Course Outline Winter PDF Free Download

University of Alberta Collaborative BScN Nursing Program at Red Deer College Course Outline Winter 2014 Chairperson: Date: October 18, 2013 1

Nursing 495 - Nursing Practice VIII Course Outline Calendar Statement: NURS 495 Nursing Practice VIII *9 (fi 18) (either term, 1-34c-0 in 10 weeks). Comprehensive and consolidated approach to professional practice of nursing. Co-requisite: NURS 494. Note: Course is for Collaborative Program, After Degree Program and Post-RPN Program students only. Course Hours: LEC: 0 SEM: 10 CLINICAL: 340 LAB: 0 (8 hr = 44 shifts; 12 hr = 31 shifts) Course Description: Management and care of clients in an area of special interest to the students is the focus of this clinical course. This experience, continuous over a block of time, could occur in a particular setting where clients with stable, predictable, or unstable, unpredictable disruptions of health are found. Students are expected to practise with increasing independence under the supervision of a registered nurse or other designated preceptor. NOTE: In select student situations where NURS 491 occurred in a community setting; this would necessitate that NURS 495 occur in an acute care setting. Course Objectives: Levels of Independence In evaluating objectives, the following levels of independence will be used: With assistance: The student requires direction and information. With minimal assistance: The student requires occasional direction and information. With guidance: The student requires clarification, prompting and confirmation. With minimal guidance: The student requires occasional clarification, prompting and confirmation. Independently: The student works mostly on his or her own and seeks information, clarification and consultation as appropriate. Direction: Clinical tutor tells the student what to do, about what steps to take. Information: Clinical tutor tells the student specifics about a concept or topic. Clarification: Clinical tutor, through questioning and feedback, assists the student to state their information in a different and clearer way, often with more details. The student asks questions to increase their understanding; questions asked demonstrate a sound knowledge base. Prompting: Clinical tutor provides the student with a cue that answer is incomplete or incorrect and how to resolve the lack of information. A prompt is broader than a hint. Prompting is generally used to add breadth or depth. Confirmation: Clinical tutor provides positive feedback for correct information and direction provided by the student. Consultation: The student provides clinical tutor with information and/or direction and asks specific questions about the information or direction which the instructor confirms. Occasional: The clinical tutor provides input every now and then. 2

Objectives Overarching statements: Students are responsible to familiarize themselves with Graduate Competencies and Year Outcomes (with Cross Reference to courses) 2010-2011. Attention must be given to the competencies that are identified as being relevant to NURS 495. Students must regularly refer to the document entitled Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. Attention must be given to the Year 4 Column. This document serves as the basis for the evaluation of students' clinical practice. All students must practice in a manner that is consistent with: CARNA Nursing Practice Standards (2003) and all other CARNA standards The CNA Code of Ethics for Registered Nurses (2008). 1. Demonstrate, independently, the processes of self-directed learning and critical thinking in all learning activities. 2. Demonstrate, independently, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. 3. Demonstrate, independently, the ability to provide competent nursing care to clients in a clinical environment. 4. Demonstrate, independently, the ability to manage health promotion and prevention activities using advanced therapeutic/interpersonal communication skills, health counselling skills, and teaching and learning principles. 5. Demonstrate, independently, the ability to engage in evidence-based practice. 6. Demonstrate knowledge of primary health care and of its relevance to all areas of practice. 7. Demonstrate the ability to integrate knowledge into clinical practice. Students are also expected to implement previously learned nursing skills. Important Dates: Last day to drop course (delete only tuition refund) Feb. 14, 2014 Last day to drop with 50% tuition refund Feb. 28, 2014 Last day to withdraw without academic penalty April 11, 2014 3

