Nurs 208 Fall 15 Final

Judy Martin, RN, BHScN, MScN
PN Program
Year Two
Coordinator:
judy.martin@humber.ca
COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: Practical Nursing Practice Four
Course Code:
NURS 208(361)
Schedule Type
Code: N/A
Credit Value: 9
Pre-Requisite(s):
BIOS101(ANAT 100)
LANG102(WRIT 121)
NURS160(103)
NURS161(101)
NURS162(104)
Program: Practical Nursing
PSYC001(150)
BIOS211(PHYS150)
NURS260(150)
NURS261(151)
NURS263(152)
PSYC002(210)
NURS153(461)
Pre-requisite for: NURS460(250), NURS466(252),NURS561/571(253)
Class Hours: 12 + 2
hours self-directed
learning = 14 hours/
week
Co-requisite(s):
NURS360(209)
NURS363(218)
NURS366(217)
Restrictions: Practical Nursing Program Students only
This course builds toward meeting and is in partial completion of the following:
Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2011) www.cno.org

Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca
Approved By:
Associate Dean:
Signature:
Date: August 31, 2015
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format upon
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request.
Course Description
Students integrate knowledge from nursing, biological, and social science into an acute care
experience. In an acute care practice setting, students collaborate with clients and members of
the inter-professional health care team to develop, evaluate and modify care plans. Using
reflective practice, students develop personal learning plans that foster professional growth and
strengthen their knowledge and skills. They must act in a professional and ethical manner within
the regulatory framework and by using the practice settings policies and procedures.
Course Rationale
This is an advanced course that develops students leadership, advocacy, critical thinking,
problem solving, and decision-making skills in everyday practice. It prepares them for their
nursing careers after graduation.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Consistently practice safely, competently and ethically within legal and regulatory
frameworks and the policies and procedures of the practice setting. (ETP# 5, 6, 45 a-b, 67,
68, 69, 75, 77, 79, 80, 83, 89, 103, 106 a-c, 113 a-f, 115)
2. Communicate using strategies and technology to effect accurate and timely
documentation, reporting, and information sharing. (ETP# 7 b, 28 b, 42, 70, 79, 83, 97, 98,
100, 110 a, 113 d, f, 117 a)
3. Establish relationships that are caring, compassionate and respectful of clients and
others. (ETP# 1, 10, 12, 14, 20, 23, 28 f, 29, 38, 40, 41, 47, 49, 60, 62, 63, 64, 65, 66, 71,
72, 73, 74, 76, 81, 82, 85, 89, 93)
4. Use leadership skills to promote quality practice. (ETP# 7 a-b, 11, 13, 16, 22, 25, 37, 46,
48, 57, 59, 61, 69, 77, 78, 83, 94, 98, 100, 101, 113 a-d)
5. Develop, evaluate and modify plans of care to maintain, promote and restore health,
prevent illness, support rehabilitation, and provide palliation. (ETP# 2, 3, 5, 6, 10, 17, 20,
21, 26, 27a-b, 28 a-f, 29, 30, 31a-e, 32, 33, 34, 35, 39, 54, 55, 95, 102)
6. Work effectively as a member of the inter-professional and health care teams to develop
and carry out holistic plans of care. (ETP# 3, 5, 6, 10, 11, 20, 22, 26, 27a-b, 28 a-f, 29, 45
a-b, 46, 54, 85, 89,106 a-c)
7. Provide safe, competent care by using reflective practice and Quality Assurance Policies.
(ETP# 5, 6, 18, 28,b, 45a, 53, 88, 89, 91, 96, 94, 99, 101, 105, 106 a-c, 107, 109, 111, 113
a, e, 119)
8. Use critical thinking, problem solving and decision making skills to meet the health care
needs and expected outcomes of clients. (ETP# 4, 5, 6, 10, 15, 18, 28 a-f, 30, 36, 45 a,
50, 52, 55, 89, 94, 101, 106 a-c, 113 a, e)

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request.
Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a students
academic, vocational, and personal success.
Communication
Numeracy
Critical Thinking and

