PURPOSE. NR226 FUNDAMENTALS-PATIENT CARE Learning Plan. 1. Safe and Effective Care Environment o o

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1 PURPOSE NR226 FUNDAMENTALS-PATIENT CARE Learning Plan This learning plan expands upon the key concepts identified for the course and guides faculty in teaching the prelicensure BSN curriculum in all locations. Each unit s concepts are linked (in the 3 rd column) to the Chamberlain Care philosophical concepts that relate most prominently to that unit. The course content is further linked to the NCLEX-RN Test Plan s Client Needs Categories (in Orange-Brown font) from which NCLEX test items are derived. Readings and assignments contained within the newly aligned course shells support learners mastery of this content and the course outcomes. NCLEX TEST PLAN These Client Needs Categories/Subcategories* of the NCLEX-RN Test Plan link to NR224 as annotated in the course content outline below. 1. Safe and Effective Care Environment o o Management of Care Safety and Infection Control 2. Health Promotion and Maintenance 3. Psychosocial Integrity 4. Physiological Integrity o o o o Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation *There are five (5) Integrated Processes that are fundamental to the practice of nursing, and they are integrated throughout the Client Needs categories and subcategories. They are Nursing Process, Caring, Communication & Documentation, Teaching/Learning, and Culture & Spirituality. NR226 Learning Plan.docx Revised 03/15/2016 BME 1

2 CONTENT OUTLINE Unit 1 The Nursing Process & Concept Mapping Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Identify nursing resources that reflect current evidence for best practices. (COs 4 and 8 NCLEX-1, 2) 2. Demonstrate use of all nursing process components in concept map development. (COs 6 and 8 NCLEX-1, 2, 3, 4, The Nursing Process) 3. Complete the medication calculation requirement for the course. (CO 7 NCLEX-4) A. Course Overview (Physiological Integrity: Pharmacological and Parenteral Therapies) a. Medication Administration Module i. Review ii. Safe Medication Administration B. Clinical Reasoning and Decision Making (Safe and Effective Care Environment: Management of Care; Physiological Integrity: Reduction of Risk Potential) a. Critical Thinking b. Clinical Reasoning c. Professional Nursing Decisions d. Delegation e. Professional Responsibility C. Nursing Process (The a. Review Steps b. Literature Use/ Evidence Based Practice D. Concept Mapping a. Review Components b. Clinical expectations Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Person-Centered: 1. Utilize components of the nursing process when planning nursing interventions for individual client care. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. 1. Unit 2 Pain & Professional Practice Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Discuss the unique aspects of the professional nursing culture. (COs 5, 6, and 7 NCLEX-1) A: Pain (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort) a.defining pain b. Pain pathophysiology, etiology, manifestations. c. Pain theories d. Types of pain i. Acute vs. Chronic Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Professional Identity Formation: 1. Recognize professional responsibility and the decision-making role when providing and planning nursing care NR226 Learning Plan.docx Revised 03/15/2016 BME 2

3 2. Differentiate between personal and professional values. (COs 5 and 6 NCLEX-1) 3. Identify the legal influences on safe, professional nursing practice. (COs 6 and 7 NCLEX-1, 4) 4. Assess an individual s pain. (COs 1 and 3 NCLEX-1, 4, The 5. Plan individualized dependent and independent interventions for safe pain management. (COs 1, 3, 4, 6, and 8 The 6. Evaluate an individual s response to pain management interventions. (COs 1 and 4 NCLEX-1, 4, The ii. Physiologic vs. neuropathic iii. Others (breakthrough, psychogenic, phantom, central pain, etc.) e. Factors/barriers influencing pain assessment and management i. Myths/misconceptions ii. Developmental iii. Environmental iv. Ethnic/Cultural f. Pain response i. Physiological ii. Behavioral B. Nursing Process: Pain (The a. Assessment i. Classification and categorizing pain ii. Quantifying and qualifying pain 1.Subjective data a. Pain history b. Pain scales 2. Objective data a. Observable manifestations b. Diagnostic tests c. Sedation scales b. Nursing Diagnoses Examples i. Acute left ankle pain related to inflammation ii. Chronic left shoulder pain related to osteoarthritis c. Planning i. Outcome identification 1. Reduction of pain as stated by individual stated goal within one(1) hour of intervention 2. Improved mobility according to Holistic Health: 1. Identify pharmacology and non-pharmacology comfort measures use to provide comfort care and pain management. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 3