Tutor Information: Dr. Nancy Goddard N495E 1506E 403-342-3193 (w) 403-304-0800 (c) (Course Co-Leader) nancy.goddard@rdc.ab.ca 357-3679 (fax office) Louise Dyjur N495B 1211 403-357-3639 (w) (Course Co-Leader) louise.dyjur@rdc.ab.ca 357-3679 (fax office) Jennifer Cross N495C 1509E 403-342-3363 (w) 403-318-5269 (c) jennifer.cross@rdc.ab.ca 357-3679 (fax office) Sara Conway N495D 2213 403-314-2455 (w) 403-872-2163 sara.conway@rdc.ab.ca 357-3679 (fax office) Instructor Availability: Students are invited to contact their instructor by telephone to arrange appointments at any time over the term, as required. Appointments may also be arranged during instructor visits to the clinical area. Attendance: Attendance/participation is required of students in all components of the course (clinical, conferences, course summary/wrap-up). Students must complete the required clinical hours (either 8 or 12 hour shifts), as indicated, in order to successfully complete the clinical practice requirements for graduation from the nursing program. Any student who will be late or absent for any class or clinical time must notify the instructor and the agency prior to the beginning of the experience and will be required to make up the missed time. All students are required to make up all missed clinical time. Clinical time is made up as complete shifts (either 8 or 12 hours) there is no mixing of 8 and 12 hour shifts. Changes to clinical schedules must be communicated to and approved by tutor prior to next shift. Tutorials/Conferences: Two clinical conferences will be held during the course of the term. All students are expected to come prepared to participate in the discussions and share experiences from their clinical practice. Students will attend a morning or afternoon session, as designated by their instructor. All students are required to attend the course summary/wrap-up. See course schedule. Textbooks and Resources: Students are expected to use the library and other information sources to enhance their learning. No additional textbooks are required for this course. Students may find it helpful to purchase a study guide for the RN Exams. These are available through the RDC bookstore. Specialized Support and Disability Services: Students who require accommodations in this course due to disability affecting mobility, vision, hearing, learning, or mental or physical health are advised to discuss their needs with Specialized Support and Disability Services, Room 215 Central Academic Building (CAB), (phone number: 780-492-9816; TTY or videophone for deaf and hard-of-hearing callers: 780-492-7269). Changes to the Course Outline: The course outline is an agreement between the student and the instructor of this class regarding the details of the course. Changes to the course outline will be made with the consent of the course instructors and students. Policy about course outlines can be found in Section 23.4(2) of the University Calendar. (GFC, 29 SEP 2003) 4

Policy Statements: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are urged to familiarize themselves with provisions of the Code of Student Behaviours (www.uofaweb.ualberta.ca/secretariat/studentappeals.cfm) to avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. (GFC, 29 SEP 2004) Please be familiar with what constitutes academic misconduct, as well as the consequences. For further information on plagiarism and cheating, visit the Academic Integrity, University of Alberta page at www.uofaweb.ualberta.ca/tie/index.cfm. The Faculty of Nursing is committed to providing an environment of equality and respect for all people within the University community, and to educating faculty, staff, and students in developing teaching and learning contexts that are welcoming to all. The Code of Student Behaviour also identifies inappropriate behaviours such as disruption, discrimination, or violations of safety and dignity towards members of the University community. The Faculty of Nursing recommends that students and staff use inclusive language to create a classroom atmosphere in which students experiences and views are treated with equal respect and value in relation to their gender, sexual orientation, and racial and ethnic background. Grading Policy: Grades are assigned using the University of Alberta Grade Point Conversion System. Descriptor Letter Grade Excellent A+, A, A- Good B+, B, B- Satisfactory C+, C, C- Failure F Assignments are marked as raw scores according to the percentage weight assigned to each. At the end of the course, all scores are totalled for a term summary mark in the course. The final course grade is based on a combination of absolute academic achievement (an individual student s term summary mark) and relative performance (a comparison of a student s term summary mark to all students term summary marks achieved in the class). Due attention is paid to descriptions of grade points according to the 2011-2012 University of Alberta Calendar [Section 23.4(5)]. Students have the right to appeal course assignment marks, course grades, academic standing, and practicum interventions related to their undergraduate degree program. Policies outlining appeal procedures are available online at www.uofaweb.ualberta.ca/nursing/appeals.cfm This course may use an electronic plagiarism detection tool. 5

