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Course Syllabus

Advanced Concepts of Adult Health

Clinical

2 semester hours

Revision Date: Summer 15

Catalog Description: RNSG 2263

Lecture hours = 0 Lab hours = 2

Prerequisites: RNSG 1309, 1201, 1441, 2213, 1343, 1412

Semester Credit Hours: 2 Lecture Hours per Week: 0 Lab Hours per Week: 8 Contact Hours per Semester: 128 State Approval Code: CIP 5116010000

Course Description: A method of instruction providing detailed education, training, work-

based experience and direct patient/client care, generally at a structured clinical site. Specific

detailed learning objectives are developed for each course by the faculty. On-site clinical

instruction, supervision, evaluation, and placement is the responsibility of the college faculty

along with the assigned preceptor. The preceptor will be chosen and assigned to a student in

collaboration with the unit directors by the clinical faculty. Clinical experiences are unpaid

external learning experiences.

Purpose and Goals of the Course:

Core Competencies: Students are expected to demonstrate basic competency in reading,

writing, oral communication, math, and computer skills. Students are expected to be an active

learning participant by assuming accountability in preparing for each clinical day by completing

required readings and/or other learning activities as listed in the syllabus. Proficiency will be

measured by clinical participation, skills assessment, documentation, and interaction as a team

member.

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TABLE OF CONTENTS

Course Outcomes…………………………………………………………………………………3

Grading Criteria…………………………………………………………………………………..4

Concept Maps ................................................................................................................................. 4

Case Studies/HESI Reviews………………………………………………………………………5

Methods of Instruction: ................................................................................................................... 6

Attendance………………………………………………………………………………………………………………………………..6 Medication Calculation Exam ......................................................................................................... 7

Practice Calculation Problems ........................................................................................................ 7

Medication Calculation Exam Example Answer Sheet .................................................................. 9

Practice Calculation Problems ........................................................................................................ 9

Clinical Information Sheet (CIS)………………………………………………………………..11

Bedside Assessment Documentation Form……………………………………………………..15

Concept Map Rubric…………………………………………………………………………….16

Medication Presentation Grading Rubric………………………………………………………..17

Student Evaluation ……………………………………………………………………………...18

Preceptor Evaluation…………………………………………………………………………….19

Clinical Attendance Record……………………………………………………………………..20

Textbook Reference Page……………………………………………………………………….21

SCANS…………………………………………………………………………………………..22

Student Acknowledgement ........................................................................................................... 25

Clinical Log……………………………………………………………………………………...25

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COURSE OUTCOMES

THE NURSE AS A MEMBER OF THE PROFESSION

At the end of the course using classroom and clinical application, the student will be able to:

1. Describes the nurse’s ethical/legal scope of practice while assuming

responsibility for nursing care. (Scans 1Ai, ii, iv, v 1Bii, iii, iv 1Ci, v 2Ai 2Bi, iii, vi

1Ciii)

PO # 1

DEC I a,b

2. Demonstrates responsibility for continued competence in nursing

practice. (Scans 1Ci,ii, iv, v 2Bi,)

PO # 2

DEC I c,d

THE NURSE AS A PROVIDER OF PATIENT-CENTERED CARE

At the end of the course using classroom and clinical application, the student will be able to:

3. Provides safe, caring, holistic nursing to patients and their families

through competent use of the nursing process (Scans 1Ai,ii,iii,iv,v

1Bi,ii,iii,iv,v 2Ai, iii, iv 2Biii, vi 2Ci, ii)

PO # 3

DEC II a,b,d

4. Develop, implement, and evaluate teaching plans for patients and their

families to address health promotion, maintenance, and restoration.

(Scans 1Ai,ii,iii,iv,v 1B ii, iii, iv,v 1Ci 2Ai, iii, iv 2B i, iii 2Ci,ii,iii,)

PO #4

DEC II c, e, f, g

5. Integrate clinical reasoning and evidence-based decision-making in

nursing practice while coordinating human, information, and material

resources. (Scans 1Ai,ii,iii,iv,v 1Bi,ii,iii,iv,v 1C1,v 2Ai,iii,iv 2Bi,iii,iv,vi

2Ci,11,iii,iv,2Di,ii,iii2Ei,ii,iii)

PO # 5

DEC II a,h

THE NURSE AS A PATIENT SAFETY ADVOCATE

At the end of the course using classroom and clinical application, the student will be able to:

6. Assumes accountability and responsibility for the quality of nursing

care provided to clients and families. (Scans 1Ai,ii,iii,iv,v 1Bi,ii,iii,iv,v 1Ci,iii,v

2Ai,iii,iv 2Bi,ii,iii,iv,v,vi 2Ci,ii,iii2Di,ii,iii2Ei,ii,iii)

PO #6

DEC III b,d,f

7. Accept and make assignments and delegate tasks that take into

consideration patient safety and organizational policy. (Scans 1Ai,ii,iii,iv,v

1Bi,ii,iii,iv,v1Ci,ii,iii,iv,v 2Ai,ii,iii,iv,2Bi,ii,iii,iv,v,vi 2Ci,ii,iii2Di 2Eii,iii)

