NUR 103 Practical Nursing III. Spring 2017

Transcription

1 NUR 103 Practical Nursing III Spring 2017 Instructor Information Kim Amos, PhD, RN, CNE (Interim Director) Office number: (828) Cell number: (828) Office Location: RLC 2 nd Floor, 302E Best times to contact: Monday through Thursday, 9-4pm, Fridays by appointment Carole Koehler, MSN, RN (Clinical Coordinator) ckoehler@isothermal.edu Phone number: (828) Cell number: (828) Office Location: RLC 2 nd Floor, 302C Best times to contact: Monday through Thursday, 9-4pm, Fridays by appointment Erin Maietta, BSN, RN emaietta@isothermal.edu Phone number: (828) Cell number: (704) Office Location: RLC 2 nd Floor, 302B Best times to contact: Monday through Thursday, 9-4pm, Fridays by appointment Course Description: This course is designed to assimilate the concepts within the three domains of the individual, healthcare, and nursing. Emphasis is placed on biophysical and psychosocial concepts, professional behaviors, healthcare systems, health policy, and quality improvement. Included in this course are the mental health concepts. Upon completion, students should be able to demonstrate the knowledge, skills, and attitudes necessary to provide safe, quality, and individualized entry level nursing care. Pre-requisites: NUR 102 Co-requisites: BIO 169 Credit Hours: 9 Contact Hours: Class 6, Lab 0, Clinical 9 Total Required Hours: Class 96, Clinical 144 Isothermal Community College 1

2 Course Delivery NUR 103 Practical Nursing III is delivered as an 8 week late start, web-based course. This means that all of the required course hours will be completed in an 8 week period (last 8 weeks of spring semester) and that less than 50% of the required course hours will be completed on-line. The total breakdown of course hours includes the following: Course In-class, in-lab, or in-clinical activities Web-based activities Total hours required Class 56 hours 40 hours 6 x 16 = 96 Clinical Focus Care Experience (FCE) hours 144 hours (54 hours more than the required 90 hours) NCBON Administrative Code states that it must be at least 90 hours N/A 9 x 16 = 144 Totals 200 hours (83%) 40 hours (17%) 240 Isothermal Community College 2

3 Required Textbooks: Clayton, B. D., & Willihnganz, M. J. (2013). Basic pharmacology for nurses (16 th ed.). St. Louis, MO: Elsevier. (ISBN # ). (E-Book ISBN # ). dewit, S. C., & O Neill, P. (2014). Fundamental concepts and skills for nursing (4 th ed.) St. Louis, MO: Saunders Elsevier. (ISBN # ). (E-Book ISBN # ). dewit, S. C., & Kumagai, C. K. (2013). Medical-surgical nursing: Concepts and practice (2 nd ed.). St. Louis, MO: Saunders Elsevier. (ISBN # ). (E-Book ISBN # ). Giddens, J. F. (2013). Concepts for nursing practice. St. Louis, MO: Mosby Elsevier. (ISBN # ) (Includes E-Book). Leifer, G. (2015). Introduction to maternity and pediatric nursing (7 th ed.). St. Louis, MO: Saunders Elsevier. (ISBN # ). (E-Book ISBN # ). Mosby. (2014). Mosby nursing video skills student version DVD (4 th ed.). (ISBN # ). O Toole, M. T. (Ed.). (2013). Mosby s dictionary of medicine, nursing, & health professions (9 th ed.). St. Louis, MO: Elsevier Mosby. (ISBN # ). (E-Book ISBN # ). Ogden, S. J., & Fluharty, L. K. (2016). Calculation of drug dosages: A work text (10 th ed.). St. Louis, MO: Elsevier. (ISBN # ). Pagana, K. D., Pagana, T. J., & Pagana, T. N. (2015). Mosby s diagnostic & laboratory test reference (12 th ed.). St. Louis, MO: Elsevier Mosby. (ISBN # ). (E-Book ISBN # ). Silvestri, L. A. (2016). Saunders comprehensive review for the NCLEX-PN examination (6 th ed.). St. Louis, MO: Saunders Elsevier. (ISBN # ). (E-Book ISBN # ). Skidmore-Roth, L. (2016). Mosby s 2016 nursing drug reference (29 th ed.). St. Louis, MO: Elsevier Mosby. (ISBN # ). (E-Book ISBN # ). Required Computer Access Codes: Elsevier. (2012). Elsevier SimChart 1-year Access Code. (ISBN # ). Elsevier. (2012). SLS-LPN/LVN. (UG & AC). (ISBN # ). Isothermal Community College 3

