SOUTH TEXAS COLLEGE Associate Degree in Nursing Program RNSG 2260: Care of Children and Families-Clinical Syllabus Fall

2013
Institutional Information: 1. 2. 3. 4. Name of Institution: South Texas College Name of Department: Associate Degree Nursing Section Outline Fall 2013

Instructor Information

1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6.

Instructor's Name: Viola Ramirez, RN, MSN, FNP-BC Office/Building/Campus Location: NAH 229 Office Telephone Number: 872-3063 FAX Number: 872-3138 E-mail Address: vramire@southtexascollege.edu Office Hours: Monday 10:30am-12:30pm, Tuesday 10:30am-12:30pm & 4:00pm-5:00pm Instructor's Name: Patricia Gresham, MSN, RN, ANP-BC, CCRN Office/Building/Campus Location: NAH 216 Office Telephone Number: 872-3064 FAX Number: 872-3138 E-mail Address: pgresham@southtexascollege.edu Office Hour: Monday 12:00am-1:00pm Tuesday 9:00am-13:00pm

Course Information: 1. 2. 3. Care of Children and Families, Clinical Course Number: RNSG 2260 Classroom Location/ Days and Time Class Meets Clinical Prep at designated hospitals Tuesday 4:30 pm to 6:20 pm Edinburg Childrens Hospital Wednesday & Thursday 8:00 a m to 4:00 pm Doctors Hospital at Renaissance Wednesday & Thursday 8:00 am to 4:00 pm Catalog Course Description This course is the study of concepts related to the provision of nursing care for children and their families, emphasizing judgment, and professional values within a legal/ethical framework.

4.

5. Prerequisites: BIOL 2402, RNSG 2213, RNSG 1341, RNSG2262, RNSG 2263, and RNSG 1244.

6.

Program Learning Outcomes

Upon completion of the Associate Degree Nursing Program, the graduates should be able to:

Provider of Patient-Centered Care: a. Determine the holistic needs of patients and their families based upon interpretation of comprehensive health assessment findings in comparison with evidence-based practice health data. b. Analyze assessment data to identify problems, formulate outcomes and develop concept map of patients and their families using information from evidence-based practice in collaboration with patients, their families and interdisciplinary health care team. c. Apply the use of clinical reasoning to analyze clinical data evidence-based practice as basis for decision making in nursing practice. d. Implement concept map for patients and their families within legal, ethical and regulatory parameters. e. Demonstrate safe, compassionate, culturally competent nursing care to patients and their families. f. Evaluate patient outcomes and responses to therapeutic interventions and plan for follow up nursing care. g. Develop, implement and evaluate individualized teaching plan for patient and their families to address disease prevention, health promotion, maintenance and restoration. Patient Safety Advocate: a. Demonstrate knowledge and clinical behaviors of Texas Nursing Practice Act and standards of care that emphasize patients safety. b. Apply measures to promote quality and safe environment for patients, self and others. c. Formulate outcomes using evidence-based data to address disease prevention, patient risks, health promotion, maintenance and restoration. d. Obtain instruction, supervision and training as needed when implementing nursing procedures. e. Accept, formulate assignments and delegate tasks that take into consideration patients safety and organizational policy. Member of the Health Care Team: a. Coordinate, collaborate and communicate in a timely manner with patients, their families and the interdisciplinary health care team to plan, implement and evaluate patient-centered care. b. Function as health care advocate in monitoring and promoting quality access to health care for patients and their families. c. Refer patients and their families to health care services to promote continuity of care. d. Communicate and manage information using technology and ensure confidentiality to support decision making to improve nursing care. Member of the Profession: a. Demonstrate responsibility and accountability for the quality of nursing care provided to patient and their families and for continued competence in nursing practice through reflection, self analysis and life-long learning, b. Function within the nurses legal scope of practice and in accordance with the agency/organizational policies and procedures. c. Participate in activities that promote the development and practice of professional nursing.
7. Course Learning Outcomes