Communication: Students must use the University of Alberta e-mail address and include a subject line when communicating with faculty members. The content messages of both e-mail and voice mail must be delivered in a professional manner. Inappropriate messages may be considered harassment. Refer to the Code of Student Behaviour, Section 30.3.4(6)d. Inappropriate use of e-mail sent to fellow students and members of the Faculty of Nursing and University community will result in disciplinary action. Please refer to the Faculty of Nursing s guidelines for e-mail etiquette, at: http://www.nursing.ualberta.ca/flex/email/email_etiquette.html The use of social networking services, such as but not limited to, Facebook, MySpace, internet messaging, blogs and wikis, are subject to the professional and ethical responsibilities outlined in the: Canadian Nurses Association (2008) Code of Ethics for Registered Nurses, Part I Nursing Values and Ethical Responsibilities, and E Maintaining Privacy and Confidentiality, and the University of Alberta Code of Student Behaviour, Section 30.3.3 Inappropriate Behaviour in Professional Programs. The Faculty of Nursing at RDC creates a Blackboard site for all courses. Students are expected to access and become familiar with the Blackboard site at the beginning of each term; failure to do so may result in students missing important course-related information, resources, instructor feedback, and announcements. Required Learning Experiences: 1. During this course, students will have a continuous experience in an area of nursing practice. 2. Participate in nursing practice under the direct guidance of a registered nurse with experience in assigned clinical setting. 3. Participate in learning situations which facilitate gradual acquisition of the new graduate role. 4. Develop a learning plan that will facilitate learning in assigned clinical setting (as per Methods of Evaluation). Students are expected to implement previously learning nursing skills. Please Note: It is the student s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with their instructors. 6

Methods of Evaluation: In order to pass Nursing 495, students must: Consistently demonstrate safe, ethical nursing practice Consistently display professional behaviour Consistently adhere to the CNA Code of Ethics for Registered Nurses (2008) Consistently adhere to the CARNA Standards of Nursing Practice (2003) and all other CARNA standards www.nurses.ab.ca Complete 340 hours of clinical practice (minimum) Successfully complete the following assignments/requirements Clinical Performance 50% Clinical Log 40% Learning Objectives 10% 1. Clinical Performance Students are expected to practice with increasing independence under the supervision of a Registered Nurse preceptor in order to demonstrate transition to the graduate nurse role. Observations will be made by the preceptor and clinical instructor and may be supplemented with input from peers, staff in the practice setting, and patients/clients. Students are expected to receive ongoing feedback about their clinical practice. Preceptors and students will meet at mid-point in the course to discuss strengths and areas for growth. A mid-term ENP may be used to complete this. Instructors may attend these mid-term evaluations. At the end of the preceptorship, the preceptor will meet with the student to provide the student with a written clinical evaluation, using the ENP format. It is expected that preceptors and students will review this feedback together. The evaluation is to be given to the clinical instructor. Instructors may be in attendance at these sessions. Preceptors are not responsible for assigning a clinical grade. The clinical practice feedback will be used by the instructor to assist in determining a clinical practice mark. **Students are required to submit a written self-evaluation of their clinical practice. This is to be shared with the preceptor during the final evaluation meeting. A copy is to be given to the course instructor by the last clinical shift. **Students are also required to submit a Declaration of Clinical Hours Worked (see page 12), as well as a copy of their clinical schedule, to their Clinical Instructor at the end of the term; failure to accurately record hours/shifts may result in clinical consequences up to and including course failure. A final clinical summary, based on the clinical evaluation, will be prepared by the course instructor. Students will be asked to sign this and it will become a permanent record to be kept in the nursing department. This record will be used for the purpose of providing a reference for the student, following graduation. Note: During N495 students may attend two professional development activities and use clinical time in lieu. No more than two clinical shifts may be used for this. All professional development activities must be approved prior to the activity, by the course instructor. 7