4 Course Overview: Unit of Study Concepts Covered Exam Date Unit I: Alterations in Cognition, Mood, and Coping Unit II: Behavior; Development; Self; Violence; Unit III: Alterations in Sensory & Perception and Mobility Unit IV: Alterations in Infection, Inflammation, & Immunity Unit V: Alterations in Oxygenation and Perfusion Unit VI: Alterations in Fluid & Electrolytes, Metabolism, & Cellular Processes Unit VII: Professional Development Cognition; Mood & Affect; Stress & Coping; Behavior; Development; Self; Violence; Assessment (Data Collection) Sensory/Perception; Mobility; Assessment (Data Collection) Infection; Inflammation; Tissue Integrity; Immunity; Assessment (Data Collection) Oxygenation; Perfusion; Assessment (Data Collection) Fluid & Electrolytes; Metabolism; Cellular Regulation; Intracranial Regulation; Thermoregulation; Assessment (Data Collection) Health, Wellness, & Illness; Professional Behaviors; Communication; Clinical Decision Making/Problem-Solving; Teaching & Learning; Collaboration; Safety; Health Policy; Healthcare Systems; Ethics; Legal Issues; Accountability; Quality Improvement; Informatics Exam #1 (Units I & II) Exam #2 (Units III & IV) Exam #3 (Units V & VI) N/A Other Math/Pharmacology Competency NUR 103 Math/Pharmacology 25 question Exam (#1) (#2) HESI - PN HESI Custom Exam for NUR 103 (75 questions) Final Exam Comprehensive (Units I-V) HESI - PN HESI Comprehensive NCLEX Predictor Isothermal Community College 4

5 Concept Definitions Concept Definition Individual Domain 1. Acid Base Regulation of acidity and alkalinity in body fluids and conditions that contribute to imbalances. 2. Behavior Compulsive, problematic patterns of behavior resulting in psychological and/or physiological dependence. 3. Cellular Regulation Reproduction, proliferation, & alteration of cellular growth. 4. Cognition Mental operations that relate to logic, awareness, intellect, memory, language, and reasoning powers (Townsend, 2006). 5. Comfort An experience of emotional, spiritual, psychological and physical well-being. 6. Culture Comparative study and analysis of different cultures and subcultures in the world with respect to their caring behavior, nursing, care and health-illness values, beliefs, and patterns of behavior (Kelly-Heidenthal, 2003). 7. Development The sequential of cognitive, physical, emotional, psychosocial, and spiritual milestones. 8. Diversity Refers to the individual s variation both to innate and acquired characteristics such as: age, gender, race, abilities, individual life experiences, and sexual orientation. (Kelly-Heidenthal, 2003) 9. Elimination The secretion and excretion of body wastes from the kidneys and intestines and their alterations. 10. Family A system that seeks to maintain balance and functions as a unit. Thus if one event affects one family member all other members are affected (Delaune & Ladner, 2006). 11. Fluid and Electrolytes Processes that regulate the balance of water and electrolytes and conditions that contributes to imbalances. 12. Grief & Loss A series of intense & psychological responses that occur following a loss, with a goal of returning to homeostasis (Delaune & Ladner, 2006). Isothermal Community College 5

6 Concept Definition Individual Domain 13. Health, Wellness, & Illness Health, wellness, and illness encompass a lifelong process of holistic well-being and the process of human flourishing which is an existential journey of hope, regret, loss, illness, suffering, and achievement (NLN, 2010). Health is a dynamic state of being or experience in which the developmental and behavioral potential of an individual is realized to the fullest extent possible and may occur in the presence or absence of disease or injury (ANA, 1980, p. 5; ANA, 2004, p. 48). Wellness is a dynamic state of well-being to include self-responsibility and daily decision making in the areas of nutrition, stress management, physical fitness, preventive health care, and emotional health; and most importantly the whole being the individual (Berman & Snyder, 2011, p. 296). Illness is a highly personal state in which the person s physical, emotional, intellectual, social, developmental, or spiritual functioning is thought to be diminished (Berman & Snyder, 2011, p. 305). 14. Immunity The natural or induced resistance to infection and conditions associated with impaired response. 15. Infection The invasion of body tissue by microorganisms with the potential to cause illness or disease. 16. Inflammation The physiologic response to injury, infection, or allergens. 17. Intracranial Regulation Processes that impact intracranial compensation and adaptive neurological function. 18. Metabolism All physical and chemical changes that take place to sustain life and conditions that contribute to imbalances. 19. Mobility Mechanisms that facilitate or impair a person s ability to move. 20. Mood & Affect Mechanisms that influence the emotional state of an individual. 21. Oxygenation Mechanisms that facilitate or impair the body s ability to supply oxygen to the blood. 22. Perfusion Mechanisms that facilitate or impair circulation of blood through tissue. 23. Reproduction The process of conception, gestation, and childbirth. 24. Self The sum of mind and body that constitutes the identity of a person. (Taber's, 2006). Distortion may lead to psychosocial and physical manifestations. 25. Sensory/Perception Receiving and interpreting stimuli from the environment & utilizing the sense organs and factors contributing to impaired response. Isothermal Community College 6