Problem Solving
Information
Management
Interpersonal
Personal
Learning Resources
Assessment and management of clinical problems. (current edition). (S. Goldsworthy and M. A.
Barry Eds.). Toronto: Mosby Elsevier.Lilley, L. L., Harrington, S., Snyder, J. S. and Swart,
B. Pharmacology for Canadian Health Care
College of Nurses of Ontario. (CNO). (current edition).Ethics-Practice Standards, 2009.
College of Nurses of Ontario. (CNO). (current edition). Professional standards.
Ebersole, P., Hess, P., Touhy, T., and Jett, K. (current edition). Geriatric nursing and healthy
aging.St. Louis: Mosby.
Government of Ontario. (current edition). Personal Health Information Protection Act, 2004
(PHIPA).
Jarvis, C. (current edition). Physical Examination and Health Assessment: Canadian Edition (1
ed). Toronto: Elsevier
Learning Materials available on Blackboard: mycourses.humber.ca
Lewis, S. M., Heitkemper, M. M., and Dirksen, S. R. (current edition). Medical-surgical nursing in
Canada:practice. Toronto: Mosby Elsevier.
Potter, P., and Perry, A. (current edition). Canadian fundamentals of nursing. Toronto: Mosby
Elsevier.
Registered Nurses Association of Ontario (RNAO). (1999). Best practice guidelines.
Potter, P. A., Perry, A. G., Ross-Kerr, J. C., Wood, M. J., & Astle, B. J., Duggleby, W. (current
edition). Nursing skills online 3.0 for Canadian fundamentals of nursing [Online Course].
Toronto: Elsevier Canada.
Simulation Learning System retrieved from www.evolve.elsevier.com
Skidmore-Roth, L. (current edition). Mosbys nursing drug reference. St. Louis, Missouri: Mosby
Elsevier.
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request.
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute
his/her work. All members of the Humber community are required to comply with Canadian
copyright law which governs the reproduction, use and distribution of copyrighted materials. This
means that the copying, use and distribution of copyright- protected materials, regardless of
format, is subject to certain limits and restrictions. For example, photocopying or scanning an
entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information regarding
copyright and for details on allowable limits.
Learning Delivery Format
Clinical experience
Self-directed learning modules (SDL)-online
Clinical simulations
Simulation Learning System (SLS)
Online learning
Conferences will be held on specific topics to assist the student in relating nursing theory to client
care.
Professional Portfolio
Quality Assurance (QA) Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two components:
Self-Assessment and Practice Assessment.
Of these, the students are ONLY responsible for the Self-Assessment.
At Humber College, all students have a professional responsibility to keep their written records
of self-assessment (self-reflection, peer feedback and learning plans) while enrolled in the
Practical Nursing program. These are part of the Professional Portfolio that will be submitted in
NURS 250(460) and will be the foundation for continuing competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these include
essays, reflective practice journals, article reviews, care plans, online submissions, and other
scholarly assignments and transcripts. You are required to select examples of these to comprise
part of the professional portfolio that is submitted in NURS 250(460).
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request.
Course Content
LEARNING
INDICATORS THAT LEARNING HAS OCCURRED IN
OUTCOME
CLINICAL AND SIMULATION LAB
COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL AND
ETHICAL FRAMEWORK
1. Consistently
I.
Comply with the regulatory standards, relevant
practice safely,
legislation and the practice settings policies and
competently and
procedures. (115)
ethically within
II.
Act in a responsible, ethical and accountable
legal and
manner. (45a, b, 67, 68, 69, 75, 77, 79, 80, 89, 103,
regulatory
106 a-c, 113 a-f)
frameworks and
III.
Determine how the three factor and practice
the policies and
decision-making frameworks influence client care.
procedures of the
(45 a, b, 89, 106 a-c)
practice setting.
IV.
Use evidence-informed practice and a theory-based
approach to care. (5, 6)
V.
Carry out safety-based practices and risk
ETP# 5, 6, 45 a-b, 67, 68,
management principles to ensure client safety and a
69, 75, 77, 79, 80, 83, 89,
safe environment. (83)
103, 106 a-c, 113 a-e, 115
VI.
Ask questions and clarify the plan of care, unclear
orders or directions, and whenever uncertain. (45b)
VII.
Demonstrate professional behavior by seeking
assistance in situations in which there is unsafe,
unacceptable and/or unprofessional behavior. (45b,
83, 113 b-d)
VIII. Demonstrate understanding about the role of the
nurse within health care. (45a, b)
ACCURATE AND RELEVANT COMMUNICATION
2. Communicate
I.
Participate in team sharing and discussions. (70, 97,
using strategies
98, 100)
and technology to
II.
Document clearly, accurately, concisely in a timely
effect accurate
manner using written and electronic methods. (42,
and timely
110a, 113 d, f, 117 a)
documentation,
III.
Report relevant information to the appropriate
reporting, and
personnel. (70, 83, 97, 98, 100)
information
IV.
Use communication techniques with the client and
sharing.
the inter-professional health care team.
V.
Ensure privacy and confidentiality according to the
Personal Health Information Protection Act (PHIPA).
ETP# 7 b, 28 b, 42, 70, 79,
(7b, 70, 79)
83, 97, 98, 100, 110 a, 113
d, f, 117 a
VI.
Use technology to retrieve and share information
including research, data and other information.
(28b)
CARING RELATIONAL PRACTICE
3. Establish
I.
Use effective communication techniques. (12, 23,
relationships that
47, 60)
are caring,
II.
Establish therapeutic caring, compassionate, and
compassionate
culturally safe relationships with clients and health
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request.
LEARNING
OUTCOME
and respectful of
clients and others.

care team members. (1, 12, 23, 38, 47, 60, 62, 66,
71, 72, 73, 74, 81, 82, 85, 93)
III.
Demonstrate therapeutic use of self to foster client
ETP# 1, 10, 12, 14, 20, 23,
well-being. (1, 73)
28 f, 29, 38, 40, 41, 47, 49,
IV.
Use self-awareness to identify the effects that
60, 62, 63, 64, 65, 66, 71,
beliefs, values, and personal experiences have on
72, 73, 74, 76, 81, 82, 85,
relational practice. (64, 65)
89, 93
V.
Collaborate with clients and members of the
inter-professional health care team and consult
appropriately. (10, 20, 29, 32, 89)
VI.
Support the diversity of clients and the
inter-professional health care team. (41, 63, 76)
VII.
Display sensitivity and respect for clients cultural,
religious, and other beliefs and values influencing
their choices and decisions. (41, 63, 76, 93)
VIII.
Provide effective client education. (14, 28 f, 40, 49,
62)
LEADERSHIP AND ADVOCACY
4. Use leadership
I.
Apply appropriate conflict resolution skills in
skills to promote
therapeutic client and other interactions. (11, 22, 46,
quality practice.
59)
II.
Evaluate and refine leadership skills to develop
solutions and create a positive work environment.
(13, 25, 48, 57, 61)
ETP# 7 a-b, 11, 13, 22, 25,
III.
Provide feedback to peers and accept feedback from
37, 46, 48, 57, 59, 61, 69,
peers and members of the inter-professional health
77, 78, 83, 94, 98, 100,
care team. (98, 100)
101, 113 a-d
IV.
Advocate for clients, self, others, and quality practice
environment. (16, 78)
V.
Support clients rights for self-determination and
choice. (7a-b, 69, 77, 78)
VI.
Respond appropriately to unsafe, unacceptable, and
unprofessional behaviors. (37, 83, 113 a-d)
VII.
Collaborate and consult when implementing health
care and nursing practices that are in the best
interests of the public and protect the public through
collaboration and consultation. (94, 101)
VIII.
Contribute to the creation of quality practice solutions
and strategies.
PLANS OF CARE:
MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES
5. Develop, evaluate
I.
Incorporate the clients unique needs and expected
and modify plans
outcomes into holistic and client-centred plans of
of care that
care. (2, 3)
maintain,
II.
Develop theory-based plans of care that are holistic
promote, and
and client centered and are articulated competently
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request.
LEARNING
OUTCOME
restore health,
prevent illness,
support
rehabilitation, and
provide palliation.

