Download Pediatric Skills Laboratory

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College of Nursing
Pediatric Skills
Laboratory
Pediatric Lab Coordinator
Dr. Ahlam Mohammad Hussien
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Table of Contents
Section #
Items
1.
Title Page
2.
Undergraduate Program Vision, Mission & Goals
3.
Pediatric Nursing Unit Vision and Mission
4.
Guidelines of Pediatric Nursing Skill Lab
5.
Goal & Philosophy
6.
Objectives
7.
Documents ( OSCE requirements , clinical rotation , first weeks
lab plan )
8.
Schedule of occupancy
9.
Lab Activities
10.
Pediatric Checklists
11.
Simulation lab Skill
12.
Assessment tool
13.
Pediatric Skill Lab Inventory
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4
Undergraduate Program Vision: To be an innovative cornerstone of
nursing education nationally, regionally; and internationally through the use
of technology within a caring context.
Undergraduate Program Mission: To offer dynamic, comprehensive and
innovative educational experience that will enable students to expand their
nursing knowledge and enhance their professional skills to meet the health
care needs of the community within the context of Islamic culture, beliefs
and values.
Goals of the Program
1. Provide quality education in nursing to graduate Saudi nurses with
high scientific and clinical competencies.
2. Utilize concepts from humanities and behavioural sciences in nursing
practice.
3. Practice legal and ethical standards in nursing profession.
4. Develop professional knowledge and practice through problem-solving
approach and evidence-based learning.
5. Utilize electronic administration and health information resources.
6. Apply leadership and managerial skills to attain quality care.
7. Focus on the commitment to the principle of “lifelong learning”.
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Vision and Mission of Pediatric Nursing Unit
Based on the vision and mission of Nursing College, Dammam University, the
vision and mission of Pediatric Nursing Department will be as follow:
Vision:
Providing the Saudi community with a high qualified professional nurses in
pediatric care and who are unique on national and international levels. Sharing
in an enhancement of children's health through the application of nursing
education and researches in pediatric field.
Mission:
The pediatric nursing unit , college of nursing, university of Dammam (UOD)
prepares the Saudi graduate and postgraduate candidates to be an competent,
skillful and creative in delivering the needed nursing care for healthy and sick
children from birth to adolescents in different pediatric settings. These are
derived from recent national and international nursing strategies within the
framework of Islamic belief and moral values.
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Lab Guidelines
The pediatric nursing skills lab at the nursing college provides nursing students
with an additional learning resource to meet their educational goals. The lab is
equipped with instructional videos and DVDs, supplies and equipment, as well
as practice manikins including Baby sim Simulator, Pediatric manikins, CPR
manikins, Physical examination manikins, as well as high fidelity child
simulator. The lab provides students with a realistic, simulated clinical
environment to practice and demonstrate competency of selected nursing
skills. Open lab times are posted at the beginning of each semester.
Please keep in mind that the following guidelines should be followed during
your attendance in the nursing skills open lab:
• No eating or drinking in the lab.
• Please turn your cell phone off or on vibrate before entering the lab.
• PLEASE clean up after yourself.
• Keep all beds in appropriate positions with linens straightened before leaving.
• Students are required to return clean equipment to its proper place after use.
• All simulated practice needles are to be disposed in sharps containers.
• Needles and syringes are not to be discarded in trash containers.
• If you are accidently stuck with a non-sterile needle or your skin comes in
contact with contaminated material, you must immediately go to the Lab
Coordinator.
• Lab resource books, movies and supplies MUST NOT leave the lab.
• Please return all media to proper storage areas or to lab personnel after use.
• Please save equipment obtained in labs for practice during open lab times.
• Report any incidents or malfunctions to the Lab Coordinator immediately.
• Do not move mannequins. If a mannequin needs to be move contact lab
coordinator.
• Keep personal belongings with you during the lab session, please take them
with you when leave.
*If a latex or betadine allergy exists or is suspected, please notify your clinical
instructor or lab coordinator.
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Newborn and pediatric Skill Laboratory
“I hear, I forget; I see, I remember; I do, I understand” – Confucius
Goal
The goal of the Pediatric Nursing Skills and Simulation Laboratory is to
promote safe, knowledgeable and effective nursing care by demonstrating
and reinforcing the highest level of performance and readiness.
Introduction/Philosophy
The Pediatric Nursing Skill and Simulation Laboratory is here to make the
student’s clinical experience educational and enlightening and to promote
empowerment of the student. Scenarios and simulation experiences relate to
the pediatric nursing Lab objectives. Students will be oriented to simulations
instructions prior to running a scenario. If the student is not comfortable,
learning will not take place and scenario objectives may not be met.
Simulations and case scenarios mimic the clinical setting and are designed to
help the student develop problem-solving and decision-making skills.
Simulations include all environmental factors to make students’ learning
realistic and authentic. These simulations help students think on their feet
and help the transition from lab to clinical. For an enhanced learning
experience, students must come to the lab prepared. The faculty will provide
debriefing and positive feedback; students will self-analyze their
performance and use critical thinking during the reflection process.
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General Information
The pediatric Nursing Skill and Simulation Laboratory is located in
University of Dammam, College of Nursing, C3. Room # has an Interactive
Child critical mannequin/Simulator (High Fidel Mity simulator), Infant Baby
sim Simulator. . The pediatric Skill Lab is fully equipped to practice all
pediatric. nursing clinical skills served both undergraduate and postgraduate
students. A variety of task trainers are also accessible as well as the ability to
view a variety of media. Mentoring and tutoring are also available.
The pediatric. Lab is opening 5 days a week (Sunday to Thursday) according
to the students’ schedule and either they are undergraduate, post graduate &
bridging students.
The lab schedule is subjected to change:
The calendar for the pediatric Nursing Skill and Simulation Laboratory is
posted on pediatric lab. Bulletin.
Confidentiality
All simulation scenarios practice sessions involving students and/or
recordings are considered confidential. All mannequin accessibility should
be treated as a real patient (including inappropriate viewing). Discussion of
scenarios or information is considered a violation of Practical Nursing
Program privacy policy. All students will need to sign a confidentiality lab
form.
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Pediatric Nursing (NURS: 1610-431)
First Semester Academic Year 2015 – 2016
Pediatric Lab unit
Clinical training in Pediatric Lab equips students with essential knowledge,
skills, and attitude needed to provide accurate, safe, and comprehensive
nursing care for normal child. Training in such fields of nursing enables
student to function within the framework of family centered care.
Learning Objectives:
At the end of this rotation the student nurse will be able to:
1. Assess physical and behavioral states of child.
2. Monitor and interpret vital signs.
3. Measure weight, height as well as head and chest circumferences.
4. Provide immediate and daily care for child.
5. Apply the nursing process in caring for normal child.
6. Assist in administration of medications via different routes.
7. Follow the universal infection control precautions.
8. Encourage mothers to breast feed whenever possible.
9. Maintain optimal nutrition for children either enteral or parenteral.
10.Encourage and facilitate parent child bonding.
11.Asses and manage pain.
12.Record and report any detected abnormality.
13.Prepare parents for discharge and home care.
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14.Provide health education concerning child care & follow up
15.Documents findings, nursing care & abnormalities
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Pediatric Nursing (NURS 1610-431)
Frist Semester-4th Year/7th Level
Academic Year 2015/2016-G (1436/1437-H)
First four Weeks' Plan
1st Week
Date/ Time
Group
Lecture & Procedures
Venue
Tuesday.
25/ 8/2015
1 –4 pm
All Groups
Course Syllabus &
Introduction to Pediatric
Nursing
Hospital
Building ( B )
F22 -23
All Groups
Introduction, principles
&Factors affecting
G&D
Assessment of growth &
Development and Newborn
G&D
Growth and Development
of infant and toddler
Wednesday.
26/ 8/2015
8 – 10 am
10 – 12 pm
Staff members
Dr. Awatef El-Sayed
Dr. Ahlam Hussien
Dr. Laila Abu Salem
C 1: (Class 5- 1)
C 1: (Class 5- 1)
Dr. Huda Nafee
Break
12-1 pm
G1, G2& G3
Physical Assessment Part I
Newborn lab
Mrs. Ibtihal AL moamin
G4, G5 & G6
Medication Part I
Pediatric lab
Dr. Awatef El-Sayed
1-3 pm
Thursday:
27/8/2015
8-10 am
All Groups
10 -12 pm
All Groups
12-1 pm
All Groups
Growth and development
of Preschool, school and
adolescent children
Re-Demonstration
Physical Assessment Part I
Medication Part I
C 1: (Class 5- 1)
Dr. Awatef Al Sayed
Newborn lab
Pediatric lab
All Staff
Break
G4, G5 & G6
Physical Assessment Part I
Newborn lab
Mrs. Ibtihal AL moamin
G1, G2& G3
Medication Part I
Pediatric lab
Dr. Awatef El-Sayed
1-3 pm.
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2nd Week
Date/ Time
Tuesday.
1/ 9 /2015
1 - 4 pm
Wednesday.
2/9/2015
8 – 11 am
11 – 12 pm
Group
Lecture & Procedure
Venue
Staff
members
All Groups
Feeding of infants &
Children
Hospital
Building ( B )
F22 -23
Dr. Huda Nafee
Dr. Awatef ElSayed
All Groups
Assessment and management
of high risk neonates.
C 1: (Class 5.1
All Groups
Re-Demonstration
Physical Assessment Part I
Medication Part I
Newborn lab
Pediatric lab
All Staff
Newborn lab
Dr. Huda Nafee
Pediatric lab
Mrs. Ghada Al
Ghamdi
Break
12-1 pm
Physical Assessment Part II
G1, G2& G3
1-3 pm
Medication Part II
G4, G5 & G6
Dr. Ahlam
Thursday:
3/9/2015
8 – 11 am
All Groups
11 – 12 pm
All Groups
12-1 pm
Congenital Anomalies
Re-Demonstration
Physical Assessment Part II
Medication Part II
C 1: (Class 51)
Hussien
Miss.Tahani
AL-Shammari
Newborn lab
Pediatric lab
All Staff
Newborn Lab
Dr. Huda Nafee
Pediatric Lab
Mrs. Ghada Al
Ghamdi
Break
G4, G5 & G6
Physical Assessment Part II
1-3 pm
G1, G2& G3
Medication Part II
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3rd week
Date/ Time
Tuesday.
8/ 9 /2015
1 - 2 pm
2- 4 pm
Wednesday.
9/9/2015
8 - 12 am
Group
Venue
Staff
members
Hospital
Building ( B )
F22 -23
Dr. Huda Nafee
C 1: (Class 51)
Dr. Laila AbuSalem
CPR for Infant
Newborn Lab
Dr. Laila AbuSalem
CPR for Children
Pediatric Lab
Miss Tahany
Al-Shemary
Respiratory disorders
C 1: (Class
51)
Dr. Laila
Abu-Salem
Newborn Lab
Pediatric Lab
All Staff
Lecture & Procedures
Quiz1+
All Groups
All Groups
GastrointestinalDisorders
Cardiovascular disorders
Break
12-1 pm
G1, G2 & G3
1-3 pm
G4,G5 & G6
Thursday:
10/9/2015
8 – 11 am
All Groups
11 – 12 Pm
All Groups
Re-Demonstration
CPR for Children
CPR for Infant
Break
12-1 pm
G4,G5 & G6
CPR for Infant
Newborn Lab
Dr. Laila AbuSalem
CPR for Children
Pediatric Lab
Miss Tahany
Al-Shemary
1-3 pm.
G1, G2& G3
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4thweek
Date/ Time
Tuesday.
15/ 9 /2015
1 - 4 pm
Wednesday.
16/9/2015
8 – 11 am
11 – 12 pm
Group
All Groups
Lecture &
Procedures
Nutritional disorders
Venue
Staff
members
Hospital
Building ( B )
F22 -23
Dr. Huda Nafee
All Groups
Hematological disorders
C 1: (Class
51)
Dr. Laila AbuSalem
All Groups
Re – demonstration
CPR for Children
CPR for Infant
Newborn Lab
Pediatric Lab
All Staff
Newborn Lab
Dr. Sanaa
Ghareeb &
Mrs. Hanan
Abu Gurain
Pediatric Lab
Miss Tahany
Al-Shemary
C 1: (Class
51)
Dr. Awatef ElSayed
C 1: (Class 51)
All Staff
Newborn Lab
Dr. Sanaa
Ghareeb
Mrs. Hanan Abu
Gurain
Pediatric Lab
Miss Tahany
Al-Shemary
Break
12-1 pm
G1, G2& G3
Suctioning & Oxygen
Therapy
1-3 pm
G4,G5 & G6
Thursday:
17/9/2015
8 – 10 am
10 – 12 pm
All Groups
All Groups
Gavage Feeding & bottle
feeding
Urinary tract Disorders
Re-demonstration
Suctioning & Oxygen
Therapy
Gavage Feeding & bottle
feeding
Break
12-1 pm.