2. Clinical Log Students are expected to keep a record of their clinical practice that outlines client care activities in which they have participated, in order to demonstrate their progress towards meeting the course objectives. This record, or clinical log, will include a brief description of the nursing activities and interactions, along with reflection on these activities. The reflection will include use of nursing theory, nursing research, and examples of clinical decision making and priority setting. In each log, students will focus on how they see themselves developing and changing in their role as a nurse. The clinical log will be submitted to the tutor for grading. Logs are to be approximately 10-12 typed, double-spaced pages and handed in as indicated on the course schedule. The purpose of the clinical log is to provide a window of the student s learning that is shared with the instructor and provides a means of assessing the student s critical thinking skills, clinical practice, and that integration of knowledge is taking place. The analysis should include the following components: 1. Clinical Profile A brief summary of clinical area, types of patients/clients for whom care is provided, and specific experiences that students have had. This profile should address specific learning experiences, specific patients/clients, and progress towards meeting individual learning objectives. It is not an itemized account of how each day was spent in practice. 2. Nursing Theory Examples of how a particular nursing theory has been used by the student for the assessment, planning, implementation, and evaluation of nursing care over the period of time the clients were cared for by the student. 3. Nursing Research Evidence of research/literature that has been used by the student to support nursing practice decisions or that could be used to modify student nursing practice. Specific examples included should be referenced using APA format. 4. Decision Making and Priority Setting Includes examples of decisions made about client care (e.g. How priorities were determined) and the supporting rationale on which these decisions were made. 5. Reflection Focus on what worked well in particular situations and what the student might change in similar situations in the future, or what might have been done differently to achieve a desired clinical outcome. Includes examples of learning and personal development that have occurred as a result of the clinical experiences. Progress toward becoming a beginning registered nurse should be addressed. Each of the student-specified objectives should be addressed and may be discussed either in a separate section or under any of the appropriate headings above (ie. Nursing Theory, Nursing Research, Decision- Making/Priority-Setting, or Reflection). Students must show evidence of completion of each of their specified learning objectives. Evaluation of the clinical log will take into account the following: Accuracy, depth and breadth of the knowledge, skills and learning presented Application and integration of knowledge and skills Application of a model/framework in practice (nursing and others) Evidence of insight and analysis Quality and application of literature Quality of expression (grammar, spelling, etc.), including appropriate referencing 8