in writing and orally. (2, 3, 5, 6, 10, 17, 20, 26, 27a, b,
28 a-f, 29, 30)
III.
Use knowledge, skill and judgment to assess clients,
prioritize needs and outcomes. (2, 3, 5, 6, 26, 27a, b,
28 a-f, 29, 30, 36, 40, 54, 55)
IV.
Collaborate in the evaluation and modification of
plans of care. (54, 55)
ETP# 2, 3, 5, 6, 10, 17, 20,
V.
Safely and competently implement and evaluate
21, 26, 27a-b, 28 a-f, 29,
nursing assessments and nursing interventions in a
30, 31a-e, 32, 33, 34, 35,
manner that demonstrates knowledge and skill. (5, 6,
39, 54, 55, 95, 102
20, 31 a-e, 32, 33, 34, 35, 36, 39, 45 a, b)
VI.
Use the Three-Factor and practice decision-making
frameworks to guide practice.
VII.
Prioritize nursing care and nursing interventions in
order to manage workload, time, and physical
resources. (21, 95, 102)
COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM
6. Work effectively
I.
Collaborate with clients and members of the
as a member of
inter-professional health care team to assess clients,
the
determine health needs, and to achieve mutually
inter-professional
agreed expected outcomes. (3, 20, 26, 27a, b, 28 a-f)
health care team
II.
Contribute as a member of the inter-professional
to develop and
health care team to respond to the changing needs
carry out holistic
and expected outcomes of clients. (5, 6, 27a, b, 54)
plans of care.
III.
Seek out assistance and consult with members of the
inter-professional health care team. (10, 45 a, b, 89,
106 a-c)
IV.
Use teamwork, consensus building, and conflict
ETP# 3, 5, 6, 10, 11, 20,
resolution skills to meet expected client outcomes.
22, 26, 27a-b, 28 a-f, 29,
(11, 22, 46)
45 a-b, 46, 54, 85, 89,106
V.
Use effective, collaborative, and consultative
a-c).
strategies to meet clients needs within a changing
environment. (10, 28 a-f, 29)
VI.
Interact with members of the health care team
respecting their unique role and competencies. (85)
QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE
7. Provide safe,
I.
Act in the best interests of clients and protect clients
competent care by
from harm through collaboration and consultation
using reflective
with members of the interprofessional health care
practice and
team and through competent and safe practice. (45a,
Quality Assurance
94, 101)
practices.
II.
Engage in ongoing reflective practice to identify
strengths, areas for improvement; and, integrate
feedback into practice. (18, 89,106 a, b, c, 113 a, e)
ETP# 5, 6, 18, 28,b, 45a,
53, 88, 89, 91, 96, 94, 99,
III.
Create, implement, and evaluate a learning plan
101, 105, 106 a-c, 107,
consistent with the Quality Assurance program
109, 111, 113 a, e, 119
(CNO). (18, 111, 113 a, e)
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request.
LEARNING
OUTCOME

IV.
Seek out learning opportunities and feedback that
foster professional development; and integrate these
into practice. (53, 111, 113 e)
V.
Use nursing research to foster professional
development. (28 b, 88, 91, 99, 107,
VI.
Use a theory-based approach and
evidence-informed practice. (5, 6, 107, 119)
VII. Apply knowledge of changes to the health care
system, technology, and in society as these affect
nursing practice. (96, 105, 109)
CRITICAL THINKING, PROBLEM-SOLVING and DECISION-MAKING
8. Use critical
I.
Use critical thinking and problem-solving skills to
thinking, problem
inform decision-making in all aspects of nursing care.
solving and
(4, 18, 36, 52)
decision making
II.
Use critical thinking, problem-solving and
skills to meet the
decision-making skills to assess clients and to
health care needs
determine nursing diagnoses, expected outcomes,
and expected
nursing interventions, and evaluative criteria. (4, 18,
outcomes of
28 a-f, 36, 52, 55)
clients.
III.
Evaluate critical thinking, problem-solving, and
decision-making skills and design a plan to improve
these. (52)
ETP# 4, 5, 6, 10, 15, 18,
Integrate knowledge from a variety of nursing, health,
28 a-f, 30, 36, 45 a, 50, 52, IV.
and other theory into nursing practice to provide safe
55, 89, 94, 101, 106 a-c,
and competent care. (5, 6, 10, 15, 28 b, 30, 50)
113 a, e
V.
Prioritize effectively. (28 d)
VI.
Demonstrate professionalism and accountability. (45
a, 89, 94, 101, 103, 106 a-c)
VII. Use the practice decision-making and the
nurse-client-environment frameworks to inform and
guide practice. (45 a, 89, 106 a-c, 113 a, e)
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request.
Lab Schedule
New editions of resources are continually being published. Therefore, specific publication dates
and editions are not listed. It is an expectation that learners will use the most current published
edition that is available.
WEEK
1
LAB #
1
TOPIC
Intravenous
Therapy
Blood
Transfusions
2 - 14
As scheduled
Clinical
Simulations
1-14
Self-directed
Self-directed
Learning Modules
RESOURCES
Potter and Perry
Blackboard - Objectives
and Videos
BPG - Intravenous
Therapy
Simulation Learning
System (SLS)
Potter and Perry
Lewis and Heitkemper
and Dirksen
Jarvis
Simulation Learning
System (SLS)
Blackboard - online
Notes
Elsevier nursing skills
online.
Student Evaluation
ASSIGNMENT
VALUE
WEEK
DUE
LAB AND SIMULATION