G4,G5 & G6
Suctioning & Oxygen
Therapy
G1, G2& G3
Gavage Feeding & bottle
feeding
1-3 pm.
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PEDIATRIC NURSING (NURS 1610- 431)
1st Semester- 4th Year/ 7th Level
Academic Year 2015/2016-G (1436/1437-H)
Simulation and skills lab rotation plan
Time
Experience
o
08001200
Skills lab
o
o
o
o
o
12000100
01000300
Details
Day 1
Nebulizer medication
administration.
NG and bottled feeding.
O2 administration and
suction.
IM medication
administration
IV Medication
administration.
CPR.
Location
Instructor
Pediatric
lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Bronchial Asthma and Shock overview
/Demonstration
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Day 2
08001100
11001200
12000100
01000300
Simulation
Simulation
Bronchial Asthma Simulation and Debriefing
CC1
Shock Simulation
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Cont. Shock Simulation and Debriefing
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Day 3
08001000
10001200
Skill lab
Skill lab evaluation
Skill Lab
Simulation Evaluation
12000100
01000300
Pediatric
Lab/
Newborn
Lab
Pediatric
Lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Simulation Evaluation
Pediatric
Lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
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College of Nursing
Pediatric Nursing (NURS 1610-431)
First Semester AY 2014-2015
First Two Weeks' Plan
1st Week
Date/
Time
Group
Procedure
Venue
Staff members
Wed.
3/9/2014
8 - 10 am
All Groups
Course Syllabus &
Introduction to Pediatric
Nursing
C2: Class 4
Dr. Magda Essawy
Dr. Awatef El-Sayed
G1, G2& G3
Physical Assessment Part I
C2: Class 4
Dr. Huda Nafee
G4, G5 & G6
Medication Part I
C3: Blue hall
Dr. Awatef El-Sayed
10-12 am.
Break
12-1 pm.
G1, G2& G3
Physical Assessment Part II
C2: Class 4
Dr. Magda Essawy
G4, G5 & G6
Medication Part II
C3: Blue hall
Mrs. Juliet
1-3 pm.
3 – 4 pm.
Thursday:
4/9/2014
8-10 am.
Re-demonstration
All clinical staff
G4, G5 & G6
Physical Assessment Part I
C2: Class 4
Dr. Huda Nafee
G1, G2& G3
Medication Part I
C3: Blue hall
Dr. Awatef El-Sayed
G4, G5 & G6
Physical Assessment Part II
C2: Class 4
Dr. Magda Essawy
G1, G2& G3
Medication Part II
C3: Blue hall
Mrs. Juliet
10-12 am.
Break
12-1 pm
1-2 pm.
2-5 pm
Re-demonstration
All Groups
Theory
All clinical staff
C2: Class 4
Dr. Awatif El Said
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2nd Week
Procedure
Venue
Staff
members
CPR for Infant
Newborn Lab
Dr. Laila AbuSalem
CPR for Children
Pediatric Lab
Miss Tahany
Al-Shemary
Gavage Feeding
OBG. Lab
Dr. Yousr
Gaafar
Date/ Time
Group
Wed. 10/9/2014
8 - 9 am
9 – 10 am
10-11 am
8 - 9 am
9 – 10 am
10-11 am
8 - 9 am
9 – 10 am
10-11 am
G1 & G2
G3 & G4
G5 & G6
G3 & G4
G5 & G6
G1 & G2
G5 & G6
G1 & G2
G3 & G4
11-12 am.
All Groups
Re-demonstration
Break
12-1 pm
1-4 pm.
All clinical staff
All Groups
Theory
C2: Class 4
Dr. Yousr
Gaafar
Newborn Lab
Fathia Al
Somaly &
Ghada Al
Ghamdy
Pediatric Lab
Latifa
AlDossary &
Ebtihal Al
Moamen
Thursday:
11/9/2014
8 –9.30 am
9.30 – 11 am
G1, G2& G3
G4,G5 & G6
8 –9.30 am
9.30 – 11 am
G4,G5 & G6
G1, G2& G3
Restraint
11-12 am.
All Groups
Re-demonstration
Suctioning & Oxygen Therapy
All clinical staff
Break
12-1 pm.
1-2 pm.
All Groups
Re-demonstration
2-5 pm.
All Groups
Theory
All clinical staff
C2: Class 4
Dr. Yousr
Gaafar
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Pediatric Nursing (NURS: 1610-431)
First Semester Academic Year 2014 - 2015
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Pediatric nursing, 2014-2015
Summary of OSCE for pediatric nursing:
* OSCE will be done in one day schedule staring from 8.30 am up to
2.30 pm, on Wednesday 24-12-2014.
* Three nursing labs will be used in OSCE exam, newborn, infant & children
and simulation lab. Four stations will be prepared in each lab and 5 minutes
will be allowed for each station.
* Students will be divided into nine groups 12 students for each (total
students No. is 95).
* OSCE will be carried out in eight cycles, each cycle will consist of 12
students (4 students in each lab), every student will get 5 stations as a hall
(two stations in newborn lab, two stations in infant & children lab and one
station in simulation lab) , each station will consume 5 minutes.
5- If students require assistance or need a bathroom, please inform the
instructor.
6-At the end of exam, student will move to a classroom and please, avoid
contacting with other students.
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Preparation of OSCE exam, pediatric nursing:
Three nursing labs will be used in OSCE exam, newborn, infant & children
and simulation lab. Four stations will be prepared in each lab, the clinical
exam will be done in one day schedule staring from 8.30 am up to 2.30 pm,
students will be divided into eight group’s 12 students for each (total
students No. is 95). The distribution of stations will be as following:
Nursing labs
Staff members
Newborn lab:
Stations one & two:
estimation of gestational age
Stations Three & four:
Bottle feeding
Dr. Laila Younis &
Mrs. Fathia Al Somali
Dr. Yousr Gaafer &
Dr. Moma Gamal
Infant & children lab:
Stations one & two:
Traige
Stations three & four:
Congenital anomalies photos
Dr. Awatif El Said
Dr. Hoda Nafa &
Dr.Ahlam Hussen &
Mrs. Ebtihal Al Moamen
Simulation lab:
Stations one & two:
Bronchial asthma scenario
Dr. Magda Essawy,
Mrs Tahany Al Shemery &
Mrs Ghada Al Dossary
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Students Organizers:
1.
2.
3.
4.
General students organizer, Dr. Magda Essawy
Time keeper , Mrs rabhaa & Miss Anood
Students in classroom, Dr. July
Student’s attendance and student’s simulation lab organizer
Mrs. Hellen.
5. Student’s organizer for newborn lab, Mrs Zenab.
6. Students organizer for infant & children lab Mrs. Samia
Points should be considered in performing the pediatric OSCE
1- Every student will get 5 stations as a hall (two stations in newborn lab,
two stations in infant & children lab and one station in simulation lab), each
Station will consume 5 minutes.
2- Mobile phones, printed or written materials are not allowed during the
exam.
3- Bell ring signal will be done on the beginning of the OSCE, on the starting
and ending of each station.
4- After finishing two stations from each lab, the student will move to the
next lab according to the preset map.
Map of student’s movement in each cycle:
* Starting in newborn lab
* Starting in simulation
infant& children lab
newborn lab
* Starting in infant& children lab
simulation lab
simulation lab
infant& children lab
newborn lab
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Occupancy of Pediatric Nursing Lab in the
1st Semester of Academic year
2015-2016
Day/Time
Sunday
8:00-12:00N
12:001:00PM
Break
Medical
&Surgical Nursing
Monday
Medical
Break
&Surgical Nursing
Tuesday
Maintenance
Wednesday Pediatric Nursing Break
1:00-3:00
Medical &Surgical
Nursing
Medical &Surgical
Nursing
Pediatric Nursing
Health Assessment ( Bridging course)
3pm-6:30pm
Thursday
Pediatric Nursing Break
Pediatric Nursing
Clinical skill laboratories Coordinator /Dr. Radwa Hamdi Bakr
Coordinator of Pediatric Nursing Lab/Dr. Ahlam hussien
Pediatric Nursing Lab Manager/ Mrs. Sara Al abdali
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Report about workshop for how to conduct
CAE BabySim in Newborn lab
Date / 5 May 2015
Venue/Newborn lab
Attendants:
1-Dr. Magda Essawy.
2-Dr.Ahlam Hussien.
3-Dr. Laila Abu Salem.
4-Dr.Awatef Al Sayed.
5- Hoda Nafee
6- Mrs. Liali
7- Mrs. Ghada al Ghamdi
*Engineer Wael from Eman Health Care Company came
to conduct a training on how to handle and maintain the
BabySim SCE developmental software.
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PEDIATRIC NURSING (NURS 1610- 431)
1st Semester- 4th Year/ 7th Level
Academic Year 2015/2016-G (1436/1437-H)
Body Temperature Measurement Check List
Date: ____________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
-Wash hands.
2-Explain the procedure to the child or to his parents.
3-Check thermometer to see the reading.
4-Clean thermometer from tip to the bulb.
5-Shake the level of mercury down to below 35°C.
Oral Temperature:
6-Place thermometer in the mouth far back under the tongue.
7-Tell the child to keep mouth closed, breath through the nose
and not to talk.
8-Hold thermometer in place for 3 minutes.
Remove thermometer and wipe it from up down to the bulb
Rectal temperature:
9-Rinse and dry the anal area.
10-Lubricate the bulb of the rectal thermometer.
11-Place child in side-lying or prone position.
12-Place infant prone across mother’s lap or supine with knee
flexed toward abdomen
Done
complete
( 2)
Done
incomple
te ( 1)
Not done
( 0)
35
13-Insert the lubricated thermometer 2.5 cm in the rectum and
hold it for one minute.
14-Remove the thermometer and wipe with swab from up down
to the bulb.
15-Take the reading.
16-Wash thermometer with soap and water and disinfectant.
Axillary temperature:
17-Rinse and dry axilla.
18-Place thermometer under arm with tip in center of axilla and
keep it close to skin not clothing.
19-Hold child’s arm firmly against side for 5 minutes.
20-Remove thermometer and wipe it from up down to the bulb.
Total marks
Signature of faculty member:
Date:
/ out of 40
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Heart rate Measurement Check List
Date: ______________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
Done
complete
(2)
1- Hand washing.
2-Explain the procedure to the child and infant’s family.
3-Wipe earpieces and diaphragm with alcohol swabs.
4-Expose the chest over the apex of the heart.
5-Wipe earpieces and diaphragm of stethoscope
alcohol swab.
with
6-Place the stethoscope between the fourth and the fifth
intercostal spaces just below the left nipple.
7-Listen to the heart sound and count for one full minute.
8-Wipe the earpieces and the diaphragm with alcohol swab
Total marks
Signature of faculty member:
Date:
/ out of 16
Done
incomple
te
(1)
Not
done
(0)
37
Respiratory Rate Measurement Check List
Date: ___________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
Done
complete
(2)
1- Expose the chest.
2-Observe abdominal movement in infants & young children
3- Observe thoracic movement in older children.
4-Count respiration for one full minute.
5-Report any abnormality
Total marks
Signature of faculty member:
Date:
/ out of 10
Done
incomplete
(1)
Not done
( 0)
38
Blood Pressure Measurement Check List
Date: ___________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
Preparation:
1- Select the appropriate cuff size.
2-Attach the tube from the BP cuff.
3-Open the cock.
5-Close the valve of bulb.
Procedure:
6-Expose the upper arm.
7-Apply the cuff evenly over the upper arm with the lower
edge about 1.5 cm above the antecubital space
8-Position the sphygmomanometer on a level surface at
approximately the level of heart.
9- Palpate the radial artery and inflate the cuff until the
palpated pulse is lost then pump for additional 20 mmhg.
10-Position the bell of the stethoscope over the area where
the brachial pulse is felt.
11- Slowly deflate the cuff and listen to the sounds.
12- Deflate the bp cuff & remove it.
13- Record the reading & report for any abnormality.