Course Competencies/Learning Objectives: By the end of this semester the student will demonstrate competence by applying nursing knowledge, clinical judgments and behaviors as a member of the profession, provider of patientcentered care, patient safety advocate and member of the health care team to pediatric and obstetric patients and their families: I. Member of the Profession Suggested Learning Activity Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Evaluation Method Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer

a. Examine the nurses legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting provided for pediatric patients and their families.

b. Analyze the responsibility and accountability for the quality of nursing care provided to pediatric patients and their families.

c. Utilize activities that promote the development and practice of professional nursing.

d. Analyze the responsibility for continued competence in nursing practice, and develop insight through reflection, self-analysis, self-care, and lifelong learning.

Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences, Sim Chart Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Suggested Learning Activities Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care

Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling, Sim Chart Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Evaluation Methods Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, Self-

II. Provider of Patient-Centered Care

a. Develop and implement a clinical reasoning and knowledge based on associate degree nursing program of study and evidence-based practice outcomes as a basis for decision making in providing nursing care for pediatric patients and their families.

b. Develop goals/outcomes and communicate the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse pediatric patients and their families based upon interpretation of comprehensive health assessment findings compared with evidencebased health data derived from the associate

degree nursing program of study. c. Examine assessment data to identify problems, formulate goals/ outcomes, and develop plan of care for pediatric patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team.

d. Provide safe, compassionate, individualized nursing care to pediatric patients and their families through direct supervised care.

e. Apply the plan of care for pediatric patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles.

f. Analyze and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care.

g. Develop, implement, and evaluate learning needs, teaching plans for pediatric patients and their families to address health promotion, maintenance, and restoration.

h. Refer human, information, and material

Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning

Evaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance

Discussions, Evaluation (Formative resources in providing care for pediatric patients Experience, Group Case Study, Open-Lab, Simulation & Summative), Safety and their families. (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences, Sim Chart

and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling, Sim Chart

III. Patient Safety Advocate

a. Analyze of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards.

b. Prepare measures to promote quality and a safe environment for pediatric patients, self, and others.

c. Distinguish goals and outcomes using evidencebased data to reduce patient risks

d. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices.

e. Classify and conform to mandatory reporting requirements of the Texas Nursing Practice Act.

Suggested Learning Activities Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions,

Evaluation Methods Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative

f. Analyze nursing tasks that consideration patient safety and organizational policy.

take

Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Related Learning into Clinical Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences

& Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling

IV. Member of the Health Care Team a. Utilize, collaborate, and communicate with pediatric patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient-centered care.

Suggested Learning Activities

Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation

Evaluation Methods
Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety

b. Implement the health care advocate role in monitoring and promoting quality and access to health care for pediatric patients and their families.

c. Classify resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality to pediatric patients and their families.

d. Examine the importance of communication and collaboration in a timely manner with members of the interdisciplinary health care team to promote

and maintain optimal health status of pediatric (Mid to High Fidelity), Clinical and Clinical Reasoning Paperwork, Patient Care Revisions Indicators Evaluation, patients and their families.
Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences, Sim Chart Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences Clinical Related Learning Experience, Group Discussions, Case Study, Open-Lab, Simulation (Mid to High Fidelity), Clinical Paperwork, Patient Care Revisions Based on Evidence-Based Practices, Research Articles in Electronic Data Base/Journals, Concept/Care Mapping, Community Projects; Pre and Post Conferences

e. Utilize and manage information using technology to support decision making to improve patient care.

f. Explain nursing care to other members of the health care team based upon an analysis of pediatric patients or unit need.

g. Analyze nursing care provided by others for whom the nurse is responsible by using evidencebased nursing practice.

Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling, Sim Chart Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling Clinical Performance Evaluation (Formative & Summative), Safety and Clinical Reasoning Indicators Evaluation, Return Demonstration, Quizzes, Peer Evaluation, SelfEvaluation, Reflective Journaling

8. Departmental Course Requirements, Evaluation Methods, and Grading Criteria: A. METHOD OF EVALUATION: Course grades will be based upon the following percentages: Clinical Performance 75% 3 Math Dosage Calculation Tests 25% =100% Students must achieve a minimum grade of a C in order to pass RNSG 2260. The clinical grade is based on weekly clinical performance, portfolio of supporting documentation, pediatric dosage calculation quizzes (3), concept maps weekly and a group health promotion project. The weekly clinical performance will be evaluated on 4 clinical indicators as follows: 1. PROVIDER OF PATIENT CENTERED CARE 2. PATIENT SAFETY ADVOCATE 3. MEMBER OF THE HEALTH CARE TEAM

4. MEMBER OF THE PROFESSION A score is assigned for each clinical indicator based on the following scale:
CM = COMPETENCY MET (2) NI = NEEDS IMPROVEMENT (1) NOT MET (0) NA = NOT APPLICABLE CNT =COMPETENCY

Each student is expected to achieve a minimum of 78 or a C to pass the clinical course by the end of the rotation. A remediation plan will be initiated, if possible, for any score of 0-1 during the rotation to assist the student in attaining course competencies. The final course grade is calculated by averaging the grades from each element. If the instructor determines that a student has not had the opportunity to earn points for a given clinical indicator by no fault of the student, the item will be graded on the information gathered or the item will not be applicable for that week. For example, if the student is not given an opportunity to administer medications, the students preparation and knowledge regarding the medication will be assessed and graded. Weekly Clinical Care Maps will be required during the rotation and will be evaluated according to the following criteria: Satisfactory Concept Map INDICATIONS Includes pertinent patient data, pathophysiology, etiology, and incidence of medical diagnosis. Reflects knowledge base, includes relevant lab data and nursing assessment data. Individualized prioritized nursing diagnoses for the clients needs. Appropriate nursing interventions based on nursing assessment, including medications and teaching, with timespecific measurable goals and expected outcomes. Logical decision-making, evaluation of client response to interventions. Easy to follow, clear and useful. Complete, accurate data. At least 3 relevant references in APA format, including at least one appropriate nursing journal or internet resource. An example of an unsatisfactory concept map: Unsatisfactory Concept Map INDICATIONS Missing critical factors to clients care, missing critical assessment data, incomplete, or no effort made Little effort made, irrelevant nursing diagnoses or interventions, lack of measurable goals and expected outcomes. Incorrectly prioritized. Unclear reasons for decision making, disorganized. Lack of evaluation of client response. Incomplete, inaccurate data. Missing important components. No references, or inappropriate references. Must be from a nursing or medical journal or internet resource, not a lay

CRITERIA Documentation of Data

Evidence of Critical Thinking

Rationale and evaluation Completeness and Accuracy References

CRITERIA Documentation of Data Evidence of Critical Thinking Rationale and evaluation Completeness and Accuracy References

