NURS Community Health Nursing Course Location: RCNH 103 Course Day & Time: Thursday 9:00-11:50 Fall 2017

Transcription

1 Fall 2017 NURS Community Health Nursing Course Location: RCNH 103 Course Day & Time: Thursday 9:00-11:50 Fall 2017 COURSE DESCRIPTION: The focus of this course is on health promotion, wellness, and disease prevention among individuals, populations, families, groups, and communities. The role of the baccalaureate-prepared nurse in both community-based and community-oriented practice will be examined, with an emphasis on evidence-based practice and leadership within the community. COURSE PLACEMENT IN CURRICULUM: Level 3. Required prerequisites: Successful completion of Level II ETBU nursing courses. COURSE FACULTY: Course Coordinator: Hillary Wisk, MSN, RN Office room number: Robert E. Craig, Room 106 Office phone: Office Hours: As posted on bulletin board and by appointment Course Clinical Instructor: Brittney Murley, MSN, RN Office room number: Robert E. Craig, Room 107 Office phone: Office Hours: As posted on bulletin board and by appointment STUDENT LEARNING OUTCOMES: Upon successful completion of this course, the student will be able to: 1. Assess environmental intrapersonal, interpersonal, and extra-personal stressors impounding on client and family systems in the community. 2. Analyze the relationship between physiological, psychological, sociocultural, developmental and spiritual variables as related to major health problems effecting individuals, families and communities in today's society. 3. Utilize the research process to identify populations at highest risk of hospital readmissions and methods for reducing hospital readmissions among these populations. 4. Appraise the effect of socioeconomic levels on client, family, or group responses to wellness, illness, and health care services. 5. Analyze appropriate ethical principles used in community health practice.

2 6. Analyze primary, secondary, and tertiary levels of prevention in community nursing using appropriate communication skills and the nursing process. 7. Compare and contrast roles and functions of baccalaureate prepared professional nurses in community health settings with roles in acute care settings. 8. Compare and contrast health care beliefs/practices of individuals, families, and groups from various cultural and ethnic backgrounds. 9. Assess resources available for individuals, families, and groups and initiate the planning process for perceived community deficits. COURSE CLINICAL LEARNING OUTCOMES: See the Clinical Evaluation Tool in the appendix. COURSE TEXT(S): Stanhope, M. & Lancaster, J. (2014). Foundations of nursing in the community: Communityoriented practice (4th ed.). St. Louis, MO: Mosby. ISBN COURSE EVALUATION METHODS: Course Grading Scale: In the Department of Nursing, letter grades are equated with the following percentages: A % B 82-91% C 75-81% D 65-74% F Below 65% The clinical component of this course will be graded on a Pass/Fail basis. Refer to the section entitled Lab/Clinical Assignments and the Clinical Evaluation Tool. Assessment Methods: Unit Exams (4) 80%* Assignments & Daily Work 10% HESI Specialty Exam 5% Quizzes 5% Total 100% *While other classroom assignments may figure into the final course grade, the student must achieve a weighted average grade (as shown above) of at least 75% on all unit exams (combined) in order to pass this course. In the event that the required unit exam average is not achieved, the final course grade will reflect only the unit exam average; grades on other assignments will not be included. 2

3 *Any student who scores less than 80% on a major unit exam (or whose major exam average is less than 80%) must meet with the course instructor prior to the next scheduled exam to discuss plans for grade improvement. See the Nursing Student Handbook for further guidelines. All written work is due at the beginning of class. Five points will be deducted for each day that an assignment is late past the due date. This applies to class and clinical assignments. Hybrid assignments (such as online discussion board posts or other assignments to be posted to Canvas) may be graded differently based on the rubric found in the course syllabus. Assignment(s) and grading criteria are located in the appendix. Students are responsible for meeting the computer needs of all courses. Assignments and due dates will not be altered because of personal computer problems. The computer lab in the Craig Nursing Building is available for student use during standard operating hours. NATIONAL TESTING STANDARDS: Students will be required to take a nationally normed exam during this course, which will count as a major component of the overall grade in this course or a percentage of the course grade as reflected in the Assessment Methods section above. Failure of the exam could result in failure of the course. Rubric for HESI Score Conversion to Numerical Grade Recorded in this Course: HESI Exam Prediction of NCLEX Success Recommended Performance Acceptable Performance Below Acceptable Performance Further Preparation Needed HESI Exam Scoring Intervals Numerical Grade Recorded for Exam Results 1000 or greater Less than

