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RANGER COLLEGE
Syllabus
COURSE NUMBER AND TITLE: RNSG 2562 – Clinical Nursing – Registered Nurse Training
CREDIT HOURS: _5_
HRS/WK LEC: _0_
HRS/WKLAB:_15_
LEC/LAB/HRS/WK COMBINATION: _15_
Name of Instructor:______________ Office Location:________________Office Hours:__________ Office
Phone:__________________ College E-Mail_________________
I. CATALOG DESCRIPTION
A health-related work-based experience that enables the student to apply specialized occupational theory,
skills, and concepts. Direct supervision is provided by the clinical professional. Utilizes assessment skills,
critical thinking, and independent nursing intervention to care for individuals experiencing acute/chronic
episodes of illness and/or multi-system failure. Focus is on caring, health promotion, health restoration and
professional values within a legal/ethical framework. Emphasis is on collaborative clinical decision-making,
nursing leadership, skills, and client management in the delivery of nursing care. Content includes
applicable competencies in basic workplace skills.
II. REQUIRED BACKGROUND/PREREQUISITES
Program Prerequisites:
PSYC 2301 Introduction to Psychology
ENGL 1301 Composition I
BIOL 2302 Anatomy and Physiology I
BIOL 2420 Microbiology and Clinical Pathology
COSC 1401 Computer Applications
Semester I Courses:
RNSG 1423 Introduction to Professional Nursing
RNSG 1460 Clinical-Nursing (RN training)
RNSG 1119 Nursing Skills I
BIOL 2402 Anatomy and Physiology II
PSYC 2314 Lifespan Growth and Development
Semester II Courses:
RNSG 2504 Care of Client with Common Health Needs
RNSG 1129 Nursing Skills II
RNSG 1461 Clinical-Nursing (RN training)
RNSG 1311 Nursing Pathophysiology
Semester III Courses:
RNSG
RNSG
XXXX
2514
2560
xxxx
Care of Client with Complex Health Needs
Clinical-Nursing (RN training)
Humanities/Fine Arts Elective*
III. TEXTBOOK (S); READINGS; MATERIALS
(See information under required texts in RNSG 2535)
Uniform - see Clinical Attire in Undergraduate Nursing Handbook.
Bandage scissors, watch, stethoscope, and penlight.
IV. METHODS OF INSTRUCTION
Lecture, discussion, audio-visual materials, clinical experiences
V. COURSE OBJECTIVES
As provider of care, the student will have the opportunity to:
1. Respond to signs/symptoms and adaptive behaviors to clients in the acute care settings
2. With minimal supervision safely administer care to a minimum of clients in the acute care settings,
including: pediatric, maternal, psychiatric, and adult medical/surgical.
3. Formulate a specific care plan according to relevant nursing diagnosis with outcomes for the clients in the
acute care settings.
As coordinator of care, the student will have the opportunity to:
1.
2.
3.
4.
Explore the structure, function and interdisciplinary relationships within the clinical facility.
Identify cultural and spiritual needs of the clients and families in the acute care settings.
Identify appropriate resources to assist the clients in the acute care settings.
Demonstrate the ability to effectively communicate, as a member of the interdisciplinary team, verbally
and in writing.
5. Identify specific problems involving professional issues and discuss ways to alleviate, cope or seek help
with legal and ethical concerns.
6. Review ethical/legal process related to the care of clients with complex healthcare needs.
7. Examine issues and trends in delivery of care for clients/families with complex healthcare needs and
available community resources
As a member of the profession, the student will have the opportunity to:
