Nursing Clinical Transition

Transcription

1 Western Technical College Nursing Clinical Transition Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 2.00 Total Hours This clinical experience integrates all knowledge learned in the previous courses in transitioning the role of the graduate nurse. The course promotes relatively independent clinical decision, delegation, and works collaboration to achieve client and organizational outcomes. Continued professional developments fostered. Health Science Associate Degree Courses Types of Instruction Instruction Type Clinical Credits/Hours 2 CR / 108 HR Course History Last Approval Date 8/23/2013 Target Population This course is designed for students in the final semester of the ADN nursing program. Pre/Corequisites Pre/Corequis ite Nursing: Complex Health Alterations 2 Textbooks No textbook required. Learner Supplies Uniform: Cherokee Red Scrub Top, Black Scrub Pants (Approx. $60) (Optional Cherokee Red Jacket). Course Outcome Summary - Page 1 of 11

2 Vendor: To be discussed in class. Required. ATI N-Clex Review course (Students purchase online by week 10). Vendor: Required. Core Abilities 1. Apply mathematical concepts Make decisions that incorporate the importance of sustainability. 5. Transfer social and natural science theories into practical applications Program Outcomes 1. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 2. Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts 3. Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision making 4. Provide patient centered care by utilizing the nursing process across diverse populations and health care settings 5. Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance and participation in system effectiveness 6. Lead the multidisciplinary health care team to provide effective patient care throughout the lifespan Course Outcome Summary - Page 2 of 11

3 7. Use information and technology to communicate, manage data, mitigate error, and support decision-making Course Competencies 1. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care Domain Cognitive Level Applying Linked Program Outcomes Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision making Provide patient centered care by utilizing the nursing process across diverse populations and health care settings Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance and participation in system effectiveness Lead the multidisciplinary health care team to provide effective patient care throughout the lifespan Use information and technology to communicate, manage data, mitigate error, and support decision-making 1.1. in an oral, written or performance assessment 1.1. comply with agency and school policies, state laws and industry standards 1.2. treat all individuals with dignity and respect 1.3. protect patient rights (privacy, autonomy, confidentiality) 1.4. practice within the legal and ethical frameworks of nursing 1.5. demonstrate professional behaviors (attendance, appearance, honesty, attitude, acceptance of feedback, punctuality, boundaries, self-reflection etc.) 1.6. accept responsibility and accountability for learning and patient care 1.7. recognize and report practices inconsistent with evidence based standards, policies and procedures 1.8. promote fiscally responsible care 1.9. advocate for patients, families and caregivers 1.a. Identify how the American Nurses Association's Code of Ethics impacts your individual practice 1.b. Explore teaching/learning needs common to client populations within the clincal setting to which you are assigned. 1.c. Describe guidelines for determining which actions can be delegated by the RN 1.d. Assess the comprehensive needs of clients and their significant others. 1.e. Demonstrate accountability for medication administration and client outcomes based on agency policies 1.f. Advocates for open, respectful communication between and among members of the multidisciplanry team to ensure safe effective care for all clients 2. Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts Domain Cognitive Level Applying Course Outcome Summary - Page 3 of 11