4 COURSE LAB / CLINICAL ASSIGNMENTS: Successful completion of all clinical and laboratory experiences is required in order to pass this course. Lab/Clinical grades are assigned as PASS or FAIL. Lab and Clinical assignments for this course are as follows: 1. Complete the assigned Evolve RN Case Studies online by assigned due dates. The highest score achieved for each case study will be recorded as the grade. Each case study must be completed with a grade of 80 or higher by the due date. See the course calendar for the due dates. Bioterrorism Herpes Simplex Virus (HSV) Hospice Natural Disaster in a Small Community The Role of the School Health Nurse 2. Grading criteria will be provided for each clinical assignment. See the lab section of this course on Canvas for details. 3. Pass the level specific medication calculation exam by Aug. 25, See the Medication Calculation Exam Policy in the ETBU Nursing Student Handbook. A minimum of 135 clinical hours must be completed to satisfy the requirements of this course. Agency or Patient/Client Care hours include activities such as providing direct patient care, observation experiences, agency orientations, and participating in clinical conferences (pre/post/other). Skills lab hours include activities such as participating in skills lab sessions, skills competency demonstration/testing, and simulated patient care activities. Computer hours include computerized/virtual experiences and online case studies. The following table shows the types of activities and the number of hours awarded for these activities: Community Health Nursing (88 hours) Clinical Activities Required in this Course Agency or Patient/Client Care Hours Skills Lab Hours Community Assessment with submitted evaluation Agency Clinical (4 Days Multiple locations + submitted reflective journaling) HISD Heartsway Hospice Marshall Homecare Community Healthcore Longview Community Teaching Project + submitted reflective journaling Kindergarten/First Grade Computer Hours Disaster Drill with debriefing 10 Orientation for Community Healthcore Longview 2 2 HESI Case Studies 10 Evaluation 1 Totals

5 Agency or Patient/Client Care Hours Skills Lab Hours Computer Hours Mental Health (47 hours) Clinical Activities Required in this Course Terrell State Hospital clinical (1 day + submitted 12 3 application assignment) Mental Health Agency (1 day + submitted reflective 10 2 journaling) RCRC Al Anon/AA (1 meeting + submitted reflective 2 2 journaling A Beautiful Mind with submitted discussion board 3 2 posting NCLEX 10, Evaluation 1 Totals Each student is expected to inform faculty member(s) immediately if ethical or legal problems arise during the course of clinical activities. Additional details regarding specific clinical assignments and schedules will be provided in class. Course Clinical Evaluation Methods: See the Clinical Evaluation Tool in the appendix. STUDENTS WITH DISABILITIES: A student with a disability may request appropriate accommodations for this course by contacting the Office of Academic Success, Marshall Hall, Room 301, and providing the required documentation. If accommodations are approved by the Disability Accommodations Committee, the Office of Academic Success will notify the student and the student s professor of the approved accommodations. The student must then discuss these accommodations with his or her professor. Students may not ask for accommodations the day of an exam or due date. Arrangements must be made prior to these important dates. For additional information, please refer to page in the new Undergraduate Catalog. SCHOOL OF NURSING ATTENDANCE POLICY: Responsibility for attendance at class and clinical/laboratory experiences rests with the student. Students are expected to arrive early and be prepared for class and clinical. Attendance for the entire class or clinical times as scheduled, or until dismissed by the instructor, is expected of students as part of the professional nurse role. Class attendance will be monitored according to the university attendance policy as outlined in the current ETBU Academic Catalog as stated below: CLASS ATTENDANCE East Texas Baptist University is committed to the policy that regular and punctual attendance is essential to successful scholastic achievement. Attendance at all meetings of the course for which a student is registered is expected. To be eligible to earn credit in a course, the student must 5

6 attend at least 75 percent of all class meetings. For additional information, please refer to page 34 of the Undergraduate Catalog. It is the responsibility of the students to notify the instructor in advance of upcoming Universityapproved absences. Students who accumulate university-approved absences (athletic teams, musical organizations, and other authorized groups) will be allowed to make up work missed as a result of that activity provided that: A. The activity was properly scheduled; B. The absence was authorized in advance; and C. Arrangements were made with their instructors prior to the absence. Such absences are, nonetheless, counted as classes missed. Students who exceed the absence limit in a course before the official withdrawal date will have the opportunity to withdraw from the class. Students in this situation who do not choose to withdraw on or before the official withdrawal date or who exceed the absence limit in a course after the official withdrawal date will receive a grade of XF. COURSE WITHDRAWAL A student may withdraw from a course or courses or from the University beginning with the first day through 75 percent of the semester without academic penalty. The final day to withdraw from this course is Friday, November 10, To withdraw from a course or courses or from the University the student must secure a withdrawal form from the Registrar s Office, his/her advisor, or from the ETBU website, and follow the directions on the form, securing all required signatures. Students must process their own withdrawals. For additional information, please refer to page 28 of the Undergraduate Catalog. WEAPONS IN CLASS The on-campus possession of firearms, explosives, or fireworks is prohibited with the exception of the transportation and storage of firearms and ammunition by concealed handgun license holders in private vehicles (as described in SB1907) Pursuant to Section 30.06, Penal Code (trespass by license holder with a concealed handgun), a person licensed under Subchapter H, Chapter 411, Government Code (handgun licensing law, may not enter this property (ETBU) with a concealed handgun. The ETBU President may grant authorization to a qualified and certified full-time faculty or staff member, who is a license holder with a concealed handgun to conceal carry on the University campus, at a University-sponsored event or within or on a University vehicle. STUDENT POLICY ON RECORDINGS Personalized audio and/or video recordings of classroom lectures or other academic meetings, events, and presentations must be approved by the faculty member teaching the course. Any recordings are the sole property of East Texas Baptist University and are subject to the provisions of applicable copyright law. Students may not distribute or disseminate these recordings in whole or part through any public or private forum, social media, or the internet. All 6

