,
Personality Disorders, Family Violence, Child Abuse, Rape, Legal Aspects 1099699
RT 55. P792
Pediatric Nursing
Video 1: Growth and Development, Pt. 1, 50 minutes. Stress of Hospitalization, Strategies
for Health Promotion/Stress Reduction, Characteristics of Development, Life Span
and Development, Infant 1099703 RT 55.P345
Video 2: Growth and Development, Pt. 2, 40 minutes. Toddler, Preschool, School Age Child,
Adolescence 1099704 RT 55.P345
Video 3: Nursing Care of the Child with Congenital Anomalies, 55 minutes. Congenital
Heart Defects, Neurological Defects, Musculoskeletal Defects, Gastrointestinal
Defects
1099705 RT55.P345
Video 4: Nursing Care of the Child with Acute Illness, 50 minutes. Common Problems,
Fever, Vomiting, Gastroenteritis, Respiratory Infections. 1099706 RT 55.P345
Video 5: Child Surgical Care. 25 minutes. Pre-and Post-Op Care, Common Problems
1099707 RT 55.P345
Video 6: Children as Accident Victims, 45 minutes. General Emergency Care, Types of
Accidents. 10999708 RT 55.P345
Video 7: Children with Chronic Problems, 55 minutes. Allergic Disorders, Collagen
Disorders, Endocrine Disorders, Hematological Disorders,
Neurologic/Musculoskeletal Disorders, Renal Disorders, Metabolic Disorders.
1099709 RT 55.P345
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PREPARATION RESOURCES REVISION (Clinical Manual of Pediatric Nursing)
Class
Old
pp. 19-77, 143-166, & 181-195
Physical & Developmental
Assessment
pp. 253-259, 267-276, & 289Nursing Interventions &
300 & (PAIN SCALES) P.
Variations for the Pediatric
308, pp. 310-312, & 316-317.
Client
pp. 3-6, 15-18, & 33-36.
Communication; Social,
Cultural, &
Religious
<><><><><><><><><><>
Pediatric Pharmacology
pp. 429-435
Nursing Care of Children
with Alterations in
Elimination
pp. 367-375, 415-426, & 562Nursing Care of Children
575
with Respiratory
Dysfunction
pp. 34, 128-140, 160-164,
Health Promotion: Infant &
181-187, 207-208, 213, 217Family
218, 223, 225-230, & 237-241
Health Promotion: Toddler pp. 34, 128, 131-140, 160-161,
165, 188-189, 208, 213, 218& Family
221, 229-231, 237-242, & 246247
pp. 34, 128, 160-161, 190-191,
Health Promotion:
208-209, 242, 246-247, & 250
Preschool Child & Family
pp. 44-45, 256-268, & 589
Nursing Care of Children
with Integumentary
Dysfunction
pp. 108, 407-408, 483-485, &
Nursing Care of Children
517-519
with Alterations in Mobility
pp. 95-96, & 439-444
Nursing Care of Children
with Cardiovascular
Dysfunction
pp. 34, 129-139, 192-193, 198Health Promotion: School201, 214, 232-235, 242-244,
age Child
246, & 496-497
pp. 35, 57, 66, 143-144, 149,
Health Promotion: The
152-154, 157-158, 214, 236,
Adolescent & Family
244-246, 494, & 520
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New
pp. 18-74, 114-147, 180
pp. 181-202, 209-248 (PAIN
SCALES)
pp. 2-17
<><><><><><><><><><>
pp. 79-81
pp. 74-79, 163, 269-276, 280281, & 308-311
pp. 30-31, 121, 134-139, 149156, 159, 161, 163, & 173-176
pp. 3-31, 94, 121, 125-126,
140-141, 149-152, 156, 159,
161-163, 173-177, & 183-186
pp. 30-31, 94, 121, 140-143, &
184
pp. 40-41, 214-219
pp. 40-41& 214-219
pp. 82-38 & 312-315
pp. 31, 94, 144-145, 149-153,
160, 170, & 178-179
pp. 31, 62, 64, 96, 118-120,
146-147, 172, 320
Tulsa Community College
NURS 2433 Nursing Care of Children and Their Families
Class
Old
New
Chronic Illness, Disability, &
End of Life
Nursing Care of Children
with Cerebral Dysfunction
Nursing Care of Children
with Endocrine Dysfunction
pp. 330-332, 339-341, & 500-502
pp. 291-296
pp. 100-106 & 464-470
pp. 88-91, 321-323
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NURS 2433 Nursing Care of Children and Their Families
School of Nursing and Health Sciences
Individual Student Test Analysis
Semester:_____ Date:_____ Test #:_____ # Items On The Test:_____ # Correct:_____ # Missed:_____ Final Score:_____
Questions
Missed
#
Q
#
Subject
Misread
Question
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Summary
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Misunderstood
Question
Read Into
The
Question
Missed
Important
Keyword In
Question
Did Not
Remember/
Recognize
Subject
Matter
Did Not
Understand
Subject
Material
Did Not
Recognize
Rational
For Correct
Answer
Guessed
Wrong
Changed
Answer
Marked
Scantron
Incorrectly
Did Not Read
All Responses
Carefully
Used
Incorrect
Rationale
For
Selecting
Responses
Tulsa Community College
NURS 2433 Nursing Care of Children and Their Families
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