Caberoy, Calitis, Perez ACT 200 Teaching Plan
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Transcript of Caberoy, Calitis, Perez ACT 200 Teaching Plan
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7/30/2019 Caberoy, Calitis, Perez ACT 200 Teaching Plan
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CABEROY A.; CALITIS E.; PEREZ D. ACT 200 CLINICAL TEACHING PLAN
Course Title : HOSPICE CARE: DEALING WITH PATIENTS WHO ARE TERMINALLY ILL.
Course Description : This course deals with the concepts, principles and theories of human behavior and the hospice care amongst terminally ill
patients in different settings.
Contact hours : 45 hoursCourse Objectives : At the end of the course and given actual clients, population group who are under hospice care, the student should be able:
(1) To find out how nurses cope with daily confrontation with the death and suffering of dying patients, (2) To identify whether
nurses feel it is important to have communication skills in order to assist the terminally ill patient, (3) To estimate nurses' degree
of work satisfaction, and (4) To explore the humane aspects of nursing assistance to the dying.
Name of the Institution : Medical Center Imus, Inc. Palico IV , Imus City, Cavite
Unit/Area Assigned : ICU (Intensive Care Unit)
Description of the Learners : The students belong to the novice group. Who had finished their concepts course (Bachelor of Science in Nursing), have
successfully passed the Philippine Licensure Examination and an employee of Medical Center Imus.
Description of the Setting : The clinical exposure will take place at the Intensive Care Unit of Medical Center Imus, Inc. situated at the 4th floor of the old
building of the hospital.
Length of Exposure : The students will be exposed for 45 hours. Shifting may be morning/night/graveyard within the length of 8/12 hours in Medical
Center Imus, Inc. Imus City, Cavite.
Method of Evaluation:
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Knowledge (33.33%)
- RLE exam 45%- Bedside Conference 25%- Case Study 15%- Case Presentation 15%
Skills (33.33%)
- Delivery of Care 70%- OSCE 30%
Attitude (33.33%)
- Attendance 30%- Decorum 70%
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Matrix:
OBJECTIVES BEHAVIORAL SIGNS
(STUDENTS)
MENTORING PROCESS
(CLINICAL INSTRUCTOR)
ASSESSMENT
STRATEGIES
At the end of the shift in the
area, the student will be able
to:
1. Discuss all about the
policies, procedures and
protocols in the hospital,
specifically in the ICU.
- Acts in accordance with the establishednorms of conduct of the institution.
- Acts how the procedure MUST beimplemented specially when handling
patients.
Orientation/Briefing
- The Clinical Instructor will conduct a generalorientation program for the students. The
Training Officer and/or the Operating Manager
of the ICU of the hospital will be asked to
discuss the policies, Standard Operation, unit
activities, and procedures during the activity.
Patients Assignment: Overall
patient care (1 patient at a time)
Learning Plan
2. Discuss all about the course
objectives.
Lecture schedules Duty Schedules Delegation of tasks
- Identifies advantages anddisadvantages for the given schedules
- Determining ways to finish the coursewith great plans
- Sets attainable objectives to enhance
Pre-conference
- The clinical instructor will discuss SMARTcourse objectives, schedules (lecture/duty),
requirements and grading system specific for
the course.
- The clinical instructor will now explain the
Reflective Learning Journal
How do you promote safe
environment and safe and
quality nursing care of the
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and responsibilities
Requirements Grading System
nursing knowledge, skills and attitude
- Identifies strengths and weaknesses
for the tasks and responsibilities given
- Assesses own performance based onthe ideals
specific tasks and responsibilities and will
assign it to the students in a timely manner.
- The clinical instructor will formulate a groupfor brainstorming once a week.
(This brainstorming will include all students
learning within the week. Whether, it was a
learning based on lecture, duty or even
incidental.)
patient?