resource. Must be in APA format. The clinical instructor will document the reasons for a letter grade of C in students clinical performance and for every unsatisfactory concept map in the clinical evaluation tool and/or clinical warning form. B. Program Progression: Student must achieve a grade 78% or better in the following courses RNSG 2331, RNSG 2121 and RNSG 2163 to progress to RNSG 2363 (Capstone) in clinical V. C. Student Program Policies: Students must review the Student Handbook and sign the attached sheet stating they have read and understand the policies such as Nursing Allied Health Safe Clinical Practice Standard, Scholastic Honesty. Standards, guidelines and requirements of the course as stated in the course syllabus, the associate degree nursing student handbook and the statements regarding Texas Board of Nursing regulations for license eligibility policies (Nurse Practice Act, Article 4519a and 4525 policy, found on the Texas Board of Nursing website at www.bon.texas.gov. A copy of the NAH student handbook is available on the STC college web site at www.nah.southtexascollege.edu/programs/adn.html . Students must follow dress guidelines as described in the ADN Student Handbook which is available at http://www.nah.southtexascollege.edu/programs/adn.html. Students not in compliance with the dress guidelines either in class or clinical will be sent home and given an absent day and a 0 grade. Students must wear STC ID at all times. South Texas College expects all students to exhibit appropriate behavior in the classroom, clinical, or other academic setting. Inappropriate behavior, including cheating and plagiarism, may result in disciplinary action against the student, including expulsion from the class or the College. Detailed information regarding South Texas Colleges expectations for student behavior is presented in the Student Code of Conduct which is available in the Student Handbook, online at http://www.nah.southtexascollege.edu/programs/adn.html or by contacting the Office of the Ombudsperson at 956-872-2180. D. Attendance: Students are expected to attend clinical regularly and to be prepared for their assignment. A maximum of 10% of total clinical hours may be missed. The learning activities require student attendance and participation. When the student is absent from clinical, there is no way to determine a grade for that assigned clinical experience. Therefore, a 0 grade will be assigned. Every student who is absent from clinical will be given an outside assignment by their clinical instructor. The grade for this assignment will be the grade for that clinical day on the evaluation tool. See the ADN Student Handbook at STC website www.nah.southtexascollege.edu/programs/adn.html. See Appendix F: Clinical Addendum for assignment information. Absences which total more than 10% of the scheduled clinical hours may result in dismissal from the program. E. Late Paperwork/Clinical Assignments Assigned paper work is required to be on time. The student is required to submit a Late Course Form (found in the student handbook) for any paperwork that is not submitted by due date and time. Ten (10) points will be deducted for each day late. See the ADN Student Handbook for policy and procedure. These forms will be placed in the students personal file. F. Grading/Clinical Evaluation

Students will be evaluated every day while in the clinical setting based on the clinical evaluation tool included in the syllabus.

The daily clinical performance grade is determined by the sum of all points in each category. If the instructor determines that a student has not had the opportunity to earn points for a given criteria by no fault of the student, for example, he/she is not given an opportunity to administer medications, the item will be graded on the information gathered and students knowledge regarding the medication. After reviewing the daily evaluation form, students will sign the designated area of the evaluation sheet. The daily written clinical preparation forms, medication sheet, diagnostic sheet, assessment form, references, and any other written work assigned by the clinical instructor will be graded based on completeness, accuracy, and individual effort. The clinical assignments may need to be submitted by Sim Chart as designated by the instructor. A Pediatric Health Promotion Project will be presented by clinical groups on assigned day and will count as the clinical performance grade for the day. Clinical care maps and any written reports assigned must be typewritten in APA format with references as designated by the instructor. Schedule an appointment with your clinical instructor if you have any questions about your grade. G. Clinical Performance Deficiencies and Unsafe Practice: Students must satisfactorily demonstrate all critical indicators located in the clinical evaluation tool consistently throughout the course. The clinical instructor will document the reasons for an unsatisfactory clinical performance in the clinical evaluation tool and/or clinical warning form. Unsafe practice is defined as: 1. Failure to carry out the requirements, including nursing plans. 2. Engaging in activities judged to be unsafe for students level and clinical assignment based on course objectives. 3. Engaging in any activity that has the potential to place the client in physical or emotional jeopardy. 4. Violation of any critical element identified in the evaluation tool. An instructor has the right and responsibility to dismiss students from the clinical area at any time client care is jeopardized. FAILURE OF THE ENTIRE CLINICAL COURSE CAN OCCUR BASED ON UNSAFE PRACTICE. H. Student Policies: Students must read the Student Handbook policies and sign the attached form stating that they have read and understand the program policies, especially those relating to professional appearance, confidentiality, unsafe clinical practice, and State Board Regulation Article 4519a and 4525. Students must wear STC ID at all times. Attendance: Clinical attendance is required for the completion of clinical learning objectives. The students are required to attend clinical at the assigned time and location. Absences which total more than 10% of the scheduled clinical hours may result in dismissal from the program. See the Student Handbook at STC website www.nah.southtexascollege.edu/programs/adn.html. Tardiness of 30 minutes or more will be counted as an absence. No half-day absences are allowed. Students are expected to contact the instructor at least one hour prior to the scheduled clinical experience if case of absence or tardiness. Failure to do so may result in dismissal from the course. If unable to contact your instructor, contact the agency and/or the ADN program office and leave a message with your name and phone number. Special circumstances will be considered on an individual basis at the discretion of the clinical instructor. See the Student Handbook at STC website www.nah.southtexascollege.edu/programs/adn.html.