4 Linked Program Outcomes Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision making Provide patient centered care by utilizing the nursing process across diverse populations and health care settings Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance and participation in system effectiveness Lead the multidisciplinary health care team to provide effective patient care throughout the lifespan Use information and technology to communicate, manage data, mitigate error, and support decision-making 2.1. in an oral, written or performance assessment 2.1. provide accurate, concise, and relevant information to patients, families, and team members 2.2. use therapeutic communication to express respect, patience and sensitivity 2.3. demonstrate appropriate non-verbal communication strategies 2.4. adapt communication strategies based on patients' age, developmental level, disability, and/or culture 2.5. complete documentation according to agency guidelines (format, timing, abbreviations, etc.) 2.6. use appropriate terminology, spelling and grammar in written communications 2.7. modify therapeutic interactions based on the effectiveness of communication 2.8. use therapeutic communication techniques to assist patient/families in attaining healthcare goals 2.a. Implement HIPPA guidelines. 2.b. Develop an evidence-based teaching project that meets your agency's/client's needs 2.c. Adapt communication strategies based on patient's age, developmental level, disability, and /or culture. 2.d. Convey respect, patience and sensitivity in all communication with patients, families and colleagues. 2.e. Provide accurate, concise, and relevant information to patients families and team members. 2.f. Demonstrate appropriate non-verbal communication strategies. 2.g. Use appropriate terminology, spelling and grammar in written communication 3. Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision making Domain Cognitive Level Creating Apply mathematical concepts. Transfer social and natural science theories into practical applications. Linked Program Outcomes Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision making Provide patient centered care by utilizing the nursing process across diverse populations and health care settings Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance and participation in system effectiveness Course Outcome Summary - Page 4 of 11

5 Lead the multidisciplinary health care team to provide effective patient care throughout the lifespan Use information and technology to communicate, manage data, mitigate error, and support decision-making 3.1. in an oral, written or performance assessment 3.1. incorporate theoretical and evidence based knowledge to analyze relevant data to support clinical decision making 3.2. maintain a questioning and open mind to consider new approaches, ideas and best practices 3.3. make judgments substantiated with evidence that integrate nursing science in the provision of safe, quality care 3.4. perform mathematical calculations correctly 3.5. explain patient medication information including classification, indication, action, dosage, side effects, interactions, compatibilities and nursing implications 3.6. differentiate care across the lifespan 3.7. incorporate pathophysiology of disease(s) to patients' assessment findings, medications, laboratory and diagnostic test results, medical and nursing interventions 3.8. use data/evidence from a variety of sources to support decisions 3.9. critically review appropriate, evidence based materials during preparation and practice demonstrate self-directed behavior in using theoretical and evidence based knowledge and skills to analyze relevant data to support clinical decision making 3.a. Maintain a questioning and open mind to consider new approaches, ideas and best practice. 3.b. Differentiate care across the lifespan. 3.c. Incorporate pathophysiology of disease(s) to patients' assessment findings, medications, laboratory and diagnostic test results, medical and nursing interventions 3.d. Make judgments substantiated with evidence that integrates nursing science in the provision of safe, quality care. 3.e. Explain patient medication information including classification, indication, action dose side effects, interactions, compatibilities and nursing implications. 3.f. Demonstrate self-directed behavior in using theoretical and evidence based knowledge and skills to analyze relevant data to support clinical decisions making. 4. Provide patient centered care by utilizing the nursing process across diverse populations and health care settings Domain Cognitive Level Applying Transfer social and natural science theories into practical applications in an oral, written or performance assessment 4.1. complete comprehensive nursing assessment for patients with complex needs 4.2. recognize and report abnormal data and changes in patient condition to the instructor and the nurse 4.3. differentiate between relevant and irrelevant data 4.4. validate complex nursing decisions with instructor and primary nurse or preceptor 4.5. adapt priorities based on diverse patient care needs 4.6. provide holistic care in an organized and timely manner 4.7. perform advanced and basic nursing skills competently and efficiently 4.8. promote independence in patient self-care activities 4.9. utilize the nursing process and safety principles in the administration of medications and interventions Course Outcome Summary - Page 5 of 11