4 individual stated goal ii. Priorities i. Sequence of intervention 1. World Health Organization(WHO) Three Step Approach for managing pain 2. Impact of pain on sleep, activity ii. Rationale iii. Anticipation of risks or complications iii. Delegation 1. Nursing assistive personnel (NAP) roles 2. Professional nurse role a. Responsibilities associated with delegation d. Interventions i. Independent Nursing Interventions a. Agency for healthcare Research and Quality(AHRQ) recommendations for non- pharmacologic interventions b. Non-pharmacologic interventions ii. Comfort measures c. Safe and effective care environment d. Person Centered education A. Professional Nursing Culture (Safe and Effective Care Environment: Management of Care) a. Attributes of a professional b. Professional Practice i. American Nurses Association (ANA) 1. Definition of Nursing 2. Code of Ethics NR226 Learning Plan.docx Revised 03/15/2016 BME 4

5 3. Standards of Practice 4. Social Policy Statements ii. Specialty Organizations i. Responsibilities ii. Value System iii. Accountability v. Confidentiality 1. HIPAA 2. Social Media 3. Responsibility for one s actions 4. Reporting of errors/events vi. Communication 1. Interdisciplinary 2. Individual 3. Delegation 4. Documentation c. Legal Influences i. Types of Laws 1. Statutory a. Civil b. Criminal 2. Nurse Practice Laws ii. National Council of State Boards of Nursing 1. State Boards of Nursing iii. Informed Consent iv. Advanced Directives v. Restraints vi. Good Samaritan Laws vii. Patient Bill of Rights viii. Self determination Unit 3 Sleep, Rest, & the Older Adult Chamberlain Care NR226 Learning Plan.docx Revised 03/15/2016 BME 5

6 Upon completion of this unit, the student will be able to do the following. 1. Apply the nursing process to an individual with sleep pattern disturbance. (COs 1, 2, 3, 4, 6, and 8 The Nursing Process) 2. Explain therapies used in the collaborative care of individuals with sleep disorders. (COs 1, 4, and 8 NCLEX-1, 2, 4) 3. Discuss theories related to the stages of adult development. (COs 1 and 8 NCLEX-3) 4. Apply the nursing process to the care of the older adult. (COs 1, 3, 4, and 8 NCLEX-1, The 5. Adapt teaching strategies to accommodate common physiological, psychosocial, and cognitive changes related to the older adult. (COs 1 and 6 NCLEX-1, 2, 3, 4) A. Sleep and Rest (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort, Physiological Adaptations, Reduction of Risk Potential) a. Physiology of sleep b. Functions of sleep c. Sleep/wake patterns and rituals i. Stages ii. Cycles d. Normal sleep requirements e. Factors/barriers affecting sleep patterns f. Common sleep/rest problems/disorders B. Nursing Process: Sleep and Rest (The Nursing Process) a. Assessment i. Quantifying and qualifying sleep 1. Subjective data a. Sleep history (obtained from individual and partner) b. Sleep assessment scales 2. Objective data ii. Outcome identification 1. Improved sleep pattern by second night of hospitalization 2. Achievement of adequate sleep within one week of intervention 3. Others ii. Priorities iv. Sequence of interventions v. Rationale vi. Anticipation of risks or complications vii. Delegation Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Person-Centered: 1. Apply age-appropriate nursing considerations and interventions when providing care for the older adult. Care-Focused: 1. Identify barriers affecting normal sleep patterns. 2. Utilize appropriate nursing interventions when providing care for individuals with altered sleep patterns. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 6