7 recordings must be deleted and/or destroyed at the end of the term. Failure to follow those policies may be subject to sanction under this rule. GRADUATING SENIORS Graduating seniors will need to complete final exams and turn in all final assignments no later than Tuesday of finals week in order for faculty to upload grades to the registrar by noon on Wednesday of finals week. Graduating seniors should notify their instructor and make appropriate arrangements. Students who fail a course(s) and/or who have not completed their course work or chapel credits before commencement will NOT be allowed to participate in commencement ceremonies. ACADEMIC INTEGRITY Students enrolled at East Texas Baptist University are expected to conduct themselves in accordance with the highest standards of academic honesty and integrity avoiding all forms of cheating, illicit possession of examinations or examination materials, unwarranted access to instructor s solutions manuals, plagiarism, forgery, collusion and submissions of the same assignment to multiple courses. Students are not allowed to recycle student work without permission of the faculty member teaching the course. Students must ask permission before submitting the work since it will likely be detected by plagiarism detection programs. If the student does not inform the instructor or ask permission before the assignment is due and submitted, the instructor may treat this as an academic integrity offense. Penalties that may be applied by the faculty member to individual cases of academic dishonesty by a student include one or more of the following: Failure of the class in question Failure of particular assignments Requirement to redo the work in question Requirement to submit additional work All incidents related to violations of academic integrity are required to be reported to the Vice President for Academic Affairs and multiple violations of academic integrity will result in further disciplinary measures which could lead to dismissal from the University. Additional policies, procedures, and guidelines that apply to this course in the classroom and clinical environments are located in the Nursing Student Handbook. 7

8 A. Course Calendar B. Assignments and Grading Criteria C. Assessment Mapping D. Course Clinical Evaluation Guidelines E. Preceptor Forms F. Clinical Evaluation Tool G. Course Affirmation Form Appendix Content 8

9 Appendix A Course Calendar DATE 8/21/17-8/27/17 DESCRIPTION Syllabus Review Chapter 1 Community-Oriented Nursing and Community-Based Nursing Chapter 2 The History of Public Health and Public and Community Health Nursing 8/28/17-9/3/17 Chapter 3 The U.S. Health and Public Health Care Systems Quiz #1 Chapter 4 Ethics in Community Health Nursing Practice Chapter 5 Cultural Influences in Nursing in Community Health Chapter 7 Government, the Law, and Policy Activism Chapter 8 Economic Influences 9/4/17-9/10/17 9/11/17-9/17/17 9/18/17-9/24/17 9/25/17-10/1/17 Exam 1 Review Exam 1 Chapter 11 Using Health Education in the Community Chapter 12 Community Assessment and Evaluation Windshield Survey Chapter 9 Epidemiologic Applications Chapter 15 Surveillance and Outbreak Investigation Windshield Survey Assignment due Quiz #2 Chapter 26 Infectious Disease Prevention and Control Chapter 27 HIV Infection, Hepatitis, Tuberculosis, and STD HESI Case Study: Herpes Simplex Virus (HSV) Exam 2 Review 9

10 10/2/17-10/8/17 10/9/17-10/15/17 10/16/17-10/22/17 10/23/17-10/29/17 Exam 2-Wednesday, October 4 at 8:00 am FALL BREAK!!! Enjoy.take a breather!! Chapter 14 Disaster Management HESI Case Study: Natural Disaster in a Small Community HESI Case Study: Bioterrorism Chapter 6 Environmental Health Chapter 18 Family Development and Family Nursing Assessment Quiz #3 Chapter 19 Family Health Risks Chapter 20 Health Risks across the Life Span HESI Case Study: The Role of the School Health Nurse HESI Case Study: Hospice Reducing Hospital Readmissions Among High-Risk Patient Populations Paper Due 10/30/17-11/5/17 11/6/17-11/12/17 11/13/17-11/19/17 Exam 3 Review Exam 3 Chapter 21 Vulnerability and Vulnerable Populations: An Overview Chapter 23 Poverty, Homelessness, Mental Illness, and Teen Pregnancy Quiz #4 Chapter 24 Alcohol, Tobacco, and Other Drug Problems in the Community Chapter 25 Violence and Human Abuse 11/17/17 11/20/17-11/26/17 11/27/17-12/3/17 Exam 4 Review HESI Specialty Exam Thanksgiving Week Exam 4 10

