Class Recommended Texts, Learning Resources Houghton, P., Houghton, T. (2007) APA, the Easy Way. Point Huron, MI: Baker College. Taketomo, C., Hodding, J., Krause, D., (2009) Pediatric Dosage Handbook, 16th Ed., Hudson, Ohio: Lexi-Comp Course Catalog Description This course focuses on nursing concepts in the therapeutic care of women, mothers, infants, children, adolescents and their families. Included are Gordon’s conceptual framework, major health promotion and disease prevention, nursing process, therapeutic communication, evidenced based practice, teaching/learning principles and role development in the area of women, infants and children, and families. Course Learning Outcomes Demonstrate a specialized knowledge in health assessment and wellness promotion for women and children using Gordon’s conceptual framework. Integrate nursing process and therapeutic communication skills in obtaining health history and nursing assessment of the health status of newborn infants and female clients. Establish appropriate nursing diagnoses utilizing the nursing process. Utilize the nursing process in conjunction with Gordon’s Functional Health Patterns in applying therapeutic care to obstetrical and pediatric clients. Evaluate a teaching plan on Gordon’s conceptual framework for clients and their families. Implement evidenced practice using pharmacological, physiological and behavioral sciences in evaluating therapeutic care to clients and families in a variety of settings. Provide advocacy for women and children in the leadership/management role. Evaluate one’s own practice in relation to established standards of care. Evaluate the resources in the community that enhance maintenance of health and prevention of illness for childbearing women and children. Teaching Strategies Supervised practice in acute, inpatient settings, pre and post conferences and seminars with the use of learning exercises, group discussions, debates, and sharing of experiences and an emphasis on case study applications. Community practicum experience related to obstetrics or pediatrics is also a part of this course.
Social issues in the lives of the population Insightful, mature analysis and understanding of the social issues of the population. Discusses at least five issues. Adequate discussion of the social issues of the population. Discusses at least four issues. Marginal explanation of the social issues of the population. Discusses at least three issues. Simplistic, inappropriate or incoherent description of the social issues. appropriate structure and development; did not address social issues CRITERIA 10 8 6 4 0 POINTS Discuss how the organization communicates internally and with the community? Discussion includes at least five ways the organization communicates internally and five ways the organization communicates with the community. Discussion includes at four ways the organization communicates internally and four ways the organization communicates with the community. Discussion includes at least three ways the organization communicates internally and three ways the organization communicates with the community. Scant discussion of how organization communicates. Did not discuss how the organization communicates Describe the activities completed during the community experience. At least five activities thoroughly discussed during the community experience. Four activities somewhat discussed during the community experience. At least three activities minimally discussed during the community experience. Discussions of activities minimal with no thought. Did not discuss the activities completed during the community experience. Explain with rationale any programs or changes in the community site what would better serve this population. Explanation provides thorough rationale with at least five changes that would better serve this population. Explanation provides adequate rationale with at least four changes that would better serve this population. Explanation provides minimal rationale with at least three changes that would better serve this population. rationale provided to identify changes that would better serve this population. No rationale provided for program changes; no discussion as to what would better serve the population CRITERIA 10 8 6 4 2 POINTS Typewritten using APA manual guidelines. Sophisticated sentence structure; chose words aptly; no Sentences vary effectively; usually chooses words accurately; few Usually chooses words of sufficient precision, control Monotonous or fragmented sentence structure; many repeated Has pervasive pattern in errors in word choice, sentence
Correct spelling and grammar. grammar or spelling errors; APA guidelines implemented throughout paper grammar or spelling errors; APA guidelines adhered to most of the time sentences of reasonable variety; minimal grammar and spelling errors; APA format most times not followed errors in grammar and inappropriate use of APA manual guidelines structure, grammar, and usage; not typewritten in APA format Total COMMENTS: STUDENT SIGNATURE: DATE: INSTRUCTOR SIGNATURE: DATE: Teaching-Learning Project The teaching-learning project is a BEGINNING experience in formal patient education that provides the student with the opportunity to apply teaching-learning theory in the clinical setting. Utilizing the nursing process, the student will ASSESS the clients learning needs, DIAGNOSE the learning needs, develop a teaching PLAN, IMPLEMENT the plan, and EVALUATE the teaching-learning process. This project comprises 10% of the clinical