7 1. Nursing assistive personnel (NAP) roles 2. Professional nurse role a. Responsibilities associated with delegation C. Interventions (The 1. Independent Nursing Interventions a. Non-pharmacologic interventions b. Safe and effective care environment c. Person Centered education 2. Dependent Nursing Interventions a. Pharmacologic b. Non-pharmacologic clinical therapies (e.g. BiPaP/CPAP 3. Collaborative interventions a. Report of nursing assistive personnel(nap) of vital signs and sleep status b. Communication with HCP response to dependent nursing interventions c. Complementary/Alternative therapies d. Evaluation D. Health Perception and Management: Older Adult (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort, Physiological Adaptations) a. Developmental stage: Older Adult defined b. Theories of Aging c. Myths/Misconceptions /Stereotypes d. Concerns of the older adult e. Differentiation of 3Ds: Delirium, Dementia, Depression f. Legal/ethical issues related to care of the older adult E. Nursing Process: Older Adult (The NR226 Learning Plan.docx Revised 03/15/2016 BME 7

8 a. Assessment i. Subjective data 1. Geriatric assessment (from individual and sometimes family member or caretaker) 2. Recognizing acute illness 3. Fall assessment ii. Objective data 1. Physiological, cognitive, and psychosocial 2. Diagnostic tests 3. Physical assessment b. Nursing Diagnoses Examples i. Risk of falls related to decreased balance ii. Risk for medication toxicity related to cognitive impairment c. Planning iii. Outcome identification iv. Anticipation of risks or complications v. Delegation 1. Nursing assistive personnel (NAP) roles 2. Professional nurse role a. Responsibilities associated with delegation b. Interventions 3. Independent Nursing Interventions a. Non-pharmacologic interventions b. Therapeutic communication c. Safe and effective care environment d. Person Centered education NR226 Learning Plan.docx Revised 03/15/2016 BME 8

9 4. Dependent Nursing Interventions a. Pharmacologic 5. Collaborative interventions a. Interdisciplinary providers (e.g. social workers, spiritual care providers, physical/occupational therapists, home care assistants, community resources for older adults, etc) F. Evaluation (The 1. Outcome evaluation a. Outcome achievement b. Modification of plan 2. Documentation Unit 4 Fluid & Electrolytes Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Apply the nursing process to an individual with fluid and electrolyte imbalances. (COs 1, 3, 4, and 8 NCLEX-1, The 2. Discuss alterations in health resulting from fluid and electrolyte A. Fluid and Electrolytes (Physiological Integrity: Basic Care & Comfort, Physiological Adaptations, Pharmacological & Parenteral Therapies) a. Review physiology of fluid and electrolyte balance b. Regulating fluids i. Sources of intake ii. Routes of output iii. Value ranges for fluids c. Regulating electrolytes i. Balance of electrolytes ii. Functions of electrolytes iii. Value ranges for electrolytes Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Care-focused: 1. Identify risks for fluid and electrolyte imbalance when assessing and providing care for an individual across the lifespan. Experiential Learning NR226 Learning Plan.docx Revised 03/15/2016 BME 9

10 imbalances. (CO 4 NCLEX- 1, 4) 3. Practice intravenous (IV) skills in an experiential learning environment. (COs 1, 2, and 7 NCLEX- 1, 4) d.factors affecting fluid and electrolyte balance B. Assessment of Fluid & Electrolytes (The a. Assessment i. Quantifying and qualifying 1. Subjective data a. Nursing history 2. Objective data a. Physical assessment b. Clinical measurements i. Weight ii. Vital signs iii. Intake/output iv. IV site b. Diagnostics/lab i. Serum electrolytes ii. CBC iii. BUN iv. Urine Specific gravity c. Nursing Diagnoses Examples i. Fluid Volume deficit related to vomiting and diarrhea ii. Water and sodium loss related excessive exercise d. Planning i. Outcome identification 1. Return to normal hydration within 48 hours of intervention 2. Relate the need to replace essential fluids and electrolytes during and after exercise ii. Priorities iii. Sequence of interventions xiv. Rationale iv. Anticipation of risks or complications v. Delegation SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. (SCE) David Montanari; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 10