PO# 7

DEC III a,b, c,

e, f

THE NURSE AS A MEMBER OF THE HEALTH CARE TEAM

At the end of the course using classroom and clinical application, the student will be able to:

8. Coordinate, collaborate, and communicate with patients, their families,

and the interdisciplinary health care team to plan, implement, and

evaluate patient-centered care while ensuring confidentiality. (Scans

1Ai,ii,iii,iv,v 1Bi,ii,iii,v 1Ci,ii,iii,iv 2Bi,iii,iv,v,vi 2Ci,ii,iii,iv2Dii 2Eii)

PO # 8

DEC IV a,d,e

9. Serve as a health care advocate in mentoring and promoting quality

healthcare and access for patients and their families. (Scans 1Ai,ii,iii,iv,v

1Bi,ii,iii,v 1C i,v 2A iii,iv 2B i,ii,iii,iv,vi 2Ci,ii,iii,iv 2D ii, iii 2Ei, ii)

PO # 9

DEC IV b, c

10. Synthesize information using technology to support decision making

to improve patient care. (Scans 1Ai,ii,iii,iv,v 1Bi,ii,iii,iv,v 1Ci,v 2Aiii, iv 2Bi, iii, vi

2C I,ii,iii,iv 2D I,ii,iii 2Ei,ii,iii)

PO #10

DEC IV d,e

11. Delegate and supervise evidence-base nursing care using Scope of

Practice. (Scans 1Ai,ii,iii,iv,v 1Bii,iii,v 1Ci,ii,iii,iv,v2Ai, ,iv 2Bi,ii,iii,iv,v,vi 2Ci,ii,iii,2Di

2Ei,ii)

PO # 11

DEC IV f,g

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Course grades will be determined by the following: All work turned in should be typed, have student’s name and be stapled together. Do not

submit loose papers. Paperwork for precepted experiences are due the following week on

Monday by 2200. Refer to the calendar for other due dates All work is to loaded into canvas.

For on-line classes all clinical paperwork is to uploaded to canvas each Monday by 2200

15% Concept Map 1X 100 points each

Maximum 100 points each care plan Concept Maps must be turned in by due date or a

zero (0) will result. Failure to turn in a Concept Map will result in failure of the class

5% CAIs

5% Medication/clinical interventation presentation (Clinical Observation.)

75% Clinical Evaluation based on instructor observation in clinical environment as well as all

simulation activities, the preceptor feedback, clinical assignments that include all paper

work.

Concept Maps

Guidelines:

1. All concept maps(CM) are due by the due date in calendar.

2. Concept map must be turned in on time. Late work will not be accepted. Students who

do not submit concept map by the assigned due date and time will receive a grade of zero

for the care plan and fail the course.

3. A typed bedside assessment is to be included (form included)

4. Completed client information sheet CIS with detailed pathophysiology, explanation of

abnormal labs, medication list, and a detail synopsis of hospital course.

Pertinent diagnostic reports need to be included and explained. Rationales for all abnormal

laboratory reports are to be included along with the most current labs.

An in depth explanation of the pathophysiology of all major medical problems should be

included in the CIS in your own words cited appropriately.

In addition to the clinical information sheet (CIS) for the CM the student will be required to turn

in one (1) CIS within two weeks of the start of clinical and a weekly log of all clinical activities.

These are due each Monday at 2200 from the previous week.

Students will be expected to verbalize the patient’s admitting DX, pathophysiology, test results,

Medical plan of care (POC), medications indications and side effects, their nursing care plan to

faculty during clinical.

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Concept Maps will not be accepted if they are: 1. Turned in late.

2. Handwritten.

3. Do not have a cover sheet including: Student’s name, date, course

number, and clinical section.

4. Do not have a grading sheet attached to the front.

Bring to each clinical: Stethoscope

Black pen

Pen light

Medication reference

Calculator

Watch with a second hand

HESI Reviews You may use any resource to answer correctly

Critical Care: Cardiovascular – (1) Mr. Whiting due prior exam 2 (MI/TPA)

Critical Care: Cardiovascular – (2) Mr. Whiting due prior exam 2 (HF/IABP)

Critical Care: Respiratory –Timothy Smyth due to prior exam 3

Critical Care: Neurological – Mr. Jim Brown due prior to exam 4

Evolve Case Studies (Access Code 1983_mwalters58_0001) You may use your book or other

resources to answer correctly.

Head Injury due prior to exam 4

CVA due prior to exam 4

Heart Failure with atrial fibrillation due prior to exam 1

Cirrhosis due prior to Exam 3

Pancreatitis due prior to Exam 3

These may be accessed from your home computers and are considered clinical time.

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Methods of Instruction: Clinical experiences, post clinical discussions and demonstrations, computer

tutorials/assignments, simulation laboratory performance, active learning and writing

assignments.