Complete/Incomplete
(minimum 80%)
Best Practice Guidelines IV
Complete/Incomplete
Therapy Module (e-learning course)
Math Quiz
8
9
2-14
Weekly
Week 8
Comprehensive IV Therapy and

Satisfactory/Unsatisfactory
Must achieve 60% to be Satisfactory
Blood Transfusions Test
Clinical Simulations (2-4 sessions)
CLINICAL EVALUATION
Weekly Clinical Assessment
Satisfactory/Needs Development/
(Knowledge4You)
Unsatisfactory
Mid-term Clinical Assessment
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request.
WEEK
DUE
ASSIGNMENT
VALUE
(Knowledge4You)
14
Final Clinical Assessment

(Knowledge4You)
SELF-DIRECTED LEARNING
1-14
Self-directed Learning Online
Modules (2 hours/week)
CARE PLANS
Weekly
Concept Care Mapping
3-13
Review done with teacher on a daily Unsatisfactory
basis when in clinical
Weeks 5, Concept Care Mapping - Formal
Satisfactory/ Unsatisfactory
7 and
submission
PRN
QUALITY ASSURANCE
Week 2
Review of Self-Assessment
Discussion with faculty/clinical teacher re:
Self-Assessment created in NURS 151
Week 8
Self-Reflection & Peer Feedback
Unsatisfactory
Week 12 Learning Plan
Unsatisfactory
Clinical Practice Attendance Policy
To successfully complete the Humber PN program students must acquire, maintain, and
continuously enhance nursing competence. Educational experiences which occur in a variety of
practice contexts are designed to advance nursing competence in an integrated and deliberate
manner. The acquisition of nursing competence is progressively structured in an incremental
manner on a daily, weekly, and monthly basis. Failure to achieve competence in some learning
activities can negatively impact success in other placement areas. Attaining competence in
professional practice requires that nursing students actively engage in all planned clinical
experiences throughout the program.
Guidelines for Implementing the Clinical Practice Attendance Policy
1. Clinical practice refers to all laboratory, simulation, institution and community practice
experiences.
2. In accordance with the General Course Regulations, Class Attendance in the Humber
College Practical Nursing Calendar, students are expected to attend all classes,
laboratories, simulations, tutorials, or other class meetings officially designated for a
particular course. Failure to maintain the stipulated attendance policy could result in the
student receiving an unsatisfactory (UNSAT) grade.
3. Missed clinical time will be tracked for each student within each term and annually. Students
who miss clinical time due to illness or personal crisis are required to submit documentation to
10
request.
support their absence (health care provider note) and must notify the clinical instructor and
Program Coordinator in advance of the missed clinical time. The students who are absent or
late without prior notification will have their name submitted to Clinical Excellence
Committee (CEC).
Students who miss more than 10% of the required hours for the clinical practice per academic
year, but have successfully met the course outcomes will receive an incomplete (INC) grade until
they have completed an additional course TUTR 507 PN Clinical Make-up. This course is 24
hours and is at the expense of the student. Failure to complete this course will result in an
unsatisfactory (UNSAT) grade for the clinical course.
Students who miss two or more clinical simulation seminars are required to enroll TUTR 507 PN
Clinical Make-up.
a. Regardless of clinical practice attendance.
b. Clinical teacher absences will be deducted from the 10%.
c. There will be a fee charged for this course (approx. $300.00) and the Program
Coordinator will refer the student to the Registrars office for enrolment.
SIMULATION AND SELF-DIRECTED ONLINE LEARNING MODULES
Clinical Laboratory Experiences:
Students are expected to participate in laboratory experience at the time and date scheduled. All
clinical laboratory experiences are mandatory. Students must adhere to the professional dress
code policy and arrive on time, or they will not be able to participate in the laboratory experience.
Students are expected to attend with the necessary equipment and/or supplies to fully engage in
the experience. Student must successfully complete all laboratory experiences. Missed
laboratory hours must be made up by completing the make-up lab assignment. This mandatory
make-up assignment must be submitted within 1 week of missed lab time. In the case of absence,
illness, or family emergency, the student MUST notify the clinical teacher via email PRIOR to the
clinical laboratory experience and supply appropriate documentation within one week of the
absence.
Clinical Simulations
Students are expected to participate in scheduled simulation experiences (2-4 simulation
seminars). The simulation facilitates critical thinking and problem solving by utilizing cases that
align with the theoretical content as well as incorporate knowledge from all prior courses including
health assessment, nursing theory and compulsory electives. Attendance at these simulation
experiences is mandatory and is counted as clinical hours.
Clinical simulation is timetabled outside of your clinical days as part of your regularly scheduled
class timetable. The SIM schedule will be posted at the beginning of the semester. Students
must attend as outlined in the schedule. Switching scheduled dates and times is not allowed. In
the case of absence, illness, or family emergency, the student MUST notify the clinical teacher via
11
request.
email PRIOR to the clinical laboratory experience and supply appropriate documentation within
one week of the absence.
If a student misses ONE simulation seminar, they will be required to complete a written clinical
assignment that will be done at Humber College. It will take up to four (4) hours, the date and time
of the assignment will be determined by the Coordinator for Simulation. Should students miss
TWO or MORE simulations, they will be required to enroll and complete TUTR 507 PN Clinical
Make-up. Students will be charged for this course and it is MANDATORY.
Students must adhere to the professional dress code policy and arrive on time, or they will not be
able to participate in the simulation. Students are expected to attend with the necessary
equipment and/or supplies to fully engage in the experience.
During simulation the students will be assigned the following roles:
2 students will be providing hands on care to the patient simulator