Total marks
Signature of faculty member:
Date :
/ out of 26
Done
complete
(2)
Done
incompl
ete ( 1 )
Not done
(0)
39
Chest Circumference Measurement Check List
Date: ________________ Student'sName:______ ______________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Remove infant’s clothes of upper half.
2.Place on a flat table in supine position.
3. Place tape across the nipple line.
4 Measure mid way between inspiration and expiration.
5. Record.
Total marks
Signature of faculty member:
Date:
/ out of 10
Done
complete
(2)
Done
incompl
ete ( 1 )
Not done
(0)
40
Height Measurement Check List
Date: _________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1-Remove the child’s shoes and socks
2-Stand as tall and straight as possible with head in midline
and the line of vision parallel to the floor.
3-The child’s back should be to the vertical flat surface
with heels, buttocks and back of the shoulder touching the
surface.
4-Any flexion of the knees, lumping of the shoulders or
raising of heels of the feet is checked and corrected.
5-Move the board on the top of the head.
6- Read and record.
Height “using measuring tape”
7-Attach a measuring tape to the wall.
8-Place the child adjacent to the tape.
9- Place a three dimensional object, such as thick book or
box on the tape of the head.
10-The side of the book must rest firmly against the wall to
form a right angle.
11-Length or stature is measure to the nearest 1 ml.
12-Record.
Total marks
Signature of faculty member:
Date:
/ out of 24
Done
compl
ete ( 2)
Done
incompl
ete ( 1 )
Not
done ( 0)
41
Length Measurement Check List
Date: ________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1- Place the towel on the board.
2- Remove the infant clothing.
3- Place infant on center of board firmly in supine position.
4-Hold the head against headboard firmly.
5-Grasp the knees together gently.
6-Push down in knees until the legs are fully extended &hold the
legs firmly.
7-Bring the headboard against the soles of heals firmly.
8- Read and record.
Length “using measuring tape”
9-Place the infant on a proper covered hard surface.
10-Push down the knees and head against a firm surface.
11-Make points of the top of the head and heel of the feet by a
point.
12-Remove infant from his place.
13-Measure between these two points.
14-Record.
Total marks
Signature of faculty member:
Date:
/ out of 28
Done
compl
ete ( 2)
Done
incompl
ete ( 1 )
Not done
(0)
42
Weight Measurement Check List
Date: _________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1-Place the scale horizontally.
2- Check to see that scale is balanced by sitting it to the zero, and
noting if the balance registers exactly in the middle of the mark.
3-Make the patient room warm.
4-Wipe the scale with cotton with alcohol.
5-Remove the infant clothing.
6-Put a scale paper on the scale.
7-Gently lift the infant from the bed and place him in the scale basket.
8- hold hand over the body of the infant for safety,
9-Adjust the weight to balance the scale by right hand.
10-Read the scale when infant is lying still.
11-Remove and dispose the scale paper.
12-Record the weight.
Weight “for older children”
13-Balance the scale.
14-Place a paper towel on the scale for the child to stand on.
15- Keep child privacy.
16-Child usually weighed while wearing their underpants or light gown.
17-Remove shoes of the child.
Done
comp
Done in
comp.
(2)
(1)
Not done
( 0)
43
18- Read and record.
Total marks
Signature of faculty member:
Date :
/ out of 36
44
Physical Assessment Check List
Date: _______________ Student's Name :_ __________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1.History Taking:
Biographic data.
Chief complaint.
Present illness.
Past health history.
Family health history.
Previous hospitalization.
Immunization received.
Feeding pattern
Allergies.
Activity pattern.
2.Growth Measurement:
Length / height.
Weight.
Head circumference.
Chest circumference.
Arm circumference.
3.Physiological Measurement:
Temperature.
Pulse.
Respiration.
Blood pressure.
4.General Appearance: Inspect for:
Posture.
Facial expression.
Hygiene.
Nutritional status.
Level of child activity.
Child’s reaction to stress.
5.Skin:
Inspect color.
Palpate texture.
Palpate Turgor.
Done
comple
te ( 2 )
Done Not
incomp done
lete ( 1) (0)
45
Lymph nodes. Inspect & palpate.
Size
Temperature.
Tenderness
Any abnormality.
6.Head: Inspect:
Shape.
Control.
Posture.
Inspect and palpate:
Fontanels
Examine: range of motion
7.Scalp:
Inspect & palpate:
Cleanliness.
Trauma.
Lesions
Hair texture.
Hair loss.
Hair discoloration
8.Face:
Inspect - symmetry.
- Facial.
Expression
9.Neck:
Inspect - Size
- Trachea.
- Thyroid
- Carotid arteries
Palpate thyroid glands.
10.Eyes:
Test visual activity.
Inspect - Placement.
- Lids.
- Conjunctiva.
- Eyelashes.
- Eye brows.
- Cornea.
46
- Pupils.
- Iris.
- Lens.
Examine – pupils
Reaction to light.
11.Ears:
Inspect
- Pinna
External canal.
12.Nose & Sinuses:
Inspect - External nose.
Nasal mucosa
Nasal septum.
Palpate - Sinuses for tenderness.
13.Mouth and Tthroat:
Inspect
- Lips
-
Pharynx
Tongue. Gums
Teeth
Roof of mouth
- color - exudate - tonsils
14- Chest:
Inspect chest
Palpate chest.
Percuss chest.
Ansultate the chest.
15- Nails: Finger nails and toes nails.
Inspect for color and shape
Palpate for lesions.
16- Heart:
Inspect heart.
Palpate for:
Pulse
Tactile fremitus.
Auscultate for heart sounds (S1 / S2).
17- Back:
47
Inspect back for:
Color
Symmetry.
Lesions.
Palpate back for lesions.
18- Genitalia:
Male: Inspect and palpate:
Penis
Scrotum
Tests
Female: Inspect:
Labias
Urethral meatus
Urethral meatus
Vaginal orifice
19- Anus:
Inspect:
- Opening
Skin condition.
20- Extremities:
Range of motion
Inspect: Upper and lower extremities for:
Color
Symmetry
Lesions
Bowlegs / knock knee.
Palpate:
Pulse
Oedema
- Lesions
21- Neuromascular system:
Test for:
Activity – mobility
Level of consciousness
Reflexes
Sensation
Total marks
Signature of faculty member:
Date :
/ out of 42
48
Formula Preparation Checklist
Date: __________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
Done
Done
complete incomplete
(2)
(1)
1- Wash all utensils used for bottle feeding with warm soapy water.
2- Rinse with running water
3- Place all equipment except rubber articles in a covered container,
boil for 10 minutes. the rubber teats should be boiled for 3 minutes
4- Wash hands
5- Boil in the kettle fresh water and pour it into the graduated bottle
6- Leave the water to cool
6- Loosely fill the scoop with milk powder after checking the expiry
date on the formula tin
7- Add scoops of powder to the bottle of cooled boiled water.
8- Seal the bottle with the disc, screw ring and cap then shake the bottle
to dissolve the milk powder.
9- Change the infant diaper
10-Check the temperature of the milk feed by dropping a few drops on
to the inside of your wrist
11-A plastic apron may be worn
12-Infant should wear a bib
13-The care giver should sit down in a comfortable chair with the
infant's head supported in the upright position.
14-Tilt bottle to keep the nipple full at all times.
15-Stimulate rooting reflex by rubbing nipple along lower lip or
tickling side of cheek.
16-Place nipple on top of tongue
17-After 5 minutes, stop feeding and burp infant by placing over the
shoulder and moderately patting the infant's back with a cupped hand
18-Burp infant again at the end of feeding
19-Place infant in safe and secure supine position in the crib or
bassinet.
20-Discard bottle and formula remaining in bottle at the end of feeding
21-Hand washing
22-Record: time, type, and amount of fed as well as problems
encountered
Total marks :
out of / 44
Signature of faculty member:
Date:
Not
done
( 0)
49
Nasogastrlc Tube Feeding Checklist
Date: _______________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
1. Wash hands& wear a plastic apron
.2. prepare equipment
2. Explain the procedure to the mother.
3.Postion the child conceding the developmental approach
4. Measure the tube for approximate length of insertion
and mark the point with a small piece of tape.
5. Place a towel over child's gown
6. Were gloves
7. Lubricate the catheter with sterile water or water
soluble lubricant.
8. Insert the tube gently and firmly through either the
mouth or one of the nares to the predetermined mark
9. Check the placement of the tube
10.Tape the tube securely & closed it by clamp .
11.. Elevate head of the bed up 30 degrees
12. Measure prescribed amount of enteral formula in
graduated measuring cup or catheter tip syringe .
13. Place a towel under the child's chin &chest
14. Connect catheter tip syringe to the tube push gently
with the plunger to start flow of food, then remove the
plunger and allow the food to flow by gravity .
15. After finishing, gently clear tubing &catheter –tip
syringe by warm water flush then Clamping it .
16.. Hold , cuddle and burp the child
17. Dispose the equipments,
18. wash hands
19. Documentation (type of feeding ,amount &child
reaction )
Total Marks:
/ out of 38
Signature of faculty staff :
Date:
done
done
Complete In complete
(2)
(1)
Not
done
(0)
50
Gastrostomy Feeding Checklist
Date: ______________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
1. Wash hands
2.Gather the necessary equipments
3.Wear gloves
4.Measure prescribed amount of formula into clean graduated cup
or catheter tip syringe
5.Tell the mother what is going to be done.
6.Inspect and palpate abdomen for distention
7.Place child in a supine position with the head of bed up 30 degree
8.Check residual stomach contents by attaching syringe to the tube
and aspirating
9.Attach 60mL catheter-tip syringe with plunger removed to the end
of the feeding tube
10.Elevate catheter-tip syringe to a level to deliver the feeding
Allow feeding to flow slowly by gravity;
11.Allow feeding to flow slowly by gravity;
12.After feeding is complete, gently clear tubing and catheter-tip
syringe with warm water flush.
13.Withdraw the tubing with a slow, smooth, steady movement
14.Dispose of equipment and waste in appropriate receptacle
15.Remove gloves and wash hands
16.Record: time, type, amount of fed, amount of gastric residual and
color, child's tolerance of the procedure and presence of bowel
sounds
- Total Marks:
/ out of 16
-
Signature of faculty members :
-
Date :
Done
complet
e (2)
Done
incom
plete
(1)
Not
done (
0)
51
Jacket Restraints Checklist
Date: ________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
1. Wash hand
2. prepare the necessary equipments
3. Explain to the mother what is going to be done and encourage her to
ask questions
4. Stay with distressed child
5. Place the jacket on the child with the ties positioned in the back
6. Secure each tie to unmovable portion of the bed, secure the shoulder
straps to the head of the bed
7. Secure the straps over the abdomen to the spring underneath the
mattress on either side of the bed
8. Ensure that patient's gown and jacket arenot wrinkled
9. Waist-length, sleeveless jacket with back closure fastened with ties
10. Long ties on bottom of jacket secure child to crib ,chair ,or bed
11. Recording any observation
Total Marks:
Faculty Member Name :
Date :
out of 22
Done
comp.
(2)
Done
In-comp
(1)
Not
done
(0)
52
Mitt or Hand Restraints Checklist
Date: __________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3.Explain to the mother what is going to be done and encourage her to ask
questions
4. Stay with distressed child
5. Place a large folded dressing in patient's palm
6. Separate the fingers with a pieces of large dressing
6. A padded dressing around the wrist
7.Place two large dressings over the hand, one is first placed from the back of
the hand over the
fingers to the palm and the other is the
wrapped from side to side around the hand
8. Cover these dressing by placing stocknette dressings over the hand or elastic
bandage, using the recurrent pattern
9. Secure the stroknette or elastic bandage with adhesive tape or apply a
commercially made restraints
10. If mitts are worn for several days remove them at least every twelve hours,
wash and exercise the hand, then reapply the restraint
11. Recording any observation
Total Marks:
out of 22
Signature of the Faculty Member :
Date :
Done
comp.
(2)
Incomp.
(1)
Not
done
(0)
53
Elbow Restraints Checklist
Date: _______________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3. Describe to the mother what is going to be done and encourage her to ask
questions
4. Stay with distressed child
5. Make sure that the tongue depressors are intact and in place
6. Apply elbow restraint over the gown sleeves
7. Place child’s elbow into the middle of the elbow restraint
8.. Wrap the cloth around the arm
9 . Make sure that the restraint not too tight
10. Secure restraint with safety pins or ties
11. Remove restraints at least every 2 hours to prevent impairment of the
circulation
12. Recording any observation
Total Marks:
out of 2 4
Signature of the Faculty Member
Date :
Done
comp.