3. Learning Objectives Students will develop learning objectives or goals to guide their practice in N495. These are to be shared with the preceptor by the end of your third clinical shift. A copy is also to be provided to the course instructor for marking. It is expected that these objectives/goals will not duplicate course objectives. These learning objectives and/or goals must be written as SMART objectives and will act as a working document to be used by the preceptor, student, and clinical instructor to select learning opportunities that will assist the student in further developing his/her practice in his/her specific practice area. Students will identify some strategies by which the objectives will be met as well as some means/strategies by which the objectives will be measured (ie. charts, tables, EFM strips, Lead II strips, summaries, discussion in logs, etc.) Students must have 5 initial objectives/goals that are reflective of where they need to, and would like to, enhance their clinical practice. The objectives/goals are to be written as SMART objectives and must fit with the specific clinical area. In order to meet these objectives, students will identify a minimum of three (3) strategies that might be used to meet the objectives (ie. literature, workshops, practice sessions) related to their clinical areas, or other possible strategies. Measurement strategies (ie. evidence of having met these objectives, such as charts, tables, summaries, strips, etc.) must also be included and submitted with one or both of the clinical logs for assessment by the clinical instructors. While a formal written learning plan is not expected, students are expected to address each of their objectives in their clinical logs. It is understood that strategies to meet and evaluate objectives, or the objectives themselves, may need to be adjusted during the clinical rotation as students become more familiar with the clinical area and their own learning needs. Changes to objectives must be communicated to the preceptor and the clinical instructor. 4. Drug Calculations Policy Calculations required for safe nursing practice are an important nursing skill and will be the focus of teaching learning activities across the program. Calculation exams may be used to assess student abilities and to plan for additional learning sessions. Student progress through the program will not be dependent on the results of calculation exams; however, student progress may be jeopardized if (s)he is unable to complete required calculations safely and competently in the practice setting. Late Assignments: Due dates for clinical logs are listed on the Course Schedule (p. 10) and instructors may negotiate dates with students if a request for an extension has been approved prior to the due date. Late assignments will be reduced by one mark per day for every day late. *** All work submitted for evaluation must be referenced according to the APA 6 th edition. The Faculty of Nursing has a zero tolerance policy on plagiarism. This means that all assignments and written course work must be referenced using APA guidelines. PLEASE NOTE: (Professional Writing) It is an expectation that students will adhere to standards of professional writing (ie. no abbreviations or use of charting format when submitting clinical logs and objectives. Failure to adhere to standards of professional writing will result in marks being deducted from each of the assignments. 9

Course Schedule Monday Tuesday Wednesday Thursday Friday Feb. 3 Feb. 4 Feb. 5 Feb. 6 Feb. 7 Course Orientation 0900-1200 Section C (Rm 1204) Section E (Rm 1504) 1300-1600 Section B (Room AC158) Section D (Rm 805A) Feb. 10 Feb. 11 Feb. 12 Feb. 13 Feb. 14 Feb. 17 Family Day Feb. 24 Clinical Conference 0900-1200 (all) Section B (Rm 1203) Section C (Rm 2305)) Section D (Rm 2205) Section E (Rm 1504) Mar. 3 Clinical Log Due Feb. 18 Feb. 19 Feb. 20 Feb. 21 Feb. 25 Feb. 26 Feb. 27 28 Mar. 4 Mar. 5 Mar. 6 Mar. 7 Mar. 10 Mar. 11 Mar. 12 Mar. 13 Mar. 14 Research Day Mar. 17 Mar. 18 Mar. 19 Mar. 20 Mar. 21 Mar. 24 Clinical Conference 0900-1200 (all) Section B (Rm 1203) Section C (1505) Section D (1204) Section E (Rm 1504) Mar. 31 Clinical Log Due Mar. 25 Mar. 26 Mar. 27 Mar. 28 Apr. 1 Apr. 2 Apr. 3 Apr. 4 Apr. 7 Apr. 8 Apr. 9 Apr. 10 Apr. 11 Apr. 14 Apr. 15 Apr. 16 Apr. 17 Course Wrap-Up & Pot-luck lunch Note: Apr. 18 Good Friday Students who have not completed the required clinical hours by Apr. 17 th or, who require make-up time or additional practice time (as determined by the Course Instructor in consultation with the preceptor) will have their date of completion extended. 10

Declaration of Clinical Hours Worked I declare that I have worked the outlined (31 or 44) X hour (8 or 12) shifts required to complete my final clinical practicum and have attached the schedule of shifts I have completed. These hours are subject to verification and I understand that failure to accurately report hours/shifts may result in clinical consequences up to an including course failure. Student Signature: Please attach schedule of clinical hours/shifts. To be turned in with final self-evaluation after all clinical shifts have been completed. Required Number of Shifts: Students working 8 hour shifts must complete a total of 44 shifts. Students working 12 hour shifts must complete a total of 31 shifts. Up to two (2) clinical shifts may be used for Professional Development activities that have been pre-approved by the Course Instructors. 12