1. Demonstrate professional behavior in nursing practice.
2. Recognize behaviors that support advocacy for clients with complex health care needs.
3. Explore peer review and quality improvement processes in acute care facilities.
VI. COURSE CALENDAR
Content Outline
Readings/Class
Preparation
Objectives
Week 1
On-Campus Clinical
Week 2
Clnical Orientation
Week 3
Clinical experience in
acute care setting
Week 4
Clinical experience in
All course objectives
All course objectives
Learning Activities
acute care setting
Week 5
Clinical experience in
acute care setting
Week 6
Clinical experience in
acute care setting
Week 7
Clinical experience in
acute care setting
Week 8
Clinical experience in
acute care setting
Week 9
Clinical experience in
acute care setting
Week 10
Clinical experience in
acute care setting
Week 11
Clinical experience in
acute care setting
Week 12
Clinical experience in
acute care setting
Week 13
Clinical experience in
acute care setting
All course objectives
All course objectives
All course objectives
All course objectives
All course objectives
All course objectives
All course objectives
All course objectives
All course objectives
Week 14
Clinical experience in
acute care setting
All course objectives
Week 15
Clinical experience in
acute care setting
All course objectives
Week 16
VII. COURSE/CLASSROOM POLICIES
1. Attendance/Lateness
It is imperative that students attend lecture, clinical, and laboratory experiences as scheduled. A week’s worth of
cumulative absences in any one course will result in faculty evaluation of the student’s ability to meet course objectives
and may result in failure of the course. Three tardies (over 5 minutes late for lecture, campus laboratory, or clinical) will
equal 1 hour of absence.
2. Class Participation
Students are expected to take an active role in the learning experience.
3. Missed Exams/Assignments/Make-Up Policy
A student not present to take an assigned nursing examination may receive a grade of zero for that examination. A student
may be allowed to make-up an examination under the following circumstance:
a. Absence is due to serious illness/hospitalization of the student or an *immediate family member.
Documentation by a health care provider will be required at the time the student requests a make-up exam for the
day they were ill.
b. Absence is due to a death in the *immediate family. Documentation will be required.
c. An absence the faculty and/or Department Head deems as unavoidable. *Immediate – family member living in
the same household or outside household totally dependent on the student for care such as a spouse, parent, child,
sibling, grandparent or grandchild.
To be eligible for a make-up exam in the above circumstances, the student must notify their instructor prior to the
absence, and must make arrangements within 48 hours after the absence for the retake. Faculty have the right to
offer an alternative form of the exam and/or to deduct up to 10 points from the exam grade.
Clinical/Skills Lab Absences During Exam Week: A student who is absent from clinical or
skills lab up to 48 hours preceding an assigned nursing examination must present documentation from a health care
provider at the time of the exam in order to be eligible to take the test. Students without this documentation will not be
allowed to take the exam and thus will receive a grade of “0”. The student must see a health care provider on the day of
the absence with the excuse dated accordingly. Documentation (excuses) dated after the date of the clinical absence will
not be accepted. Faculty has the right to offer an alternate form of the exam and/or to deduct up to 10 points from the
exam grade.
Online Testing: Exams in online courses are always considered an independent student activity – NOT a group activity
(unless otherwise indicated by your course instructor.) Students are expected to take exams alone and not in a study group.
This means that you cannot refer to your textbook or any other materials while you are taking the exam. It is inappropriate
to share answers with other students. It is inappropriate to talk to other students while you are taking the test. Students
who do not follow the honor code will be subject to disciplinary action.
4. Lab and clinical safety/health
Learning Lab Center
The primary objective of the Ranger College Learning Lab Center is to promote excellence in clinical learning
through low to medium fidelity lab experiences learning/teaching for students and faculty by providing an
environment to evaluate basic and advanced skills/behaviors.
CLINICAL LAB POLICIES
• Students are never to discuss events or scenarios occurring during lab clinical simulation experiences except
during debriefing sessions. “What happens in clinical
simulation during lab stays in clinical simulation during
lab…” There is zero tolerance for academic dishonesty.
• Students are to dress for lab as if attending clinical. Scrubs, name badges and uniform policies are enforced.
• Faculty are responsible for supervising all students brought to the lab for training.
• Universal Precautions are to be followed at all times as are all safety guidelines used in the clinical setting.
Sharps and syringes are to be disposed of in appropriate containers. Anyone sustaining an injury must report it
immediately to their instructor.
• Equipment may not be removed from the lab for practice nor are the labs to be used for practicing clinical skills
unless supervised by faculty or staff.
• Students may be recorded during scenarios. Viewing of videos recorded during training are only permitted with
faculty members. The videos are the property of the nursing program and students may not possess lab videos
r recordings.
• Coats, backpacks and other personal belongings are not to be in the lab during clinical
simulation and should be secured as directed by the instructor.