(2)
Done
Incomp.
(1)
Not
done
(0)
54
Clove Hitch Restraints Checklist
Date: ________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3. Describe to the mother what is going to be done and encourage her to
ask questions
4. Stay with distressed child
5. Pad the wrist or ankle with the gauze dressing
6. Tape the dressing to secure it in place, make sure is not too tight
7. Tie the bandage to the wrist or ankle using a clove hitch as the
following:
Make a double loop
Pick up the loops
Slip the wrist or ankle through the two loops
Tie the ends to the bed frame under the mattress using a square
knot
8. Check every two hours
9. Perform range of motion
10. Recording any observation
Total Marks:
out of 2 0
Signature of the Faculty Member:
Date :
Done
comp.
(2)
Done
Incomp.
(1)
Not
done
(0)
55
Arm and leg Restraints Checklist
Date: ___________________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3. Describe to the mother what is going to be done and encourage her
to ask questions
4. Stay with distressed child
5. Place opened sheet or blanket on flat surface with one corner folded
to the center
6. Place infant on blanket with shoulders at blanket fold and feet
toward opposite corner
7. Place infants right arm Straight against side of body
8. Pull side of blanket on right side firmly across right shoulder and
chest
9. Secure beneath left side of body
10. Place left arm straight against side
11. Being remaining side of blanket across left shoulder and chest
12. Secure beneath body
13. Fold lower corner , bring up to shoulders and secure ends beneath
body
14. Fasten in place with safety pins or tape
15. Modification for chest examination:
Left and right corners are brought over arms only to , but not including
, chest and secured under body
1 6. Bottom corner is secured at waist rather than at shoulders
1 7. Recording any observation
Total Marks:
out of 34
Signature of the Faculty Member :
Date:
Done
comp.
(2)
Done
In-com.
(1)
Not don
(0)
56
Mummy Restraints Checklist
Date: ______________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3. Describe to the mother what is going to be done and encourage her to
ask questions
4. Stay with distressed child
5. Place opened sheet or blanket on flat surface with one corner folded to
the center
6. Place infant on blanket with shoulders at blanket fold and feet toward
opposite corner
7. Place infant’s right arm straight against side of the body
8. Pull side of the blanket on right side firmly across right shoulder and
chest
9. Secure beneath left side of body
10. Place left arm straight against side
11. Bring remaining side of blanket across left shoulder and chest
12. Secure beneath body
13. Fold lower corner and bring up to shoulders and secure ends beneath
body
14. Fasten in place with safety pins or tape
15. Recording any observation
Total Marks:
Out of : 30
Signature of the Faculty Member :
Date :
Done
comp.
(2)
Done
In
comp.
(1)
Not
done
(0)
57
Crib Restraints Checklist
Date: _______________Student'sName:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hand
2. prepare the necessary equipments
3. Describe to the mother what is going to be done and encourage her to ask
questions
4. Stay with distressed child
5. Keep crib and bedside rails up when the child in the bed
6. place wheel of crib or bed in a locked position.
7. Ensure that the catches on the crib are in good working condition
8 . Place the net over sides and ends of the crip.
9 . Secure the tie to bed frame
10. Tie the strap in half-bow knot
11. Add net or bubble tops to the crib as needed. High- low beds should
remain in the low position
12. Recording any observation
Total Marks:
out of 24
Signature of the Faculty Member:
Date :
Done
Done
comp. Incomp.
(2)
)1(
Not
done
(0)
58
Oral Drug Administration Checklist ( using dropper, syringe, cup or spoon)
Date: _____________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Check the medication’s order accuracy( medication’s card) it
should contains : the child name, drug name, time for
administration, route of administration, and dose to be
administered
2. Wash hands
3. Prepare and arrange the required equipment.( dropper
,syringe, cup or spoon)
4. Prepare the prescribed medication.
If syrups check the bottles on top of the cart
For infant, crush the tablet or open the capsule and
add to adequate amount of water or juice
5. Take the necessary dose of medicine using the dropper,
syringe, cup or spoon
6. Bring the medication tray directly to child's bedside.
7. Explain to the child and parent what you will do
8. Elevate the infant's head and depress his, chin with your
thumb.
9. Drop the liquid medication slowly on the middle of the tongue
using dropper or syringe.
- Put the cup to his lips and slowly expel the medication into the
child's mouth.
- Put the spoon to the middle of the tongue and slowly expel the
medication into the child's mouth
10. If rubber tipped dropper is used the infant may be allowed to
suck and swallow the medication as it slowly passes into his
mouth.
11. Make sure that the child swallow the medicine
12. Dispose the solid equipment
13. Wash hands
14.Record: Date, Time, Name of medication, Dose, Route,
presents of adverse effect, child response, and Signature
Total Marks:
out of 28
Signature of the Faculty Member:
Date:
Done
comp
Done in
comp
(2)
(1)
Not done
(0)
59
Rectal Medication Administration Checklist
Date: __________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
Done
comp
(2)
1 Check medication order.
2. Wash hands
3. Prepare the needed equipments.
4. Explain the procedure to the child or his/her parent.
5. Provide privacy by draping the child with his anus exposed
and closed curtains around the bed.
6. Position the child in a left lateral position with the right flexed
or in the knee-chest position
7. Put on gloves.
8. Clean and dry the anal area
9. Remove the suppository packaging
10. lubricate the suppository with a water-soluble lubricating
jelly
11. Gently insert the suppository past the internal anal sphincter
12. Hold the child's buttocks together until the child relaxes
13. Remove gloves
14. Wash hands and dispose equipments.
15.Document : Date, Time, Name of medication, Dose, Route,
presents of adverse effect, child response, and Signature
Total Marks:
/30
Signature of the faculty member:
Date
Done in
comp (1)
Not
done
(0)
60
Enema Administration Checklist
Date: _______________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Check medication order.
3. Prepare the needed equipments.
4. Explain the procedure to the child or his/her parent.
5. Provide privacy by draping the child with his anus exposed and
closed curtains around the bed.
6. Assure the child that a bed pan will be kept at bedside
7.Place the waterproof pad under the child.
8. Position the child:
a-For infants; placed on his back and legs are lifted to expose the
anal orifice.
b-For older children; semi's position or knee-chest position.
9. Put on gloves.
10. Lubricate the catheter.
11.Introduce the catheter through the anal sphincter into the anal canal
and the lower rectum. Insertion distance ranges from 2.5 to 10 cm
according to the child's age.
12. Hang solution container on a bedside stand elevated 30-45 cm
above the child's abdomen.
13.Allow solution to flow until finished. Stop the flow fluid if any
symptoms of distress appear such as abdominal pain, shortness of
breath or chest pain.
14. Hold the buttocks together.
15. Let the child defecates and expels the content of the enema on
bedpan or clean diaper for infants.
16. Clean the perineum
17. Help the child resume a position of comfort
18. Assess the return for amount and character
19. Wash hands and dispose equipments.
20. : Date, Time, Name of medication, Dose, Route, presents of
adverse effect, child response, and Signature
Total Marks:
/40
Signature of the faculty member:
Date
Done
complet
e (2)
Done
incompl
ete (1)
Not
done (
0)
61
Instillation of Nose Drops Checklist
Date: ________________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Check medication order.
3. Prepare the prescribed medication
4. Give honest explanation to the child and/or parent.
5. Wear gloves
6. Hold the infant in the cradle position
place toddler's head over a pillow
7. Squeeze the drops into each nostril
8. keep the child in his position at least 1 minute
9. Remove gloves and wash hands
10. Record : Date, Time, Name of medication, Dose,
Route, presents of adverse effect, child response, and
Signature
Total Marks:
/20
Signature of the faculty member
Date :
Done
complete
(2)
Done
Not
incomplete done ( 0)
(1)
62
Instillation of Ear Drops Checklist
Date: _________________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Check medication order.
3. Prepare the prescribed medication
4. Give honest explanation to the child and his parent.
5. Wear gloves
6. Position infants and toddlers on their sides, The
pinna of the ear is to be pulled down & back
For children over 3 years, pull the pinna up and back
7. Hold the dropper 1/2 inch above the ear canal
8. Administered the ordered amount of drops into the ear
canal
9. Have the child remain in the supine position with the head
turned for 3-5 minutes
10. A cotton pledged placed into the canal
11. Remove gloves and wash hands
12.Record : Date, Time, Name of medication, Dose, Route,
presents of adverse effect, child response, and Signature
Total Marks:
/24
Signature of the faculty member
Date :
Done
complet
e (2)
Done
incompl
ete (1)
Not done
( 0)
63
Instillation of Eye Drops Checklist
Date: __________________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the procedure
1. Wash hands
2. Check medication order.
3. Prepare the prescribed medication
4. Give honest explanation to the child.
5. Site the child in an upright position the head hyperextend.
6. Provide the child with tissues.
7. Restrain the child if necessary.
8. Place finger or thumb on lower bony orbit and gently pull
the lower eyelid down.
9. With other hand resting the patient's forehead, instill the
required dose, release the lower lid, and allow the child to
close eyes for a few minutes.
10. Wash hands
11.Record : Date, Time, Name of medication, Dose, Route,
presents of adverse effect, child response, and Signature
Total Marks:
/22
Signature of the faculty member
Date :
Done
Done
complete incomplete
(2)
(1)
Not done
( 0)
64
Intramuscular Injection Checklist
Date: __________________________Student's Name:__________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Perform hand hygiene before patient contact.
Verify the correct child using two identifiers.
Review the child’s history for drug allergies.
Assess the child for specific contraindications to
receiving the medication and advised the practitioner
accordingly.
Assess the child’s muscle mass and skin condition.
Perform hand hygiene.
Check the accuracy and completeness of the MAR
with the practitioner’s original order.
Ensure the six rights of medication safety: right
medication, right dose, right time, right route, right
child, and right documentation. Used a bar code
system or compared the MAR to the child’s armband.
Provide privacy.
Select an appropriate injection site based on the
child’s age and muscle mass, the medication volume,
and the viscosity of the medication.
Apply a local anesthetic as appropriate per the
manufacturer’s instructions if prescribed.
Mix and drew up the exact amount of medication.
Used a filter needle if drawing the medication from a
glass ampule.
Attach an appropriate-size needle to the syringe.
Label all medications and medication containers.
Position the child and performed distraction measures.
For infants unable to breastfeed or for infants who do
not breastfeed, administered 24% oral sucrose via
pacifier (non-nutritive sucking).
Wear gloves.
Clean the area with alcohol or an antiseptic swab and
allowed the skin to dry.
Administer the injection.
Remove the needle and syringe quickly and smoothly.
Apply pressure at the injection site.
Assess the injection site for complications and applied
Not done
( 0)
Done
incomplete
(1)
Done
complete
(2)
65
an adhesive bandage
23 Praise the child for positive behavior and allowed the
child to express his or her feelings after the procedure.
24 Assess, treated, and reassessed pain.
25 Discard supplies, removed gloves, and performed
hand hygiene.
26 Document the procedure in the child’s record.
Total Marks:
/52
Signature of the faculty member
Date :
66
Intravenous Therapy Dose and Flow Rate Calculation Checklist
Date: __________________________Student's Name:____ ____________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
2
3
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Perform hand hygiene before patient contact.
Verify the correct child using two identifiers.
Assess for allergies, history of kidney or liver disorders, and fluid
and electrolyte status.
Assess for potential drug incompatibilities if the prescribed
medication was to infuse concurrently with other medications or
fluids.
Determine the child’s age, height, weight, and BSA (if indicated).
Collect all necessary supplies and equipment.
Perform hand hygiene and donned gloves.
Check accuracy and completeness of the MAR with the
practitioner’s original order.
Review information about the drug to be administered.
Determine whether the drug was within the recommended dose
amount based on body weight or BSA.
Calculat the desired dose or volume, using the ratio-proportion
method to solve for the unknown variable.
Calculated the flow rate for a continuous IV infusion.
Ensured that a second nurse or clinical pharmacist independently
performed the calculation, and then compared results.
Ensured the six rights of medication safety: right medication, right
dose, right time, right route, right patient, and right documentation.
Used a bar code system or compared the MAR to the child’s
armband.
Labeled all medications, medication containers, and other
solutions, including those that were on a sterile field.
Assessed the IV line for patency by slowly infusing 1mL of normal
saline.