11 Appendix B Assignments and Grading Criteria Reducing Hospital Readmissions Among High-Risk Patient Populations Paper Instructions: Select a diagnosis of choice for high-risk patient populations that are commonly readmitted to the hospital. Prepare a paper that examines the rationale for readmissions among this population and provide evidence-based interventions for reducing hospital readmissions in this population. Length: 2 pages double-spaced Formatting requirements: APA format utilizing at least two peer reviewed references published within the last five years, cited appropriately throughout text, and included on a reference page. Also, include a title page (title of paper, name, course number and name, instructor name). For further instructions, see grading rubric. 11

12 Hospital Readmissions Paper Grading Rubric Criteria Unacceptable Acceptable Good Excellent Score Clearly Thoroughly Mentions the introduces the introduces the Does not discuss diagnosis of diagnosis of diagnosis of the diagnosis of choice and choice; Briefly choice; Clearly choice, targeted targeted highrisk population; targeted high- targeted high- identifies identifies Content high-risk Introduction population, or Mentions why risk population; risk population; 10% why this topic is this topic is Briefly discusses Includes why relevant to relevant to why this topic is this topic is nursing nursing relevant to relevant to (0-1 points) (2-4 points) nursing nursing (5-7 points) (8-10 points) Rationale for readmission 40% Evidence-Based Interventions 40% Reference, Grammar, Spelling, Mechanics, and Style 10% Summary of problem and identified rationale is unclear and/or unintelligible (0-10 points) Interventions are unclear, unintelligible, illogical, and/or nonexistent (0-10 points) More than 4 grammar and/or spelling mistakes; Extremely unorganized work, incomprehensible; Peer-reviewed nursing journal not used and/or referenced; Wrong reference citation used and/or APA format not used throughout paper Provides a clear but shallow summary of the problem and/or rationale for readmission; Ideas brief and not developed; Includes irrelevant information (11-20 points) Describes only one evidencebased intervention; includes no discussion of interventions (11-20 points) 3-4 grammar or spelling mistakes; Writing lacks consistency in order, details not logically written and is distracting to reader; Peerreviewed nursing journal referenced; 3-4 mistakes in reference Provides a clear and concise summary of the problem and identified rationale for readmission (21-30 points) Describes 2-3 evidence-based intervention Includes a simplistic discussion of these evidencebased interventions (21-30 points) 1-2 grammar or spelling mistakes; Writing lacks consistent order, making understandability difficult for the reader; Peerreviewed nursing journal referenced; 1-2 mistakes in reference citation and/or APA format Provides a thorough, clear, and concise summary of the problem and identified rationale for readmission (31-40 points) Thoroughly describes 2-3 evidence-based interventions for reducing readmission; Includes discussion of these evidencebased interventions (31-40 points) No grammar or spelling mistakes; Writing is cohesive and easily understandable to the reader; Peer-reviewed nursing journal referenced; Reference cited correctly; Paper adheres to APA format throughout 12

13 (0-1 points) citation and/or APA format (2-4 points) (5-7 points) (8-10 points) Total Score /100 13

14 Windshield Survey Assignment Instructions: In assigned groups, you will complete a windshield survey of your assigned community. The objective of a windshield survey is to assess a community in a short, simple way, compiling data to help form an analysis of that community. Simply put, a windshield survey is the equivalent of a community head-to-toe assessment. There are 15 elements that should be included in your windshield survey (see Table 12-3, p. 220 in your textbook). As a group, drive through your assigned community and document your findings on the table found on the next page. Be prepared to turn in your completed table and share your findings with the class on 9/21. Grading: Each of the 15 elements will be worth 6.67 points each. To receive full credit for each element, a thorough response must be documented. Failure to thoroughly answer an element could result in partial or no credit. 14

15 Elements Boundaries Description and Findings What defines the boundary? Roads, water, railroads? Does the area have a name? A nickname? Housing and zoning What is the age of the houses? What kind of materials in the construction? Describe the housing, including space between houses, general appearance and condition, and presence of central heating, air conditioning, and modern plumbing. Open space Describe the amount, condition, use of open space. Is the space used? Safe? Attractive? Commons Where do people in the neighborhood congregate? Who congregates there and at what hours during the day? Transportation How do people get from one place to another? Is public transportation available? Is so, what kind and how effective? How timely? Personal autos? Bikes, etc.? 15