• All electronic devices are forbidden during clinical experiences during lab. (Cell phones, pagers, any type of
recording device, etc.).
• After a simulation take your personal belongings with you (i.e. papers, pens, stethoscopes, pen lights etc.).
• Food and drink are not permitted in the labs.
• If you have a latex allergy, inform your instructor before beginning simulation.
• Makeup days may not be available for students absent the day of simulation.
Standard Precautions
The Center for Disease Control and Prevention (CDC) Recommended Standard Precautions are outlined below. It
is the student’s responsibility to maintain compliance with these recommendations in all clinical settings.
Standard Precautions
Because the potential diseases in a patient’s blood and body fluids cannot be known, blood and body fluid and
substance precautions recommended by the CDC should be adhered to for all patients and for all specimens submitted to
the laboratory. These precautions, called “standard precautions,” should be followed regardless of any lack of evidence of
the patient’s infection status. Routinely use barrier protection to prevent skin and mucous membrane contamination with:
a. secretions and excretions, except sweat, regardless of whether or not they contain
visible blood
b. body fluids of all patients and specimens
c. non-intact skin
d. mucous membranes
Hand Hygiene
a. Wash hands after touching blood, body fluids, secretions, excretions, and
contaminated items, whether or not gloves are worn and/or immediately prior to any
client interaction or nursing intervention. Perform hand hygiene immediately after
gloves are removed, between patient contacts and when otherwise indicated to avoid
transfer of microorganisms to other patients or environments. It may be necessary to
wash hands between tasks and procedures on the same patient to prevent cross
contamination of different body sites.
b. Use a plain (non-antimicrobial) soap for routine hand washing.
c. Use an antimicrobial agent or waterless antiseptic agent for specific circumstances
(e.g., control of outbreaks or hyperendemic infections) as defined by the infection
control program.
Gloves
Wear gloves (clean non-sterile gloves are adequate) when touching blood, body fluids,
secretions, excretions and contaminated items. Put on clean gloves just before touching
mucous membranes and non-intact skin. Change gloves between tasks and procedures
on the same patient after contact with material that may contain a high concentration of
microorganisms. Remove gloves promptly after use, before touching non-contaminated
items and environmental surfaces and before going to another patient. Perform hand
hygiene immediately to avoid transfer of microorganisms to other patients or
environments.
Mask, Eye Protection, Face Shield
Wear a mask and eye protection or a face shield to protect mucous membranes of the
eyes, nose and mouth during procedures and patient care activities that are likely to
generate splashes or sprays of blood, body fluids, secretions and excretions.
Gown
Wear a gown (a clean nonsterile gown is adequate) to protect skin and prevent soiling of
clothing during procedures and patient care activities that are likely to generate splashes
or sprays of blood, body fluids, secretions or excretions or cause soiling of clothing.
Select a gown that is appropriate for the activity and amount of fluid likely to be
encountered. Remove a soiled gown as promptly as possible and wash hands to avoid
transfer of microorganisms to other patients or environments.
Patient Care Equipment
Handle used patient care equipment soiled with blood, body fluids, secretions and
excretions in a manner that prevents skin and mucous membrane exposures,
contamination of clothing and transfer of microorganisms to other patients and
environments. Ensure that reusable equipment is not used for the care of another
patient until it has been appropriately cleaned and reprocesses and single use items
are properly discarded.
Environmental Control
Ensure that the hospital has adequate procedures for the routine care, cleaning and
disinfection of environmental surfaces, beds, bed rails, bedside equipment and other
frequently touched surfaces and that these procedures are being followed.
Linen
Handle, transport, and process used linen soiled with blood, body fluids, secretions and
excretions in a manner that prevents skin and mucous membrane exposures and
contamination of clothing and avoids transfer of microorganisms to other patients and
environments.
Occupational Health and Blood-borne Pathogens
a. Take care to prevent injuries when using needles, scalpels and other sharp instruments or devices; when
handling sharp instruments after procedures; when cleaning used instruments and when disposing of used needles.