Students may rotate through several clinical areas which may include med/surg units, intensive care units, emergency departments, surgery, schools, and/or private health agencies. Assignments will be made by faculty and are subject to change throughout the semester. 9. Required Textbooks & Resources: Bindler, R., & Howry, L. (2005). Pediatric drug guide. Upper Saddle River, N. J.: Pearson Prentice Hall. OR: Wilson, B. A., et al. (2008). Prentice Hall nurses drug guide. Upper Saddle River, N. J.: Prentice Hall. Hockenberry, M. J. (2009). Wongs essentials of pediatric nursing (8th ed.). St. Louis, MO: Elsevier Mosby. Murphy, A. C. (2009). Study guide to accompany Wongs essentials of pediatric nursing (8th ed.). St. Louis, MO: Elsevier Mosby. Pagana, K., & Pagana, T. (2003). Mosbys manual of diagnostic and laboratory tests. (2nd ed.). St. Louis, MO: Elsevier Mosby. OR: Kee, J. L. (2006). Laboratory and diagnostic tests and nursing implications. (7th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall. Pediatric facts made incredibly quick! ( 2006). Philadelphia, PA: Lippincott Williams & Wilkins. Pickar, G. D. (2004). Dosage calculations. (7th ed.) Clifton Park: Delmar Learning. OR: Kee, J. L., & Marshall, S. (2008). Clinical calculations with applications to general and specialty areas. (6th ed.). St. Louis: Saunders. Sparks, S. & Taylor, C. M. (2008). Nursing diagnosis reference manual. (7th ed.). Springhouse, PA: Springhouse. Recommended resource: Hockenberry, M.J. (2005). Wongs clinical manual of pediatric nursing. (6th ed.). St. Louis, MO: Elsevier Mosby. 10. Developmental Studies Policy Statement:
The Colleges Developmental Education Plan requires students who have not met the college -level placement standard on an approved assessment instrument in reading, writing, and/or mathematics to enroll in Developmental Studies courses including College Success. Failure to attend these required classes may result in the student's withdrawal from ALL college courses.
Statement of Equal Opportunity: No person shall be excluded from participation in, denied the benefits of, or be subject to discrimination under any program or activity sponsored or conducted by South Texas College on the basis of race, color, national origin, religion, sex, age, veteran status or disability. Alternative Format Statement: This document is available in an alternative format upon request by calling (insert phone number of the department contact person who maintains the syllabus and can provide a copy upon a student request). ADA Statement: Individuals with disabilities requiring assistance or access to receive services should contact disABILITY Support Services at ( 956 ) 872-2173.

South Texas College ADN Program Pediatrics RNSG 2260 Emergency Department Clinical Objectives

Write up your observations/interpretations of your ER nursing experience on a separate sheet of paper by answering the following questions: 1. Discuss the triage process for children in the ER and assist with that process.

2.

Check the pediatric Braselow crash cart; explain Braselow & describe its contents and how it is utilized.

3.

Document complete care of one ER pediatric patient as if you were the primary nurse. Attach note. Use the ER nurses notes to document care.