16 Social service centers Do you see evidence of recreation centers, parks, social services, office of doctors and dentists, pharmacies? Stores Where do residents shop? How do they get to the shops? Do they have groceries or sources of fresh produce? Is this a food desert? Street people and animals Who do you see on the streets during the day? Besides the people, do you see animals? Are they loose or contained? Condition of the area Is the area well-kept or is there evidence of trash or abandoned cars or houses? Race and ethnicity What is the race of the people you see? What do you see about indices of ethnicity? Places of worship, food stores, restaurants? Are signs in English or other languages? (If the latter, which ones?) 16

17 Religion What indications do you see about the types of religion residents practice? Health indicators Do you see evidence of clinics, hospitals, mental illness, substance abuse? Politics What indicators do you see about politics? Posters, headquarters? Media Do you see indicators of what people read? If they watch television? Listen to the radio? Business and industry What type of business climate exists? Manufacturers? Light or heavy industry? Large employers? Small business owners? Retail? Hospitality industry? Military installation? Do people have to seek employment elsewhere? 17

18 Student learning outcome Appendix C Assessment Mapping 1. Assess environmental intrapersonal, interpersonal, and extra-personal stressors impounding on client and family systems in the community. 2. Analyze the relationship between physiological, psychological, sociocultural, developmental and spiritual variables as related to major health problems effecting individuals, families and communities in today's society. 3. Utilize the research process to identify populations at highest risk of hospital readmissions and methods for reducing hospital readmissions among these populations. 4. Appraise the effect of socioeconomic levels on client, family, or group responses to wellness, illness, and health care services. 5. Analyze appropriate ethical principles used in community health practice. 6. Analyze primary, secondary, and tertiary levels of prevention in community nursing using appropriate communication skills and the nursing process. 7. Compare and contrast roles and functions of baccalaureate prepared professional nurses in community health settings with roles in acute care settings. 8. Compare and contrast health care beliefs/practices of individuals, families, and groups from various cultural and ethnic backgrounds. 9. Assess resources available for individuals, families, and groups and initiate the planning process for perceived community deficits. Assessment Windshield Survey Community Assessment Hospital Readmission Paper Hospital Readmission Paper Windshield Survey Community Assessment Exams, HESI Quizzes Community Teaching Hospital Readmission Paper Hospital Readmission Paper Exams, HESI Quizzes Exams, HESI Quizzes Community Teaching Exams, HESI Quizzes Case Studies Exams, HESI Quizzes Case Studies Reflective Journaling Exams, HESI Quizzes Community Assessment Windshield Survey 18

19 Appendix D COURSE CLINICAL EVALUATION GUIDELINES The clinical component of this course will be evaluated as "P" (pass) or "F" (fail). Students must be successful in both lecture and clinical components of the class in order to earn credit for the course. The clinical grade will depend upon written assignments, clinical performance and post conference interactions. Students must complete the clinical log component of the Clinical Evaluation Tool on an ongoing basis to assist in documenting completion of clinical objectives. Faculty may review this documentation at times throughout the course. Additional evaluation by faculty will include direct observation of student performance, preceptor feedback on student performance, and/or other methods deemed appropriate based on course design and expectations. Formal evaluation conferences between the instructor and student will occur at mid-term and at final course completion; more frequent conferences may occur at the discretion of course faculty. Students are expected to adhere to the ETBU student handbook and the Nursing Student Handbook, attendance policies, professional clinical behavior policies, and dress codes. Failure to do so may result in clinical failure(s). Two clinical failure days will result in failure of the course. A completed and signed clinical evaluation is necessary for successful completion of this course. Students must achieve a pass on each critical element to be successful in the clinical component of the course. Critical elements are essential components of clinical behavior necessary for the performance of professional nursing. Examples of failing clinical behaviors include, but are not limited to: 1. Any act of omission or commission that may result in harm to the patient 2. Violating or threatening the physical, psychological, microbiological, chemical, or thermal safety of the patient 3. Violating previously mastered principles or learning objectives when implementing nursing interventions and/or delegated medical interventions 4. Assuming inappropriate independence in action or decisions 5. Not adhering to current CDC guidelines for infection control 6. Failing to recognize own limitations, incompetence and/or legal responsibilities 7. Failing to accept moral and legal responsibility for own actions, thereby violating professional integrity as expressed in the ANA Code for Nurses 8. Arriving at the clinical setting in an impaired condition or otherwise unprepared to give patient care as determined by the clinical instructor Further elaboration on professional behavior is found in the Nursing Student Handbook. 19