7 Concept Definition Individual Domain 26. Sexuality The sum of the physical, functional, and psychological attributes that are expressed by one s gender identity and sexual behavior, whether or not related to the sex organs or to procreation (O Toole, 2006, p. 1091). 27. Spiritual An experience or feeling of being alive, purposeful, and fulfilled with the ability to make sense of life circumstances, beliefs about the universe, feelings of transcendence, joy, hopefulness and love (Berman & Snyder, 2011; Carson & Arnold, 1996). 28. Stress and Coping The body s attempt to return to homeostasis following a physiological response to disequilibrium (Townsend, 2006). 29. Thermoregulation Factors that regulate body temperature. 30. Tissue Integrity Mechanisms that facilitate or impair skin and mucous membrane intactness. 31. Violence Communication or behaviors which threaten or demonstrate harm to self or others. Nursing Domain 1. Assessment (Data Collection) Participation with the registered nurse in the holistic, systematic, and continuous collection, analysis, and synthesis of relevant data for the purpose of appraising the individual s health status (NLN, 2010). 2. Caring Intervention Caring interventions are those nursing behaviors and actions that assist clients in meeting their needs. These interventions are based on a knowledge and understanding of the natural sciences, nursing theory, nursing research, and past nursing experiences. Caring is the being with and doing for that assist clients to achieve the desired results. Caring behaviors are nurturing, protective, compassionate, and person-centered. Caring means promoting health, healing, and hope in response to the human condition (NLN, 2010). 3. Clinical Decision Making The use of critical thinking for decision making and problem solving to improve outcomes. Clinical judgment is a process of observing, interpreting, responding, and reflecting situated within and emerging from the nurse s knowledge and perspective (Tanner, 2006). Integration of best evidence provides rationale for informed decisions (Craig & Smith, 2007). Decision making is guided by logic and reasoning to promote the health of patients within a family context (NLN, 2010). 4. Collaboration Participation in an interdisciplinary health care team to promote safe, effective care and positive client outcomes. 5. Communication Interactive process of exchange of information that may occur verbally, nonverbally or through information technology. Isothermal Community College 7

8 Concept Definition Nursing Domain 6. Professional Behaviors Professional behaviors are characterized by a commitment to the profession of nursing. The student adheres to standards of professional practice, is accountable for her/his own actions and behaviors, and practices nursing within legal, ethical, and regulatory frameworks. Professional behaviors also include a concern for others, as demonstrated by caring, valuing the profession of nursing, and participating in ongoing professional development (NLN, 2010). Professional identity is evident in the lived experience of the nurse in his or her ways of being, knowing, and doing. (NLN, 2010). 7. Teaching and Learning Facilitator/facilitation of the acquisition of knowledge through learning. Healthcare Domain 1. Accountability Responsibility by health-care professionals for their own actions and judgment. 2. Advocacy Protecting, supporting, and intervening on behalf of the individual s rights and interests. Establishing a trusting relationship and respecting the individual s right to make their own choices. 3. Ethics A system of moral principles or standards governing relationships that is based on professional nursing beliefs and values (Taber's, 2006; Carroll, 2006). 4. Evidence-based Practice Integrate best research with clinical expertise and patient values for optimum care, and participate in learning and research activities to the extent feasible (IOM, 2003). 5. Health Care Systems Methods of healthcare delivery management and coordination. 6. Health Policy Decisions by government bodies and professional organizations aimed at directing and influencing actions and decisions of organizations and individuals within the health care system. 7. Legal Issues Rights, responsibilities and scope of practice as defined by the state nursing Practice Acts, as well public and civil laws. 8. Quality Improvement Systematic processes to measure client outcomes, identify hazards and errors, and develop changes to improve client care. 9. Safety A practice that ensures protection from harm or injury. To be safe, care must be seamless, supporting the nurse s ability to link the interdisciplinary healthcare team and technologies to perform as a unified whole (IOM, 2001). 10. Informatics Communicate, manage knowledge, mitigate error, and support decision making using information technology (IOM, 2003). Isothermal Community College 8