3. Describe the learning
environment for the clinical
experience
- Respectfully following all rules andregulations as well as the standard
operating procedure when:
Entering the hospital premises Entering the ICU Approaching Patient Leaving ICU Leaving Hospital premises
Tour in the Area
- The clinical instructor will let the studentlook for all the premises located inside
the hospital (e.g. nurses station,
medication, working, hand washing,
waste disposal areas). As well as the
prohibited areas where students cant
access without permission.
- The clinical instructor will specificallyshow and present the intensive care unit
where most of the students time will be
spent. He/ She will present the devices
used inside the unit (e.g. Defibrillator,
Cardiac Monitor, Suction Machine)
ARFA (Reflective Journal)
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- The clinical instructor will then againreview the rules and regulations but this
time, specific for the Intensive Care Unit
(e.g. Using of PPE every time going to the
patients bedside, wearing of gowns
whenever going out of the ICU, etc.)
4. Promote safe and quality
nursing care to the ICU
patient at risk/with problems
(KRA: Safe and Quality
Nursing Care)
Identifies the health needs of the patient
Explains the health status of the patient
Development of a Health Education Plan
The clinical instructor asks the student to carefully
examine the patient and identify his/her health
needs at the moment. From the data, the clinical
instructor asks the student to develop a health
education plan to explain the health status of the
patient.
Health Education Plan or Session
design for the Health Education
Identifies wellness potential and/or
health problems of the patient
Gathers data related to the health
SIDE-BY-SIDE TEACHING
The clinical instructor may act as a ro le model
when he/she is performing an assessment as
Bedside Questioning
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condition of the patient
Analyzes the data gathered
Selects appropriate action to
support/enhance response of the patient
Monitors the progress of the action taken
to the patient
needed.
The clinical instructor observes the student while
obtaining information from the adult or family
member and identify and address challenges.
The clinical instructor may alternate with thestudent duties of examining the patient, writing
relevant information to countercheck students
outputs.
Performs safety measures in all aspects
of care to the patient
Performs comfort measures in all aspects
of care to the patient
Performs measures to ensure privacy in
all aspects of care to the patient
DIRECT OBSERVATION
The clinical instructor observes the student in the
performance of safety measures, comfort
measures and measures to ensure privacy.
Give emphasis on these measures during the
skills laboratory
These measures must be emphasized during the
skills laboratory of the student. In all procedures,
these must be observed always
Actual Student Evaluation
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Identifies the priority needs of the
patient
Analyzes the needs of the patient
Determines appropriate nursing care toaddress priority needs/problems
The clinical instructor must be present during the
assessment of the student and identify with the
student the priority needs of the adult.
Assists the student in the analysis of the data
gathered.
Bedside Conference
Asks the students how to
prioritize the needs of the
patients?
Asks the student the modelhe/she may utilize (e.g. ABC,
Maslow Hierarchy)
Refers identified problem to the clinical
instructor, staff nurse or any appropriate
individual
Establishes means of providing
continuous care to the patient.
The clinical instructor gives the patients
assignment to the charge nurse-on-duty.
The clinical instructor must see to it that the
student is assigned to the same patient as of the
duty (except if the patient is already discharged)
Nursing Care Plans
Conforms to the 10 Golden Rules in
medication administration and health
therapeutics
DIRECT OBSERVATION
Initially, the clinical instructor reviews with the
student the 10 golden rules in medication
administration and health therapeutics The
clinical instructor directly observes the student in
the preparation of medications until the student
has already been given the medication to the
OSCE
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patient.
Obtains informed consent from the
significant others if not from the patient
Completes appropriate assessment forms
Performs appropriate assessment
techniques for a patient
Obtains comprehensive information from
the child/significant others
Maintains privacy and confidentiality
Identifies health needs of the patient
SIDE-BY-SIDE TEACHING
- The clinical instructor may act as a role modelwhen he/she is performing an assessment as
needed.
- The clinical instructor observes the studentwhile obtaining information from the client and
identify and address challenges.
- The clinical instructor may alternate with thestudent duties of examining the patient, writing
relevant information to countercheck students
outputs.