Attendance The student is responsible for notifying the unit and faculty prior to the beginning of clinical in

the event of an absence. Every effort should be made to attend all scheduled clinical. Students

should not come to clinical with a temperature or significantly ill. Due to the significance of

these clinical experiences and the flexibility of precepted clinicals, all missed clinical time

reguardless of reason will be made up.

Absences – refer to the absence policy in the Student Handbook

***Notification of absence to the clinical instructor is mandatory prior to clinical

beginning.

Clinical Assignments

The student is required to be on the unit 15 minutes before the beginning of report ready to begin

the precepted clinical. LRMC begins report at 0645, Face to face clinical begins

promptly at 0630 in lobby of Longview Regional Medical Center (LRMC) 709

building

You will be required to manage your client care under the direction of the assigned preceptor.

You are required to complete the assigned 12hr clinical precepted days in addition to the

scheduled face to face. Introduce yourself to the Charge Nurse and tell him/her you are a Panola

College Nursing Student and you are to work with a registered nurse (RN). The Charge Nurse

may make the decision to float you to another critical care area due to staffing. Please notify the

faculty if this happens. You and your preceptor will determine the patients you will manage.

You will be required to know your medications including indications, rate of administration,

possible side effects, and class prior to administration. You will be required to know nursing

precautions in administering any medications. Your preceptor or instructor must be with you to

administer medications. All principles of medication administration must be adhered to. Your

preceptor must be with you for any invasive and/or complex procedures. If your patient goes for

a procedure or intervention go with the patient. Make sure your preceptor knows where you are

at all times. You will be helping the preceptor with their entire assignment. You should

progress from a role of dependence to a role of independence. The more you are engaged with

the experience the more you will learn

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Medication Calculation Exam

A medication calculations exam will be administered prior to the beginning of the clinical

rotation. The calculations exam must be passed with 100% accuracy before a student may

begin direct patient care. There is a limit of three maximum attempts to obtain 100% accuracy.

Remediation will be provided upon request. Less than 100% accuracy on the third attempt will

result in a withdrawal from with class with a grade of F.

Practice Calculation Problems

Calculate the IV flow rate in gtt/min for the following IV administrations.

1. 1000 mL D5LR to infuse in 8 hours. The administration set is 20 gtt/mL.

2. 1000mL D5W with 10 mEq KCl to infuse in 7 hours. The administration set is 10

gtt/mL

3. A unit of packed cells (250 mL) to infuse in 3 hours. The administration set is 10

gtt/mL.

4. Administer IV medication with a volume of 80 mL in 40 minutes using an administration

set that delivers 15 gtt/mL.

5. A nitroglycerine drip is infusing at 3 mL/hr. Available solution is 50 mg in 250 cc D5W.

How many mcg/hr and mcg/min is the client receiving?

6. Client is receiving Isuprel at 30 mL/hr. Solution is available in 2 mg of Isuprel in 250

mL D5W. Calculate mg/hr, mcg/hr, and mcg/min.

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7. Doctor’s order: Infuse 1 L of Normal Saline with 40,000 U Heparin over 24 hours. The

administration set delivers 15 gtt/mL. Calculate the hourly dose of Heparin mL/hr.

Calculate the gtt/min.

8. Doctor’s order: Infuse 1 L of D5W with 15,000 U Heparin over 10 hours. Calculate

mL/hr and U/hr being administered.

9. Infuse dopamine at 5 mcg/kg/min Patient weights 183 lbs and dopamine is supplied

800mg/500 mL D5W. Determine mL/hr

10. Patient is receiving 18 ml/hr of dopamine. The patient weighs 112 kg and the dopamine

is supplied as 800mg/250 mL of D5W. Determine the mcg/kg/min.

11. The patient is receiving 750 mg of vancomycin in 250 mL of N/S. The infusion is to

infuse in 100 minutes. Determine mL/hour.

12. The Health Care Provider (HCP) writes an order for a bolus of heparin 35 units/kg and

the client weighs 224 lbs. Then hang a heparin drip at 22 units/kg/hr. In six hours draw a

PTT if less than 60 sec increase drip by 3 units/hr if more than 100 sec decrease the drip

by 5 units/hr.

_____________________bolus units

_____________________drip units/hr

____________________mL/hr for drip

13. After six hours the client’s PTT is 104 sec what should the drip infuse at in

mL/hr________________________

14. The nurse is caring for a client on a 12hr shift (0700-1900) and must calculate the Intake

and Output for his/her assigned shift. The patient has IVF (intravenous fluids) @ 125

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mL/hr, NGT to LWS (low wall suction), Foley Catheter, JP (Jackson pratt) drain, Ancef

500 mg/100 mL NS every four hours beginning at 0800. At 1500 the HCP writes and

order to DC the NGT start the patient on clear liquids and decrease the IVF to 80 mL/hr

The patient had 3 ounces 7-up, 120 mL of broth, 6ounces of apple juice

Calculate the following Intake______________________

Output______________________

Balance________________ Positive or Negative

Review is recommended.