Never recap used needles or otherwise manipulate them with both hands or any other technique that involves
directing the point of a needle toward any part of the body; rather, use either a one-handed scoop technique or a
mechanical device designed for holding the needle sheath. Do not remove used needles from disposable syringes
by hand and do not bend, break or otherwise manipulate used needles by hand. Place used disposable syringes and
needles, scalpel blades and other sharp items in appropriate puncture-resistant containers located as close as
practical to the area in which the items were used. Place reusable syringes and needles in a puncture resistant
container for transport to the reprocessing area.
b. Use mouthpieces, resuscitation bags or other ventilation devices as an alternative to
mouth-to-mouth resuscitation methods in areas where the need for resuscitation is predictable.
Patient Placement
Place a patient who contaminates the environment or who does not (or cannot be
expected to) assist in maintaining appropriate hygiene or environmental control in a
private room. If a private room is not available, consult with infection control
professionals regarding patient placement or other alternatives.
Student Occurrence
Any student involved in a clinical occurrence (e.g. needle stick, patient or student fall/injury, medication error,
etc.) must adhere to the following protocol for reporting the occurrence:
1. Notify the nurse responsible for the patient immediately.
2. Notify the clinical instructor, preceptor and/or faculty member as quickly as possible after the occurrence
happens. The clinical instructor, preceptor & faculty will provide information on appropriate actions to be taken.
3. Notify the charge nurse.
4. Be prepared with details necessary for filling out a report and to sign the report as a witness or the person
responsible for the occurrence.
5. Meet any Ranger College or facility policy regarding occurrences.
5. Academic Dishonesty
Nursing students are expected to maintain an environment of academic integrity. Actions involving scholastic
dishonesty violate the professional code of ethics and are disruptive to the academic environment. Students
found guilty of scholastic dishonesty are subject to disciplinary action including dismissal from the Associate
Degree Nursing Program and Ranger College in accordance with outlined criteria.
Examples of scholastic dishonesty include, but are not limited to:
CHEATING: Copying from another student’s test. Possessing or using, during
a test, materials which are not authorized. Using, buying, stealing, transporting,
or soliciting a test, draft of a test, test facsimile, answer key, care plans, or other
written works.
PLAGIARISM: Using someone else’s work in your academic assignments
without appropriate acknowledgment.
COLLUSION: Collaborating with another person in preparing academic
assignments without authorization.
Procedures for discipline due to academic dishonesty have been adopted and published Ranger College Student
Handbook.
6. Student Behavior Policy
Students are expected to observe the following guidelines for classroom behavior:
1. Neither children nor pets may be brought to classes or clinical agencies under any circumstance. Children must
not be left unattended in any area of the building.
2. All buildings housing the Associate Degree Nursing Program are nonsmoking facilities.
3. No food or drinks are allowed in classrooms.
4. Students are expected to be seated by the designated starting time for classes.
5. A student deemed disruptive by a faculty member may be asked to leave the classroom.
6. Cell phones must be turned off during class or lab. Pager/beepers, if used, must be set on silence during class or
lab. Messages received during lecture may be returned during class breaks.
7. Respectful, formal communication skills are used in online forums.
7. Available Support Services
Library facilities are available at the main Ranger campus, the Heartland Mall center, and the Brownwood Public
Library. Reference materials are also available via online as well.
8. ADA Statement:
Ranger College provides a variety of services for students with learning and/or physical disabilities. The student is
responsible for making the initial contact with the Ranger College Counselor. It is advisable to make this contact
before or immediately after the semester begins.
VIII. ASSESSMENT
The grading system used in this course, RNSG 2652 is:
P (pass), F (fail), NC*, W
*Note: RNSG 2535 and RNSG 2562 must be successfully completed simultaneously to receive credit in either
course and graduate.
See Undergraduate Nursing Student Handbook for UNSATISFACTORY & UNSAFE Clinical Performance.
Satisfactory Completion of written assignments.
GUIDELINES FOR ASSIGNMENTS:
1. Patient flow sheets on 2-3 patients with 2 NCPs for PRIORITY Nursing Diagnosis on each.
2. 1 Case Study: ICU
IX. NON-DISCRIMINATION STATEMENT – Admission, employment, and program policies of Ranger College
are non-discriminatory in regard to race, creed, color, sex, age, disability, and national origin.