Nursing 495 MIDTERM Evaluation of Nursing Practice (ENP) Student: E: Excellence VG: Very Good/Above Average G: Good/Satisfactory M: Marginal F: Failing NO: Not Observed *Student s overall performance will be assessed in each of the six categories. Date: Excellent Student meets the objectives at a Level of Independence greater than identified on the ENP, all of the time. Very Good Student meets the objectives at a Level of Independence greater than identified on the ENP, majority of the time. Student meets the objectives at a Level of Independence greater than identified on the ENP some of the time. Good Student meets the objectives at a Level of Independence required on the ENP. Marginal The student meets the objectives at a Level of Independence required on the ENP inconsistently. Fail Student fails to meets the objectives at a Level of Independence required on the ENP Not Observed Skill not observed by Preceptor RC = Relevant Competency Please refer to the Graduate Competencies and Year End Outcomes Condensed Version 2010-2011. LEVEL OF INDEPENDENCE In evaluating (clinical performance) objectives, the following level of independence will be used: With assistance: The student requires direction and information. With minimal assistance: The student requires occasional direction and information. With guidance: The student requires clarification, prompting and confirmation. With minimal guidance: The student requires occasional clarification, prompting and confirmation. Independently: The student works mostly on his or her own and seeks information, clarification, and consultation as appropriate. Definition of terms: Direction: tutor tells student what to do, about steps to take Information: tutor tells student specifics about a concept, topic Clarification: tutor, through questioning and feedback, assists the student to state their information in a different and clear way, often with more details. Student asks questions to increase their understanding; questions asked demonstrate a sound knowledge base Prompting: tutor provides student with a cue that answer is incomplete or incorrect and how to resolve the lack of information. A prompt is broader that a hint. Prompting is generally used to add breadth or depth. Confirmation: tutor provides positive feedback for correct information and direction provided by the student Consultation: student provides tutor with information and/or direction and asks specific questions about the information or direction which the instructor confirms. Occasional: indicates that input is provided by tutor now and then 14

Nursing 495 MIDTERM Evaluation of Nursing Practice (ENP) Student: Date: 1. PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY Related Course Objective: Demonstrate, independently, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. RC E VG G M F NO COMMENTS 1.4 Presents a professional image. Independently demonstrates accountability for making 1.4 decisions and the outcomes of those decisions. Uses effective time management strategies in 2.4 coordinating care, organizing workload, and setting priorities. Independently demonstrates the ability to practice 3.4 safely and within the limits of own competence and knowledge. Independently demonstrates initiative and responsibility to accurately assess and meet own 1.4 learning needs and implements learning goals to maximize and or improve nursing care. Independently understands and ensures personal, 3.4 client and colleague safety by practicing within the 4.4 policies and procedures of the agency/organization. 2. KNOWLEDGE - BASED PRACTICE Related Course Objectives: Demonstrate, independently, the ability to provide competent nursing care to clients in a clinical environment. Demonstrate, independently, the ability to manage health promotion and prevention activities using advanced skills. Demonstrate, independently, the ability to integrate knowledge into clinical practice. Demonstrate knowledge of primary health care and of its relevance to all areas of practice. RC E VG G M F NO COMMENTS 10.4 Independently applies a critical thinking approach to nursing 5.4 Independently identifies, develops and engages in strategies for social and political action. 10.4 18.4 19.4 23.4 21.4 Independently uses credible and evidence informed theory and resources to provide competent care Independently uses anticipatory planning in the delivery of competent client care. Independently identifies appropriate nursing diagnoses from relevant assessment data, sets goals, develops plans for care, and evaluates outcomes in complex and rapidly changing client situations. 21.4 Independently manages multiple nursing interventions in complex, rapidly changing unstable patient conditions 16