Pickard, G. D. (2014). Dosage calculations (9th

ed.). Canada: Delmar Learning.

Medication Calculation Exam Example Answer Sheet

A medication calculations exam will be administered prior to the beginning of the clinical

rotation. The calculations exam must be passed with 100% accuracy before a student may

begin direct patient care. There is a limit of three maximum attempts to obtain 100% accuracy.

Remediation will be provided upon request. Less than 100% accuracy on the third attempt will

result in a withdrawal from with class with a grade of F.

Practice Calculation Problems

1. 1000 mL D5LR to infuse in 8 hours. The administration set is 20 gtt/mL.

41.66gtt = 42gtt/min

2. 1000mL D5W with 10 mEq KCl to infuse in 7 hours. The administration set is 10 gtt/mL

23.80 gtt/min=24 gtt/min

3. A unit of packed cells (250 mL) to infuse in 3 hours. The administration set is 10 gtt/mL.

13.8gtt/min = 14 gtt/min

4. Administer IV medication with a volume of 80 mL in 40 minutes using an administration

set that delivers 15 gtt/mL.= 30 gtt/min

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5. A nitroglycerine drip is infusing at 3 mL/hr. Available solution is 50 mg in 250 cc D5W.

How many mcg/hr and mcg/min is the client receiving?

200mcg/mL = 600 mcg/hr =10mcg/min

6. Client is receiving Isuprel at 30 mL/hr. Solution is available in 2 mg of Isuprel in 250

mL D5W. Calculate mg/hr, mcg/hr, and mcg/min.

0.24 mg/hr, 240mcg/hr, 4mcg/min

7. Doctor’s order: Infuse 1 L of Normal Saline with 40,000 U Heparin over 24 hours. The

administration set delivers 15 gtt/mL. Calculate the hourly dose of Heparin. Calculate

the gtt/min.

1666.6 units/hr (hourly dose of heparin) 40,000units/24hr

1000mL/24hr =41.66mL/60 minutes=0.694mLX15 gtt=10.41gtts or 10gtts/minute

8. Doctor’s order: Infuse 1 L of D5W with 15,000 U Heparin over 10 hours. Calculate

mL/hr and U/hr being administered.

100 mL/hr 1500 units/hr

9. Infuse dopamine at 5 mcg/kg/min Patient weights 183 lbs and dopamine is supplied

800mg/500 mL D5W. Determine mL/hr

15.59 mL/hr 15.6 mL/hr

10. Patient is receiving 18 ml/hr of dopamine. The patient weighs 112 kg and the

dopamine is supplied as 800mg/250 mL of D5W. Determine the mcg/kg/min.

8.57mcg/kg/min

11. The patient is receiving 750 mg of vancomycin in 250 mL of N/S. The infusion is to

infuse in 100 minutes. Determine mL/hour. 150 mL/hr

12. The Health Care Provider (HCP) writes an order for a bolus of heparin 70 units/kg and

the client weighs 224 lbs. Then hang a heparin drip at 22 units/kg/hr. In six hours draw a

PTT if less than 60 sec increase drip by 3 units/hr if more than 100 sec decrease the drip

by 5 units/hr. The IV is supplied as 50,000 units of heparin in 250 mL NS

7126.7 units 7127units___bolus units

_____2239.82 units/hr________________drip units/hr

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____11.91 mL/hr 11.9 mL/hr________________mL/hr for drip

13. After six hours the client’s PTT is 104 sec what should the drip infuse at in

mL/hr___22units-5 units is 17 units/kg/hr= 8.65 mL/hr_____________________

14.The nurse is caring for a client on a 12hr shift (0700-1900) and must calculate the Intake

and Output for his/her assigned shift. The patient has IVF (intravenous fluids) @ 125 mL/hr,

NGT to LWS (low wall suction) (125mL), Foley Catheter (545 mL), JP (Jackson pratt) drain,

(45 mL) Ancef 500 mg/100 mL NS every four hours beginning at 0800. At 1500 the HCP

writes and order to DC the NGT start the patient on clear liquids and decrease the IVF to 80

mL/hr The patient had 3 ounces 7-up, 120 mL of broth, 6ounces of apple juice

Calculate the following Intake___1865___________________

Output___715___________________

Balance____1150 +____________ Positive or Negative

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CLIENT INFORMATION SHEET (CIS) Panola College

ASSOCIATE DEGREE NURSING RNSG 2263

Student: Clinical Date: Instructor:

Pt. Initials:

Date of Adm: Admitting Medical Diagnosis:

Current

Vital Signs

T

P Surgery type and Post-Op day: (if applicable)

R

BP

Age:

Allergies and type of reaction (all types):

Pertinent Past Medical History:

O2

Sat O2

Use Respiratory

Therapy Treatments

Sex:

Chief Complaint on admission:

Height:

Weight: IV Therapy/ SL:

Solution and rate

Ethnicity: Dentures: Upper Lower Fluid Restriction:

Religion: Hearing Loss: Right Left Diet:

Marital Status:

Glasses: Y N Diet Rationale:

Contacts: Y N

Activity: Reason:

Code Status:

Advance Directive

?