11 1. Nursing assistive personnel (NAP) roles 2. Professional nurse role a. Responsibilities associated with delegation Unit 5 Altered Bowel Elimination Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Apply the nursing process to individuals with altered bowel elimination. (COs 1, 2, 4, 6, 7, and 8 The Nursing Process) 2. Discuss health conditions requiring bowel diversion surgery. (CO 8 NCLEX-1, 4) A. Bowel Diversion Surgeries (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort, Reduction of Risk Potential) a. Conditions Requiring Ostomy Surgery i. Cancer ii. Inflammatory Bowel Disease iii. Trauma iv. Others b. Temporary vs permanent ostomies i. Ileostomy 1. Continent Ileostomy 2. Ileoanal Pouch ii. Colostomy 1. Loop 2. Double-Barrel 3. End c. Assessment (The i. History 1. Elimination Patterns 2. Nutrition-Metabolic Patterns 3. Cognitive-Perceptual Patterns: Pain 4. Coping /Stress Tolerance Pattern b. Support system 5. Other Health Patterns ii. Physical Exam 1. Elimination Pattern a. Abdominal Girth Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Holistic Health: 1. Apply stress-reduction techniques when providing care for individuals experiencing altered bowel elimination. Person-Centered: 1. Recognize risk factors associated with altered bowel elimination for individuals across the lifespan. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. (SCE) David Montanari; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 11

12 b. Bowel Sounds 2. Nutrition-Metabolic Pattern a. Fluid & Electrolyte Imbalance 3. Other Health Patterns iii. Lab and Diagnostic Tests 1. Blood a. CBC b. Electrolytes c. Bilirubin d. Amylase e. Alkaline phosphatase f. CEA g. Others 2. Fecal Occult Blood 3. Radiologic a. UGI b. Barium Swallow & Enema c. Endoscopies d. Ultrasound e. Others 4. Nursing Care d. Nursing Diagnoses (The i. Body image disturbance r/t bowel diversion surgery ii. Risk for fluid volume deficit r/t inadequate intake iii. Others e. Planning (The i. Outcome Identification 1. Individual will demonstrate selfcare for stoma within 5 days. 2. Person will demonstrate no signs of dehydration within 48 hours of surgery. NR226 Learning Plan.docx Revised 03/15/2016 BME 12

13 3. Others ii. Priorities iii. Delegation f. Implementation of Interventions (The Nursing Process) i. Independent Nursing Interventions 1. Preparation for surgery a. Education of person and others 2. Postoperative care a. Assessment b. Fluid Intake i. Oral and Intravenous c. Diet d. Activity e. Comfort Measures f. Safe & Effective Care B. Environment (Safe and Effective Care Environment: Management of Care) i. Privacy Issues ii. Stoma care iii. Communication iv. Infection prevention ii. Dependent Nursing Interventions 1. Preparation for surgery a. Pharmacological i. Anitinfectives ii. Preoperative medications b. Bowel cleansing c. Diet d. Education 2. Postoperative a. Pharmacological i. IV Fluids ii. Analgesics NR226 Learning Plan.docx Revised 03/15/2016 BME 13

14 iii. Antiinfectives iv. Others b. Stoma care i. Surrounding skin ii. Output iii. Appliances c. Potential complications d. Psychosocial Care e. Preparation for home management i. Collaborative Interventions Unit 6 Perioperative Nursing Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Apply the nursing process to each phase of an individual s perioperative experience. (COs 1, 2, and 4 The Nursing Process) 2. Discuss psychological care for individuals and families during the perioperative experience. (COs 1 and 3 NCLEX-3) 3. Identify an individual s perioperative educational needs. (COs 6, 7, and 8 NCLEX-1, 2, 3, 4, The Nursing Process) A. Overview (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort, Physiological Adaptations; Reduction of Risk Potential) a. Association of Operating Room Nurses (AORN) b. Scope of Practice c. Standards of Practice B. Surgical Phases (Physiological Integrity: Basic Care & Comfort, Physiological Adaptations, Reduction of Risk Potential) a. Preoperative Phase (The i. Definition ii. Nursing Roles iii. Therapeutic Communication iv. Assessment 1. Comprehensive Assessment 2. Identification of Risk Factors 3. Lab and Diagnostics 4. Gender, Culture, and Age Considerations v. Diagnosis 1. Fear r/t upcoming surgery Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Holistic Health: 1. Apply stress-reduction techniques when providing perioperative nursing care. Professional Identity Formation: 1. Recognize the nursing scope of practice with perioperative nursing. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 14