grade. The final write-up should be 2-3 pages. Requirements: The student will select a learner in the clinical setting (patient, family member, significant other) and identify one health education problem or need through discussion, observation, and/or consultation with nursing staff and instructor. The student will then assess the learner's ability to learn, develop a nursing diagnosis (utilizing NANDA), develop two learning objectives and a 10-15 minute teaching plan, implement the plan with instructor present, and evaluate the project both verbally with the instructor and in writing. The implementation of the teaching plan will be worth 10%. Health education must be documented on the patient's chart. The student must first receive approval for the topic from the clinical instructor prior to the teaching project. A TYPED outline must be presented to the clinical instructor prior to the teaching project. A TYPED evaluation of the teaching project is due to the clinical instructor one week after the teaching experience. The evaluation should include strengths of the teaching by the student as well as areas needing improvement. Topics: (examples of learning -Knowledge deficit: breast-feeding and breast care -Knowledge deficit: care of circumcised infant
TEACHING PRESENTATION RUBRIC NAME: ___________________________________ DATE: ________________ PRESENTATION TOPIC: ___________________________ COURSE: ______________ CRITERIA 40 30 20 10 0 POINTS Content accuracy, utilization of current and pertinent information is used Information is complete, accurate, appropriate, and integrated effectively. Information is somewhat complete, accurate, appropriate and integrated effectively. Information is mostly accurate, and not integrated effectively. Information is mostly inaccurate, not complete, and not integrated effectively. Information is inaccurate, inappropriate, and no integration is evident. CRITERIA 10 8 6 4 2 POINTS Content has logical organization Content is organized logically with fluid transitions to capture and hold attention throughout the entire presentation. Organization of the content is congruent; transitions are evident. Organization of the content is somewhat congruent and transitions are not always evident. Organization of the content is not congruent and transitions are never evident. Content lacks organization; transitions are abrupt and distracting.
CRITERIA 5 4 3 2 1 POINTS Content appropriate for time allowed Presentation completed in the allotted time. Presentation completed no more than 1 minute over allotted time. Presentation completed no more than 2 minutes over allotted time. Presentation completed no more than 3 minutes over allotted time. Presentation completed no more than 4 minutes over allotted time. Pertinent references and citations Source materials are incorporated logically, insightfully, and elegantly; sources are documented accurately Source material is used logically and proficiently; sources are accurately documented Sources are incorporated logically and adequately; sources are documented accurately for the most part Source material is or unclearly incorporated; is infrequent Source material is incorporated or incorporated inappropriately or unclearly; documentation is inaccurate CRITERIA 5 4 3 2 1 POINTS Method of Delivery: Use of visual aids is appropriate Creative, original, reflects the purpose of the presentation. Creativity and originality is evident. Creativity and originality is somewhat evident. Creativity and originality is slightly evident. Creativity and originality is not evident. Method of Delivery; Well written with proper grammar, spelling, and medical terminology. Mostly well written with minimal grammatical and spelling errors. Adequately written with minimal grammatical and spelling errors. Not well written with many grammatical and spelling errors. Inappropriate, sloppy, and takes not pride in the written handout. CRITERIA 10 8 6 4 2 POINTS Maintains eye contact and keeps the audience interested; presents information without reading Eye contact is effectively established; audience is attentive; does not refer to written notes Eye contact is established; most of the audience is attentive; refers to written notes occasionally Eye contact is minimal; most of audience is not attentive; mainly refers to written notes Eye contact is hardly established; audience is not attentive; must refer to notes constantly No eye contact is made; audience not listening; reads information Keeps audience interested and/or allows opportunity for interaction Language is memorable and usage is felicitous; tone is appropriate; interaction Most language is memorable and usage is accurate; tone is appropriate; Language is not very memorable; language usage is usually accurate; Language is not memorable and inaccurate; tone is inappropriate; Language is confusing and inaccurate; tone is distracting; no comments from the audience