2 students will be responsible for completing the concept map
4 students will be responsible for observing, debriefing and providing feedback to the
nurses; these students will use a template form that will assist in guiding their comments.
Post simulation, the students will be expected to document care provided in the SLS sim
chart.
Post simulation, the students will be expected to complete the SLS post simulation quiz.
During the simulations, the students clinical decision making will be evaluated. This evaluation is
designed to be a learning experience. Clinical simulation is a preparation for the pregraduate
experience and students must be able to demonstrate competent practice. If a student is
determined to be UNSAT during the simulation, they will be expected to complete additional
assignments including; Simulation Learning System, nursing skills online course review, and
attend the open access lab. Students will receive a remediation ticket that outlines the
remediation. This needs to be completed prior to attending the next simulation. In addition, your
clinical teacher will be notified that during the simulation which of your nursing skill(s) that needs
development to enable you time in clinical to work on skill mastery. The skills will be required to be
signed off by the simulation teacher. This remediation needs to be done prior to the next
simulation. Once this is completed the student will be re-evaluated in the simulation lab, and if
they are then determined to be UNSAT, they will be presented to the CEC.
In order to coordinate learning opportunities for the students that aims to focus on their success,
Clinical Teachers will notify the Coordinator Clinical Simulation of scenarios or skills that students
need to work on, if during the simulation, it is clear that the students knowledge or practice is
weak in a specific system, the students will need to complete a written assignment including a
concept map that they submit to the simulation teacher for evaluation.
Self-Directed Learning Modules (SDL) - Online
One component of this course includes two (2) hours of self-directed study on weekly basis. This
is designed to enhance the students clinical practice. The expectations are that the student will
12
request.
complete the weekly online nursing skills modules. Failure to complete the online modules will
result in the student being presented to CEC, and could possibly result in a grade of UNSAT for
the course. These learning modules will assist students in their practice and can be utilized when
the student is in pregrad.
Concept Care Mapping
The Concept Care Mapping is an innovative approach to plan and organize a nursing care plan
that is rooted in the nursing process, critical thinking and clinical reasoning.
The students are expected to utilize and complete weekly Concept Care Mapping on one
assigned client (refer to Concept Care Mapping Resource Package) during clinical practice. They
should be able to identify three nursing diagnoses that are relevant to client assignment. The
Concept Care Mapping should be completed during clinical days as the students collect the
clients relevant information. The Concept Care Mapping will be shared with the teacher during
the clinical shift for feedback and will be assessed as Complete / Incomplete. The students will
submit Concept Care Mapping to clinical teacher during assigned weeks and will be evaluated as
Satisfactory / Needs Development/Unsatisfactory.
CNO Quality Assurance (www.cno.org)
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two components:
Self-Assessment and Practice Assessment.
Self-Assessment a two-step process including Practice Reflection (Self-Reflection &

Peer Feedback) and Learning Plan. Practice-Reflection involves reflecting on the
students clinical practice (Self-Reflection) and obtaining peer input (Peer Feedback) to
determine strengths and areas for improvement. The identified learning needs are
formulated into a Learning Plan. The students develop and maintain their Learning Plan to
meet their learning goals.
Practice Assessment: annual and random selection of nurses to participate in Practice

Assessment. The CNO requires the selected nurses to submit their Learning Plan for
review. The College will review the Learning Plan, and the selected nurses will write
objective multiple-choice tests based on specific practice documents.
Of these, the students are responsible ONLY for the Self-Assessment.