If required, reconstituted and/or diluted the medication.
Cleansed the needleless injection cap of the intermittent lock with
an antiseptic solution and allowed the solution to dry.
Injected the correct volume of medication slowly over the time
specified.
Not Done
Done
done incomplete complete
( 0) (1)
(2)
67
21 Flushed with 3-5ml of normal saline.
22 Filled the container using compatible IV fluid bag, with amount of
fluid required for dilution.
23 Cleansed the diaphragm used for medication administration located
on the top of the chamber with antiseptic solution and allowed the
solution to dry.
24 Injected the correct volume of medication into the chamber.
25 Set the infusion rate to infuse medication volume and flush over the
desired time
26 Connected the tubing to the IV access port or stopcock.
27 Monitored the child’s response to the medication.
28 Discarded supplies, removed gloves, and performed hand hygiene.
29 Documented the procedure in the child’s record.
Total Marks:
/58
Signature of the faculty member
Date :
68
Intra-dermal Injection Checklist
Date: __________________________Student's Name:________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Check medication order.
3. Prepare the prescribed medication
4. Give honest explanation to the child and his parent.
5. Wear gloves
6. Position the child, the forearm is well exposed.
8. Cleanse skin thoroughly with antiseptic sponge and let dry
9. Support patient's forearm and stretch the skin between the thumb
and forefinger
10. Insert needle at a 5-15 angle
11. Stabilize needle, and then inject medication slowly over 3 to 5
seconds
12. Withdraw needle. Don't massage site or cover it with bandage.
13. Don’t recap the needle, discard it in a disposable needle box
14. Remove gloves and Wash hands
15.Record : Date, Time, Name of medication, Dose, Route, presents
of adverse effect, child response, and Signature
Total Marks:
/30
Signature of the faculty member
Date :
Done
Done
Not done
complete incomplete
( 0)
(2)
(1)
69
Subcutaneous Injection Checklist
Date: __________________________Student's Name:________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Check medication order.
3. Prepare the prescribed medication
4. Give honest explanation to the child and his parent.
5. Wear gloves
6. Put the child in comfortable position with area of
injection is well exposed
7. Cleanse skin thoroughly with antiseptic sponge and
let dry
8. Gently accumulate a well defined roll of skin and
subcutaneous tissue without pinching
9. Insert the needle at 45° angle to the long axis of the
extremity
10. Rapidly inject the medication
11. Withdraw the needle quickly.
12. Apply pressure over the site with a dry cotton ball
13. Place adhesive bandage over site
14. Dispose of needle, syringe, and waste in
appropriate receptacle
15. Remove gloves and Wash hands
16.Record : Date, Time, Name of medication, Dose,
Route, presents of adverse effect, child response, and
Signature
Total Marks:
/32
Signature of the faculty member
Date :
Done
complete
(2)
Done
incomplete
(1)
Not done ( 0)
70
Infant’s Sponge Bath Checklist
Date:
__________________________Student's
Name:________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Gather the necessary equipment
2. Explain procedure to the mother
3. . Close windows and doors .
2. Keep opposite side rails or crib raised
3. Turn on the warmer lamp and keep it above the infant's body by 0.5
cm
4. Fill the bath basin one-half full of warm water
5. Test temperature of water by your wrist or elbow
6. Place a dry bath blanket or water proof bad on the bed surface of the
crib
5. Perform hand hygiene &don gloves
6. . Undress the infant ,and wrap him in bath towel
6. Clean the eye and face with water only
7. Clean the eye and face with water only
8. Cleanse nose with corner of cloth or moist cotton ball ,using a
twisted motion
10. . Wash infant’s ears and neck giving particular attention to skin fold
of the neck , behind the ears and the external part of the ears ..
11. Using a mild liquid cleansing agent, work from the shoulders to the
feet in a symmetric manner to wash one section of the body a time. Pay
special attention to the folds of the neck ,thighs &underarms
Done
completel
y.
(2)
Done
In-comp.
(1)
Not
done
(0)
71
12.Rinse &t dry area after washing with a towel. Don't rub the skin
13. Clean the umbilical area with cleansing agent and water, leave site
open to air;
14. Place the infant on his abdomen .wash, rinse &dry the infant's back
.cover hem by a dry towel.
15. Clean the genital area
16. Raise the infant's lower body by the ankles to expose the buttocks,
wash ,rinse &dry from front to back
17. Apply protective ointment to the genitalia &buttocks
18. Apply a clean diaper ,if umbilical still in place keep it below the
stump
19 .Wrap the infant in a warm blanket &hold the infant in a football
hold position ,keep head over the basin &lather the infant 's scalp by
baby shampoo to wash hair .
20. . Rinse ,dry the scalp &comb the hair
21. Remove the unclean blanket ,dress the infant ,wrap him in a dry
blanket ,cover the head by cap &keep bed side rails up
22.Return ,dispose &disinfect the equipment
23. Remove gloves &perform hand hygiene
24. Document the following (infant's response ,abnormal finding
&type of bath
Total Marks:
/48
Signature of the faculty member
Date :
72
Infant’s Tub Bath Checklist
Date: __________________________Student's Name:________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Gather the necessary supplies
2. Keep opposite side rails or crib raised
3. Turn on the warmer lamp and keep it above the infant's body by
0.5 cm
4.Fill basin or tub with enough water with temperature 37.0 to 37.5 ◦C
that reach the infant's hips when in setting position .
5. Perform hand hygiene &don gloves
1. Undress the infant
2. Gradually slip the infant into the tub while supporting the neck
&head
3. Wash the infant with the soapy cloth beginning by shoulders, arms
,to lower extremities with cleansing of the skin folds .
4. Undress the infant
5. Gradually slip the infant into the tub while supporting the neck
&head
6. Wash the infant with the soapy cloth beginning by shoulders, arms
,to lower extremities with cleansing of the skin folds .
7. Rinse the infant thoroughly with a clean ,damp washcloth
8. Follow steps 22 to 24 in sponge bath with keeping infant head
&neck supported by caregiver hand and be backward.
9. Remove the unclean blanket , dry &dress the infant ,wrap him in a
dry blanket ,cover the head by cap &keep bed side rails up &door
closed
10. Disinfect &rinse the basin or tub .Return all equipments to their
place ,dispose of waste
11.- Remove gloves &perform hand hygiene
12- Document the following (infant's response ,abnormal finding &type
of bath )
Total Marks: /24
Signature of the faculty member
Date :
Done
completel
y.
(2)
Done
In-comp.
(1)
Not
done
(0)
73
Oxygen Therapy and Oxygen Delivery – Checklist
Date: _________________________ Student's Name:___________ _______________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Wash hands.
Verify the correct child using two identifiers.
Assess the child’s developmental level and ability to interact.
Assess the child for signs and symptoms of inadequate
oxygenation and ventilation.
Assess oxygen saturation levels.
Assess the child’s and family’s understandings regarding the
requirement for supplemental oxygen and the risks and benefits
of therapy.
Wash hands and wear gloves.
Review the order.
Select the appropriate oxygen delivery device
Adjust the flowmeter to deliver the desired amount of oxygen.
Ensure that the liter flow was appropriate for the device.
Apply and secure the noninvasive oxygen delivery device,
ensuring that it was the correct size.
Assess, treat, and reassess pain.
Discard supplies, remove PPE, and wash hands
Document the procedure in the child’s record.
Total Marks:
/28
Signature of the faculty member:
Date :
Done
completel
y.
(2)
Done
Incomp.
(1)
Not Done
(0)
74
Nebulized Medication Administration Checklist
Date: ________________________Student's Name:_________ ______________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Wash hands.
Verify the correct child .
Assess baseline
- Vital signs, lung sounds, respiratory effort, pulse
oximetry reading, and, peak flowmeter reading.
Determine the appropriate delivery device
- a mouthpiece between the lips,
- a face mask.
Assess the child for specific contraindications to receiving the
nebulized medication .
Wash Hands and were gloves.
Check accuracy and completeness of the MAR with the
practitioner’s original order.
Ensure the six rights of medication.
Use a bar code system or compared the MAR to the child’s
armband.
Label all medications, medication containers, and other
solutions
Assemble the nebulizer equipment according to the
manufacturer’s recommendations.
Assist the child into a comfortable sitting or semi-Fowler
position
Add the prescribed medication and diluent if needed to the
medication chamber of the nebulizer.
Checked the required fill volume for the device used.
Turn on the small-volume nebulizer via the flowmeter.
- If a mouthpiece was used, instruct the child to hold it
with the lips, using gentle pressure to form a seal around
the tip.
- If the infant or child unable to hold the mouthpiece, use
a face mask. Make sure the face mask fit tightly and
instruct the child to breathe through an open mouth.
Instruct the child to take a deep breath slowly and exhale
passively.
- Monitor the child’s heart rate periodically during
treatment.
- - Discontinued treatment if his or her heart rate is
Done
completel
y.
(2)
Done
Incomp.
(1)
Not Done
(0)
75
raising
18 Tap the sides of the chamber to drop medication to the bottom
of the chamber. When the medication dose has been delivered
19 Turn off the flowmeter and check heart rate, respiratory rate,
lung sounds, oxygen saturation values, and, if ordered, peak
flow readings. When treatment is completed
20 Disassemble all parts of the nebulizer,
- shake the nebulizer cup,
- remove all the remaining solution,
- rinse each part in sterile or distilled water,
- shake off excess water, and
- allow to air dry completely.
- Store the nebulizer cup and tubing assembly in a clean
bag until its next use.
21 Praise the child for positive behavior.
22 Help the child back to a comfortable position.
23 Assess the child for adverse reactions
25 Discard supplies, and remove PPE, and performed hand
hygiene.
26 Wash hands
27 Document the procedure in the child’s record.
Total Marks:
/54
Signature of the faculty member:
Date :
76
Nasopharyngeal (NP) suctioning- Checklist
Date: ________________Student's Name:___________________________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1
2
3
4
5
6
Wash hands.
Verify the correct child using two identifiers.
Assess the child’s developmental level and ability to interact.
Monitor the child’s vital signs before, during, and after suctioning .
Assess the child’s last intake of any food or liquids.
Ensure that a handheld, appropriate-size resuscitation bag with
mask is available .
7 Wash hands and wear gloves.
8 Assess for the presence of airway secretions.
9 Determine the appropriate-size suction catheter.
10 Place the child in the semi-Fowler position.
11 Turn the suction device on and set the suction regulator pressure.
a.
b.
c.
d.
Neonate: 60 to 80 mm Hg
Infant: 80 to 100 mm Hg
Child 1 to 8 years of age: 100 to 120 mm Hg
Adult: 100 to 150 mm Hg
12 Determine the appropriate insertion length of catheter by measuring
from the tip of the nose to the tragus of the ear.
13 Apply water-soluble lubricant to the suction catheter.
14 Pour a small amount of sterile water or normal saline in a sterile
basin.
15 Wash hands wear gloves, mask, and eye protection.
16 Pick up the suction catheter with the dominant hand.
17 Pick up connecting tube with the non-dominant hand and secure it
to the suction catheter.
18 Place the non-dominant thumb over the control vent of the suction
catheter and suction a small amount of fluid from the sterile
solution in the basin.
19 Dip the end of the catheter in the water-soluble lubricant.
20 Instruct the child to cough before the procedure, if developmentally
appropriate. Consider administering oxygen before, during, and
after the procedure.
21 Insert the catheter into the nose next to the septum without
applying suction and advanced it caudally to the predetermined
catheter length.
Done
completely
.
(2)
Done
Incomp.
(1)
Not Done
(0)
77
22 Roll the catheter between the fingers to assist with advancing
through the turbinates until the child began to cough.
23 Place the non-dominant thumb over the control vent of the suction
catheter and apply continuous suction while withdrawing the
catheter from the narse.
24 Rotate the catheter between the thumb and forefinger during
withdrawal, limiting suctioning to less than 5 seconds.
25 Flush the catheter with sterile solution from the basin and rinse off
any secretions on the exterior of the catheter.
26 Assess the child’s response to suctioning.
- If coughing or gagging with evidence of pallor was present,
ceased the procedure until the coughing or gagging
subsided.
- Instruct the child to take several deep breaths during this
rest period before the next suctioning pass, if
developmentally appropriate.
27 Repeat the procedure, alternating nares unless contraindicated, until
the airway was clear.
28 Wrap the catheter around the dominant hand and pull the glove off
inside out.
29 Flush the connecting tubing with sterile water or normal saline
solution.