9 Course & Clinical Outlines: Will be provided by your instructor during the first week of class. How to be Successful in This Class: Read the chapters in the textbook; Take notes in class; Study every day (do not wait until the night before an exam); Review handouts and study guides on Moodle; Complete HESI practice exams and remediate as needed; Practice math calculations; study in groups with other students; online activities ICC General Education Competencies (GEC): Your achievement of competency in general education skills is incorporated into all the courses you take at Isothermal. This course will focus on the skills listed below. For information on how they will be evaluated, review the criteria that have been established by the college. These are available on the college website ( 1. Written Communication 2. Presentation Skills 3. Information Literacy 4. Critical Thinking 5. Quantitative Skills 6. Technology Skills NCCCS PN CRP Course Objectives Upon completion of the course, the learner will be able to: 1. Assimilate all concepts within the domain of the individual related to common alterations in health [Individual Domain (ID)]. 2. Provide safe, culturally competent, therapeutic nursing care to individuals with common health alterations [Nursing Domain (ND)]. 3. Safely provide therapeutic nursing care within the healthcare system for individuals with common alterations in health [Health Care System Domain (HCSD)]. Isothermal Community College 9

10 NCCCS PN CRP Program Learning Outcomes (PLOs) Model Concept-Based PN Curriculum Educational Outcomes PN Program Learning Outcomes Upon completion of the Practical Nursing Program, the graduate will: NUR 103 Student Learning Outcomes Upon completion of NUR 103 coursework (theory), the novice nursing student should begin to: ICC General Education Competencies (GEC) Upon completion of NUR 103, the student should begin to incorporate the following GECs: 1. Participate in evaluating the concepts of the holistic individual and client response in the promotion of health, wellness, illness, quality of life, and the achievement of potential. a) Participate in evaluating the concepts of the holistic individual and client response in the promotion of health, wellness, illness, quality of life, and the achievement of potential (ID). N/A 2. Practice professional nursing behaviors, within the ethicallegal practice boundaries of the LPN, incorporating personal responsibility and accountability for continued competence. 3. Participate in providing evidence-based nursing care, from an established plan of care, based on biophysical, psychosocial and cultural needs of clients in various stages of growth and development while assisting them to attain their highest level of wellness. a) Practice professional nursing behaviors, within the legal practice boundaries of the practical nurse, incorporating personal responsibility and accountability for continued competence (ND). a) Participate in providing evidence-based nursing care, from an established plan of care, based on biophysical, psychosocial, and cultural needs of clients in various stages of growth and development while assisting them to attain their highest level of wellness (ND). N/A Information Literacy Isothermal Community College 10

11 NCCCS PN CRP Program Learning Outcomes (PLO) (continued) Model Concept-Based PN Curriculum Educational Outcomes PN Program Learning Outcomes Upon completion of the Practical Nursing Program, the graduate will: 4. Reinforce and /or implement the teaching plan developed and delegated by the registered nurse to promote the health of individuals, incorporating teaching and learning principles. NUR 103 Student Learning Outcomes Upon completion of NUR 103 coursework (theory), the novice nursing student should begin to: a) Reinforce and /or implement the teaching plan developed and delegated by the registered nurse to promote the health of individuals, incorporating teaching and learning principles (ND). ICC General Education Competencies (GEC) Upon completion of NUR 103, the student should begin to incorporate the following GECs: N/A 5. Participate in the nursing process to provide individualized, safe and effective nursing care in a structured setting under supervision. a) Participate in the nursing process to provide individualized, safe and effective nursing care in a structured setting under supervision (ND). Critical Thinking 6. Demonstrate caring behaviors in implementing culturally-competent, clientcentered nursing care to diverse clients across the lifespan. a) Demonstrate caring behaviors in implementing culturally-competent, clientcentered nursing care to diverse clients across the lifespan (ND). Quantitative Skills 7. Participate in Quality Improvement (QI) by identifying hazards and errors and by suggesting, to the RN, changes to improve the client care process. a) Participate in Quality Improvement (QI) by identifying hazards and errors and by suggesting, to the RN, changes to improve the client care process (HCSD). N/A 8. Utilize informatics to access, manage, and communicate client information. a) Utilize informatics to access, manage, and communicate client information (HCSD). Technology Skills Isothermal Community College 11