with audience takes place some interaction with audience takes place tone is often inappropriate; minimal interaction no interaction with the audience CRITERIA 5 4 3 2 1 POINTS Keeps voice clear, audible and Voice clear, loud and articulate; gestures are paralinguistic cues are used to reinforce important ideas; no excessive of vocalized pauses (ah, um) Voice mostly clear and articulate, able to hear; gestures and paralinguistic cues are mostly used to reinforce important ideas; some vocalized pauses are used Voice is clear difficult to hear and understand; paralinguistic cues are sometimes used to reinforce ideas; several vocalized pauses are used Voice unclear, garbled, and difficult to understand; gestures and cues seldom used; vocalized pauses are used frequently; student is not articulate Student cannot be heard or understood; gestures and cues are not used to reinforce ideas; vocalized pauses distract from overall message Professional appearance Professionally dressed. Is not dressed provocatively. Dress is somewhat professional. Dressed but not professional, in jeans and tennis shoes. Dressed but not shorts, sandals. Dressed and/or provocative. COMMENTS: STUDENT SIGNATURE: DATE:____________ INSTRUCTOR SIGNATURE: DATE:_____________
INDIVIDUALIZED CLIENT TEACHING RUBRIC NAME: DATE: COURSE: START TIME: END TIME: Criteria 4-5 2-3 0-1 Points Comprehensive Assessment and concise discussion of client’s admission diagnosis, demographic data, and anticipated learning needs. Clear and comprehensive client assessment data to support a deficient knowledge nursing diagnosis. V Vague and incomplete discussion of client’s admission diagnosis, demographic data, and anticipated learning needs. V Vague and incomplete client assessment data to support deficient knowledge nursing diagnosis. N No discussion of client’s admission diagnosis, demographic data and anticipated learning needs. N No comprehensive client assessment data to support deficient knowledge nursing diagnosis Client Learning Assessment and complete assessment of learner (client /family), teaching needs, and special learning needs, if present. Clear identification of client’s strengths and weaknesses relevant to learning needs. I Incomplete assessment of learner (client and/or family), teaching needs, and special learning needs, if present. Incomplete identification of client’s strengths and weaknesses relevant to learning needs. No assessment of learner (client and/or family), teaching needs, and special learning needs, if present. No discussion of client’s strengths and weaknesses relevant to learning needs. Teaching / Learning Principles Clear and correct identification of relevant teaching principles used. discussion of data to support teaching/learning principles chosen. Incomplete identification of relevant teaching/learning principles used. Vague/inaccurate data to support teaching/learning principles chosen. No relevant teaching/learning principles identified and discussed. No data included to support teaching/learning principles chosen. Mechanics 4-5 2-3 0-1 Points -
Organization/ Information Open and closing remarks that capture client’s attention. and correct statement of 2 teaching objectives. Clear and organized presentation of evidence-based client teaching. Open or closing remarks displayed. Vague/incorrect teaching objectives. Vague/disorganized presentation of evidence-based client teaching. No open or closing remarks displayed. No teaching objective stated. Poor or disorganized presentation of teaching from inappropriate sources. Body Language Direct eye contact and appropriate gestures/movements during teaching. Relax, nature and no mistake during teaching. Minimal eye contact and little movement or descriptive gesture during teaching. Mild tension, lack of self-confidence and difficulty recovering from mistakes. No eye contact, and inappropriate gestures during teaching. Tension and nervousness obvious, trouble recovering from mistakes. Use of clear speech and inflection, maintains the interest of the learner. Some level of inflection during delivery. Monotone voice consistently. Teaching/ Learning Evaluation Clear/appropriate evaluation of client’s response and of teaching. Reflective analysis of teaching including discussion of strengths and weaknesses. Vague/inappropriate evaluation of client’s response and of teaching. reflective analysis of teaching including discussion of strengths and weaknesses. No evaluation of client’s response and effectiveness/ ineffectiveness of teaching. Absent reflective analysis of teaching. Total COMMENTS: _______________________________________________________________________________ STUDENT SIGNATURE: DATE: INSTRUCTOR SIGNATURE: DATE:
Nursing Care Plan Student Course Date Instructor Patient Initial _____________ Age _______________ Height/Weight Unit Room# Code Status_____________ Allergies_____________________________________________________________________________________ Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain 1-10 History of Present Illness including Admission Diagnosis Relevant Physical Assessment Findings(normal & abnormal) Relevant Diagnostic Procedures/Results & Surgeries (include dates, if not found state so) Past Medical & Surgical History, Pathophysiology of medical diagnoses (with APA citations) Pertinent Lab tests/ Values (with normal ranges), with dates and rationales Erikson’s Developmental with Rationale (APA citation) Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations Potential Health Deviations, Predisposing &Related Factors; Interventions to assess or prevent potential health deviations (“At Risk for…” nursing dx) (AT TWO) Interprofessional Consults, Discharge Referrals, & Current Orders(include diet, test, and treatments) with Rationale (with APA citations)