6 4.10. implement teaching and learning plans for patients based on identified needs implement care plans for patients with complex needs utilize principles of prioritization and delegation in caring for multiple patients with complex needs evaluate comprehensive client assessment data for ongoing care modifications use critical thinking processes in modifying patient care decisions 4.a. Complete comprehensive nursing assessment for patients with complex needs differentiating between relevant and irrelevant data. 4.b. Provide holistic care in an organized and timely manner, adapting priorities based on diverse patient care needs. 4.c. Promote independence in patient self-care activities. 4.d. Utilize the nursing process and safety principles in the administration of medications and interventions. 4.e. Use critical thinking processes in making patient care decisions. 4.f. Evaluate comprehensive client assessment data for ongoing care modifications. 4.g. Utilize principles of prioritization and delegation in caring for multiple patients with complex needs. 5. Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance and participation in system effectiveness Domain Cognitive Level Analyzing Make decisions that incorporate the importance of sustainability in an oral, written or performance assessment 5.1. provide safe and effective care 5.2. apply industry standards in protecting patient, self and others from injury, infection, and harm 5.3. plan and implement strategies to promote a safe, effective care environment for patient(s) with complex health needs 5.4. anticipate and organize assistance when needed 5.5. initiate appropriate corrective action in response to safety concerns 5.6. use available equipment in accordance with agency policies and procedures 5.7. identify modifications that may enhance system effectiveness 5.8. propose modifications that minimize harm to the patient 5.a. Apply idustry standards in the protecting of patient, self and others from injury, infection, and harm. 5.b. Plan and implement strategies to promote a safe effective care environment for patient(s) with complex health needs. 5.c. Anticipate and organize assistance when needed. 5.d. Initiate appropriate corrective action in response to safety concerns. 5.e. Use available equipment in accordance with agency policies and procedures. 5.f. Identify modifications that may enhance system effectiveness. 5.g. Propose modifications that minimize harm to patient. 6. Lead the multidisciplinary health care team to provide effective patient care throughout the lifespan Domain Affective Level Organizing Transfer social and natural science theories into practical applications. Course Outcome Summary - Page 6 of 11

7 6.1. in an oral, written or performance assessment 6.1. report complete, accurate, pertinent information to instructor and staff 6.2. convey mutual respect, trust, support, and appreciation for other members of the health care team 6.3. collaborate with other health care team members regarding patient care needs 6.4. provide constructive feedback to team members to improve performance 6.5. demonstrate appropriate supervision in the leadership role 6.6. facilitate continuity of care within and across health care settings (e.g. transfer reports, referrals) 6.7. implement effective techniques for communication with other members of the healthcare team 6.8. apply conflict resolution and problem solving skills as appropriate 6.9. communicate with other members of the healthcare team to implement and modify patient care delegate tasks appropriately according to the state nurse practice act evaluate the effectiveness of own leadership skills participate in utilization review, continuous quality improvement, and balancing available resources in health care management anticipate needs of others in meeting patient and agency needs 6.a. Foster/Convey mutual respect, trust, support and appreciation for other members of the health care team. 6.b. Collaborate with other health care team members regarding patient needs. 6.c. Apply conflict resolution and problem solving skills as appropriate 6.d. Facilitate continuity of care within and across health care settings (e.g. transfers, reports, referrals 6.e. Communicate with other members of the healthcare team to implement and modify patient care. 6.f. Participate in utilization review, continuous quality improvement, and balancing available resources in health care management. 6.g. Delegate tasks appropriately according to the state nurse practice act. 7. Use information and technology to communicate, manage data, mitigate error, and support decision-making Domain Cognitive Level Applying Transfer social and natural science theories into practical applications in an oral, written or performance assessment 7.1. document complete, accurate, pertinent information in a timely manner using electronic or agency standard documentation systems 7.2. evaluate evidence-based practice from professional sources to assist in providing safe patient care 7.3. adhere to security measures to protect the confidentiality of all health information 7.4. use technology to provide quality safe patient care 7.a. Document complete, accurate, pertinent patient information in a timely manner using electronic or agency standard documentation systems. 7.b. Evaluate evidence-based practice from professional sources to assist in providing safe patient care. 7.c. Adhere to security measures to protect confidentiality of all health information. Course Outcome Summary - Page 7 of 11