12 NCCCS PN CRP Program Learning Outcomes (PLO) (continued) Model Concept-Based PN Curriculum Educational Outcomes PN Program Learning Outcomes Upon completion of the Practical Nursing Program, the graduate will: NUR 103 Student Learning Outcomes Upon completion of NUR 103 coursework (theory), the novice nursing student should begin to: ICC General Education Competencies (GEC) Upon completion of NUR 103, the student should begin to incorporate the following GECs: 9. Participate in collaboration with the interdisciplinary healthcare team, as assigned by the registered nurse, to support positive individual and organizational outcomes in a safe and cost effective manner. a) Participate in collaboration with the interdisciplinary healthcare team, as assigned by the registered nurse, to support positive individual and organizational outcomes in a safe and cost effective manner (ND). Written Communication Assessment of Learning Outcomes PLOs 1-9 relate to NUR 103 and are measured by unit exams and clinical assignments. The benchmark will be that students will score a minimum of 80 or higher on each assessment. Looking Ahead: Cumulative Reflection Paper A cumulative reflection paper is submitted at the end of NUR 103. Students should keep examples of their written, graded work from NUR 101 to NUR 103 to use when writing this paper. Post the typed, 1-2 page paper to Moodle by: Monday, May 1, 2017 by midnight (see also p. 16). Isothermal Community College 12

13 POLICIES AND STATEMENTS General Class Policies: Cellphones and laptops are allowed in the classroom but should be muted/silenced. Recording devices are not allowed in the classroom (Refer to the Classroom Guidelines located in the Practical Nursing (PN) Student Policy Manual). General Clinical Policies: Students are expected to be prepared for each assigned clinical day by adhering to the clinical guidelines as outlined in PN Student Policy Manual. Attendance Policy: Students are expected to be present and on time for all scheduled classes, labs, or clinical experiences. Extenuating circumstances or emergencies will be handled on an individual basis (Refer to the Attendance Policy located in the PN Student Policy Manual). Academic Integrity Statement: You are expected to rely only on your own knowledge when taking tests and completing independent assignments. Cheating in any form, including plagiarism (the use of an author s words or ideas without providing proper documentation), will not be tolerated and may result in loss of academic credit for the course and/or a failing grade on the assignment. See Student Rights, Responsibilities, and Judicial Procedures, Section VIII, of the ICC Student Handbook (Refer to the Academic Dishonesty Policy in the PN Student Policy Manual). Smoking Policy: There is no smoking permitted on the grounds of the RLC. Isothermal Community College 13

14 GRADING POLICY Grading The final course letter grade will be assigned according to the following: Letter Grade Numerical Range A B C F 79 or below The final course grade is calculated based on the following percentages: Unit Exams 75% HESI 103 5% Final Exam 20% 100% *An 80 or above is required for all nursing courses and a grade of C is required in co-requisites to progress in the program. Nullification Policy. If less than 50% of students answer a test item correctly, then the following guidelines are to be used: If the test question was determined to be invalid: A. Credit may be given for more than one choice or B. Nullify the test item by giving credit for all choices Rounding Policy. Exam grades will not be rounded. Only the final course grade will be rounded from the nearest 100 th (2 decimal places). Example: = % (C), = 84.5 = 85% (B). Process for computing NUR 102 grades Assignment Multiply by percentage Points earned Unit Exams average X 0.75 = HESI 103 X 0.05 = Final Exam average X 0.20 = Total Points earned: Course letter grade: Learning activities are provided to assist students to be successful in class. Students are responsible for all materials covered in class/clinical and must earn their grade. Any unannounced (pop) quizzes given on a day that a student is absent cannot be made up, and a grade of 0 will be received for that quiz. The clinical grade is not used to compute the above course grade. However, students must pass both the course and clinical components of the course in order to pass the course (See also Clinical Outline). Isothermal Community College 14

15 METHODS OF EVALUATION/ASSESSMENT To demonstrate attainment of course objectives for this course the student must: Achieve an overall average of 80% in the course. Grades will not be rounded until the final course average is calculated (See PN Student Policy Manual). Satisfactorily complete all clinical/lab requirements (e.g., competence verifications including skill return demonstrations, clinical papers, care plans, concept maps, etc.). 1. Unit Exams (75%) a) Unit Exams will be given as announced and/or scheduled. Testing will begin as scheduled. b) Make-up Exams utilizing alternate formats (essay, fill-in the blank etc.) will be given at the discretion of the instructor for any student that is late or misses a scheduled exam. c) Scheduling a Make-up Exam is the responsibility of the student. If a make-up exam is not scheduled within 5 calendar days after the missed exam, then the grade will be recorded as a zero (See PN Student Policy Manual). d) Early Alert Remediation is required for any student who does not make 80% on any unit exam. The student is required to make an appointment with the instructor to discuss remediation before taking the next exam. The remediation assignment will be at the discretion of the instructor (e.g., Saunders Comprehensive Review questions; HESI Adaptive quizzing, etc.). Failure to make an appointment and/or complete the remediation will result in the student being prohibited from taking the next unit exam. e) Review of Unit Exams will be permitted at specified times or at the instructor s discretion. f) Exam Item Justification Forms must be submitted directly to the testing faculty member or lead instructor only within 24 hours following the exam review (See PN Student Policy Manual). 2. NUR 103 HESI Exam (5%) Health Education Services Inc. (HESI) provides standardized exams and other educational material designed to prepare student nurses for professional licensure, and predict their likely success in licensure exams, such as the NCLEX-PN. The exams are computerized and administered online. HESI Preparation Before taking the proctored HESI exam, each student is required to take the assigned practice exam(s). A student s verification of the practice exam must be completed at least 72 hours prior to the proctored exam to ensure the student has had ample time to prepare for the proctored exam. On the day of the proctored exam, evidence of completion will be verified by the faculty member and is the student s Ticket to Test. If a student does not take/submit the practice exam(s), the student must make an appointment with the faculty member to discuss further actions Isothermal Community College 15