Week 2
Students submit the Self-Assessment (Self-Reflection, Peer Feedback & Learning Plan)
completed in NURS 101 to the Clinical Teacher for individual review and discussion.
Week 8
Students complete Self-Reflection (three strengths & three areas needing improvement) and
obtain Peer Feedback from a colleague.
13
request.
Week 12
Students submit an Individual Learning Plan (containing two learning goals) based on clinical
self-reflection, knowledge gained, and peer feedback.
Caring For Your Patient Receiving Intravenous Therapy (RNAO Best Practice Guidelines
E-Learning)
This module will provide students with the knowledge and skills required in conducting an
assessment for requiring vascular access, documentation and screening for complications. The
online course is comprised of six modules. The students are expected to complete each module
and when finished print the Certificate of Participation. This tool is free to anyone and students
need to register first, http://rnao.ca/bpg/courses
The certificate needs be submitted to the clinical teacher by week 8.
PROCESS OF EVALUATION
The Learning Outcomes are the measures by which students are evaluated.
Clinical day:
Students must arrive a minimum of 30 minutes before the start of clinical and come
prepared with necessary resources.
The Professor/Clinical Teacher assigns students to client(s).
Students use resources for information gathering: for example, clinical records, clinical
progress notes, texts etc. Students are expected to familiarize themselves with the clients
diagnoses, treatments, medications, overall condition, and to outline a care plan to meet
the clients needs.
Students are responsible for ongoing reporting, documentation and for arranging safe
transfer of care.
At all times, students are expected to act in a professional manner including dress and decorum.
Students will be required to leave the practice setting if their behaviour or conduct is inappropriate
or interferes with the learning process of self or others, or in any way jeopardizes the client safety
or safe clinical environment.
The Weekly Clinical Assessment is completed by the clinical teacher and the student using a
computer program Knowledge4You. It serves as a concise overview of students clinical
performance. The Weekly Clinical Assessment allows students and the clinical teachers to
evaluate in writing, the learning that has been achieved. Individual meetings are scheduled to
provide the students and clinical teachers an opportunity to: discuss performance and areas for
growth. Performance of the learning outcomes is noted as Satisfactory, Needs Development or
Unsatisfactory with written comments included.
All students complete and receive a Mid-term Clinical Assessment and a Final Clinical
Assessment, for which the grade will be Satisfactory or Unsatisfactory. Clinical
Laboratory Experiences:
14
request.
Final Grade
A final grade of SATISFACTORY or UNSATISFACTORY will be assigned for this course. To
achieve a grade of SATISFACTORY for NURS 208 the following THREE (3) CRITERIA MUST
BE MET:
1.
An overall average of 60% in written tests/assignments/final exam
AND
2.
Satisfactory achievement/performance in all course learning outcomes by week 14.
AND
3.
Satisfactory completion of all scheduled clinical simulation experiences and Self-directed
Learning (SDL) online modules.
Failure to achieve all three of these components will result in a grade Unsatisfactory and the
students name and information is forwarded to the Clinical Excellence Committee (CEC).
Criteria for satisfactory
The student demonstrates a consistent pattern of performance, which indicates knowledgeable,
safe and competent nursing care for clients and families within the identified learning outcomes.
Students must demonstrate a professional demeanor, including respectful communication both
written and verbal and including all electronic communication. Students complete all mandatory
activities and hours as outlined.
Criteria for unsatisfactory
The student demonstrates a pattern of performance that indicates a lack of knowledgeable, safe
and competent nursing care for clients and families in one or more of the stated learning
outcomes. Students do not meet mandatory attendance or performance course expectations as
outlined. Students demonstrate unprofessional behavior specific to course requirements and
assignments. An Unsatisfactory in this course will prevent the student from progressing in the
Practical Nursing Program.
When the students behaviour and/or conduct interferes with the learning process or in any way
jeopardize the safe environment of the clinical setting, the student will be required to leave the
clinical area. (Humber Institute of Technology and Advanced Learning Practical Nursing Diploma
Program Student Handbook and Educational Policies.)
Students who demonstrate difficulty meeting the Learning Outcomes, will have their name
forwarded to the Clinical Excellence Committee (CEC). The Clinical Excellence Committee
(CEC) is comprised of the Program Coordinators from both nursing programs at Humber College
who are experts in scholarly teaching and learning. The committee meets weekly as required
when students are experiencing difficulty achieving clinical course outcomes. The purpose of
the CEC meeting is to review the information on student performance as presented by the
Professor/Clinical Teacher and provide recommendations and remediation strategies to
15
request.
support student success. After reviewing all information presented by the student and the
Professor/Clinical Teacher and gaining a thorough understanding of the students performance,
the CEC make the final decision of satisfactory or unsatisfactory.
Diploma Students
In addition to meeting all program specific course and credit requirements, students must achieve
a Cumulative Program Grade Point Average (CPGPA) of 60% in order to be eligible for
graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments, individual/group
consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations, which can be
found on the following, website: http://www.humber.ca/academic-regulations
Humber Institute of Technology and Advanced Learning Policies and Procedures can be found on
http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook that
outlines program-specific policies and procedures. This Handbook can be found on the following
websites: www.humber.ca and course site https://learn.humber.ca.
Academic Integrity
The School of Health Sciences (SHS) at Humber College Institute of Technology and Advanced
Learning (Humber ITAL) is committed to educating, preparing, and nurturing future professionals
who exemplify the core values of Academic Integrity (AI). We believe character and capacity is
strengthened through collaboration and attention to the values described by the International
Centre of Academic Integrity (ICAI) honesty, trust, fairness, respect and responsibility (ICAI,
2013) and the courage to always commit to these values.
To support this vision all students, within the School of Health Sciences, are expected to complete
all work in keeping to these values. All students will add the statement below to all assignments
required for submission to their professor/ placement instructor. It is expected that students will
indicate their signature and student number to verify their commitment to this pledge on their
assignments.
Integrity Pledge
I have maintained Academic Integrity in my work by adhering to the values of honesty and
integrity. I declare that this work respects APA requirements as well as policies within the School
of Health Sciences.
Student Signature
Student Number
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The Program
Co-ordinator and/or the Associate Dean may be asked to assist if the faculty member and student
16
request.
are unable to resolve issues. For relevant forms and a brief description, please refer to the
Academic Regulations, Academic Compliant (Category 1, Category 2) or Academic Appeal at:
http://www.humber.ca/academic-regulations. For further information see Section 13 of the
Admission Requirements and Academic Regulations for Degree, Diploma and Certificate
Studies.
Program Specific Policies:
Refer to the Humber College Institute of Technology and Advanced Learning (Humber ITAL)
Practical Nursing Diploma Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and Educational
Policies contains the following program policies for which students are held accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read and
sign that they have read and will comply with all relevant Humber College Institute of Technology
and Advanced Learning policies and all Practical Nursing Diploma Program policies outlined in
the Handbook and other documents, and that they will uphold all professional standards including
confidentiality.
Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Accessible Learning Services
Humber strives to create a welcoming environment for all students where equity, diversity and
inclusion are paramount. Accessible Learning Services facilitates equal access for students with
disabilities by coordinating academic accommodations and services. Staff in Accessible
Learning Services are available by appointment to assess specific needs, provide referrals and
arrange appropriate accommodations. If you require academic accommodations, contact:
Accessible Learning Services: http://www.humber.ca/student-life/swac/accessible-learning
North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the
order, content, and/or evaluation may change in the event of special circumstances (e.g. time
constraints due to inclement weather, sickness, college closure, technology/equipment problems
or changes, etc.). In any such case, students will be given appropriate notification in writing, with
approval from the Dean (or designate) of the School.
17
request.
ESSENTIAL EMPLOYABILITY SKILLS

