School Nurse Framework for Professional Practice Evidence of Performance

Transcription

1 1 DOMAIN 1: PLANNING AND PREPARATION School Nurse Framework for Professional Practice Evidence of Performance 1a Demonstrating medical knowledge and skill in nursing techniques (page 133) Nurse demonstrates little understanding of medical knowledge and nursing techniques. Nurse demonstrates basic understanding of medical knowledge and nursing techniques. Nurse demonstrates understanding of medical knowledge and nursing techniques. Nurse demonstrates deep and thorough understanding of medical knowledge and nursing techniques. Physical assessment Physical reassessment Charting/Documentation Student/Staff/Parent Education Materials (cough etiquette, hand washing, wound care) Medlineplus.gov Prescription Pad Planning Conference Questions #6, 7 and 9

2 2 DOMAIN 1: PLANNING AND PREPARATION (CONTINUED) 1b Demonstrating - knowledge of child and adolescent development (page 133) Nurse displays little or no knowledge of child and adolescent development. Nurse displays partial knowledge of child and adolescent development. Nurse displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, nurse displays knowledge of the extent to which individual students follow the general patterns. PowerPoint Presentation Pamphlet Poster, or Storyboard format/content Planning Conference Questions #1, 3, 6 and 9

3 3 DOMAIN 1: PLANNING AND PREPARATION (continued) 1c Establishing goals for the nursing program appropriate to the setting and the students served (page 133) Nurse has no clear goals for the nursing program, or they are inappropriate to either the situation or the age of the students. Nurse s goals for the nursing program are rudimentary and are partially suitable to the situation and the age of the students. Nurse s goals for the nursing program are clear and appropriate to the situation in the school and to the age of the students. Nurse s goals for the nursing program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. Updated letters for annual mailings (fall asthma conference mailing spring health care plan mailing) Planning Conference Questions #2, 5, 6 and 9 Reflection Conference Question #5

4 4 DOMAIN 1: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of government, community, and district regulations and resources (page 134) Nurse demonstrates little or no knowledge of governmental regulations and resources for students available through the school or district. Nurse displays awareness of governmental regulations and resources for students available through the school or district, but no knowledge of resources available more broadly. Nurse displays awareness of governmental regulations and resources for students available through the school or district and some familiarity with resources external to the school. Nurse s knowledge of governmental regulations and resources for students is extensive, including those available through the school or district and in the community. Updated state mandates Implementation plans for state mandates Illinois Department of Public Health (IDPH) directives Updated list of community health clinics/physicians Updated webpage information Planning Conference Questions #3, 5 and 9

5 5 DOMAIN 1: PLANNING AND PREPARATION (continued) 1e Planning the nursing program for both individuals and groups of students, integrated with the regular school program (page 134) Nursing program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Nurse s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Nurse has developed a plan that includes the important aspects of work in the setting. Nurse s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. List of students to participate in hearing/vision screening List of students to receive hearing/vision rescreening List of student referrals for hearing Documentation to be used for the annual vision report List of students identified with Asthma/Diabetes/Allergies/Seizures/Sickle Cell Anemia Nurse s schedule for 504 Plan meetings for select students Schedule of beginning of year health plan meetings for identified students Planning Conference Questions #2, 3, 5, 6, 8 and 9 Reflection Conference Question #5

6 6 DOMAIN 1: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the nursing program (page 134) Nurse has no plan to evaluate the program or resists suggestions that such an evaluation is important. Nurse has a rudimentary plan to evaluate the nursing program. Nurse s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Nurse s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. End of year Nursing Program Improvement Plan Planning Conference Questions #7 and 9

7 7 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport (page 135) Nurse s interactions with at least some students are negative or inappropriate. Nurse s interactions with students are a mix of positive and negative. Nurse s interactions with students are positive and respectful. Students seek out the nurse, reflecting a high degree of comfort and trust in the relationship. Sample Artifacts Planning Conference Question #4 Reflection Conference Question #3

8 8 DOMAIN 2: THE ENVIRONMENT (continued) 2b Establishing a culture for health and wellness (page 135) Nurse makes no attempt to establish a culture for health and wellness in the school as a whole, or among students or among teachers. Nurse s attempts to promote a culture throughout the school for health and wellness are partially successful. Nurse promotes a culture throughout the school for health and wellness. The culture in the school for health and wellness, while guided by the nurse, is maintained by both teachers and students. s sent to teachers regarding health issues Nurse s posters displayed in classrooms and common area Wellness pamphlets displayed in nurse s office Planning Conference Questions #4 and 8 Reflection Conference Question #3