20.4 Independently recognizes and seeks help in rapidly changing unstable client conditions 15.4 Independently uses principles of primary health care to anticipate client health problems to manage complex problems and promote continuity of care. 15.4 27.4 Independently collaborates with other members of the interdisciplinary health care team in the delivery of care to the client. 18.4 Independently makes appropriate judgments and sound decisions in management of care based on clear and accurate understanding of rationale for care, best practice guidelines and research 7.4 8.4 Applies a knowledge base from nursing and other disciplines concerning current health care issues relevant to area of practice 24.4 Uses appropriate lines of communication to report significant issues or concerns related to delivery of nursing care and patient / client outcomes. 24.4 Produces clear, timely, relevant, and thorough charting / documentation 27.4 Establishes and maintains effective working relationships and open communication with colleagues 10.4 Independently applies a critical thinking approach to nursing 5.4 Independently identifies, develops and engages in strategies for social and political action. 10.4 18.4 Independently uses credible and evidence informed theory and resources to provide competent care 24.4 Independently uses anticipatory planning in the delivery of competent client care. 3. ETHICAL PRACTICE Related Course Objective: Demonstrate, independently or with minimal guidance, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. RC E VG G M F NOF COMMENTS 25.4 26.4 25.4 26.4 25.4 25.1 Independently provides nursing care that respects professional boundaries and individual rights such as informed consent, confidentiality, client autonomy, and advocacy. Demonstrates respect for cultural, spiritual, and individual values, beliefs, and opinions of peers, colleagues, and clients. Independently identifies potential effect(s) of own values, beliefs, and experiences on relationships with clients, and uses this self awareness to support provision of competent care. Establishes therapeutic and caring relationships with clients. 4. SERVICE TO THE PUBLIC 17

Related Course Objective: Demonstrate, independently, or with minimal guidance, the ability to manage health promotion and prevention activities using advanced therapeutic/interpersonal communication skills, health counselling skills, and teaching and learning principles. RC E VG G M F NO COMMENTS 27.4 28.4 29.4 Independently applies principles of therapeutic and professional relationships in establishing rapport with clients/staff and terminating these relationships. Independently demonstrates appropriate leadership, management, and administration skills. 5. SELF-REGULATION Related Course Objective: Demonstrate, independently or with minimal guidance, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. RC E VG G M F NO COMMENTS 31.4 Independently demonstrates understanding of the CARNA practice standards and competencies in relation to the development of own nursing practice and transition to the graduate role. 6. CONTEXT-BASED LEARNING Related Course Objective: Demonstrate, independently, the processes of self-directed learning, critical thinking, and group process in utilizing context-based learning, in all learning activities. RC E VG G M F NO COMMENTS 33.4.1 Independently directs own learning 33.4.2 Independently uses critical thinking skills to facilitate learning of colleagues, patients, and others. 33.4.3 Independently effectively uses skills in group process to facilitate collaborative work in the clinical setting. Signatures: Preceptor: Date: Student: Date: 18

Nursing 495 FINAL Evaluation of Nursing Practice (ENP) Student: E: Excellence VG: Very Good/Above Average G: Good/Satisfactory M: Marginal F: Failing NO: Not Observed *Student s overall performance will be assessed in each of the six categories. Date: Excellent Student meets the objectives at a Level of Independence greater than identified on the ENP, all of the time. Very Good Student meets the objectives at a Level of Independence greater than identified on the ENP, majority of the time. Student meets the objectives at a Level of Independence greater than identified on the ENP some of the time. Good Student meets the objectives at a Level of Independence required on the ENP. Marginal The student meets the objectives at a Level of Independence required on the ENP inconsistently. Fail Student fails to meets the objectives at a Level of Independence required on the ENP Not Observed Skill not observed by Preceptor RC = Relevant Competency Please refer to the Graduate Competencies and Year End Outcomes Condensed Version 2010-2011. LEVEL OF INDEPENDENCE In evaluating (clinical performance) objectives, the following level of independence will be used: With assistance: The student requires direction and information. With minimal assistance: The student requires occasional direction and information. With guidance: The student requires clarification, prompting and confirmation. With minimal guidance: The student requires occasional clarification, prompting and confirmation. Independently: The student works mostly on his or her own and seeks information, clarification, and consultation as appropriate. Definition of terms: Direction: tutor tells student what to do, about steps to take Information: tutor tells student specifics about a concept, topic Clarification: tutor, through questioning and feedback, assists the student to state their information in a different and clear way, often with more details. Student asks questions to increase their understanding; questions asked demonstrate a sound knowledge base Prompting: tutor provides student with a cue that answer is incomplete or incorrect and how to resolve the lack of information. A prompt is broader that a hint. Prompting is generally used to add breadth or depth. Confirmation: tutor provides positive feedback for correct information and direction provided by the student Consultation: student provides tutor with information and/or direction and asks specific questions about the information or direction which the instructor confirms. Occasional: indicates that input is provided by tutor now and then 20