20 East Texas Baptist University Department of Nursing PRECEPTOR S EVALUATION OF STUDENT PERFORMANCE NURS 4622 Community Health Nursing Name of Student (print) Date Name of Preceptor (print) Agency Based on your experience today, please rate the student nurse in relation to the following statements. The Student Nurse: Not Competent Needs Improvement Average Above Average Superior Arrived on time, neatly groomed, and appropriately dressed. Defined clinical objectives clearly Demonstrated knowledge of patient medications (purpose, side effects, & nursing considerations) Performed organized history & physical examination of assigned patient. Demonstrated knowledge of client needs by active participation in care. Demonstrated effective verbal and written communication with individuals, families, and professionals N/A N/A N/A N/A N/A N/A Used critical thinking and evidence-based knowledge in nursing practice. Sought experiences to enhance learning; Self-motivated; offered assistance to others; used time effectively & efficiently N/A N/A Projected a positive, professional image of ETBU N/A In order to improve student-preceptor relationships, we encourage you to leave comments, ESPECIALLY if any area was rated 2 or less. Comments: Preceptor Signature 20

21 East Texas Baptist University Department of Nursing STUDENT S EVALUATION OF CLINICAL PRECEPTOR NURS 4622 Fall 2017 Community Health Nursing Course # Semester Course Name Name of Preceptor Agency Please rate the statements below in relation to your experience(s) with the preceptor. Circle the number that best represents your opinion. 4 = Excellent 3 = Above Average 2 = Average 1 = Needs Improvement The Clinical Preceptor: 1. Demonstrated clinical competency Stimulated critical thinking through interaction Was available for guidance and supervision Conveyed feedback in a constructive manner Demonstrated an organized approach Demonstrated respect for me as an individual Promoted a conducive environment for learning Was helpful to me in meeting my clinical objectives Provided a safe environment for learning Overall rating for this preceptor What are the strengths of this preceptor in providing clinical learning experiences? 12. What suggestions do you have for enhancing future experiences with this preceptor? Date Signature (optional) 21

22 East Texas Baptist University Department of Nursing PRECEPTOR AGREEMENT Preceptor Name (print) Agency Student Name (print) NURS 4622 Community Health Nursing_ Course # and Name I agree to serve as a preceptor for the above named student. As a preceptor, I agree to: 1. Participate in a preceptor orientation. 2. Function as a role model in the clinical setting. 3. Facilitate learning activities for no more than 2 students concurrently. 4. Orient the student to the clinical agency. 5. Guide, facilitate, supervise, and monitor the student in achieving the clinical objectives. 6. Supervise the student's performance of skills and other nursing activities to assure safe practice. 7. Collaborate with faculty to review the progress of the student towards meeting clinical learning objectives. 8. Provide feedback to the student regarding clinical performance. 9. Contact the faculty if assistance is needed or if any problems with student performances occur. 10. Discuss with faculty/student an arrangement for appropriate coverage for supervision of the student if I will be absent or not available as scheduled. 11. Give feedback to the nursing program regarding clinical experience for a student and suggestions for program development. Preceptor Signature Title Date As a student I agree to: 1. Maintain open communications with the preceptor and faculty. 2. Maintain accountability for my learning activities. 3. Prepare for each clinical experience as needed. 4. Be accountable for my nursing actions while in the clinical setting. 5. Arrange for the preceptor's supervision when performing procedures. 6. Contact faculty (telephone, pager) if faculty assistance is necessary. 7. Respect the confidential nature of all information obtained during clinical experience. 8. Abide by policies and regulations of the health care agency. Student Signature ETBU Nursing Faculty Signature Date Date Revised 05/06; 07/09 22

23 Fall 2017 APPENDIX F East Texas Baptist University Department of Nursing LEVEL 3: CLINICAL EVALUATION TOOL Student: NURS 4622 Community Health Nursing Fall 2017 Clinical Objectives Evidence of Satisfactory Performance I. Member of the Profession: (QSEN: Patient-centered Care, Evidence Based Practice, Safety, Informatics) A. Function within the nurse s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. B. Assume responsibility and accountability for the quality of nursing care provided to patients, families, populations, and communities. C. Promote the practice of professional nursing through leadership activities and advocacy. D. Practice responsibility and competency in nursing preparation, and develop insight through reflection, self-analysis, and self-care, and lifelong learning. Key elements which the student must independently complete for satisfactory performance are: Demonstrate patient confidentiality. Notify instructor and agency prior to absence or tardiness. Come to clinical prepared. Complete skills checklist per school policy. Conform to student dress code. Seek experiences to enhance learning. Conform to student clinical behavior as specified in student handbook. Report relevant patient issues to appropriate members of the healthcare team. Provides care based on patients' rights and established nursing practice standards. Complies with institutional policies & procedures related to patient safety & cost containment. Practices therapeutic communication as learned in class. Incorporates ethical principles such as nonmaleficence, justice, veracity, etc., when caring & interacting with patients and families. Changes behavior when necessary for own & other's wellbeing. Reports relevant patient issues to appropriate members of the healthcare team. Contributes to professional development of peers by sharing information in post conference, clinical settings, and competencies lab. Demonstrates responsibility for own behavior and growth as a learner and professional. Evaluates behavior and clinical experiences objectively and honestly. Seeks experiences to enhance learning. Demonstrates leadership in the clinical setting.