10. Medications Lists all MAR medications with relevant side effects and nursing considerations specific to patient and reasons why patient is receiving drug. Lists all MAR medications but does not include relevant side effects and nursing considerations specific to patient and why patient is receiving drug. Lists most of the MAR medications with relevant side effects and nursing considerations specific to patient and why patient is receiving drug. some MAR medications but does not include relevant side effects and nursing considerations specific to patient. CRITERIA 5 4 3 1 POINTS 11. General Organization Accurate APA format, Appropriate citations &references, No spelling or grammar errors 1-2 APA format errors, Some citations, references are appropriate, Minimal spelling or grammar errors Many APA format errors, Inappropriate citations or references, Many spelling or grammar errors No APA formatting, No citations or references included, many spelling or grammar errors TOTAL: COMMENTS: ___________________________ ___________________________ ___________________________________________________________________________________________________________________________ STUDENT SIGNATURE: ____ DATE: INSTRUCTOR SIGNATURE: ___ DATE:
BEHAVIORAL OBJECTIVES 4TH Week 7TH Week STRENGTHS AREAS FOR IMPROVEMENT FINAL GRADE RATING SCALE (CIRCLE ONE) 3. Uses research methods, such as evidenced-base practice to obtain data for determining the best nursing care available Uses various sources to obtain nursing clinical data 1 2 3 4 5 Incorporates evidenced based information in the plan of nursing care 1 2 3 4 5 Presents data that can be utilized in designing nursing care 1 2 3 4 5 Uses APA format in presenting written sources of clinical data 1 2 3 4 5 4. Demonstrates skills in using the nursing process as a framework for development of a nursing plan of care for an older adult client A. Demonstrates comprehensive nursing assessment skills. 1 2 3 4 5 B. Develops a multidisciplinary plan of care based on assessment data 1 2 3 4 5 Implements as appropriate to client situation 1 2 3 4 5 D. Evaluates goal achievement and nursing interventions 1 2 3 4 5 5. Identifies of instruction needed by the older adult client that will aid in development of health promotion and health maintenance of self-care activities Is able to assess and provide for the educational needs of the older adult client 1 2 3 4 5 Collaborates with the family to design, provide and evaluate an educational plan for the client and family 1 2 3 4 5 Designs educational sessions appropriate to the learning abilities of the client and family 1 2 3 4 5 Demonstrates the effectiveness of knowledge acquisition of the client, family or community 1 2 3 4 5 6. Uses effective written, verbal and nonverbal therapeutic communication skills. Demonstrates written communication skills. 1 2 3 4 5 Demonstrates verbal communications skills. 1 2 3 4 5 Demonstrate non-verbal communication skills. 1 2 3 4 5 Speaks and writes in a professional manner 1 2 3 4 5 7. Demonstrates beginning management and leadership roles. Demonstrates an accountability to agency and college protocols 1 2 3 4 5 Demonstrates an accountability for client/ family well being 1 2 3 4 5 Demonstrates and understanding of being accountable for ones own professional and self development 1 2 3 4 5 proper leadership styles depending on the nursing care or professional situation 1 2 3 4 5 TOTAL RATING SCALE:
RATING KEY Rating Behavior 5 Consistently demonstrates knowledge and behaviors in a manner which reflects a superior level of competence. Performance is independent, accurate and complete. (Creativity, initiative, systematic, resourceful, knowledge in depth) 4 Consistently demonstrates knowledge and behaviors in a manner which reflects an above average level of competence. Performance requires minimal assistance from instructor. (Efficient, organized, goal director) 3 Consistently demonstrates knowledge and behaviors in a manner which reflects an average level of competence. Performance requires moderate assistance from instructor; it is acceptable but needs strengthening. (Basic knowledge, but without breadth and depth beyond assigned content) 2 Inconsistently demonstrates knowledge reflects below average level of competence. Performance requires step by step assistance from instructor or staff nurse. (Inaccurate, incomplete, unable to reflect basic knowledge) 1 Consistently demonstrates knowledge of behavior which reflects dangerous level of incompetence. Tasks are not completed and performance is unsafe. Cannot identify areas of need and does not benefit from special guidance. (Does not have basic knowledge, below level of safety, unaware). Definition of terms in scale: Knowledge/ Behaviors: Course objectives which define course content. Competence: Judgment, safety, prediction, anticipation Consistency: Regular, routine pattern of behavior observable over a period of time. Inconsistency: Erratic unpredictable patterns of behavior. Clinical Week 1. DEMONSTRATES PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY IN CARING FOR PEDIATRIC CLIENTS IN VARIOUS HEALTH CARE SETTINGS. 2 3 4 5 6 7 8 1A. DEMONATRATES SKILL IN USING THE NURSING PROCESS ACCORDING TO GORDON’S 11 PATTERNS OF HUMAN FUNCTIONING FOR THE PEDIATRIC CLIENT, THEIR FAMILY, AND THEIR COMMUNITY. Health perception and health management patterns Nutritional and Metabolism patterns Elimination patterns Activity and exercise pattern Cognitive and perception patterns and rest patterns Self perception and self concept Roles and relationship patterns Sexuality and reproduction patterns Coping and stress tolerance patterns Values and beliefs patterns 1B. THE STUDENT WILL BE ACCOUNTABLE TO AGENCY AND COLLEGE PROTOCOLS. Examples of the behavior include, but are not limited to: 1. Demonstrates professional attire at all times according to school policies as written in student handbook.