Bedside Conference
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Includes the patient and family in care
planning
Collaborates with other members of the
health team
States expected outcomes of nursing
intervention
Develops comprehensive care plan for
the patient maximizing opportunities for
prevention of problems and/or enhancing
wellness response
Accomplishes a patient-centered
discharge plan
Development of Nursing Care Plan (NCP)
The clinical instructor assists the students in thedevelopment of NCP
The NCP is submitted by the student everyday
(except the first day) and checked by the clinical
instructor
The NCP is evaluated by the student and the CI
guides the students in the evaluation of patients
outcomes
Submission of Nursing Care
Plans
Explains interventions to the patient and
family before carrying them out to
BEDSIDE TEACHING
(defined as teaching and reinforcing skills at
Bedside Conference/questioning
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achieve identified outcomes
Implements nursing intervention that is
safe and comfortable
Acts to improve the health condition orhuman response of the patient
Performs nursing activities effectively and
in a timely manner
Uses the participatory approach to
enhance patient-partners empowering
potential for healthy lifestyle and
wellness
patients bedside)
The clinical instructor can watch the student
interact with patients and family
The clinical instructor guides and supervises thestudent in the actual performance of nursing
activity.
The clinical instructor can experience what the
student does and how he/she act with patient
firsthand.
The clinical instructor models important clinical
skills, attitudes, and communication in the
context of patient care as well as observes
students performance.
Monitors effectiveness of nursing
intervention
The clinical instructor guides the students in the
evaluation of patient care
Nursing Care Plans
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Revises care plan based on expected
outcomes
During evaluation of patient care, the clinical
instructor must be present at the bedside to
ensure validity of the clinical evaluation made by
the student
A revised care plan may be asked as needed
SUMMARY OF ACTIVITIES
TIME
TABLE
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
5:45am-
6:00am
1:45pm-
2:00pm
Pre-conference:
>Self introduction.
>Prayer
>Self-awareness
Pre-conference:
>Prayer
>Checking of
attendance,
grooming and
paraphernalia
Pre-conference:
>Prayer
>Checking of
attendance and
paraphernalia
>Checking of uniform
and grooming
Pre-conference:
>Prayer
>Checking of
attendance and
paraphernalia
>Checking of uniform
and grooming
Pre-conference:
> Prayer
>Checking of
attendance,
grooming, and
paraphernalia.
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9:45pm-
10:00pm
(getting to know).
>Checking of
attendance and
paraphernalia.
>Checking of
uniform and
grooming.
>Receiving
endorsement from
outgoing shift
>Receiving of
endorsement
6:00am-
6:30am
2:00pm-
2:30pm
Orientation and
Delegation of
Individual
Functions and
Responsibility
>Receive
endorsement from
outgoing shift.
>Conduct nursing
rounds.
>Assigning of
students individual or
respective tasks,
individual
responsibilities
>Giving of individual
assignment and
responsibilities
>Assigning of
students' individual
work in admission,
vital signs
monitoring, and
medication
>Assigning of
students individual
or respective tasks,
individual
responsibilities.
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10:00pm-
10:30pm
>Orientation to
staff nurses,
physician on duty
and other health
personnels.
>Orientation to ICU
set up, equipments,
facilities and
drugs,admission
procedures and
hospital protocols
and policies.
>Assigning of
students to their
respective tasks,
individual patient,
and responsibilities.
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6:30-
7:00am
2:30-
3:00pm
10:30-
11:00pm
Supervise students
in:
>Checking of IVF,
regulate to its
appropriate rate,
documenting the
level and assessing
the site.
>Assessing patient's
condition.
>Taking vital signs.
>Preparation and
administration of
oral or parenteral
medications or
treatment.