Nursing 495 FINAL Evaluation of Nursing Practice (ENP) Student: Date: 1. PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY Related Course Objective: Demonstrate, independently, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. RC E VG G M F NO COMMENTS 1.4 Presents a professional image. Independently demonstrates accountability for making 1.4 decisions and the outcomes of those decisions. Uses effective time management strategies in 2.4 coordinating care, organizing workload, and setting priorities. Independently demonstrates the ability to practice 3.4 safely and within the limits of own competence and knowledge. Independently demonstrates initiative and responsibility to accurately assess and meet own 1.4 learning needs and implements learning goals to maximize and or improve nursing care. Independently understands and ensures personal, 3.4 client and colleague safety by practicing within the 4.4 policies and procedures of the agency/organization. 2. KNOWLEDGE - BASED PRACTICE Related Course Objectives: Demonstrate, independently, the ability to provide competent nursing care to clients in a clinical environment. Demonstrate, independently, the ability to manage health promotion and prevention activities using advanced skills. Demonstrate, independently, the ability to integrate knowledge into clinical practice. Demonstrate knowledge of primary health care and of its relevance to all areas of practice. RC E VG G M F NO COMMENTS 10.4 Independently applies a critical thinking approach to nursing 5.4 Independently identifies, develops and engages in strategies for social and political action. 10.4 18.4 19.4 23.4 21.4 Independently uses credible and evidence informed theory and resources to provide competent care Independently uses anticipatory planning in the delivery of competent client care. Independently identifies appropriate nursing diagnoses from relevant assessment data, sets goals, develops plans for care, and evaluates outcomes in complex and rapidly changing client situations. 21.4 Independently manages multiple nursing interventions in complex, rapidly changing unstable patient conditions 22

4. SERVICE TO THE PUBLIC Related Course Objective: Demonstrate, independently, or with minimal guidance, the ability to manage health promotion and prevention activities using advanced therapeutic/interpersonal communication skills, health counselling skills, and teaching and learning principles. RC E VG G M F NO COMMENTS 27.4 28.4 29.4 Independently applies principles of therapeutic and professional relationships in establishing rapport with clients/staff and terminating these relationships. Independently demonstrates appropriate leadership, management, and administration skills. 5. SELF-REGULATION Related Course Objective: Demonstrate, independently or with minimal guidance, the ability to practice in accordance with Year 4 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. RC E VG G M F NO COMMENTS 31.4 Independently demonstrates understanding of the CARNA practice standards and competencies in relation to the development of own nursing practice and transition to the graduate role. 6. CONTEXT-BASED LEARNING Related Course Objective: Demonstrate, independently, the processes of self-directed learning, critical thinking, and group process in utilizing context-based learning, in all learning activities. RC E VG G M F NO COMMENTS 33.4.1 Independently directs own learning 33.4.2 Independently uses critical thinking skills to facilitate learning of colleagues, patients, and others. 33.4.3 Independently effectively uses skills in group process to facilitate collaborative work in the clinical setting. Signatures: Preceptor: Date: Student: Date: 24