16 3. Final Exam (20%) a) A Comprehensive Final Exam will be administered at the conclusion of the course. b) The final exam is designed to measure the mastery of the course objectives and student learning outcomes (SLOs). c) No Makeup Final Exam will be given without prior arrangements made by the student and the instructor s approval. d) No Exam Item Justification Forms will be accepted since the final exam is cumulative (See Practical Nursing Student Policy Manual). 4. Learning Activities (Pass/Fail) The student will complete learning activities designed to assist the student in further application of course concepts. Learning activities will include the following: Pop quizzes may be given unannounced at the discretion of nursing faculty to measure the student s application, analysis and synthesis of course content and key nursing concepts. Web-Based Modules: The modules are to be completed weekly and posted to Moodle by the assigned due dates (See Course Calendar). This will be the student s Ticket to Test (See Web-Based Module Booklet). NCLEX-PN Prep: During this course, the student is required to take proctored standardized exams. a. The student is required to complete 30 NCLEX-PN questions per day for a total of 210 practice questions per week. The student must have a minimum total of 1680 NCLEX-PN practice questions by the end of the NUR 103 semester. b. The student is expected to submit a copy of their NCLEX-PN practice results by 11:55 pm as designated on the NUR 103 Course Calendar. Dosage Calculation / Pharmacology Competency Exam assesses safe practice and critical thinking skills in regards to medication preparation and administration. The Dosage Calculation & Pharmacology Competency Exam is a Pass/Fail exam. Students will be given two attempts to pass the exam with an 80 or higher. Dosage Calculation and Pharmacology modules completed in NUR 101 & NUR 102AB required students to complete: chapter reading/exercises; chapter worksheets; one posttest for each chapter (the pretest and additional posttests are optional if more practice is needed). Failure to score an 80 or higher on the second attempt will result in dismissal from the program. Cumulative Reflection Paper is submitted at the end of NUR 103. Students should keep examples of their written, graded work from NUR 101 to NUR 103 to use when writing this paper. Post typed, 1-2 page paper to Moodle by: Monday, May 1, 2017 by midnight (See also Cumulative Reflection Paper guidelines in NUR 103 Course Outline). Isothermal Community College 16

17 5. Focused Client Care Experience (Pass/Fail) Grading for the clinical component of the course is based on satisfactory preparation and/or satisfactory performance in the clinical or lab simulation setting (See PN Student Policy Manual). The student is expected to bring their clinical papers, skills booklet, textbooks, and other required clinical items deemed necessary for each clinical or simulation experience. Failure to bring required items demonstrates the student is unprepared and will result in an Unsatisfactory for the clinical day and a Performance Improvement Contract (PIC). All assignments are due on the specified date. Late /incomplete papers will not be accepted. And since clinical documentation describes the essence of patient care experience and synthesizes student learning, failure to complete clinical papers/assignments will result in an Unsatisfactory for the clinical day. For additional information, see the NUR 103 Clinical Outline: Focused Client Care Experience Late work will NOT be accepted. Assignments are due at the beginning of the class period or as specified. If an assignment is late, then the grade will be recorded as zero. Missed quizzes/assignments cannot be made-up and the grade will be recorded as a zero. Clinical Evaluation Introduction: This clinical evaluation tool (CET) consists of nine program learning outcomes with specific performance criteria. The nine outcomes were drawn from the North Carolina Community College System Practical Nursing Concept Revision Project. The performance criteria for each competency include cognitive, affective, and psychomotor domains of learning and provide a complete evaluation of an individual student s clinical performance. The use of this clinical evaluation tool makes it possible to see the student s development over time as he/she progresses through the specific course, as well as through the nursing curriculum. It also provides standard measures for student, course, and program evaluation. This clinical evaluation tool is to be used in each clinical course. A formal evaluation is completed and shared with the student at the conclusion of the rotation. In some courses, faculty will also use this tool for mid-rotation evaluation. The tool can also be used at other times during the rotation and can serve as the basis for a learning contract. Isothermal Community College 17