>Reading patient's
Supervision and
monitoring of
students:
>vital signs
>oral and parenteral
medication
>nursing
nterventions
>admission, charting,
nd documentation
Supervision and
monitoring of
students:
>vital signs
>oral and parenteral
medication
>nursing intervention
>admission, charting
and documentation
Supervision and
monitoring of
students:
>vital signs
>oral and parenteral
medications
>nursing
interventions>
admission, charting
and documentation
Supervision and
monitoring of
students:
>vital signs
>oral and parenteral
medication>nursing
interventions
>admission, charting
and documentation
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CABEROY A.; CALITIS E.; PEREZ D. ACT 200 CLINICAL TEACHING PLAN
chart.
>Carrying out
Doctor's order.
>I and O
monitoring.
>Pain scale
management.
>Arranging and
completing the data
of the chart.
7:00-
8:00am
3:00-
4:00pm
11:00pm-
12:00am
>Individual
Conference
>Pretest
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8:00-
8:15am
4:00-
4:15pm
12:00-
12:15am
>Break for first
batch (snack) with
proper
endorsement to
second batch
First batch break
snack)
>First batch
break (snack)
>First batch
break (snack)
>First batch
break (snack)
8:15-
8:30am
4:15-
4:30pm
12:15-
12:30am
>Break for second
batch (snack) with
proper
endorsement to
first batch
Second batch break
snack)
Second batch break
snack)
Second batch break
snack)
>Second
batch break
(snack)
8:30- >Conference for the
requirements and
>Individual beside
care NCP
>Discussion >Discussion with
evaluative test
>Post test and
Rationalization
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11:00am
4:30-
7:00pm
12:30-
3:00am
activities
>Preparation and
administration of
oral or parenteral
medications or
treatment.
> Checking of sample
charting ( small
notebook)
>Quiz
>Continue supervising
and assisting the
students
>Bedside care
>Self evaluation
> Checking of
sampling charting
> Continue
supervising and
assisting the
students
11:00-
11:30am
7:00-
7:30pm
3:00-
3:30am
>Break for first
batch (meal) with
proper
endorsement to
second batch
>First batch (meal) >First batch (meal) >First batch (meal) >First batch (meal)
11:30-
12:00nn
7:30-
>Break for second
batch (meal) with
proper
>Second batch (meal) >Second batch (meal) >Second batch (meal) >Second batch (meal)
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CABEROY A.; CALITIS E.; PEREZ D. ACT 200 CLINICAL TEACHING PLAN
8:00pm
3:30-
4:00am
endorsement to
first batch
12:00-
1:00pm
8:00-
9:00pm
4:00-
5:00am
>Checking of
sample charting
>Counter sign final
charting and to be
noted by the clinical
instructor
>Latest vital signs
taking and
recording the
results on the
patient's chart
>Closing of charts, I
and O and IVF
> Continue
supervising and
assisting students
> Checking of
charting and
countersigning
> Closing of charts, I
and O, and IV
>Checking of sample
charting
>Counter signing of
final charting and to
be noted by the C.I
>Closing of charts,
I&O and I.V
>Checking of sample
charting
>Closing of I & O, and
IV.
>Continue
supervising and
assisting students.
>Checking of charting
and counter signing.
>Closing of charts,
I&O and IVF
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2:30-
3:00pm
10:30-
11:00pm
6:30-
7:00am
Post- Conference:
>Endorsement on
the incoming shift
>Reminding
students regarding
the submission of
all requirements
and also the things
to be expected for
the next day
>Evaluation of the
students by asking
Post Conference:
> Endorsement on
the incoming shift
>Reminding students
regarding the
submission of all the
requirements and
also the activities for
the next day
>Evaluation of
students by asking
feedback (action
reflection time)
>Prayer
>End of the duty
Post-conference:
>Evaluation of
students by asking
feedback
>Prayer
>End of Duty
Post-conference:
> Evaluation of
students by asking
feedbacks.
>Closing Prayer
>End of Duty
Post-conference:
>Reminding students
about the activities
for the next day.
>Evaluation of
students by asking
feedback (action
reflection time)
>Prayer
>End of Duty