30 Discard the collection basin contents and clean or replace the sterile
saline basin per the organization’s practice.
31 Assess breath sounds for any pertinent changes after suctioning.
32 Monitor the child’s vital signs and assess for changes in
oxygenation and ventilation indices.
33 Document the procedure in the child’s record.
Total Marks:
/66
Signature of the faculty member:
Date :
78
Cardiopulmonary Resuscitation Checklist
Date: ______________________Student's Name:___________ __________________
ID#:_________________ Group# ___________ Rotation#:_________
Steps of the Procedure
1. Wash hands
2. Prepare equipment needed and check for efficiency.
3. Assess child's ability to respond
4. If the child is unresponsive, start CPR immediately, continue for 2
minutes, and then call for help.
5. If child is in respiratory distress, put child in a position that is of most
comfort.
6. For the child that will require chest compressions, place the
child in supine position on a firm, flat surface
7. If trauma is suspected, support the head and back when you transport
the newborn.
8. Initiate ABC sequence when you resuscitate a newborn baby
and CAB sequence for infants and children
Managing Circulation
Check the pulse for no longer than 10 seconds
If the pulse is present and the respirations are absent, give a breath at a
rate of approximately 40 to 60 breaths/minute for newborns and at a
rate of 12 to 20 breaths/minute for the infant and child (>1 year of age)
FOR NEWBORN: Begin chest compressions if the pulse is less than 60b/m
or absent.
a. Use the two-thumb or two fingers technique with rate of 90
compressions/minute.
b. Give 30 breath /minute
c. Check the pulse after 90 compressions & 30 breaths(one minute)
d. Call for help if your alone
FOR INFANT: Perform infant chest compressions as the first step of the
CPR sequencing (CAB).
a. Compress with two fingers just below the intermammary
line(lower half of the sternum) down with about 1.5 inches or 4
cm depth.
Done
comp.
(2)
Incomp.
(1)
Not
done
(0)
79
b. Deliver 30 compressions
c. Open the airway and give 2 rescue breaths (8-10
breaths/minute).
d. Do Compression with rate of 100/minute.
e. Recheck the pulse.
f. Call for help after 2 minutes of CPR.
FOR CHILD: Perform child (>1 year old) chest compressions as the first
step of the CPR sequencing (CAB)
Place the heel of one hand over the lower half of the sternum
between the nipples.
b. Press straight down to a depth of 2 inches or 5 cm.
c. Complete steps 5c through 5:1.
Managing the Airway
a.
a. Perform the head-tilt/chin-lift method to open the airway.
Perform the jaw-thrust method on infants and children (>1 year
of age) who may have a neck or cervical spine injury.
b. Remove a foreign body or vomitus if it is visible.
c. Use suction if available.
d. Proceed to Procedure: Implementing Rescue Breathing.
Implementing Rescue Breathing
a. Use a barrier device or bag-mask and oxygen if available,
delivering two effective ventilations for a breathless child.
b. Adjust the volume of your breath to the size of the child.
c. Watch for a normal chest rise with each breath.. Each breath
should take about 1 second.
d. Do mouth-to-nose breathing in newborns/infants, make a seal by
covering both the nose and mouth with your mouth.
e. Use mouth-to-mouth breathing in children (>1 year old).
f. Use bag-mask ventilation when 2-person CPR is performed
Manage Obstructed Airway
a. use a combination of five back slaps and five chest thrusts to
dislodge the foreign body in newborn babies.
b. Ask the conscious child (>1 year old) to cough forcefully.
c. Use Heimlich maneuver.
d. Continue doing series of five thrusts until a foreign object is
expelled
For an obstructed airway for an unconscious child (>1 year old)
a. Position the child on his or her back on a firm, flat surface.
b. Grasp the child's lower jaw and lift away from the back of the
80
throat. Depress the tongue with your thumb. If an object is
visible, remove it. Do not do a blind finger sweep.
c. Open the airway with a head-tilt/chin-lift and give rescue breaths.
d. Kneel down and straddle the child's legs.
e. Place one hand directly over the other and place the heel of your
hand in the middle of the abdomen a little above the navel.
f. Press quickly inward and upward into the abdomen toward the
head five times in rapid succession.
g. Checks for foreign body before delivering another breath.
h. Repeat sequence until object is expelled or rescue breaths are
effective.
i. Proceed with CPR sequence.
j. Place in the recovery position if the child demonstrates adequate
breathing and circulation.
Stabilization of the Child
a. Use length based resuscitation tape and emergency medication
and drip calculation sheets.
b. Perform frequent assessment and reassessment of cardiac and
respiratory function.
c. Transfer the child to an area with a staff that is skilled in
techniques that are required to continue advanced life support
d. Put The child on a cardiac/apnea monitor and an oximeter.
e. Continue to maintain normal ventilation.
f. Stabilization of the airway may require intubation and mechanical
ventilation
g. Insert a peripheral IV to Provide circulatory support
h. Maintain a neutral thermal state.
i. Assess glucose level.
j. Perform brief neurologic examination and pupillary response.
DOCUMENTATION
Documentation should be completed on an arrest record to include:
• Time event
• Vital signs
• Medications administered & Treatments
• Responses to all resuscitation measures
• Personnel present
• Cardiac rhythm strips
• Document parental presence during procedure, noting supportive
personnel to assist parents and parental response to resuscitation
efforts.
Wash hands and dispose equipments
Total Marks:
/66
Signature of the faculty member:
81
82
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester- 4th Year/ 7th Level
Academic Year 2015/2016-G (1436/1437-H)
Skill Lab and Clinical Simulation Experience Rotation
Skills lab rotation will support students’ psychomotor skills in real situation in the
hospital clinical settings and increase student's self-confidence.
The Simulated Clinical Experience rotation is designed to allow the student to gain
practical experience in aspects of assessment & management of pediatric patient. High
fidelity simulation is used as a strategy of teaching in this rotation & clinical scenario of
child with bronchial asthma is used to teach the students.
Learning Objectives:
1- Professionalism:
By the end of this rotation, the student will be able to demonstrate the following
professional behavior:
Show punctuality in attendance and in submission of requirements, e.g.
assignment, portfolio, etc.
Show interest and initiative to work.
prepare for scenario and skill lab before coming to the
clinical rotation.
Maintain proper grooming and uniform.
Follow nursing ethical principles during work.
Treat patients, family, staff, instructor and classmates and other personnel with
respect.
Seek feedback and immediately self-corrects.
Demonstrate open and responsive attitude to feedback from instructors, patients,
families, and peers.
Coordinate a teamwork strategy.
Accept responsibility and accountability.
2- safety:
By the end of this rotation, the student will be able to demonstrate the following
safety behavior:
Follow lab conduct behavior and use equipment in the lab as specified
Handle Sharps and sharps containers appropriately
83
3- Skill lab:
By the end of the skill lab rotation the student will be able to:
1. Feed infant and children by Nasogastric tube and bottle feeding.
2. Administer IM medication.
3. Administer IV medication.
4. Administer Nebulizer medication.
5. Administer oxygen through mask, nasal cannula, and oxygen hood.
6. Perform suction.
7. Perform CPR.
3- Clinical simulation experience:
By the end of rotation, the following objectives are emphasized:
1- Critical thinking and interpersonal skills:
Promote patient safety and quality health care.
Utilize critical thinking in the application of the nursing process.
Enhance clinical competence to promote quality patient care.
Enhance the student’s self-confidence in skill performance.
Utilize of therapeutic communication skills.
Communicate verbally and nonverbally in effective way with the health care
providers, patient and significant others.
Use terms appropriate to child’s level of development & education.
Demonstrate effective participation in healthcare team.
Enhance peer evaluation skills.
2- Clinical Practice:
By the end of Management of Childhood Bronchial Asthma scenario, the student
will be able to:
Perform focused physical assessment for thorax & lungs
Recognize signs and symptoms of bronchial asthma exacerbation.
Demonstrate appropriate management of a child with exacerbation of bronchial
asthma.
Interpret appropriate diagnostic tests associated with asthma management.
Discuss the actions and side effects of different medications in the treatment of
bronchial asthma (albuterol, atrovent, prednisolone, prednisone, solumedrol).
Perform procedures for oxygen administration, measuring oxygen saturation by
pulse oximeter, drug calculation, administration of Nebulizer and IV Medication.
By the end of Dehydration and Shock scenario, the student will be able to:
Differentiate between the mild, moderate and severe dehydration.
Recognize the manifestations of dehydration and shock.
84
Describe common etiologies of hypovolemic shock.
Discuss important diagnostic tests of hypovolemic shock.
Demonstrate appropriate management for pediatric patients with dehydration.
Demonstrate appropriate fluid management for pediatric patients with
hypovolemic shock.
Provide patient teaching plan about Oral Rehydration Solution.
Perform the needed procedures in oxygen administration, measuring oxygen
saturation by pulse oximeter, drug calculation, and administration of IV
medication and IVF boluses.
85
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester- 4th Year/ 7th Level
Academic Year 2015/2016-G (1436/1437-H)
Simulation and skills lab rotation plan
Time
Experience
o
08001200
Skills lab
o
o
o
o
o
12000100
01000300
Details
Day 1
Nebulizer medication
administration.
NG and bottled feeding.
O2 administration and
suction.
IM medication
administration
IV Medication
administration.
CPR.
Location
Instructor
Pediatric
lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Bronchial Asthma and Shock overview
/Demonstration
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Day 2
08001100
11001200
12000100
01000300
Simulation
Simulation
Bronchial Asthma Simulation and Debriefing
CC1
Shock Simulation
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Cont. Shock Simulation and Debriefing
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Day 3
08001000
10001200
Skill lab
Skill lab evaluation
Skill Lab
Simulation Evaluation
12000100
01000300
Pediatric
Lab/
Newborn
Lab
Pediatric
Lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
Mrs. Ghada
AL-Ghamdi
Break
Simulation
Simulation Evaluation
Pediatric
Lab/
Newborn
Lab
Mrs. Ghada
AL-Ghamdi
86
College of Nursing
Pediatric Nursing Course (NURS 1610-431)
1st Semester 4th year/7th level
Academic year 2015-2016 G(1436 – 1437)
Evaluation of simulation and skill lab rotation
Date: _____________Student's Name: _________________________________________
ID#:______________________ Group# ______________ Rotation#:_____________
Criteria
Part I
Responsibility and
Professionalism
Expected skills
Show punctuality in attendance and in
submission of requirements, e.g. assignments.
Allotted
Points
1
Show interest and initiative to work.
1
Prepare for scenario and skill lab before
coming to the clinical rotation.
1
Maintain proper grooming and uniform.
1
Follow nursing ethical principles during
work.
Treat patients, family, staff, instructor and
classmates and other personnel with respect.
1
Seek feedback and immediately self-corrects.
1
Demonstrate open and responsive attitude to
feedback from instructors, patients, families,
and peers.
1
Coordinate a teamwork strategy.
1
Accept responsibility and accountability.
1
Keeps Clinical experiences file (Portfolio).
5
1
15
Total
Part II Safety
Follow lab conduct behavior and use
Equipment in the lab as specified.
Handle sharps and sharps containers
appropriately
2.5
2.5
5
Total
Part III Simulation
Part IV Skill Lab
Performed according to the attached check list.
60
Performed according to the attached check list.
20
Total
Instructor Name: __________________________________
Student's Name: _______________________________
Signature: _______________________________________
Signature: ___________________________________
100
Actual
Points
87
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester- 4th Year/ 7th Level
Academic Year 2015/2016-G (1436/1437-H)
Evaluation of simulated clinical experience (Bronchial Asthma)
Date: __________________________
Student's Name: ___________________________________ ID#:_________________ Group#
___________ Rotation#:_________
Items
Expected skills/findings/ interventions
Allotte
d
Points
Safety measures
Hand Hygiene: Performs hand hygiene as
needed
Introduces Self: States name and role to
patient, family member and/or health care
provider.
Verifies Patient Identification: using two
verification.
Hand wash
Verifies Allergy: Asks the patient about
allergies
Communication: Explains to patient/and or
family member what they are doing and/or why.
Ask about allergies
1
Introduce Self
Identify Role
1
1
Verify Patient Full Name
0.5
Verify MR#
0.5
Explain Assessment
Explain Interventions
1
1
1
7
Total
Assessments and Critical Thinking
History taking
Vital Signs /O2 Sat/Pain: Assess VS, Identifies
pt’s normal and/or abnormal as a scenario
evolves.