4.

Describe what elements of the nursing process you utilized today and how.

5.

Identify and evaluate the nursing interventions you performed today.

6.

Identify developmental considerations that you applied in caring for a child in the ER.

7.

What suggestions would you make for improving the nursing process as it applies to children in the ER?

South Texas College ADN Program Pediatrics RNSG 2260 Operating Room Clinical Objectives

Write up your observations/interpretations of your OR nursing experience on a separate sheet of paper by answering the following questions: 1. Discuss the informed consent and assent elements and pre-op teaching done for child/parents by anesthesia, the surgeon, and the nurses.

2.

Describe the donning of sterile shoe covers, mask, gown, and glove and explain standard precautions in the OR.

3.

Assist the circulating nurse in instrument & sponge counts & explain the process and describe the mandatory time out procedure.

4.

Describe the type of anesthesia delivery for a selected pediatric client.

5.

List and describe the potential complications of general anesthesia in children.

6.

Identify anatomical/developmental differences in the airway of children and adults.

7.

What is the difference between general anesthesia and moderate sedation?

8.

Describe special safety considerations for children in the OR.

9.

Discuss the roles and responsibilities of the RN (1) on the surgical team, (2) in outpatient surgery, (3) in postanesthesia care unit, and (4) the caregivers in the peri-operative period.

10. Describe how the nursing process was applied to one patient in the OR or PACU.

South Texas College ADN Program Pediatrics RNSG 2260 Vannie Cook, Jr., Oncology/Hematology Clinic Clinical Objectives

Write up your observations/interpretations of your oncology nursing experience on a separate sheet of paper by answering the following questions: 1. What additional education is needed to become a certified oncology nurse?

2.

Describe the care of and teaching related to the Vascular Access Device (VAD).

3.

Discuss the nursing management of common side effects of treatment modalities.

4.

Identify the emotional and educational needs of families who have a child with cancer.

5.

Apply the nursing process and culturally competent critical thinking skills through the care of one client.

South Texas College ADN Program Pediatrics RNSG 2260 School Nursing Clinical Objectives

Write up your observations/interpretations of your school nursing experience on a separate sheet of paper by answering the following questions: 1. List and describe the many roles and functions performed by school nurses.

2.

Assist the school nurse in at least two, preferably more, teaching activities, either in the classroom or with individual student visit. Document age of student(s), situation, and outline of activity. Suggestions: Need for physical activity Nutrition teaching Medication, proper administration Conflict resolution Injury prevention Communicable disease Handwashing, hygiene Other

3.

Apply the nursing process and culturally competent critical thinking skills in at least one clinical situation in collaboration with the school nurse.

4.

Write up an instance of problem-solving with a high-risk student or family.

5.

List what specific laws are applicable to school health.

PEDIATRIC HEALTH PROMOTION PROJECT

Students in clinical groups will develop and present a health promotion project to preschool or school-age children in either a hospital, clinical, or school setting. Presentation groups should be 4-6 students each (1-2 groups per clinical class). Presentations should last 20 30 minutes and allow additional 10-15 minutes for questions and evaluation of learning. Students are to arrange the site for their presentation and inform their clinical instructor of the location, the contact person, address, and phone number. The presentation should be given during the last week of the course on a regular clinical day at a time mutually agreeable with the students, the clinical instructor, and the presentation site. Presentation site, date, and time may be assigned by instructors. Time may be allowed in clinical for groups to work on the preparation at the instructors discretion. Topics for the presentation should target a Healthy People 2020 goal approved by the instructor, or another topic requested by the presentation site if approved by the instructor.