24 Deliver care in a manner that preserves/protects patient autonomy, dignity, and rights. Student Name NURS 4622 I. Member of the Profession: A. Function within the nurse s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. B. Assume responsibility and accountability for the quality of nursing care provided to patients, families, populations, and communities. C. Promote the practice of professional nursing through leadership activities and advocacy. D. Practice responsibility and competency in nursing preparation, and develop insight through reflection, self-analysis, and self-care, and lifelong learning. 24

25 Provide examples of how you met this competency in the patient care setting. Please include the date of the entry, the number of the objective, and a short description of how this objective was met. Example 1: Example 2: Example 3: Example 4: Example 5: Example 6: Example 7: Example 8: Clinical Objectives Evidence of Satisfactory Performance II. Provider of Patient-Centered Care: (QSEN: Patient-centered Care, Evidence Based Practice, Safety, Informatics) 25

26 Clinical Objectives A. Use clinical reasoning and established evidence-based policies as the basis for decision making and comprehensive patient care. B. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients, based upon interpretation of assessment findings compared with evidence-based research findings. C. Synthesize comprehensive assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and families using information from evidenced- based practice and published research in collaboration with patients, families, populations, communities, and the interdisciplinary health care team. D. Provide safe, compassionate, comprehensive nursing care to patients, families, populations, and communities through a broad array of health care services. E. Implement the plan of care for patients, families, populations, and communities within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. F. Evaluate and report patient, family, population, and community outcomes, and responses to therapeutic interventions in comparison to benchmarks from evidenced- based practice and research findings, and plan follow-up care. Key elements which the student must independently complete for satisfactory performance are: Systematically collects and analyzes subjective and objective data needed for care of patients with critical health problems across the life span. Perform selected nursing procedures safely and accurately. Seek guidance from appropriate person or faculty. Maintain safe patient environment. State rationale and side effects of medication. Demonstrate awareness of nursing implications for drug administration. Assess patient response to drugs and document appropriately. Evidence of Satisfactory Performance Demonstrates caring and respectful behaviors when interacting with patients, families, populations, and communities with critical health problems and across the life span. Illustrates purposeful and therapeutic relationships with patients, families, populations, and communities. Discovers therapeutic communication techniques that contribute to a helping relationship with the patients and their families with critical health problems and across the lifespan. Focuses on patient s needs rather than personal needs. Illustrates awareness of and respect for cultural, ethnic, and spiritual differences of the patients dealing with critical health problems and across the life span. Examines subjective & objective data needed for care of patients with mental health and/or social problems and across the life span. Completes appropriate physiological, psychological, sociocultural, developmental, and spiritual assessments on selected patients with mental health problems and across the lifespan. Applies critical reasoning to analyze data and select appropriate nursing diagnoses for patients with critical health problems. Mutually determines patient centered goals. Selects appropriate interventions based on assessment data and scientific evidence. Applies primary, secondary, & tertiary levels of prevention in the care of patients with psycho/social/spiritual problems. Reports errors immediately to faculty. Identifies and reports assessments and changes to appropriate staff member and instructor. Uses therapeutic communication appropriately with patients. Demonstrates appropriate patient teachings for patients of critical health problems and across the lifespan. Modifies appropriate teaching/learning principles when developing and implementing teaching plans for patients with critical health problems and across the lifespan. Demonstrates understanding of and use of the nursing process. Uses evidence-based practice to develop a plan of care for patients in the clinical setting. 26

27 II. Provider of Patient-Centered Care: A. Use clinical reasoning and established evidence-based policies as the basis for decision making and comprehensive patient care. B. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients, based upon interpretation of assessment findings compared with evidence-based research findings. C. Synthesize comprehensive assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and families using information from evidenced- based practice and published research in collaboration with patients, families, populations, communities, and the interdisciplinary health care team. D. Provide safe, compassionate, comprehensive nursing care to patients, families, populations, and communities through a broad array of health care services. E. Implement the plan of care for patients, families, populations, and communities within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. F. Evaluate and report patient, family, population, and community outcomes and responses to therapeutic interventions in comparison to benchmarks from evidenced- based practice and research findings, and plan follow-up care. Provide examples of how you met this competency in the patient care setting. Please include the date of the entry, the number of the objective, and a short description of how this objective was met. Example 1: Example 2: Example 3: Example 4: Example 5: Example 6: Example 7: 27