X. RECEIPT OF SYLLABUS FORM
ALL STUDENTS MUST COMPLETE THE FOLLOWING RECEIPT OF SYLLABUS FORM AND RETURN IT
TO THE INSTRUCTOR
RECEIPT OF SYLLABUS FORM
(Required of all students and filed by the instructor)
Legibly print the following information:
Name:__________________________ Date:___________________________
“I have received and understand the information in the syllabus for RNSG 2562 and I agree to abide by the
stated policies.”
Signature of Student: _____________________________
APPENDICES
NURSING CARE PLAN FORMAT
Patient’s Initials_____________ Dates of Care__________________________ Student’s Name____________________________________
NURSING DIAGNOSIS (validate
with subjective and objective data)
(reference)
PLANNING: Outcome
Criteria
THE CLIENT WILL......
NANDA Problem -
NURSING
INTERVENTIONS
(with scientific rationale and
reference)
EVALUATION
1.
(SR)
2.
RT
(SR)
3.
(SR)
As Evidence by
4
(SR)
S.
5.
(SR)
O.
(Author, page)
(OUTCOMES)
AASN NURSING CARE FLOW SHEET
Student’s Name
Pt’s Initials
Instructor
Ht
Dates of Care
Wt
HISTORY(Psycho-Socio-Economic):
Room
Age
M/F
Current Date
Allergies
CHIEF COMPLAINT:
LAB STUDIES (results & ranges):
ADMITTING DIAGNOSIS:
MEDICAL HISTORY:
MEDICATIONS:
SURGICAL PROCEDURES:
DIET:
ACTIVITY:
TREATMENTS
NURSING DIAGNOSES (2):
DIAGNOSTIC TESTS
Include ALL diagnostic tests for this
condition. Highlight the ones that are
abnormal.
PATHOPHYSIOLOGY
Etiology
Risk Factors
SIGNS & SYMPTOMS
Include ALL s/s for this condition. Highlight
the ones that pertain to your patient.
Pathophysiology
Reference:
_________________________________________________________________________________________________________________
NAME _____________________________________________ REFERENCES: ____________________________________________________
GUIDE FOR EVALUATING LAB DATA
LAB DATA
EXAM
EXAM
PATIENT VALUES
NORMAL VALUES
d
INTERPRETATION & NURSING CONSIDERATION
GUIDELINES FOR NURSING CASE STUDY (ICU)
REQUIREMENTS:
1. Complete assigned case study by due date.
2. If a student receives an “Unsatisfactory” on a case study, they have one opportunity to resubmit
in 1 week or 7 days a revised case study.
3. The instructor will provide written feedback on the case study - within 10 days after they are
received.
4. If a personal emergency or illness occurs, the student may negotiate with the instructor for a later
due date. If not completed, the late case study work will be marked “Unsatisfactory”.
GUIDELINES: (see attached for Nursing Case Study Evaluation Tool)
The student is to base the case study on an assigned patient/topic - but the case study needs to be
in-depth and cover a unit of study area. Problems or complications are to be addressed even if
not a problem for your patient.
DATA COLLECTION:
Use of the narrative format for writing data.
NURSING DIAGNOSIS:
1. Please use standardized diagnosis where possible. If no appropriate diagnosis found, may create
your own.
2. At least four nursing diagnoses are to be done. One must be psychosocial. The NCP is to be
completed on each.
OUTCOMES:
Outcomes need to be patient centered, behavioral stated and measurable. Be aware that these are
patient outcomes, not nursing outcomes.
INTERVENTIONS AND RATIONALE:
1.
Interventions that are individualized will be different than those found verbatim in a textbook.
2.
All Nursing interventions specific to medical-surgical nursing need to be supported by a scientific
rationale. The rationale must come from a reference source or lecture. Please state page numbers and book of
reference. NO PAPER WILL BE SATISFACTORY WITHOUT THIS DOCUMENTATION.
3.
List all references actually used for the case study in a reference list.
GUIDELINES FOR NURSING CASE STUDY – (Cont.)
4.
The student is strongly encouraged to use reference sources such as journal articles in addition to
textbooks.