15 4. Identify the implication of age on the perioperative experience. (COs 4 and 8 NCLEX-1, 3, 4) 2. Knowledge deficit r/t preparations for surgery 3. Others 4. Priorities vi. Outcome Identification 1. Person will verbalize source of fear 2. Individual will ask questions about instructions that are unclear. 3. Others vii. Implementation of Therapeutic Interventions 1. Safe and Effective Care Environment a. Informed Consent b. Interdisciplinary Team c. Preoperative Evidence Based Practices 2. Safety & Infection Control a. Preoperative Education b. Hygiene and Infection c. Preoperative d. Wrong Surgery/Site Precautions 3. Psychological Integrity a.fears, Anxiety, Needs i. Pain Management b. Individual and Family Support viii. Evaluation and Documentation b. Intraoperative Phase (The i. Nursing Roles o Standardized Clinical Experience (SCE) David Montanari; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 15

16 ii. Assessment 1. Individual Identification 2. Surgery/Site Identification 3. Allergies 4. Aging considerations iii. Diagnoses 1.Risk for injury r/t positioning 2.Risk for fluid volume deficit r/t volume loss 3.Others iv. Implementation of Therapeutic Interventions 1. Safe Environment a.anesthesia b.positioning c.body Temperature d.right to Withdraw Consent e.materials Counting 2. Infection Control a.surgical Scrub b.individual Site Preparation c.environmental Controls 3. Psychological Integrity a.support through anesthesia and procedure. 4. Physiological Integrity a.monitoring devices b.dvt risk reduction i. Sequential Compression Devices NR226 Learning Plan.docx Revised 03/15/2016 BME 16

17 v. Evaluation and Documentation c. Postoperative Phase i. Post-anesthesia Care Unit (PACU) 1. Nursing Roles 2. Reporting and Hand-Off 3. Assessment a. Post Anesthesia Recovery Score (PARS) b.parameters for Assessment c.complications d.aging considerations 4. Diagnoses a. Anxiety b. Fear c. Others 5.Implementation of Therapeutic Interventions a.arousal and Emotional Support b. Comfort Measures c. Pain Management d. IV Fluids e. NG tube f. Indwelling Catheter g. Surgical wounds h. Transport to Nursing Unit 6.Evaluation and Documentation a. Observing and reporting of findings. b. Communication NR226 Learning Plan.docx Revised 03/15/2016 BME 17

18 ii. Nursing Unit Recovery (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; Physiological Integrity: Basic Care & Comfort, Physiological Adaptations; The 1. Assessment a.nutrition and Metabolism b.elimination c.cognitive Perceptual d.activity and Exercise e.coping and stress tolerance f.aging considerations g.complications 2. Diagnosis a.knowledge deficit r/t home management b.risk for fluid volume deficit r/t excess blood/fluid loss c.others 3.Implementation of Safe & Effective Care Environment a.physiologic Integrity i. ABCs ii. Reduction of Risk for Complications iii. Comfort Measures NR226 Learning Plan.docx Revised 03/15/2016 BME 18