Focus Assessment
Assess general appearance and systems
appropriately based on patient presentation,
signs and symptoms.
Ask about triggering factors of asthma.
1
Ask about asthma symptoms.
Ask about home medication and compliance.
BP (1 mark), HR (0.5 mark), RR (0.5 mark).
O2 sat.
Pain.
Identifies changes
Level of consciousness.
Use of accessory muscles.
Wheeze.
Skin color, cyanosis.
Breathlessness, PEF.
1
1
2
1
1
1
2
2
2
2
2
18
Total
Problem Identification and Critical Thinking
Identify Problem/s Identify actual and/or
possible medical and/or nursing problems (Can
identify while thinking out loud or by actions)
Severity of Bronchial Asthma.
2
Medication compliance
1
3
Total
Interventions, Evaluation and Critical Thinking
Priority Interventions
Perform the nursing interventions according to
priority.
Perform procedures according to the checklist.
Calculate medication correctly.
Position the patient.
Apply O2 as needed
Reassure & support
Calculate and Administer nebulizer medications
(checklist is attached)
Calculate and administer other medication.
Reassess and re-evaluate.
2
4
2
6
Carry out the rest of orders
1
Discharge home with appropriate health teaching and
instructions.
3
5
2
Actual
Points
88
25
Total
Communication Skills
Communication
Communicate verbally and nonverbally in effective way
with the health care providers, patient and significant others.
Use terms appropriate to child’s level of development &
education.
Demonstrate effective participation in healthcare team.
1
1
1
3
Total
Other Critical Thinking and Processing Components
Discuss out loud during/after scenario possible problems and
Thinking Process
Reflection: During Debriefing
pathophysiology.
Discuss rationale for assessment and interventions.
Identify strengths.
Identify areas for improvement.
1
1
1
1
4
Total
60
Comments
Grading Scale
Actual Points (out o50)
45-50 (equivalent to 90-100)
SCET* Behavior
Rating
5
40-44.5 (equivalent to 80-89)
4
35-39.5 (equivalent to 70-79)
3
30-34.5 (equivalent to 60-69)
1
25-29.5 (equivalent to 50-59)
0
Rating description
Outstanding performance:
The clinical objectives have been met at a level
exceeding expectation.
Good performance:
The clinical objectives have been met by the
student.
Minimal performance:
Clinical objectives have been minimally met by the
student.
Unsatisfactory performance:*
Inconsistent in meeting clinical objectives.
Inconsistent in meeting standards for safe practice.
Unsafe performance:*
The clinical objective has not been met by the
student. Fail in meeting standards for safe practice.
* SCET= Simulated Clinical Evaluation Tool.
*(If unsatisfactory or unsafe performance rating, the student needs to repeat the scenario)
Instructor Name: __________________________________
_______________________________
Student's Name:
Signature: _______________________________________
____________________________________
Signature:
89
PEDIATRIC NURSING (NURS: 1610-431)
Academic Year 2014/2015 (1436/1437)
1st Semester – 4th Year / 7th Level
Evaluation of simulated clinical experience (Dehydration/ Shock)
Date: _________________Student's Name: ___________________
ID#:_________________ Group# ___________ Rotation#:_________
Items
Expected skills/findings/ interventions
Allotted
Points
Safety measures
Hand Hygiene: Performs hand hygiene as
needed
Introduces Self: States name and role to
patient, family member and/or health care
provider.
Verifies Patient Identification: using two
verifications.
Verifies Allergy: Asks the patient about
allergies
Communication: Explains to patient/and or
family member what they are doing and/or
why.
Hand wash
Introduce Self
Identify Role
Verify Patient Full Name
Verify MR#
Ask about allergies
Explain Assessment
Explain Interventions
1
1
1
0.5
0.5
1
1
1
7
Total
Assessments and Critical Thinking
History taking
Vital Signs /O2 Sat/Pain: Assesses VS,
Identifies pt’s normal and/or abnormal as a
scenario evolves.
Focus Assessment
Assess general appearance and systems
appropriately based on patient presentation,
signs and symptoms.
Ask about causes for dehydration/ previous signs and
symptoms
Ask about oral intake.
Ask about the significance of the problem
BP (1 mark), HR (0.5 mark), RR (0.5 mark).
1
O2 sat.
Pain (0-10 scale).
Identifies changes
Behavior
Thirst & sunken eyes or fontanel.
Mucous membrane and tears.
Skin: Cap refill & turgor.
Urine
1
1
1
2
2
2
2
2
18
1
1
2
Total
Problem Identification and Critical Thinking
Identify Problem/s Identify actual and/or
possible medical and/or nursing problems
(Can identify while thinking out loud or by
actions)
Severity of dehydration (mild, moderate or severe
dehydration).
Other
2
1
3
Total
Interventions, Evaluation & Critical Thinking
Priority Interventions
Start O2 as needed.
3
Perform the nursing interventions
according to priority. Perform procedures
according to the checklist
Start IV line.
Calculate and administer medication (checklist is
attached).
Calculate and administer ORS.
Reassure & support
3
6
Reassess and re-evaluate.
Carry out the rest of orders.
Discharge home with appropriate health teaching and
instructions.
2
1
3
5
2
Actual
Points
90
25
Total
Communication Skills
Communication
Communicate verbally and nonverbally in effective with the
health care providers, patient and significant others.
Use terms appropriate to child’s level of development &
education.
Demonstrate effective participation in healthcare team
1
1
1
3
Total
Other Critical Thinking and Processing Components
Thinking Process
Reflection: During Debriefing
Discuss out loud during/after scenario possible problems and
pathophysiology.
Discuss rationale for assessment and interventions.
Identify strengths.
Identify areas for improvement.
Total
Comments:
1
1
1
1
4
60
Grading Scale
Actual Points (out o50)
45-50 (equivalent to 90-100)
SCET* Behavior
Rating
5
40-44.5 (equivalent to 80-89)
4
35-39.5 (equivalent to 70-79)
3
30-34.5 (equivalent to 60-69)
1
25-29.5 (equivalent to 50-59)
0
Rating description
Outstanding performance:
The clinical objectives have been met at a level
exceeding expectation.
Good performance:
The clinical objectives have been met by the
student.
Minimal performance:
Clinical objectives have been minimally met by the
student.
Unsatisfactory performance:*
Inconsistent in meeting clinical objectives.
Inconsistent in meeting standards for safe practice.
Unsafe performance:*
The clinical objective has not been met by the
student. Fail in meeting standards for safe practice.
* SCET= Simulated Clinical Evaluation Tool.
*(If unsatisfactory or unsafe performance rating, the student needs to repeat the scenario)
Instructor Name: ______________________
Signature: ____________________________
Student's Name: ___________________
Signature: ___________________
91
Dehydration Simulated Clinical Experience (SCE™) Overview
Name: Sami Ahmed
Age: 3 months
Gender: Male
Weight: 6.7kg
Location
Emergency Department and Pediatric In-patient Unit.
Scenario
The patient is a 3-month-old male infant brought to ED by his parents for fever, diarrhea
and vomiting and poor oral intake. The parents state that he has had 24 hours of watery
diarrhea and vomiting. This afternoon, he developed a tactile fever and refused oral
intake. He is tachycardic, mottled and restless.
Past Medical History: Healthy up to 24 hours ago. Immunizations up to date.
Allergies: No known drug allergies
Medications: None
Learning Objectives/Questions
Differentiate between the mild, moderate and severe dehydration.
Recognize the manifestations of dehydration and shock.
Describe common etiologies for hypovolemic shock.
Discuss important diagnostic tests for hypovolemic shock.
Demonstrate appropriate management for pediatric patients with dehydration.
Demonstrate appropriate fluid management for pediatric patients with
hypovolemic shock.
Provide patient teaching plan about Oral Rehydration Solution.
Perform procedures: oxygen administration, measuring oxygen saturation by
pulse oximeter, drug calculation, IV medication administration and IVF boluses
1.
2.
3.
4.
5.
6.
Questions to Prepare for the Simulated Clinical Experience
How to calculate oral rehydration solution?
Differentiate between the 3 levels of dehydration and their clinical manifestation.
What etiology may cause hypovolemic shock in pediatric patient?
What are the clinical manifestations of a child experiencing hypovolemic shock?
Explain the 3 stages or phases of shock.
Discuss the pathophysiology of shock.
92
93
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester-4th Year/7th Level
Academic Year 2015-2016/G (1436-1437-H)
Rubric: Evaluation of Child Case Study
Student's Name: …………………………… ID#............................. Group # …………………
People soft #:………….
Clinical Rotation: …………………………. Date: ………………
Title:
………………………………………………...................
Criteria
Exceeds
Standard
4
The majority
or none of
health history
is not
mentioned.
Physical exam is
appropriate for the
chief complaint but
some pertinent
systems or special
tests are missing.
Physical
examination is
incomplete. The
information
obtained would not
be sufficient to
identify child's
problems.
Most of
pertinent
information
related to
physical
assessment
are missed
The majority
(80%) of the
appropriate tests
have been
recorded.
The main data are
analyzed
Some (50%) of the
appropriate tests
are missed.
The majority
of the
appropriate
tests are
missed.
The analysis of
some important
data
are not carried out
The majority
of data are not
analyzed
ALL of the
pertinent problems
for the child are
mentioned
The main problems
for the child are
identified but one
or more problems
are missed.
Some of the child’s
main problems are
missed.
The majority
of the main
problems and
chief
complaint are
missed.
There is a
complete
discussion of the
actual and
potential problems
with appropriate
There is a
discussion of the
actual and
potential problems
with appropriate
intervention
There is incomplete
discussion of the
actual and potential
problems with
appropriate
intervention
The most of
actual and
potential
problems with
appropriate
intervention
Physical
examination has
been completed as
instructed, is
age/gender
appropriate,
relates to the chief
complaint, and
pertinent findings.
tests are recorded.
Nursing
Management
Below
Standard
1
History is scant.
Some of vital
information is
missing.
c. Labs
& All appropriate
diagnostic test labs and diagnostic
d. Analysis
of
the data (in
relation
clinical
textbook)
e. Identification of
problems
Approaching
Standard
2
History is
age/gender
appropriate and
contains pertinent
information.
However, it is
missing some
points.
1. Child
health History is
complete and
Assessment:
age/gender
a. Past history
appropriate. It is
written in logical
manner
b. Physical
assessment
At the standard
3
All pertinent data
are critically
analyzed in the
light of scientific
references.
Points
94
Organization of
the written paper
intervention
including rationale
for each aspect of
care with respect
of priorities of
nursing actions.
The paper is wellwritten in a logical,
organized manner.
including rationale
for each aspect of
care without
consideration of
priorities of nursing
actions.
The paper relays
information but is
slightly
disorganized.
including rationale
for each aspect of
care.
are not
discussed.
The paper does not
relay adequate
information on the
subject, is
disorganized and
difficult to follow.
The paper is
containing
irrelevant
information to
the selected
case.
Total Marks = 28
Grade out of: ( 5)
Evaluated By: ----------Updated & Modified by: Dr. Laila Younis Abu-Salem
Student's Signature: -----------------
95
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester-4th Year/7th Level
Academic Year 2015-2016/G (1436-1437-H)
Rubric: Evaluation of Child Study
Student's Name: …………………………… ID#............................. Group #
………………… People soft #:………….
Clinical Rotation: …………………………. Date: ………………
Title: …
Criteria
Exceeds
At the
Approaching
Below
Standard
standard
Standard
Standard
4
3
2
1
1.
Description
of The nursery
school function
nursery school
and its daily
program are fully
described.
2. Child Assessment:
f. Temperament,
behaviors,
attitudes.
g. Reaction
or
response to daily
program.
h. Relationships with
other children –
individually and
groups.
i. Relationships with
adult,
teachers,
parents.
j. Play interests and
activities.
k. Skills
and
coordination
development
3. Comparison of the
level of growth and
development (G&D)
of the child to the
normally
expected
level in relation to:
a. Physical growth
& general health
b. Motor
development.
c. Emotional
All points are
fully described
and supported
with related
examples.
All aspect of
growth and
development are
fully described
and compared
with the normally
expected.
Poi
nts
The nursery
school function
and its daily
program are
reasonably
described.
Some basic
nursery school
functions are
omitted and daily
program is missed
some basic items
The nursery
school function
and daily
program are not
mentioned
Description of the
points with giving
examples but one
or two points are
missed/ or all
points are
described without
related examples.