18 ISOTHERMAL COMMUNITY COLLEGE PRACTICAL NURSE EDUCATION NUR 103 FCCE CLINICAL EVALUATION (Completed by FACULTY) NAME FACILITY YEAR A satisfactory level of clinical performance must be maintained in order to pass NUR 103. Any student receiving one or more Unsatisfactory marks on the final evaluation will not pass clinical. A Needs Improvement or Unsatisfactory at midterm must be Satisfactory by the final evaluation. KEY: Satisfactorily Meets Objectives = S Needs Improvement = NI Unsatisfactory Performance = U At the completion of the NUR 103 clinical experience, the advanced nursing student should begin to implement the following behaviors at a Satisfactory level with instructor guidance. Evaluated Behaviors MIDTERM Comments FINAL Comments Assimilate all concepts within the domain of the individual related to common alterations in health (Individual Domain). Participate in evaluating the concepts of the holistic individual and client response in the promotion of health, wellness, illness, quality of life, and the achievement of potential U NI S U S

19 Evaluated Behaviors MIDTERM Comments FINAL Comments Provide safe, culturally competent, therapeutic nursing care to individuals with common health alterations (Nursing Domain). Practice professional nursing behaviors, within the legal practice boundaries of the practical nurse, incorporating personal responsibility and accountability for continued competence U NI S U S Participate in providing evidence-based nursing care, from an established plan of care, based on biophysical, psychosocial, and cultural needs of clients in various stages of growth and development while assisting them to attain their highest level of wellness Reinforce and/or implement the teaching plan developed and delegated by the registered nurse to promote the health of individuals, incorporating teaching and learning principles Participate in the nursing process to provide individualized, safe and effective nursing care in a structured setting under supervision Demonstrate caring behaviors in implementing culturally-competent, client-centered nursing care to diverse clients across the lifespan U NI S U S U NI S U S U NI S U S U NI S U S

20 Evaluated Behaviors MIDTERM Comments FINAL Comments Provide safe, culturally competent, therapeutic nursing care to individuals with common health alterations (Nursing Domain). (cont.) Participate in collaboration with the interdisciplinary healthcare team, as assigned by the registered nurse, to support positive individual and organizational outcomes in a safe and cost effective manner U NI S U S Safely provide therapeutic nursing care within the healthcare system for individuals with common alterations in health (Health Care System Domain). Participate in Quality Improvement (QI) by identifying hazards and errors and by suggesting, to the RN, changes to improve the client care process U NI S U S Utilize informatics to access, manage, and communicate client information U NI S U S

21 NUR 103 FOCUSED CLIENT CARE EXPERIENCE CLINICAL EVALUATION (continued) MIDTERM FINAL Faculty Comments Faculty Signature Date: Date: Date: Date: Student Comments Student Signature I have been advised on my progress and understand my standing. I understand that I have the right to add my comments/rebuttal should I disagree with the evaluation. Date: I have been advised on my progress and understand my standing. I understand that I have the right to add my comments/rebuttal should I disagree with the evaluation. Date:

22 Academic Resources College Resources: 1. The Advising Center Located in the Student Center Building near the West entrance of the facility. Contact information: or 2. Helpdesk Students may contact the IT Helpdesk for technical support for Moodle, student e- mail, or Patriot Port. Contact information: or 3. Library The ICC Library is at the Main Campus and offers a variety of services to students including access to the Open Computer Lab. Contact information: The electronic resources or databases can be accessed in the RLC Nursing Computer Lab. 4. Wireless Internet Free wireless internet access is provided at ICC. The college s wireless ICC-GUEST network is open to all visitors and does not require a special password. In accessing the college s wireless internet service, all users agree to abide by the terms of the ICC computer resources/internet policy (See college policies). 5. The Writing Center Located in the Administration Building in Room 211. Its goal is to enable students to become successful and self-sufficient writers. Tutors and tutorials are offered (e.g. formatting assistance, printing assignments, etc.). 6. The Math Tutoring Lab Located in the Administration Building and is available to provide assistance to students enrolled in many of the math courses offered at ICC. Schedule and courses vary. Please call: for more information. 7. Supplemental Instruction (SI) It is a peer-tutorial program available in courses, which have traditionally been challenging for students, such as chemistry, A&P, history, and math. Ask your advisor for more information concerning this free service. 8. Early Intervention Information Forms Students who exhibit patterns of inadequate attendance, missed assignments, behavioral issues, social issues, or difficulty with learning will be referred by faculty via the Early Intervention Form to the Dean of Learning Support and Retention for counseling. Nursing Resources: (For additional information, please see the ICC Student Handbook) 1. Nursing Faculty - Students have access to nursing faculty during office hours, clinical, and/or during facilitated lab times. The student is expected to request assistance from the nursing faculty assigned to the course content first. 2. Educational Plan Students are required to complete an individualized plan each semester, which will serve as a strategic plan for completing community college academic goals. Isothermal Community College 22