5.
Teaching plans should be included as interventions wherever appropriate.
EVALUATION: (Med-Surg evaluation criteria)
All Case Studies should include the following:
1.
APA format cover sheet (title page) APA format for paper. (Pathophysiology)
2.
Proper NCP format from the present syllabus.
3.
Be placed in a secure folder or binder.
4.
Address Current Diagnosis
textbook pathophysiology
etiology
risks
common signs/symptoms
major potential complications
usual treatment/management
5.
Surgical Procedures
textbook explanation
etiology
risks
common signs/symptoms
major potential complications
usual treatment/management
6.
Appendices may be used for treatments, diagnostics, and medications. Use the format from present
syllabus for the appendices.
1.AMETHODS discharge plan is to be used & may also be an appendix.
WRITTEN ASSIGNMENTS ARE DUE ONE WEEK AFTER CLINICAL EXPERIENCE
MUST ACHIEVE SATISFACTORY. *STARS INDICATE CRITICAL DATA
MED-SURG EVALUATION CRITERIA
STUDENT
Biographical Data
Past Medical History
Present Medical History
*Pathophysiology
*Physical Assessment
Medications (Form in syllabi)
Treatments (Form)
Lab Data (Form)
Diagnostic Exams (Form)
FORMAT (at least 4)
*DX - Stated Correct
*ID - Subj/Obj Data
* OUTCOME CRITERIA
ACTIONS - *Performed
*SR c Ref
*Evaluation must be included
*INDIVIDUALIZES CP
*INCL. PSYCOSOC DX
*DISCHARGE PLAN METHODS
(Form)
*PATIENT TEACHING
*NEATNESS/LEGIBLE (APA,
Spelling, Grammar)
*SUPPORTING NURSING ARTICLE
REFERENCE
ICU CASE STUDY
CASE STUDY
Redo by:
DIAGNOSTIC PROCEDURES/EXAMS: (anything other than lab work that is done to diagnose the client’s
problem, evaluate the effectiveness of treatment or to evaluate new findings or problems)
EXAM (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
__________________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
Results:
EXAM (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
__________________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
Results:
EXAM (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
__________________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
Results:
Name _______________________________
TREATMENTS: (anything ordered for client other than medications or evaluative exams)
TREATMENT: (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
__________________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
TREATMENTS: (anything ordered for client other than medications or evaluative exams)
TREATMENT: (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
___________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
TREATMENTS: (anything ordered for client other than medications or evaluative exams)
TREATMENT: (name it and explain what it is)
__________________________________________________________________________________________
__________________________________________________________________________________________
USE/PURPOSE FOR THIS CLIENT:
__________________________________________________________________________________________
NURSING IMPLICATIONS: (assessments to make, precautions, teaching)
PATIENT NAME:
DIAGNOSIS
MEDICATION
TIME/DOSE/ RATIONALE FOR
SIDE EFFECTS
ROUTE
THIS PATIENT
TRADE
CLASSIFICATION
GENERIC
TRADE
CLASSIFICATION
GENERIC
TRADE
CLASSIFICATION
GENERIC
TRADE
CLASSIFICATION
GENERIC
TRADE
CLASSIFICATION
GENERIC
ALLERGIES:
NURSING INTERVENTIONS
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
DISCHARGE PLANNING GUIDE
At or shortly after admission of the patient (during the assessment phase), it is the nurse’s responsibility to
begin a discharge plan. These plans are based upon information obtained on admission and can be
revised as necessary as the patient’s condition changes. Include appropriate plan for patient
diagnosis and condition. Choose a date for discharge. At a very minimum, these plans should
include:
A
ACTIVITY
M
MEDICATIONS: The patient is (or will be) taking. Does the patient know what the medication is
for; when to take it; how long to keep taking it; what the expected actions of the medications are;
and what kind of side effects to watch for? Should the patient request an easy-open container or can
he manipulate a “child-proof” one?
Written at level of patient understanding, i.e. 3 times a day with medication.
E
EQUIPMENT: Will the patient require special equipment (i.e., walker, bedside commode, etc.)?
Will he need special instructions on how to use it?
EXERCISES: Are there any special exercises to be done at home?