Occupation: Previous Occupation:

Safety Considerations:

Hx tobacco

use: pack year

history

Hx. Alcohol or substance abuse:

Fall Risk: Aspiration Risk: Other:

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*Treatment and Special Orders: (include all such as FSBG,TCDB, incentive spirometer, respiratory treatments, nursing interventions etc.)

Chief Complaint and Brief History of Present Illness: Past Medical History, Including Home Meds: Pathophysiology of current illness and major medical diagnoses:( Be specific and inclusive do not copy book put in your own words)

Treatment/Procedure

Frequency Rationale for Treatment/Procedure

Date Diagnostic Test Results Rationale for test Nursing implications

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Prioritized NANDA: *Lab Data: ( Not an all inclusive list add as necessary)

Lab Test Result (s) & Date (s) Most current labs

show a progression of improvement or

lack of improvement

Normal Range

Brief Rationale for Abnormalities (Be sure to

explain all grossly abnormal labs)

CBC Date Date Date

WBC 4.6 – 10.2

RBC 4.0 – 5.5

Hgb 12.2 – 16.2

HCT 37.7 – 47.9

Platelets 140 – 440

Coagulation

PT 10-12 sec

PTT 30-45 sec

INR 2-3( target)

Electrolytes

Na+ 136 – 145

K+ 3.50 – 5.10

Cl- 98 – 107

CO2 22.0 – 29.0

Magnesium 1.5-2.6

BUN 6.0 – 20.0

Glucose 60 – 105

Creatinine 0.70 – 1.30

Calcium

Cardiac Enzymes

CKMB < 7.1U/L

Troponin <1ng/mL

D-Dimer <0.5mg/L

Chemistry

Albumin 3.5-5.0

Protein 6-8.4

Amylase 4-25

BNP <100

Bilirubin (total) 0.2-1.2 mg/dl

Cholesterol <200

HDL M >40 F >50

15

LDL <100

Triglycerides <150

UA

Color straw – yellow

Appearance clear - hazy

Sp Gr 1.003 – 1.030

pH 5.00 – 9.00

Protein Negative

Glucose Negative

Ketone Negative

Lab test

Date

Date

Date

Normal

Rationale for abnormal

ABG

PH 7.35-7.45

PO2 70-100 mm Hg

PCO2 35-45 mm Hg

HCO3 22-26 mm Hg

B.E. +1 to -2

O2 Sat. 96%-100%

Lactic Acid 0.7-2.5 mmol/L

Additional labs

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Bedside Assessment

Student Name_______________________ Client Initials_________ Date_________

Systems Assessments

Vital Signs:

Neuro: Pupils, Orientation,

Limb movement and

strength, Patient response

Pulmonary:

Anterior/Posterior Breath

sounds, crackles, wheezing,

oxygen liters and device, O2

saturation, respiratory

effort,

Cardiovascular: S1 S2

mumers, S3 S4, any

complaints of chest pain,

Rhythm, pacemaker wires

present, capillary refill,

peripheral pulses

GI: Bowel sounds, abd soft

distended, last BM,

complaints of nausea, NGT

with description of drainage

and type of suction

GU: Urine color, clarity,

quantity, drainage device

any issues with urination

Skin: color, temp, moisture

evidence of breakdown, any

lesions

IV/Tubes: Type of solution

hanging and rate, condition

and location of site.Type,

location, drainage, suction

amt if present of tubes

Wounds/Incisions:

Describe if dressing present,

any drainage and condition

of wound

Misc:

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RNSG 2263

Advanced Clinical Concepts Concept Map Rubric

Component Excellent Proficient Marginal

Nursing Diagnosis

More than 4 nursing dx; dx meet NANDA definition and defining characteristics patient specific

10

4 nursing dx; dx meet NANDA definition and defining characteristics 8

Less than 4 nursing dx; one or more dx does not meet NANDA definition or defining characteristics; 5

Assessment CIS

History and assessment documented. In depth exploration of pathophysiology of all co-morbidities in student’s own words. Abnormal labs accurately explained. Medication list attached. CIS complete in detail and accurate

25

History and assessment documented. In depth exploration of pathophysiology of major co-morbidities in student’s own words all abnormal labs explained. Medication list attached. CIS complete and accurate.

20

History and assessment documented. Exploration of pathophysiology of admitting diagnosis. Abnormal labs explained. Medication list attached. CIS complete and accurate.