To assess psychosocial of women in postpartum period. To learn how to provide physical care to the normal newborn infant experiencing transitioning to extrauterine life. To observe and recognize normal variations in the newborn. To perform a physical assessment on a newborn. To recognize and utilize teaching opportunities for the parents of infants in the assigned nursery. To recognize signs and symptoms of deviations from normal. (If applicable). Students in selected sites will visit the neonatal intensive care nursery and assist with the care of a compromised neonate. Physical assessments on newborn infants in the nursery or post-partum area. Calculate dosage and give newborn medications. Assisting procedures such as circumcision, newborn screening test, hearing test, and septic Glucose monitoring for hypoglycemic and LGA newborns. Care of newborn on Bili light therapy. Community Experience Due Teaching Project due in Post-conference EVOLVE website for study skills, case studies in maternity/obstetrical care, sample tests and remediation. ATI Content Masters Series Other Student Resources Include: HESI Textbook ATI Videos Case Studies on line at EVOLVE.com 5 To orient to the pediatric clinical setting and documentation system To demonstrate age-appropriate approaches to the nursing assessments of infants, children, and adolescents with and chronic health problems. Nursing care of acute and chronic pediatric patients Common problems of pediatric patients Pharmacotherapeutics and the pediatric patient Nutritional therapies in pediatrics Concepts of family centered care Patient Teaching & Review medication/math calculations. Do practice math tests on Pbworks.com for N 216L Review assessment skills (head to toe) on a pediatric patient. 5 (cont) To formulate nursing diagnoses of infants, children, and adolescents Hockenberry & Wilson, Textbook pp. 164-204.
Analyze therapeutic, nutrition, and drug regimens for appropriateness and effectiveness in infants, children, and adolescents/ Identify important aspects of community support for the nursing care of well and ill infants, children, and adolescents and their families. Evaluate resources in the community that will enhance maintenance of health and prevention of illness for infants, children, and adolescents and their families. Pharmacotherapeutics for pediatric patients related to age and weight or BSA Intravenous therapy and IV medications administration Importance of proper hydration and electrolyte balance in the pediatric patient Nutritional therapies to meet pediatric patient needs Application of family centered care concepts Textbook pp. Review pediatric nursing skills on Evolve website: Resources for Hockenberry and Wilson: Pediatric Nursing Skills & Pediatric Drug Dosage Calculations 8 Participate with faculty, peers, and the nursing team in the evaluation of nursing care. Analyze therapeutic, nutrition, and drug regimens for appropriateness and effectiveness in infants, children, and adolescents/ Identify important aspects of community support for the nursing care of well and ill infants, children, and adolescents and families. Nursing care of acute and chronic pediatric patients Common problems of pediatric inpatients Pharmacotherapeutics for pediatric patients related to age and weight or BSA Intravenous therapy and IV medications administration Importance of proper hydration and electrolyte balance in the pediatric patient Review the case studies and critical thinking exercises on the Hockenberry & Wilson CD Review pediatric nursing skills on Evolve website: Resources for Hockenberry and Wilson: Pediatric Nursing Skills & Pediatric Drug Dosage Calculations 8 (cont) Evaluate resources in the community that will enhance maintenance of health and prevention of illness for infants, Nutritional therapies to meet pediatric patient needs Application of family centered care concepts
children, and adolescents and their families. 9 To introduce concepts and basic skills of neonatal resuscitation To introduce the concepts of team work in the process of neonatal stabilization To prioritorize the emergency assessment--the A-B-C’s--of a pediatric patient. To introduce concepts of fluid resuscitation for the dehydrated, hypovolemic pediatric patient To introdouce the concepts of securing and maintaining an airway using oral/nasal airways and ventilation. To identify the special situations that may complicate emergency pediatric care To discuss ethical issues pediatric end of life. Changes in physiology that occurs when a baby is born Assessment of the newborn to determine the extent of resuscitation needs Identify risk factors that can help predict which babies will require resuscitation Equipment and personnel needed to resuscitate a newborn Demonstrate competency in neonate and child CPR Discuss differences in resuscitating newborn and a child Handouts on Neonatal Resuscitation and Pediatric emergency care. Complete the assigned neonatal case