9 9 DOMAIN 2: THE ENVIRONMENT (continued) 2c Following health protocols and procedures (page 135) Nurse s procedures for the nursing office are nonexistent or in disarray. Nurse has rudimentary and partially successful procedures for the nursing office. Nurse s procedures for the nursing office work effectively. Nurse s procedures for the nursing office are seamless, anticipating unexpected situations. Student sign-in sheet Student attendance protocol documents Student/Staff incident report Planning Conference Question #4 Reflection Conference Question #3

10 10 DOMAIN 2: THE ENVIRONMENT (continued) 2d Supervising health associates (page 135) Not applicable No guidelines for delegated duties have been established, or the guidelines are unclear. Nurse does not monitor associates activities. Nurse s efforts to establish guidelines for delegated duties are partially successful. Nurse monitors associates activities sporadically. Nurse has established guidelines for delegated duties and monitors associates activities. Associates work independently, indicating clear guidelines for their work. Nurse s supervision is subtle and professional. Sample Artifacts Planning Conference Question #4 Reflection Conference Question #3

11 11 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space (page 135) Nurse s office is in disarray or is inappropriate to the planned activities. Medications are not properly stored. Nurse s attempts to create a well-organized physical environment are partially successful. Medications are stored properly but are difficult to find. Nurse s office is well organized and is appropriate to the planned activities. Medications are properly stored and well organized. Nurse s office is efficiently organized and is highly appropriate to the planned activities. Medications are properly stored and well organized. Supplies order form Medication authorization forms and medication log is available for each medication available Medication authorization forms are indexed and readily available for administrators to administer medications Current, relevant posters/pamphlets Reflection Conference Question #3

12 12 DOMAIN 3: DELIVERY OF SERVICE 3a Assessing student needs (page 136) Nurse does not assess student needs, or the assessments result in inaccurate conclusions. Nurse s assessments of student needs are perfunctory. Nurse assesses student needs and knows the range of student needs in the school. Nurse conducts detailed and individualized assessment of student needs to contribute to program planning. Written physical assessment Written physical reassessment Charting/Documentation Planning Conference Questions #7 and 9

13 13 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Administering medications to students (page 136) Medications are administered with no regard to state or district policies. Medications are administered by designated individuals, but signed release forms are not conveniently stored. Medications are administered by designated individuals, and signed release forms are conveniently stored and available when needed. Medications are administered by designated individuals, and signed release forms are conveniently stored. Students take an active role in medication compliance. Medication authorization form and medication log are available for each medication available Medication information resources are available for each medicine listing side effects Parent contacts requesting medication refills are documented

14 14 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Promoting wellness through classes or classroom presentations (page 136) Nurse s work with students in classes fails to promote wellness. Nurse s efforts to promote wellness through classroom presentations are partially effective. Nurse s classroom presentations result in students acquiring the knowledge and attitudes that help them adopt a healthy lifestyle. Nurse s classroom presentations for wellness are effective, and students assume an active role in the school in promoting a healthy lifestyle. PowerPoint presentations Lesson Plans List of conferences conducted for specific conditions (asthma, etc.) Planning Conference Question #9

15 15 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Managing emergency situations (page 137) Nurse has no contingency plans for emergency situations. Nurse s plans for emergency situations have been developed for the most frequently occurring situations but not others. Nurse s plans for emergency situations have been developed for many situations. Nurse s plans for emergency situations have been developed for many situations. Students and teachers have learned their responsibilities in case of emergencies. Health Care Plans have been created for select students Sign-in sheets from health care plan meetings Student medical alerts are documented in PowerSchool Literature provided to teachers for emergency situations (seizure, diabetes, asthma, etc.) Demographic sheets given to ambulance staff upon their arrival

16 16 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness (page 137) Nurse adheres to the plan or program, in spite of evidence of its inadequacy. Nurse makes modest changes in the nursing program when confronted with evidence of the need for change. Nurse makes revisions in the nursing program when they are needed. Nurse is continually seeking ways to improve the nursing program and makes changes as needed in response to student, parent, or teacher input. List of student, parent and staff suggestions

17 17 DOMAIN 3: DELIVERY OF SERVICE (continued) 3f Collaborating with teachers to develop specialized educational programs and services for students with diverse medical needs (page 137) Nurse declines to collaborate with classroom teachers to develop specialized educational programs. Nurse collaborates with classroom teachers in developing instructional lessons and units when specifically asked to do so. Nurse initiates collaboration with classroom teachers in developing instructional lessons and units. Nurse initiates collaboration with classroom teachers in developing instructional lessons and units, locating additional resources from outside the school. Not applicable Sample Artifacts s to staff detailing student accommodations and modifications (i.e. snacks during the day, water and bathroom privileges as needed) s to staff members who are coordinating field trips attended by students with health concerns