15

Interventions

Realistic, attainable; implementable; tailored to patient; expressed in student’s own words; more than 4 interventions for each diagnosis; interventions reflect student’s understanding of individual patient’s needs and diagnosis

25

Not all interventions unique patient; not expressed in student’s own words; 4 or fewer interventions for each dx; lacking appropriate interventions to diagnosis

20

Limited interventions; important or significant interventions not listed; interventions not realistic or attainable

15

Goals/Outcomes Measureable, Realistic, Attainable. Documentation well developed.

5

Measurable, slightly unrealistic, evidence of documentation

3

Not measureable or realistic no documentation

1

Prioritization All nursing diagnosis numbered in order of priority specific to

patient. 15

No more than one diagnosis incorrectly prioritized 12

More than 2 dx not prioritized

10

Relationships All relationships identified/linked; identifier clearly observable and easy to track; connecting word/phrase for each link

10

75% of relationships identified; easy to follow relationship links; not all links contain connecting word/phrase

8

Less than 75% of relationships identified; no linking word/phrase evident

7

Format Readable; Neat; all instructions followed; more than one professional nursing journal

article appropriately (APA) referenced reference page

10

Readable; Neat; instructions followed; one professional nursing

journal article referenced Reference page

7

Non-readable; messy; Does not follow instructions; no nursing journal article referenced

4

Date/s:

Student:

Patient Initials:

Score and Comments:

/100

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RNSG 2263-Oral Presentation Rubric: Medication Presentation

Student: Date:

Criteria (100%) (86%) (75%) (0%) Score

Medication name Clear, concise, generic

and all trade names, if

applicable

10

Mostly clear, concise;

generic and not all

trade names included

9

Moderately clear,

concise; generic or

trade name only, not

both

8

Unclear;; no

medication name/s

given

Indication & action Clearly states more

than2indications for

medical/surgical pt.

and applicable actions

15

Mostly clear, concise;

states at least 1

indication and

applicable action

13

Moderately clear,

concise; gives

1indication and action

11

Unclear; lacks

applicability to adult

population; no

indications or actions

given

Adverse reactions and side

effects

Clearly states 3-4

adverse reactions and

side effects

15

Mostly clear and

concise; states 2

adverse reactions and

side effects

13

Moderately clear,

concise; states1 side

effect and adverse

reaction

11

Unclear; no side

effects or adverse

reactions given

Dosage Clearly states dosage

range; identifies all

routes of

administration for

medication; gives

example of correct

calculation and

decision to administer

(when to hold).

Includes blood levels

if appropriate

15

Mostly clear and

concise ;gives dosage

range/s; not all routes

of administration

given; describes how

to calculate correct

dosage

13

Moderately clear,

concise; gives dosage

range/s; no routes of

administration given

11

Unclear; no range/s

or routes of

administration given

Nursing Implications Clearly describes 3 or

more nursing

implications with

related action/follow-

up

25

Describes2 nursing

implications; related

actions and follow-up

is incomplete

20

Describes1 nursing

implication; related

actions and follow-up

not stated

15

No nursing

implications given

Preparedness Completely prepared

to present assigned

topic on due date;

presentation smooth

and unfaltering;

provides APA

formatted reference

page of source/s used;

10

Mostly prepared, with

some halting during

presentation; reference

page lacks correct

APA formatting; refers

to prepared material

occasionally

6

Somewhat prepared;

halting and delay

consistently

throughout

presentation.

Reference page

incorrect APA format;

reads frequently from

prepared material

5

Not prepared; reads

entire presentation;

no reference page

submitted;

presentation not

presented on due

date;

Presentation Presentation 7-8” in

length; voice volume

clear, able to be heard;

correct grammar and

vocabulary used;

visual aids used

applicable to topic and

presentation mode

10

Presentation 6-7” in

length; Voice volume

easy to hear. Uses

appropriate visual aids

or presentation

techniques

6

Presentation less than

6”in length; Reserved

in presentation style;

uses monotone voice.

Voice volume not easy

to hear. Presentation

technique and/or

visual aids not

supportive.

5

Mumbles,

mispronounces

words, no enthusiasm

displayed throughout

presentation ;less

than5”in length or

greater than10” in

length; misses

presentation due date

TOTAL SCORE

19

PANOLA COLLEGE ASSOCIATE DEGREE REGISTERED NURSING PROGRAM

Advanced Concept Clinical RNSG 2263

EVALUATION CRITERIA FOR CLINICAL EXPERIENCES (1 = poor; 2 = good; 3 = excellent)

Student________________________

Preceptor: Assign a point value to each of the criterion, sign the form and Fax or email to Karen McClellan @ 903-694-4010 kmcclellan@panola.edu

_____1. Is dressed appropriately and on time according to school/agency policy

_____2. Maintains confidentiality of patient/client

_____3. Demonstrates growth by self-directed behavior _____4. Demonstrates appropriate communication methods _____5. Establishes a collaborative relationship with client and staff _____6. Demonstrates ability to think critically and problem-solve _____7. Accurately and promptly reports problems, changes in client’s status

_____8. Supports interventions with current evidenced-based practice _____9. Demonstrates ability to carry out safe and appropriate interventions to assist

client to meet physiologic and psychosocial needs _____10. Actively participates in patient conferences and rounds _____11. Demonstrates time management in carrying out assigned tasks SCORE:_________ Evaluator:________________________________________________________ Date:____________________________________________________________ Comments: Thank-you for participating in the student’s learning experience. Your contribution is important in the student’s education.