(MTCU Requirements)
Communication
Reading
Writing
Speaking
Listening
Graduates of the program reliably demonstrate the

ability to:
1. communicate clearly, concisely and correctly in the
written, spoken and visual form that fulfills the purpose
and meets the needs of the audience.
2. respond to written, spoken, or visual messages in a
manner that ensures effective communication.
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and
Reasoning
3. execute mathematical operations accurately.
Analysing and using Numerical Data

Conceptualizing
Critical Thinking and Problem Solving
Analysing
4. apply a systematic approach to solve problems.
Synthesising
5. use a variety of thinking skills to anticipate and solve

problems.
Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information 6. locate, select, organize and document information
using appropriate technology and information systems.
Selecting and using appropriate
tools and technology for a task or
project
7. analyze, evaluate and apply relevant information from

a variety of sources.
Computer literacy
Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership
8. show respect for the diverse opinions, values, belief

systems and contributions of others.
9. interact with others in groups or teams in ways that
contribute to the effect working relationships and the
achievement of goals.
Networking
18
request.

(MTCU Requirements)
Personal
Managing self
Managing change and being flexible
and adaptable
Engaging in reflective practice
Graduates of the program reliably demonstrate the

ability to:
10. manage the use of time and other resources to
complete projects.
11. take responsibility for ones actions, decisions, and
consequences.
Demonstrating personal
responsibility
19
request.
Humber ITAL Practical Nursing Diploma Program

NURS 208 WEEKLY TRACKING TOOL
Student Name:
Section:
Student Number:
Faculty:
S Satisfactory
Refer to:
ND Needs Development
U-Unsatisfactory
Course Learning Outcomes and Indicators of Learning
WEEK
10
11
12
13
14
Competent and safe practice within a

legal and ethical framework
Accurate and relevant communication
Caring relational practice
Leadership and advocacy
Plans of care: meet clients mutually
agreed upon outcomes
Collaborative practice with
interprofessional health care team.
Quality Assurance: continued and
improved competence.
Use of critical thinking, problem solving
and decision making effectively.
Additional Professional Clinical
Accountability
Weekly
Preparatory work completed
Present and punctual
Adheres to dress code
Organizes time and workload
Adheres to Practice Standards and
Humber ITAL Policies/PN Handbook
Assignments
Learning Plan (Portfolio)
Concept Care Map completed
Lab Quizzes
Self-directed Learning Modules
(2hrs/wk)
Student Initials
Teacher Initials
Student Signature:
_______________________________
Faculty Signature:
_______________________________
Date: ___________________
Date:
___________________
Comments:
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format upon request.
20
CLINICAL SIMILATION EVALUATION RUBRIC
Lab & diagnostic

System assessments
Vital signs
General monitoring during simulation
Medication administration
IV / Parenteral fluids
Dosage calculation
Blood products administration
Central venous access devices
Non-pharmacological measures
Nutrition & oral hydration
Elimination
Complementary/alternative therapy
Mobility/immobility
Student _______________________________________________________ Date____________ REMEDIATION REQUIRED YES ___ NO

___
___
CATEGORY OF CLIENT
UNSATISFACTORY SATISFACTORY
COMPETENT
HIGHLY
NEEDS
COMPETENT
Safe Effective Care
Patient advocacy
Environment
Delegation
Nurse promotes
Collaboration
achievement of client
Confidentiality
outcomes by providing
Establishing priorities
& directing nursing
Error prevention
care that enhances
Standard transmission-based precautions
care delivery setting in
Use of restraints/safety devices
order to protect
clients, family & HCP
Basic Care & Comfort
Providing comfort &
assistance in the
performance of ADLs
Pharmacological &
Parenteral Therapies
Providing care related
to the administration
of medications &
parenteral therapies.
Reduction of Risk
Potential
Reducing the
likelihood that clients
will develop
complications or
health problems
related to existing
conditions, treatments
21

___
___
CATEGORY OF CLIENT
UNSATISFACTORY SATISFACTORY
COMPETENT
HIGHLY
NEEDS
COMPETENT
or procedures.
Physiological
Pathophysiology
Adaptation
Illness management
Managing & providing Medical emergencies
care for clients with
Fluid & electrolytes
acute, chronic or
Hemodynamics
life-threatening
Unexpected response to treatments
physical health
Oxygen administration
conditions.
Health promotion &
Disease prevention
Maintenance
Growth & development
Providing & directing
Health & wellness
nursing care of the
Health promotion strategies
client, family that
High risk behaviours
incorporates
Lifestyle choices
knowledge of growth
Therapeutic communication
& development
Grief & loss
principles, prevention
End of life care
&/or early detection of
Coping mechanisms
health problems.
Family dynamics
Promotion of
Stress management
emotional, mental &
Support systems
social wellbeing of
client & family.
Psychosocial integrity
Therapeutic communication
Providing & directing
Grief & loss
nursing care that
End of life
promotes & supports
Coping mechanisms
emotional, mental &
Family dynamics
social well-being of the Stress management
client & family.
Support systems
22
not performed as required

performance compromised care/safety
serious remediation is required
performance indicated cause for concern
identifiable areas for improvement
Unsatisfactory
Occasionally performance is standard and/or performance meets minimal standards

More training or practice is recommended.
Suitable for progression with some additional effort
Satisfactory
Often performed to standard and/or performance is safe and to standard.