18 18 DOMAIN 4: PROFESSIONAL RESPONSILILITIES 4a Reflecting on practice (page 138) Nurse does not reflect on practice, or the reflections are inaccurate or selfserving. Nurse s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved. Nurse s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Nurse makes some specific suggestions as to how the nursing program might be improved. Nurse s reflection is highly accurate and perceptive, citing specific examples. Nurse draws on an extensive repertoire to suggest alternative strategies. Attendance sheet from monthly nurses meetings Updated nurses documentation (letters, processes) Written correspondence between nurses, staff and administrators Conference request form, attendance documentation or CPDU sheet from health related conferences and workshops Documentation from researching health topics Reflection Conference Questions # 1-7

19 19 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4b Maintaining health records in accordance with policy and submitting reports in a timely fashion (page 138) Nurse s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. Nurse s reports, records, and documentation are generally accurate, but are occasionally late. Nurse s reports, records, and documentation are accurate and are submitted in a timely manner. Nurse s approach to record keeping is highly systematic and efficient and serves as a model for colleagues across the school. Charting/Documentation of student office visits and medication administration Student health file has required (complaint) physical and immunizations Parent/guardian letters noting when immunizations are due (i.e. shot schedule) Release of information forms present in student files as applicable Completed ISBE Student Immunization Data Report submitted to Assistant Principal (APSS) when due (Nov) Completed IDPH Hearing and Vision annual Report submitted to APSS when due (May/June) Completed IDPH School Eye Exam Report submitted to APSS when due (May/June) Completed student/staff injury reports submitted to Associate Principal Completed student and employee injury reports submitted to Associate Principal as they occur Reflection Conference Questions # 1, 2 and 3

20 20 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4c Communicating with families (page 138) Nurse provides no information to families, either about the nursing program as a whole or about individual students. Nurse provides limited though accurate information to families about the nursing program as a whole and about individual students. Nurse provides thorough and accurate information to families about the nursing program as a whole and about individual students. Nurse is proactive in providing information to families about the nursing program and about individual students through a variety of means. Documentation of parent contact (i.e. letters, s, PowerSchool log entries, charting of parent phone calls) Scripts for School Reach messages Reflection Conference Questions # 1, 2 and 7

21 21 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4d Participating in a professional community (page 139) Nurse s relationships with colleagues are negative or self-serving, and nurse avoids being involved in school and district events and projects. Nurse s relationships with colleagues are cordial, and nurse participates in school and district events and projects when specifically requested to do so. Nurse participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Nurse makes a substantial contribution to school and district events and projects and assumes leadership role with colleagues. Department meetings Building relations in professional community Joining professional organizations School events/volunteering Faculty meetings PowerPoint presentations made to students/staff (career day, institute day) SIP day participation Attendance sheets from nurses meetings Conferences Presentation at October Institute Sharing resources handouts, teaching materials, PowerPoints, websites, workshops Collaboration with colleagues Flyers, posters, s, schedules, documentation for health events (i.e. asthma classes, dental bus, mobile medical, flu shots, blood drive, career day presentations, institute day presentations)

22 22 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4e Engaging in professional development (page 139) Nurse does not participate in professional development activities, even when such activities are clearly needed for the development of nursing skills. Nurse s participation in professional development activities is limited to those that are convenient or are required. Nurse seeks out opportunities for professional development based on an individual assessment of need. Nurse actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences documentation Webinars SIP meetings CPDU Certificates Joining professional organizations Transcripts Curriculum revision committees Goals Workshops UbD units Cohorts/taking classes PowerPoints or handouts from presentations Trying new things in the classroom Advanced degrees Mentoring Published articles/books Reflection logs s to staff regarding health related workshops Observing colleagues Agendas, handouts, instruction sheets provided at staff meetings and workshops Online communities (web 2.0)

23 23 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4f Showing professionalism (page 139) Nurse displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. Nurse is honest in interactions with colleagues, students, and the public; does not violate confidentiality. Nurse displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. Nurse can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Maintaining good peer relationships Proper communication Respectful interactions Timely response to correspondence Connecting with colleagues to plan Returning phone calls Modeling professional behavior for students Joining professional organizations Sharing information Timeliness and punctuality Achieving common goals Attentiveness at meetings Being consistent demonstrate fairness Attendance at school and meetings Committee participation Respectful to students Professional attire/dress Advocate for students decision making ability Responding to student/parent needs or concerns