Karen McClellan RN, MBA, CCRN Panola College Nursing Instructor 903-694-4009 (o); 903-407-1552 (c )

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STUDENT PRECEPTOR EVALUATION (to be completed by student)

Complete at the end of clinical rotation and give to Instructor

Course/Semester____________________________

Facility___________________________________

Preceptor Name_____________________________________

Date______________________________________

Please evaluate your clinical preceptor for this rotation. For each statement, circle the number

that most accurately reflects your evaluation of your preceptor. Please use the following scale:

5= strongly agree; 4 = agree; 3 = moderately effective; 2 = somewhat ineffective; 1 = ineffective;

0 = NA or not observed

PRECEPTOR EVALUATION

My preceptor:

1. Provided an adequate orientation to the clinical unit. 1 2 3 4 5

2. Guided me in decision making rather than taking over/giving own

impressions

1 2 3 4 5

3. Was easily accessible and allocated sufficient time for consultation 1 2 3 4 5

4. Role-modeled professional practice and behaviors. 1 2 3 4 5

5. Encouraged discussion of clinical activities and differing view points. 1 2 3 4 5

6. Presented appropriate, accurate and current content 1 2 3 4 5

7. Utilized my strengths and knowledge. 1 2 3 4 5

8. Provided immediate and adequate feedback to my questions 1 2 3 4 5

9. Encouraged questions. 1 2 3 4 5

10. Communicated clinical knowledge well. 1 2 3 4 5

11. Suggested and/or provided additional learning experiences. 1 2 3 4 5

12. Utilized other members of the health care team. 1 2 3 4 5

13. Demonstrated effective rapport with clients. 1 2 3 4 5

14. Encouraged me to assume increasing responsibility during semester. 1 2 3 4 5

15. Assisted me in identifying goals and needs for experience. 1 2 3 4 5

16. Offered constructive comments for me to improve performance 1 2 3 4 5

My overall evaluation of this clinical preceptor: Poor Fair Good Excellent

Comments:

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Clinical Attendance Record

Name___________________________

Please have your preceptor sign for each clinical day and turn in at the end of the

semester.

Date

Unit

worked

Shift

Comments

Preceptor

The student will complete two CIS throughout the semester for the clients they

cared for; include an in-depth explanation of the pathophysiology of each medical

diagnosis, medication, top three prioritized NANDA, medication sheet and

assessment. The students will also journal the daily clinical experience using the

log form. These are to be turned in each week. The student is to focus on all

aspects of managing the care of critically ill patients.

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Required Textbooks/References

Dirksen, S. (2014). Clinical companion for medical-surgical nursing assessment and

management of clinical problems. (8rd

ed). St. Louis: Mosby/Elsevier.

Gahart, Betty & Nazareno, Adrienne, (2014). Intravenous medications. (31th ed). St. Louis:

Mosby/Elsevier.

HESI (2014). Comprehensive Review for NCLEX-RN Examination (4rd

ed). St. Louis: Elsevier

Lewis, S., Heitkemper, M., & Dirksen, S. (2014). Medical-surgical nursing assessment and

management of clinical problems. (9th

ed.). St. Louis: Mosby/Elsevier.

Lilley, L. & Aucker, R. (2014). Pharmacology and the nursing process. (8th

ed.). St. Louis:

Mosby/Elsevier.

Pickar, G.D. (2013). Dosage calculations(9th

ed.). Albany, New York: Delmar.

Silvestri, L. (2014). Saunders comprehensive review for nclex-rn(6nd

ed.). Philadelphia, PA:

W.B. Saunders Company.

If any student in this class has special classroom or testing needs because of a physical, learning,

or emotional condition, please contact ADA Counselor in the Administration Building, telephone

903-693-1123.

Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself, you

will very likely receive an F if you do not attend class.

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SCANS CRITERIA

1) Foundation skills are defined in three areas: basic skills, thinking skills, and personal

qualities.

a) Basic Skills: A worker must read, write, perform arithmetic and mathematical operations,

listen, and speak effectively. These skills include:

i) Reading: locate, understand, and interpret written information in prose and in

documents such as manuals, graphs, and schedules.

ii) Writing: communicate thoughts, ideas, information, and messages in writing, and

create documents such as letters, directions, manuals, reports, graphs, and flow charts.

iii) Arithmetic and Mathematical Operations: perform basic computations and approach

practical problems by choosing appropriately from a variety of mathematical

techniques.

iv) Listening: receive, attend to, interpret, and respond to verbal messages and other cues.

v) Speaking: Organize ideas and communicate orally.