19 iv. Pain Management v. Fluid Balance vi. Skin Integrity vii. Activity Tolerance and Restrictions viii. Implications of physiological changes of age. b. Psychological Integrity c. Health Promotion & Maintenance i. Education and preparation for home care Unit 7 The Grief Response Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Apply the nursing process to the grief response. (COs 1, 2, 3, 4, and 8 The 2. Differentiate between normal and pathologic manifestations of the grief A. Coping and Stress Tolerance: Loss and Grief (Safe and Effective Care Environment: Management of Care, Psychosocial Integrity, Physiological Integrity: Basic Care & Comfort, Physiological Adaptations) a. Types of loss b. Grief Responses c. Theories of grief/bereavement process/stages d. Factors affecting grief response(e.g. cognitive level and developmental, gender, age, culture, spiritual beliefs, etc) e. End-of-life decisions B. Nursing Process: Loss and Grief (The Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Holistic Health: 1. Identify factors, such as culture and spiritual beliefs, affecting the grief response when providing care for individuals across the lifespan. Extraordinary Nursing: NR226 Learning Plan.docx Revised 03/15/2016 BME 19

20 response. (COs 1 and 4 NCLEX-1, 3, 4) a. Assessment i. Subjective data 1. Nursing history 2. Grief and loss assessment ii. Objective data 1. Physical assessment b. Nursing Diagnoses Examples i. Grieving related to loss of right lower leg ii. Prolonged grieving related to denial of loss c. Planning i. Outcome identification 1. Individual will participate in rehabilitative activities 2. Individual adjusts to actual loss ii. Priorities iii. Delegation iv. Sequence of interventions. Rationale v. Anticipation of risks or complications C. Delegation 1. Nursing assistive personnel (NAP) roles 2. Professional nurse role a. Responsibilities associated with D. Independent Nursing Interventions 1.Non-pharmacologic interventions 2.Therapeutic communication 3. Safe and effective care environment 4. Person Centered education 1. Recognize the role of the nurse as a patient advocate when providing care for individuals across the lifespan. Experiential Learning SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. (SCE) David Montanari; Check with faculty for further information. NR226 Learning Plan.docx Revised 03/15/2016 BME 20

21 E. Dependent Nursing Interventions (The Nursing Process) a. Pharmacologic 1. Non-pharmacologic clinical therapies b. Collaborative interventions 1. Complementary therapies (e.g. music/art therapies) 2. Interdisciplinary providers (e.g. social workers, spiritual care providers, grief/loss support groups, etc) F. Evaluation(The 1. Outcome evaluation a Outcome achievement b. Modification of plan 2. Documentation Unit 8 Wrap it Up Chamberlain Care Upon completion of this unit, the student will be able to do the following. 1. Differentiate between the components and apply the principles of the nursing process in the learning laboratory setting using simulated patient care scenarios. (PO 1 NCLEX-1, 2, 3, 4, The 2.Apply the concepts of health promotion and illness prevention in Review All Previous Content Chamberlain Care provides a framework for student learning by addressing the following concepts in this unit: Cultural Humility 1. Incorporate knowledge of individual cultural needs when providing care for clients across the lifespan. Professional Identity Formation 1. Understand the role of the nurse when providing care for individuals across the lifespan. Experiential Learning NR226 Learning Plan.docx Revised 03/15/2016 BME 21

22 the laboratory setting. (PO 2 NCLEX-1, 3, 4) 3.Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care in a simulated environment. (PO 3 NCLEX-1, 2, 3) 4. Employ critical thinking skills in the simulated laboratory setting. (PO 4 NCLEX-1, 2, 3, 4, The 5.Assume responsibility and accountability for identifying own personal, educational, and professional goals. (PO 5 NCLEX-1) 6. Explain and apply principles of legal, ethical, and professional standards in planning for and delivering patient care. (PO 6 NCLEX-1, 3) 7. Demonstrate beginning roles and responsibilities associated with professional nursing while planning for cost-effective basic nursing care to individuals and families. (PO 7 NCLEX-1) 8.Explain the rationale for selected nursing interventions based upon SIMCARE CENTER /Lab Activities (Safe and Effective Care Environment: Management of Care; Health Promotion and Maintenance; The (SCE) Jesus Garcia; Check with faculty for further information. (SCE) David Montanari; Check with faculty for further information. o Final Evaluation NR226 Learning Plan.docx Revised 03/15/2016 BME 22

23 current nursing literature. (PO 8 NCLEX-1, 4, The Nursing Process) NR226 Learning Plan.docx Revised 03/15/2016 BME 23