Assignments: 1. The topic and purpose proposal should be submitted to the clinical instructor on the date assigned in the course calendar. The proposal should include: a. The title of the project b. Topic to be presented and purpose of the presentation c. Names of the presenters d. Anticipated audience 2. An outline of the objectives of the presentation should be submitted to the clinical instructor by the date assigned in the course calendar. The outline should include: a. Review of literature: What does medical/nursing literature teach about the topic? You need to have the support of experts and correct information to teach. Rememberevidence-based practice. b. Provide at least 3 references in APA format. References must be no older than 5 years, must be from nursing or medical sources (not lay sources), and include at least one journal or online resource. c. Learner objectives for the presentation: What do you want to the learner to learn? You should have at least 3 objectives. They should be specific and measurable. d. Outline of the planned presentation: How are you going to present the material? What teaching methods will you use? Are you going to use puppets? What other materials will you use? e. Evaluation: How are you going to evaluate what the students have learned? Did they learn the objectives you planned? 3. Health promotion presentation will be evaluated on the day of the presentation by the clinical instructor using the criteria in the following table.

Pediatric Health Promotion Project Grading Criteria

The health promotion project will be graded on the following criteria: Criteria Possible Points Assignment #1 Topic & purpose 10 proposal appropriate and on time Assignment #2 Learner objectives 10 age-appropriate and on time Literature review and References 10 in APA format Organization of presentation 10 Teaching methodsappropriate and effective Creativity and originality Group member participation in presentation Learner participation and enjoyment Learner evaluation Peer evaluation 10 10 10 10 10 10 Achieved Points

Total

100

The grade for the project will count as clinical performance grade for that day.

Peer Evaluation
Peer evaluation will be completed by each student for each member of his/her group based on the following criteria: Student Name Preparation Attendance Participation Interpersonal Communication Total Research, reading, On-time and Contributed best Initiated & responded Relations
completed assignments stayed for duration academic ability Positive & productive appropriately between meetings

The peer evaluation will count as 10% of the students final grade for the health promotion presentation.

DATE ____________________________________

NAME__________________________________________

PEDIATRIC CLINICAL DATA Date of Admission: _________________________ Patient Initials: ___________________________________ Rm # __________ Age: __________ DOB: __________ M/F Allergies: ____________________________

Admitting/ Current Diagnosis: _________________________________________________________________ Surgical Procedure: __________________________________________ Surgical Day: ___________________ History of Present Illness: _____________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ (Document what parent says, not only chart) Past medical history (birth history, developmental delays, co-morbid conditions, past illness/ injuries, hospitalizations): __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ (Document what parent says, not only chart) Primary Caregiver: __________________________________________ (for instance - Mom, grandparent, CPS) Family size/structure/birth order: _________________________Immunizations_________________________ Cultural / language/ religious factors: ___________________________________________________________ Developmental Stage: (Piaget & Erickson): _______________________________________________________ Daycare or School: __________________________________________________________________________ Height & Percentile: ____________________________ Weight & Percentile: ___________________________ Infants only: FOC & Percentile: ___________________ Chest: _______________ Abd. Girth: ______________ Diet: _______________________ VS Freq: _______________________ Monitors: _______________________ Caloric intake/day: __________________________________________________________________________ IV Fluids/rate/volume per hr/day: _______________________________________________________________ _ Dressings, Irrigations, Drains: __________________________________________________________________ Respiratory Treatments: ______________________________________________________________________ Activity/Play/Diversion: (list age-appropriate activities) _____________________________________________

DATE ____________________________________

NAME __________________________________________

PHYSICAL ASSESSMENT General Survey including Vital Signs Skin, Hair, Nails

Head & Neck

Heart & Peripheral Vascular System Chest & Lungs

Breasts & Axillae

Abdomen

Musculoskeletal system Neurological system

External Genitalia

Nursing Notes_______________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________

Date: _____________ Daily Weight: ________

TIME 10 08 . . . . . . . . . . 09 . . . . . . . . . . 10 . . . . . . . . . . 11 . . . . . . . . . . 12 . . . . . . . . . . 13 . . . . . . . . . . 14 . . . . . . . . . .