b) Thinking Skills: A worker must think creatively, make decisions, solve problems,

visualize, know how to learn, and reason effectively. These skills include:

i) Creative Thinking: generate new ideas.

ii) Decision Making: specify goals and constraints, generate alternatives, consider risks,

and evaluate and choose the best alternative.

iii) Problem Solving: recognize problems and devise and implement plan of action.

iv) Visualize ("Seeing Things in the Mind's Eye"): organize and process symbols,

pictures, graphs, objects, and other information.

v) Knowing How to Learn: use efficient learning techniques to acquire and apply new

knowledge and skills.

vi) Reasoning: discover a rule or principle underlying the relationship between two or

more objects and apply it when solving a problem.

c) Personal Qualities: A worker must display responsibility, self-esteem, sociability, self-

management, integrity, and honesty.

i) Responsibility: exert a high level of effort and persevere toward goal attainment.

ii) Self-Esteem: believe in one's own self-worth and maintain a positive view of oneself.

iii) Sociability: demonstrate understanding, friendliness, adaptability, empathy, and

politeness in group settings.

iv) Self-Management: assess oneself accurately, set personal goals, monitor progress, and

exhibit self-control.

v) Integrity and Honesty: choose ethical courses of action.

2) Workplace competencies are defined in five areas: resources, interpersonal skills,

information, systems, and technology.

a) Resources: A worker must identify, organize, plan, and allocate resources effectively.

i) Time: select goal-relevant activities, rank them, allocate time, and prepare and follow

schedules.

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ii) Money: Use or prepare budgets, make forecasts, keep records, and make adjustments

to meet objectives.

iii) Material and Facilities: Acquire, store, allocate, and use materials or space efficiently.

Examples: construct a decision time line chart; use computer software to plan a project;

prepare a budget; conduct a cost/benefits analysis; design an RFP process; write a job

description; develop a staffing plan.

b) Interpersonal Skills: A worker must work with others effectively.

i) Participate as a Member of a Team: contribute to group effort.

ii) Teach Others New Skills.

iii) Serve Clients/Customers: work to satisfy customer's expectations.

iv) Exercise Leadership: communicate ideas to justify position, persuade and convince

others, responsibly challenge existing procedures and policies.

v) Negotiate: work toward agreements involving exchange of resources, resolve

divergent interests.

vi) Work with Diversity: work well with men and women from diverse backgrounds.

Examples: collaborate with a group member to solve a problem; work through a group

conflict situation, train a colleague; deal with a dissatisfied customer in person; select and

use appropriate leadership styles; use effective delegation techniques; conduct an

individual or team negotiation; demonstrate an understanding of how people from

different cultural backgrounds might behave in various situations.

c) Information: A worker must be able to acquire and use information.

i) Acquire and Evaluate Information.

ii) Organize and Maintain Information.

iii) Interpret and Communicate Information.

iv) Use Computers to Process Information.

Examples: research and collect data from various sources; develop a form to collect data;

develop an inventory record-keeping system; produce a report using graphics; make an

oral presentation using various media; use on-line computer data bases to research a

report; use a computer spreadsheet to develop a budget.

d) Systems: A worker must understand complex interrelationships.

i) Understand Systems: know how social, organizational, and technological systems

work and operate effectively with them.

ii) Monitor and Correct Performance: distinguish trends, predict impacts on system

operations, diagnose deviations in systems' performance and correct malfunctions.

iii) Improve or Design Systems: suggest modifications to existing systems and develop

new or alternative systems to improve performance.

Examples: draw and interpret an organizational chart; develop a monitoring process;

choose a situation needing improvement, break it down, examine it, propose an

improvement, and implement it.

e) Technology: A worker must be able to work with a variety of technologies.

i) Select Technology: choose procedures, tools or equipment including computers and

related technologies.

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ii) Apply Technologies to Task: understand overall intent and proper procedures for

setup and operation of equipment.

iii) Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with

equipment, including computers and other technologies.

Examples: read equipment descriptions and technical specifications to select equipment

to meet needs; set up and assemble appropriate equipment from instructions; read and

follow directions for troubleshooting and repairing equipment.

STUDENT ACKNOWLEDGMENT

I have read the Panola College Associate Degree Nursing program syllabus for RNSG 2263

– Advanced Concepts – Adult Health Clinical Nursing and I understand the policies as

discussed.

In addition, I will comply with the current ADN Student Handbook as found on the ADN

web page.

I will comply that the requirements as delineated. It is my understanding that this form

will become part of my permanent file.

________________________ _____________________________

Student Name Student Signature

(PRINT)

_____________________________

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Log for Clinical Nursing Experience

To be completed each week and uploaded in canvas for the prior week of clinical

Student Name: ______________________________ Experience/Facility______________________________

Date _________________________________________

Date

Pt.

initials

Medical

Diagnosis

Nursing

Diagnosis

Top 3

Prioritized

Age Skills Performed Medications Brief Overview of clinical

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