8 7.d. Use technology to provide safe quality care HPS Division Body Art or Piercing Policy In the Health & Public Safety Division, a student may display no body art or piercing that might be considered offensive. Most employment settings have policies that are generally broad; however, they do reserve the right to deny employment and student clinical/practicum/fieldwork placement if body art or piercings are found to be offensive to those in that setting. The wearing and displaying of jewelry in the health care or public safety setting is generally limited to wrist watches and wedding rings or small non-dangling earrings. The purpose of this limitation is related to infection control, safety and public perception of the employees while they are on duty. Education programs (Early Childhood Ed, Instructional Assist), or Human Services Associate programs may allow additional wearing of jewelry as outlined within the program s practicum handbook or guidelines. If a Western student has significant visible body art and/or piercings, we are unable to guarantee that the student will be able to be placed for the multiple clinical/practicum/fieldwork experiences that most programs require. You may be asked to cover the body art with clothing or dressings or remove the piercings in order to complete your rotation. If your program has a more restrictive policy on body art or piercings, it will be enforced. It is your decision whether or not to enter the program based on the uncertainty of being accepted at those sites. June 2014 don - Revised HPS Division Confidentiality Policy The clinical/practicum/internship or fieldwork experience requires students to read and use health or educational records of clients, patients or young children. All Western Technical College students should hold information concerning the identity, diagnosis, prognosis, condition, family situations, care or treatment of their clients/patients or children in confidence. This obligation of professional confidentiality must be carefully fulfilled not only regarding the information in the person s charts and records but also with regard to your activities and behavior outside of your Western course. Information systems may not be used to access confidential information that is not essential for completion of professional/student activities. Do not discuss such information with others unless it is required directly for the treatment or care of the client, patient or child. Discuss the above information within the following perimeters: 1. Only in appropriate places i.e. out of earshot of other clients or staff not caring for the client. Places that are inappropriate are public areas such as: cafeteria, parking ramp, elevators, stairwells, break room, community, your home 2. Only discuss names, diagnosis etc. with people directly caring for the client, patient or child. Examples of inappropriate people would include client family members, facility staff not directly caring for the client, neighbors, your family members, client family members, friends, classmates, news reporters 3. Information transmission must be kept within the facility. Client information may not be copied by you or staff and taken out of any facility. Information should not be transmitted to or from, or stored within, any form of personal technology i.e. personal computers, laptops, cell phones, cameras, IPads, IPods etc. Use of any social media will not be tolerated i.e. Facebook, YouTube, Twitter which mentions, depicts or photographs clients or clinical sites by name or care/treatment given to any persons. Any intentional or accidental violation of these confidentiality provisions by you or others must be reported to the faculty member instructing the class or to Health and Public Safety Division administration, Kumm 211, La Crosse campus. Any violation of this confidentiality policy may result in clinical/practicum or fieldwork disciplinary probation, dismissal from the course and/or program or college discipline related to a Student Code of Conduct violation. It may also bring about legal consequences for the student by parties involved. 5/17/11 LR 2/25/14 don Course Outcome Summary - Page 8 of 11