23 Further Information ADA Statement: If you have a documented disability, it is your responsibility to contact Disability Support Services at: to discuss classroom accommodations. Inclement Weather/ Alternate Assignment: In case of unplanned class cancellation, you are expected to read your textbook chapters and complete any make-up assignments as posted on Moodle. What Students Can Expect of Isothermal What Isothermal Expects of Students In their commitment to learning and to the achievement of a true learning-centered community, Isothermal personnel will: Meet student needs by demonstrating professional, friendly, and courteous service in all aspects of student life Maintain high professional and academic standards Serve as role models in the development of leadership skills Respect diversity and treat all students fairly Be available to students and helpful with student problems Communicate clear learning objectives and expected outcomes Provide timely feedback in the assessment of learning outcomes Stay current in subject matter Practice effective teaching/learning strategies that promote critical thinking In their commitment to learning, students will: Accept responsibility for learning Attend and participate in all classes Complete required exercises and assignments as directed Develop a time management plan that includes adequate time for study Maintain an open-minded attitude toward learning Strive to become independent critical thinkers Seek help as needed from appropriate sources Be respectful and considerate of others Assume responsibility for knowing and adhering to all college policies Acknowledge that learning how to learn is the ultimate objective of education Recognize that struggle and discomfort often precede the rewards that accompany goal completion and success Note: From Isothermal Distinction Community of Learners; Statement of Expectations. Isothermal Community College, (Revised 2004) Isothermal Community College 23

24 References American Nurses Association [ANA]. (2001). Code of ethics for nurses with interpretive statements. Washington, DC: American Nurses Association. American Nurses Association [ANA]. (1980). Nursing: A social policy statement. Kansas City, MO: American Nurses Association. American Nurses Association [ANA]. (2010). Nursing's social policy statement (3 rd ed.). Washington, DC: American Nurses Association. American Nurses Association [ANA]. (2004). Standards of clinical nursing practice (3 rd ed.). Washington, DC: American Nurses Publishing. Berman, A., & Snyder, S. (2011). Kozier & Erb's fundamentals of nursing (9 th ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Carroll, P. (2006). Nursing leadership and management: A practical guide. Clifton Park, NY: Delmar Cengage Learning. Carson, V. B. & Arnold, E. N. (1996). Mental health nursing: The nurse patient journey. St. Louis, MO: W. B. Saunders Company. Craig, J. V., & Smith, R. (2007). The evidence-based practice manual for nurses (2 nd ed.). Philadelphia, PA: Churchill Livingstone Elsevier. Delaune, S. C., & Ladner, P. K. (2006). Fundamentals of nursing: Standards and practice (3 rd ed.). Clifton Park, NY: Cengage Learning. Institute of Medicine [IOM]. (2001). Crossing the quality chasm: A new health care system for the 21 st century. Washington, DC: National Academy of Science. Institute of Medicine [IOM]. (2003). Health professions education: A bridge to quality. Washington, DC: The National Academies Press. Isothermal Community College 24

25 Kelly-Heidenthal, P. (2003). Nursing leadership and management. New York, NY: Cengage Delmar Learning. National League for Nursing [NLN]. (2010). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master's, practice doctorate, and research doctorate programs in nursing. New York, NY: National League for Nursing. O Toole, M. (2006). Mosby's pocket dictionary of medicine, nursing & health professions (5 th ed.). St. Louis, MO: Mosby Elsevier. State of North Carolina. (2009). Nursing practice act. Retrieved from myfiles/downloads/nursing-practice-act.pdf Taber's. (2006). Taber s cyclopedic medical dictionary (20 th ed.). Philadelphia, PA: F. A. Davis Company. Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 46(6), Townsend, M. C. (2006). Psychiatric mental health nursing: Concepts of care in evidencebased practice (5 th ed.). Philadelphia, PA: F. A. Davis Company. Isothermal Community College 25