Some areas could be improved.
Ready for independent practice.
Competent
Consistently performs to standard, and/or performance is safe and to standard.

Occasionally exceeds the standard.
Little improvement required.
Demonstrates appreciation for patient safety and standards.
Highly competent
23
Humber Practical Nursing Program

NURS208 Clinical Practicum
Guidelines & Student Agreement for Simulation Lab
Fall 2015
The simulation (SIM) lab experience is an opportunity to consolidate learning in an environment with simulated
clients and case studies. Attendance at these simulation experiences is mandatory and is part of clinical hours. To
achieve a Satisfactory grade for NUR208, the student must attend and participate in all simulation experiences.
Clinical simulation is assigned outside of clinical days and included as part of the regularly scheduled class
timetable.
The simulation lab is a component for evaluation of the NUR208 course and students are expected to follow the
learning outcomes in each of the following course abilities; safe practice, effective communication, relationship
development, client advocacy, use of nursing process, inter-professional collaboration, quality assurance (QA)
participation, and effective problem solving.
Clinical Simulation Expected Behaviours

To create a positive learning environment, it is important that students adhere to the following guidelines:
1. Attendance at clinical simulation is mandatory. Missed clinical time will be tracked for each student.
Students who miss simulation time due to illness or personal crisis are required to submit appropriate
documentation to support their absence (health care provider note) and must notify the clinical teacher in
advance of the missed simulation time. To receive a credit grade for this course, students must attend and
participate in all mandatory simulation experiences. The student is expected to arrive on time; if the
student arrives late, the student will not be allowed to participate and will miss the clinical simulation
experience and be considered absent.
2. Students are to attend their own simulation groups scheduled simulation experience time and cannot
negotiate changes/attendance in other simulation groups sessions.
3. Full uniform is required for simulation practice. Conform to the uniform/grooming guidelines for clinical
practice in the Practical Nursing Humber Student Handbook-2015/2016.
4. Active participation in all aspects of the simulation experience is expected.
5. Effective communication is an essential skill for all members. Participants will not distract the learners by
talking or being disruptive in any way. Electronic devices are turned off and not permitted for the duration
of the simulation.
6. Discussion in the simulation experience is to be kept confidential to that specific group only. The
information gained from each of the weekly clinical simulation experiences is for personal use only and is
not to be shared with others, in any format, or posted on any social network sites.
7. Adherence to all of the Policies outlined in the Practical Nursing Program Humber Student Handbook
2015-2016 particularly the student code of behaviour, lab policies and procedures, clinical simulation lab,
clinical simulation lab code of behaviour signed consent form, and policies related to the clinical setting.
Student Pledge:
My signature on this document represents my agreement to abide by the expectations and to act in a
professional manner when I am in the clinical simulation learning lab. I am aware that in the event that I do
24
not abide by the expectations or that I act in an inappropriate manner it may result in my expulsion from the
lab and therefore withdrawal from access to the clinical simulation learning lab. I further accept
responsibility for any implications that lack of access to the clinical simulation lab may have for my success
in the program.
Program: Practical Nursing
Semester: ______________________
Signature: ________________________ Print Name: _________________________

Witness: __________________________ Date: ______________________
This signed pledge will be kept by the clinical teacher.
25

Nurs 208 Fall 15 Final

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Judy Martin, RN, BHScN, MScN

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Restrictions: Practical Nursing Program Students only

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2011) www.cno.org

Date: August 31, 2015

50, 52, 55, 89, 94, 101, 106 a-c, 113 a, e)

Essential Employability Skills

Critical Thinking and

INDICATORS THAT LEARNING HAS OCCURRED IN

INDICATORS THAT LEARNING HAS OCCURRED IN

INDICATORS THAT LEARNING HAS OCCURRED IN

LAB AND SIMULATION

Comprehensive IV Therapy and

Final Clinical Assessment

2 students will be providing hands on care to the patient simulator

Self-Assessment a two-step process including Practice Reflection (Self-Reflection &

Practice Assessment: annual and random selection of nurses to participate in Practice

Of these, the students are responsible ONLY for the Self-Assessment.

An overall average of 60% in written tests/assignments/final exam

Satisfactory achievement/performance in all course learning outcomes by week 14.

ESSENTIAL EMPLOYABILITY SKILLS

Graduates of the program reliably demonstrate the

3. execute mathematical operations accurately.

Analysing and using Numerical Data

4. apply a systematic approach to solve problems.

5. use a variety of thinking skills to anticipate and solve

7. analyze, evaluate and apply relevant information from

8. show respect for the diverse opinions, values, belief

Essential Employability Skills

Graduates of the program reliably demonstrate the

Humber ITAL Practical Nursing Diploma Program

Competent and safe practice within a

CLINICAL SIMILATION EVALUATION RUBRIC

Lab & diagnostic

Student _______________________________________________________ Date____________ REMEDIATION REQUIRED YES ___ NO

Student _______________________________________________________ Date____________ REMEDIATION REQUIRED YES ___ NO

not performed as required

Occasionally performance is standard and/or performance meets minimal standards

Often performed to standard and/or performance is safe and to standard.

Consistently performs to standard, and/or performance is safe and to standard.

Humber Practical Nursing Program

Clinical Simulation Expected Behaviours

Signature: ________________________ Print Name: _________________________

This signed pledge will be kept by the clinical teacher.

Das könnte Ihnen auch gefallen

Student _____________________________________________ Date REMEDIATION REQUIRED YES _ NO

Student _____________________________________________ Date REMEDIATION REQUIRED YES _ NO

Signature: Print Name: _