9 HPS Division Immune Status Impact on Clinical Experiences Policy Waiver Influenza Vaccine or Immunization Refusal Policy Health and Public Safety Division have clinical agreements with outside agencies who require students to demonstrate evidence of immunity, or vaccination to specific diseases. If a student does not comply with this requirement, they may be required to wear a mask at all times when at the agency, or they may be denied from clinical placements. It is the clinical sites prerogative to deny students who are unable to demonstrate immunity, or vaccination status. Being denied a clinical rotation may result in failure of the course. Should an outbreak occur, students without verified Influenza Vaccination may be immediately denied clinical access which would result in failure of the course. PROCEDURE: 1. Program clinical coordinators will collect verification of Influenza Vaccine status. 2. If a student declines to demonstrate evidence of vaccination, or immunity status, the Program Chair or the authorized school representative will contact clinical sites used by the program inquiring as to the student s eligibility for clinical placement. 3. If the clinical site denies the student placement at the clinical site, the student may not attend the rotations, and will fail the course. If the site denies the student for clinical education based on immune status, or vaccination status, the student cannot continue with the clinical education portion of the program or subsequent courses in which clinical education is a pre/co-requisite. Acceptance for clinical placement during one rotation does not guarantee subsequent clinical placements. *For clarification purposes, the term clinical can be used interchangeable with the terms internship, practicum or fieldwork. Revised June 2014 don HPS Division Pregnancy Policy Pregnancy Statement It is strongly recommended that students voluntarily inform their instructor if they are pregnant. Our concern is for you and your baby s safety. We would like to discuss potential risks with you so that you can contact your healthcare provider to determine if you should continue your rotation in this program; or, if after discussion with your instructor, some adjustments if any, can be made in class activities. The choice for continuing is yours but we want you to be fully informed. 5/11 LR Reviewed 2/14 don HPS Division Program Course Repeat Policy Program Course Repeat Policy: Each course drop, withdrawal or failure will count as a course enrollment. A student seeking to enroll in a program course for a second time must initiate a student success plan, with program faculty, prior to enrollment. Enrollment into all courses a second time is based on space. Students will not be allowed to enroll in a course more than twice without appealing the dismissal to the Dean of Health and Public Safety for course re-entry (See Program Re-entry Appeal Process). Course Outcome Summary - Page 9 of 11

10 General Procedure The student is required to complete a student re-entry success plan with the course instructor and/or program head. Faculty member provides associate dean coy of student success plan If student is enrolled in program course for the second time, and has not obtained a success plan, the associate dean wil direct admission to drop student from the course A program may require a student to demonstrate competency skills with a passing grade of a C or better prior to course enrollment. General Anatomy and Physiology Repeat Policy: (General Studies Division) Please refer to Western Student Planner and Handbook for the current policy. This is located on Western s website at or can be purchased at Western s Campus Shop. April 2009; revised June 2014 don HPS Division Program Dismissal Policy General Policy 1. Students may be dismissed from a program for: Violation for the Western Student Code of Conduct Actions that significantly endanger patient safety (which includes but is not limited to alcohol/drug usage or sexual misconduct) will be dismissed from the course, program and /or clinical/internship site immediately. Jeopardizing patient confidentiality or clinical/fieldwork or internship relationships. Violation of program or facility specific policies Receiving a total of three or more non-passing grades ( D, F, or W ) in program core and/or science courses 2. Students may appeal their dismissal to the Dean of Health and Public Safety for program re-entry. Please refer to Program Re-Entry Appeal Process listed in the online student handbook. April 2009; Revised June 2014 don HPS Division Re-Entry Policy & Process Appeal Process Procedure: Students failing or dismissed from a Health and Public Safety Division program may appeal to the Dean of Health and Public Safety. Students will follow the re-entry process and recognize that the Dean reserves the right to deny the student program re-entry. Students requesting program re-entry are required to follow the following process: 1. Write a letter of intent requesting re-entry into the program that includes: The student s professional goals. An examination of the student s choices and behaviors that prevented successful completion of courses/program. The student s plan for change and improvement for program success. Contact information: name, program, student ID number, address, phone and Mail letter of intent to: Dean of Health and Public Safety, Room K211, Western Technical College, 400 North Course Outcome Summary - Page 10 of 11

11 Seventh Street, PO Box C-0908, La Crosse, WI The Division will contact student to schedule an appeal meeting with the Dean of Health and Public Safety. 4. The student will be notified of the Dean s decision by letter ( or USPS). Program re-entry is always dependent on space availability. In situations where re-entry is granted, the Dean will often refer the student to meet with program faculty to develop a program success plan. The success plan may include (but is not limited to the following): 1. Additional courses for remediation. 2. Competency demonstration. 3. Required meetings with Western faculty or staff. Revised June 2014 don Course Outcome Summary - Page 11 of 11