Three or four
points are not
illustrated
More than four
points are
missed.
X 3=
The aspect of
growth and
development are
described and
compared with
the normally
expected, but one
or two points are
missed.
Three are four
aspects of G&D
neither described
nor compared.
More than four
aspects of G&D
are missed.
X 3=
96
development.
d. Cognitive
development
e. Psychosocial
development.
f. Language
development.
4. Identification
of child's needs
All child needs
are identified.
The majority
(80%) of the
child's needs are
identified.
Some (up to 50%)
of the child's needs
are missed.
The majority of
the child's needs
are missed.
5. Organization of
the
written
paper
The paper is wellwritten in a
logical, organized
manner.
The paper relays
information but is
slightly
disorganized.
The paper does
not relay adequate
information on the
subject, is
disorganized and
difficult to follow.
6. References
Used variety of
related scientific
references (5 or
more)
Used
scientific
references
(4-3)
Used only
scientific
references
The paper is
containing
irrelevant
information to
the selected
child.
Used
one
scientific
reference.
two
Total Marks = 40
Grade out of: ( 5)
The score of item 2&3 will be multiplied by 3 for the sake of balance
Evaluated By: -------------
Student's Signature: ----------------------------
Developed by: Dr. Laila Younis Abu-Salem
97
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester-4th Year/7th Level
Academic Year 2015-2016/G (1436-1437-H)
Rubric for Pediatric Nursing Clinical Assessment
Date: _____________Student's Name: ______________ ID#:_________
Group# ___________ Rotation#:_________
Criteria
Part I.
Communication
Skills
Expected skills
Communicates effectively with the teacher,
colleagues and health care providers.
Communicates effectively with child (with
respect to the developmental level) and family
members.
Obtain accurate and complete data about the
5 Marks
Comm
ents
Points
/20
child through history taking and reading records
and lab reports.
Communicate orally and writes documentation
clearly, concisely & accurately
Part II.
Identify the signs & symptoms of the disease
Knowledge
and its complication that apparent on the child.
Identify child’s and family needs
/10
(developmental, physical, psychological &
social)
Part III
Cognitive
Interprets collected data that obtained from
(Critical
thinking)
Formulate nursing care plan with respect to
history, physical assessment and lab results.
priorities of action
Provides specific rational for interventions
/25
Create teaching plan based on child’s needs and
problems
Evaluates interventions and outcomes.
Part IV
Perform developmentally appropriate physical
Psychomotor
examination (head to toes
skills
Perform growth measurements accurately
/35
98
Provide a developmentally safe and sensitive
care environment
Prepare child and family for procedure
Perform nursing procedures safely and
competently
Follow infection control precautions
Conduct health education session for child
and/or family (injury prevention, safety, normal
growth and development, behavioral
expectations, disease processes and outcomes of
procedures, health screening and immunization
schedule).
Part V
Exhibits interest and initiative to work.
Responsibility
Maintains punctuality in attendance and
and
submission of activities
Professionalism
Follow nursing ethical principles during work.
Maintains proper grooming and uniform.
/30
Follows nursing ethical principles while provide
care for child and family.
Completes her portfolio neatly, orderly and on
time.
/120
Total
5 Points=All aspects of the expected skill was met with no prompting or input from the
faculty
4 Points= The majority (75% or greater) of the expected skill was met with no prompting or
input from the faculty.
3 Points=Over 50% of the expected skill was met with no prompting or the skill was
met with minimal (1 or less) prompting from the faculty.
2 Points=Less than 50% of the expected skill was met with no prompting or the skill was
met with multiple (2-3) prompts from the faculty.
1 Point=The expected skill was only met with multiple (2 or more) prompts from the faculty
0 Point=The expected skill was not met with multiple (2 or more) prompts from the faculty
Instructor Name: ________
Student's Name: ___________
Signature: _________________
Signature: ______________
Updated & Modified by: Dr. Laila Abu-Salem & Mrs. Ghada Al-Ghamdi 2015-
99
Pediatric Nursing Course (NURS: 1610- 431)
First Semester Academic year 2015-2016G 1436/1437H
Evaluation Sheet of
Nursery School experience
Student's name: …………………………….
ID………………
Rotation: ………………
Date………
Group ………
Items
Marks
I. Assessment:
20 Marks
-Observation of child’s behavior.
10
-Interpretation of behavior.
10
II. Practicing skills in managing the child:
40 Marks
- Engagement the student in the child's activities.
10
-Encouragement the child to follow the healthy habits &
10
independency
-Applying play materials that are suitable to the child age.
10
- Providing health education according to the child age.
10
III. Knowledge.
IV. Documentation of findings.
V. Professional behavior:
10 Marks
5
15 Marks
-Maintain proper grooming.
2
- Show punctuality in attendance.
4
- Communicates effectively with others.
2
- Respects roles, regulations, and constructive criticism.
2
- Student’s portfolio.
5
Total
90
The total out of one hundred
100
Instructor ‘Signature:
Student’s Signature:
Student's mark
100
PEDIATRIC NURSING (NURS 1610- 431)
1st Semester-4th Year/7th Level
Academic Year 2015-2016/G (1436-1437-H)
Rubric: Evaluation for Topic Presentation
Student's Name: …………………… ID#................... Group # …………People soft #:………….
Clinical Rotation: …………………………. Date: ………………
Title: ………….
Character
1. 1.
Information
Quality
&
Organization
2. 2.
Understandi
ng
of
the
topic
3. 3.
Presentation
Skills
5 – Excellent
4 – Very
Good
3–
Adequate
2–
Inadequate
1 – Poor
Main points of
the topic are
fully explained.
Presented
information is
relevant to the
topic.
Information is
clear
&
organized
Used variety of
related
scientific
references (5 or
more)
Main points
of the topic
are
explained.
Information
is linked to
presentatio
n topic.
Well
organized.
Used
scientific
references (
4-3)
Main points
are not fully
included
Most
information
is linked to
the topic.
Information
is somewhat
organized.
Used only
two
scientific
references
Main
points
are not clear
and
lack
significant
detail.
Some
information is
linked to the
presentation
topic.
Information is
less organized.
Used
one
scientific
reference.
Presentation
lacks main
points
and
related
details.
Information
is
not
relevant to
the topic.
Information
is
not
organized.
References
that used are
not scientific
Shows
excellent
understanding
of the topic.
Information
was expressed
sufficiently in
scientific
&
easy way.
Reflects
good
understandi
ng of the
topic.
Information
was
expressed
in scientific
way.
Mostly
maintains
good
eye contact.
Explain
with
confidence
&
clear
voice.,
Mostly
initiate
discussion.
Reflects
fair
understandi
ng of the
topic.
Information
was fairly
explained.
Some
understanding
of topic with
some errors.
Information is
explained with
minimum
details
No
understandin
g of the
topic.
Information
is presented
with
no
details.
Sometimes
faces
the
students.
Explain
with
confidence
&
clear
voice.
Sometimes
initiate
discussion.
Keep
little
eye contact.
Voice
is
frequently
weak or too
strong.
Rarely
initiate
discussion.
No
eye
contact.
Voice
is
consistently
too weak or
too strong.
Didn’t
initiate
discussion.
Always
maintains good
eye contact.
Explain
with
confidant with
steady & clear
voice.
Consistently
initiate
discussion.
Mark
101
4. 4.
Audio-
Visual aids
5. 5. Summary
& Conclusion
Visual aids are
very
creative,
clear, and easy
to read.
Visual aids
are usually
creative,
clear, and
easy
to
read
Visual aids
are
reasonably
creative,
clear, and
easy
to
read
Visual
aids
have limited
creativity or
clarity or are
sometimes
difficult
to
read.
Visual aids
demonstrate
no creativity
or clarity and
are
often
difficult to
read.
The summary &
conclusion were
clear
and
effective, with
key
points
emphasized.
Reasonable
summary
&conclusio
n is given
The
presentatio
n
was
inadequatel
y summed
up.
An
attempt
was made to
conclude the
presentation.
Weak or no
conclusion
provided
Total
Evaluated By: -------------------------Grade Out of 5:
Updated & Modified by: Dr. Laila Abu-Salem
/25
Student's Signature: ---------------------
102
103
Inventory – May, 2015
Equipment
Quantity
Remarks
Cabinet 1
LINENS
1.
Bath Towel – Cream
15
2.
Bath Towel - White
2
3.
Face Towels (Small)
12
4.
Bed Sheet- White
8
5.
White Baby Blanket
5
2 sent to male college
6.
Bed Sheet- Blue
4
1- In bed
7.
Bed Sheet with Design
2
8.
Laerdal Blanket
2
9.
Pillow Case – White
2
10.
Pillow Case – Blue
16
11.
Blanket – Blue
4
12.
Blanket - White
4
13.
Draw sheet
2
14.
White sheet for caring
8
15.
Hamper bag
1
16.
Small towel (green)
3
17.
Patient gowns (pink)
6
18.
Patient gowns (blue)
5
19.
Patient gowns with design
5
20.
Eye sheet
1
21.
Patient clothes (3pcs)
1
Cabinet 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
Percussion Hammer
Penlight
Tourniquet
Tuning Fork
Cloth Bag
Pocket Mask
Vital Signs Monitor Cuff
Laerdal Silicone Resuscitator
Otoscope
2
2
2
2
2
2
4
1
2
1 pink – 11 white
1-Adult; 2- Pedia; 1- Infant
104
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Cabinet 3
1.
Cabinet 4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cabinet 5
1.
2.
3.
Others
1.
2.
3.
4.
5.
6.
7.
8.
Plastic Tape Measure
Simulaids Lung Sound Trainer
Miniature Sphygmomanometer
Stethoscope-Specturm-Adam Rouilly
Stethoscope-Littmann
Laryngoscope with 3 Curved Blades
Phillips Respironics-Aerofamily
Infant Virtual IV
Pediatric Skill Lab Manual
Sim Baby Accessories
Infusion Pump
Syringe Pump-Med Fusion
Model 2HCO7 OR 2HC11
Suction Machine (Zeiner Rescue)
6
3
4
1
3
1
1
1
1
Little Junior/CPR Sim
8
Mike Michelle/1 year old/HSL
Infant Model for Nursing Practice
ECG Manikin
Mike/Michelle 5 year old/CPR
Mike/Michelle 1 year old/ CPR
Mike/Michelle Injection Arm
Mike/Michelle Infusion Arm
Baby Weighing Scale
Oxygen hood
Nasco IV arm
1
1
1
1
1
1
1
2
2
1
Mike/Michelle 3 year old
Resusci Junior
Little Junior/CPR Sim
1
2
4
Laerdal Baby Sim
Helping Lives Manikin
Electronic Bed
Child Bed
Examiner Bed
Stretcher
Pillow
Link Box
1
1
1
1
1
1
2
1
2new (2015)
1Nebulizer January 2012
2
1-Alaris; 1-Terumo
1
2010-P/N 0-612011-C-O
1
January,2012
Old (2004)
Old (2004)
Discarded
Discarded
2015
On bed
On bed
Transferred out to MSL
Transferred out to NBL
Came from MSL
Came from OB/Gyne
105
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26.
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24.
Furniture
1.
2.
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Dell Laptop –for Simulator
Dell CPU Optiplex- for Simulator
Dell Monitor – for Simulator
Dell Keyboard - for Simulator
Dell Mouse - for Simulator
Data Show
Remote Control for Data Show
Speaker
Vital Signs Monitor (Mindary)
IV Stand
Dell CPU Optiplex- for Instructor
Dell Monitor – for Instructor
Dell Keyboard – for Instructor
Dell Mouse for Instructor
Trolley - Silver
Crash Cart
Laundary Cart
Medicine Cart
Adult Digital Weighing Scale`
Sony TV with remote control
Laerdal Suction Machine
Computer Table
Laboratory Table
Swivel Chairs
Steel Cabinet with Glass Door
Colored Cupboard
Bedside Table
Patient’s Screen – White
Piped-in Oxygen & Suction
Automatic Voltage Regulator
Bulletin Board - White
Inventory done by Lab Managers:
Mrs. Sarah Al-Abdali
Pediatric Nursing Lab Coordinator:
Dr. Ahlam Hussein
Skill and Simulation lab coordinator:
Dr. Radwa Baker
1
1
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1
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2
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4
20
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1
1
1
1
2
1
759-GBIW, 7BE-ODJM
ODJ301, G1401JLO
Not working
3-Silver; 2- Cream