Height: __________ Patient Progress Documentation Form

15 . . . . . . . . . . 16 . . . . . . . . . . 17 . . . . . . . . . . 18 . . . . . . . . . . 19 . . . . . . . . . . 20 . . . . . . . . . . 21 . . . . . . . . . . 22 . . . . . . . . . . 23 . . . . . . . . . . 24 . . . . . . . . . . 01 . . . . . . . . . . 02 . . . . . . . . . . 03 . . . . . . . . . . 04 . . . . . . . . . . 05 . . . . . . . . . . 06 . . . . . . . . . .

Pain Intensity 5

0 Relief Acceptable (Y/N)

TUBE FEEDING RECORD Time Strength/Type Rate Pump Residual Tube Checked placement Bag & Tubing Change

INTAKE Oral GT IVPB IV Fluids Hyperal

07001500

1500 0700

24 Hr Total

OUTPUT Urine Emesis Gastric Suction Drainage Tube Stool

07001500

1500 0700

24 Hour Total CODE TYPE Code:

Diet
N-NPO :

Breakfast

Lunch

C-Clear liquid R-Regular O-Other

R-Refused P-Poor F-Fair G-Good E-Excellent APPETITE

Breakfast

Lunch

%
Rate Pump Tube/Filter Site Care Needle Site

TOTAL
IV Time IV# IV Solu

TOTAL
AMT

I.V. SITE CHECKS* CODE:

Time Site # Redness Drainage Edema Tenderness Heat IV Dressing Dry & Intact Restarted IV Checked Q2 Hours Initials 0700

O-NO,
0900

ABSENT - YES PRESENT

1100 1500

Hygiene / Safety
Am Care - BB/SH Pm Care - BB/SH Partial Bath Oral Care/ # teeth Back Care Sitz Bath Patient Resting Or Sleeping Foley Care / Diaper area Turn Q 2 hours Bed locked Y or N Call light within reach

07001500

15000700

Patient Progress Documentation Student Name :____________________________PATIENT IDENTIFICATION Vital Signs : AM PM

South Texas College ADN Program RNSG 2260 Pediatrics Pre-Clinical Preparation Age: DOB: Gender: Diagnosis: Hospital day:

What are you alert for today with this patient?

What are the important assessments to make?

What complications may occur?

What interventions will prevent the possible complications?

DIAGNOSTIC TESTS

TYPE

DATE

NORMAL VALUE

CLIENTS VALUE

REASON(S) FOR ABNORMALITIES SPECIFIC TO YOUR CLIENT

Pt.s Initials:________

Name:

MEDICATIONS
Pt.s Wt.: MEDICATION Brand/Generic Dosage Route SAFE RANGE (Calculate) FREQ/ TIME CLASSIFICATION PHYSIOLOGIC ACTION ADVERSE DRUG REACTIONS NURSING IMPLICATIONS (Individualized to patient)

South Texas College ADN Program RNSG 2260 Pediatrics

14 Things to do/observe when going into the pts. room for first time 1. 2. 3. 4. 5. Wash hands. Re-introduce self & greet patient & parents. Safety issues: ID band, bedrails? Ask how the night went: sleep well, temperature, difficulty breathing, mood etc. Check amount of and label on IV fluid in bag, check IV site & patency, check change date for IV tubing, pump - ml/hr? set for two hr. 6. 7. 8. 9. If Respiratory Pt. Observe color, respiratory rate & rhythm; O 2 sat If post- surgical, obtain temperature; check wound for drainage, signs of infection, N/G drainage,. etc. If GI Dx., any n/v/d, how many times, color, urine out put.etc. Assess nutritional status; how well did child eat last night & this AM

10. Assess for pain 11. Observe what the patients needs are: bed making, bath, formula, fresh water, & ice, call light within reach, 12. Ask patient &/or parents if they need anything. 13. Return with linens, water, etc. 14. Round every 2 hours

5/19/08;6/9/09.sg