T
TREATMENTS: Does the patient know how to take care of the wound? Will special instruction
need to be given to family members? Can the patient return-demonstration any procedure that will
be required at home?
H
HELP: Will the patient need special help at home or can family manage care? If family cannot
manage care, should alternative home arrangements (i.e., nursing home, home health) be made?
O
ORGANIZATIONS: Are community resources needed? If so, have referrals been made to proper
person(s)?
D
S
OFFICE VISIT: Does patient know when next office appointment is? Does he have transportation
to get there? Does he understand if he needs to have lab or x–rays done before the visit?
DIET: Are these any diet modifications needed? Does patient understand diet restrictions? Is
consult needed?
SAFETY:
SEXUAL ACTIVITY:
STRESS MANAGEMENT:
DISCHARGE PLANNING
PT: _________ADMISSION DATE: _________PREDICTED DISCHARGE DATE: ________
Discharged to Home________ Nursing Home_______ SNF:________ Other____________
ACTIVITY:
MEDICATIONS:
EQUIPMENT:
EXERCISES:
THERAPIES:
HELP:
ORGANIZATIONS:
OFFICE VISITS:
DIET:
SAFETY:
SEXUAL ACTIVITY:
STRESS MANAGEMENT:
PATIENT TEACHING:
(INCLUDE FAMILY)
RANGER COLLEGE BROWN COUNTY CENTER
CLINICAL EVALUATION TOOL FOR RN PROGRAM
RNSG 2562: CLINICAL IV
CLINICAL NURSING – REGISTERED NURSE TRAINING
DATE:
STUDENT:
Upon completion of the clinical experience the learner must have demonstrated mastery of the following
competencies. A cumulative score (total of midterm and final scores) of no less than 54 points is required
to continue in the nursing program.
ALL ITEMS ON THIS COMPETENCY LIST ARE CONSIDERED CRITICAL INDICATORS AND MUST BE
MARKED AT LEAST A 2 IN ORDER TO PASS THIS CLINICAL.
GRADING SCALE
SCALE KEY
A = 67 - 80 points
3 = performed independently/minimal assistance and correctly
B = 54 – 66 points
2* = required moderate/minimum guidance to perform and minimum correction
C = 40 – 53 points
1* = required intensive guidance and/or was unable to perform
D =27 – 39 points
* = must be accompanied by supporting comments in evaluation tool or
through Student Action Plan forms
F = Below 26
A.
ROLE: PROVIDER OF CARE
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
Expected Clinical Behavior
Circle Number Score
1. Respond to signs/symptoms and adaptive behaviors to clients in the
acute care settings
2. With minimal supervision safely administer care to a minimum of
clients in the acute care settings, including: pediatric, maternal,
psychiatric, and adult medical/surgical.
3. Formulate a specific care plan according to relevant nursing
diagnosis with outcomes for the clients in the acute care settings.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
B.
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
ROLE: COORDINATOR OF CARE
Expected Clinical Behavior
Circle Number Score
1. Explore the structure, function and interdisciplinary relationships
within the clinical facility.
2. Identify cultural and spiritual needs of the clients and families in
the acute care settings.
3. Identify appropriate resources to assist the clients in the acute care
settings.
4. Demonstrate the ability to effectively communicate, as a member of
the interdisciplinary team, verbally and in writing.
5. Identify specific problems involving professional issues and discuss
ways to alleviate, cope or seek help with legal and ethical concerns.
6. Review ethical/legal process related to the care of clients with
complex healthcare needs.
7. Examine issues and trends in delivery of care for clients/families
with complex healthcare needs and available community resources
C.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
ROLE: MEMBER OF A PROFESSION
Expected Clinical Behavior
Circle Number Score
1. Demonstrate professional behavior in nursing practice.
1
2
3
1
2
3
2. Recognize behaviors that support advocacy for clients with
complex health care needs.
3. Explore peer review and quality improvement processes in acute
care facilities.
1
2
3
1
2
3
1
2
3
1
2
3
Total points for each rotation
Mid-term Clinical Grade_________________
Final Clinical Grade____________________
MID-TERM
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FINAL
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Student Signature
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Date
Date