28 Example 8: Clinical Objectives Evidence of Satisfactory Performance III. Patient Safety Advocate: (QSEN: Patient-centered Care, Evidence Based Practice, Safety, Informatics) A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. B. Implement measures to promote quality and a safe environment for patients, self, and others. C. Formulate goals and outcomes using an evidence- based and theoretical analysis of available data to reduce patient risks. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. Promote and manage a safe, effective environment conducive to the optimal health and dignity of the patient and family. Accurately identify patient with at least two patient identifiers. Safely perform preventive and therapeutic procedures and nursing measures including safe patient handling. Use evidence-based findings to initiate accident prevention measures for patients and implement measures to prevent risk of patient harm resulting from errors and preventable occurrences Key elements which the student must independently complete for satisfactory performance are: Report relevant patient issues to appropriate members of the healthcare team. Use Standard Precautions at all times. Administer medications using legal standards (including the 6 rights). 28

29 III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. B. Implement measures to promote quality and a safe environment for patients, self, and others. C. Formulate goals and outcomes using an evidence- based and theoretical analysis of available data to reduce patient risks. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. Provide examples of how you met this competency in the patient care setting. Please include the date of the entry, the number of the objective, and a short description of how this objective was met. Example 1: Example 2: Example 3: Example 4: Example 5: Example 6: Example 7: 29

30 Example 8: Clinical Objectives Evidence of Satisfactory Performance IV. Member of the Health Care Team: (QSEN: Patient-centered Care, Evidence Based Practice, Safety, Informatics) A. Coordinate, collaborate, and communicate with patients, families, populations, communities, and the interdisciplinary health care team to plan, deliver, and evaluate care. B. Participate as an advocate in activities that focus on improving the health care of patients, families, populations, and communities. C. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of the patient, family, populations, and communities. D. Communicate and manage information using technology to support decision making to improve patient care. E. Use multiple referral resources for patients, families, populations, and communities considering cost; confidentiality; effectiveness and efficiency of care; continuity and continuum of care; and health promotion, maintenance, and restoration. Examines community resources available to the patients with mental health problems and/or social problems in specific patient populations in community settings. Works cooperatively and interacts professionally with patients. Organizes time effectively. Documents appropriately, accurately, and timely according to legal parameters and institutional criteria. Collaborates with various members of health care team. Participates in discharge planning. Identifies other available resources within the community setting to enhance patient knowledge of various programs and services. Support the patient s rights of self-determination and choice even when these choices conflict with values of the individual professional. Participate in quality improvement activities. Assess the adequacy of the support system of the patient, family, populations, and communities. Facilitate communication among patients, families, populations, communities, and interdisciplinary team to use institutional or community resources to meet health care needs. 30

31 IV. Member of the Health Care Team: A. Coordinate, collaborate, and communicate with patients, families, populations, communities, and the interdisciplinary health care team to plan, deliver, and evaluate care. B. Participate as an advocate in activities that focus on improving the health care of patients, families, populations, and communities. C. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of the patient, family, populations, and communities. D. Communicate and manage information using technology to support decision making to improve patient care. E. Use multiple referral resources for patients, families, populations, and communities considering cost; confidentiality; effectiveness and efficiency of care; continuity and continuum of care; and health promotion, maintenance, and restoration. Provide examples of how you met this competency in the patient care setting. Please include the date of the entry, the number of the objective, and a short description of how this objective was met. Example 1: Example 2: Example 3: Example 4: Example 5: Example 6: Example 7: 31

32 Example 8: Student Self-Evaluation of Clinical Experience: Strengths: Weaknesses: 32

33 Fall 2017 Appendix G East Texas Baptist University COURSE AFFIRMATION FORM NURS 4622, Community Health Nursing As a student in this course, I agree to protect the privacy of faculty, peers, patients and family members of patients by not inappropriately disclosing confidential information about faculty, peers, patients or their family members that is disclosed to me in my capacity as an East Texas Baptist University nursing student. In addition, I agree not to inappropriately disclose confidential information about any agency or institution that is disclosed to me in my capacity as an East Texas Baptist University nursing student. I agree to the release of immunization records and other human resources information to appropriate agencies, hospitals, and preceptors. I have read the syllabus for this course, and I understand the criteria established for grading my course work and the grading scale. If this course has a clinical/lab component, I understand that I must perform satisfactorily in that component in addition to earning a passing theory grade in order to pass the overall course. I understand that all policies and guidelines in the ETBU Nursing Student Handbook apply to this course. NURS 4622 Community Health Nursing Student's Printed Name Course Number and Name Student's Signature Date