College of Health & Human Services School of Nursing NUR 319. Fundamentals of Nursing Practice. Accelerated Syllabus and Clinical Course Pack

College of Health & Human Services School of Nursing NUR 319 Fundamentals of Nursing Practice Accelerated Syllabus and Clinical Course Pack FALL 2010 Pamela Stetina, PhD, RN Associate Professor July 2010 1

School of Nursing NUR 319 Acknowledgment of Syllabus/Course Requirements Name (First) (Last) (Please print) Phone number Email: I acknowledge that I have reviewed and read the syllabi for NUR 319 and NUR 319L. I understand the expectations and requirements for the classroom and skills lab/clinical portions of this course. I agree to abide by these regulations, terms, and policies as set forth in the syllabus. I have provided documentation to the School of Nursing office of current CPR certification that will remain current at least through this semester, current malpractice insurance coverage that will remain in effect through this semester, a negative TB test t or medical clearance for positive reactors that remains current (within 1 year) during the course of this semester. Documentation of Hepatitis B vaccination, MMR, health insurance coverage, varicella status and Tdap are also current and on file. In addition, I have reviewed again the School of Nursing Undergraduate Student Handbook, and understand the policies that are in place to support my continued education in Nursing. (Signature) (Date) July 2010 2

General Information College: College of the Health and Human Services School of Nursing Course Number: NUR 319 Course Title: Fundamentals of Nursing Practice Semester: Fall 2010 (August 2 to August 20) Credit Hours/Clock Hours: 1 credit theory (15 clock hours) 1 clinical laboratory (45 clock hours) for a total of 60 hours Day: 8/3, 8/5, 8/6, 8/10, 8/11, 8/12, 8/17, 8/18, 8/19 Time: Location: Faculty: 9:00 am to 5:00 pm Northern Arizona University, Flagstaff Room 124 (except in DuBois Room 28 8/3, 8/17, 8/18) Pamela Stetina, PhD, RN (Course Coordinator) Associate Professor Ilene Decker, PhD, RN (Clinical Faculty) Professor Donna Price, MS, RN, CNM (Clinical Faculty) Assistant Clinical Professor Office Address: Pamela Stetina, PhD Ilene Decker, PhD Donna Price, MS, RN, CNM Northern Arizona University Northern Arizona University Northern Arizona University Nursing Building, Room 102 Nursing Building, Room 106 Nursing Building, Room 101 School of Nursing School of Nursing School of Nursing Box 15035 Box 15035 Box 15035 Flagstaff, AZ 86011 Flagstaff, AZ 86011 Flagstaff, AZ 86011 Office Phone: Pamela Stetina, PhD Ilene Decker, PhD Donna Price, MS, RN, CNM 928-523-7209 928-523-2159 928-523-0319 Pager: 928-913-7743 Cell: 928-380-3704 Primary E-mail: Alternate E-mail: Office Hours: Please use mail function within Vista Shell Pamela.Stetina@nau.edu Ilene.Decker@nau.edu Donna.Price@nau.edu By appointment Course Prerequisite: Admission to the accelerated nursing program. Catalog Description: Fundamental concepts of nursing that provide the building blocks of nursing care. Emphasis is placed on developing skills needed to assess, implement and monitor selected nursing interventions and technologies. July 2010 3

Student Learning Outcomes: Upon completion of the course the student will be able to: Accountability Demonstrate principles of basic nursing care within the legal, ethical and regulatory framework of nursing practice. Caring Plan and deliver nursing care with sensitivity to individual patient needs. Demonstrate awareness and respect for the uniqueness of patients and their situation. Clinical Competence Develop practice skills based on current knowledge, theory, and research. Communication Demonstrate appropriate and accurate written and verbal communication. Critical Thinking Incorporate knowledge from the behavioral, biological and natural sciences to patient assessment and the planning and evaluation of nursing care. Apply the principles underlying all nursing intervention procedures related to providing care to client in different care settings. Apply the principles of infection prevention in any clinical setting. Culture Demonstrate flexibility and openness to continued learning about culture and diversity. Management/Leadership: Seek relevant direction from faculty in the implementation of basic nursing skills. Demonstrate beginning skills in management of time, materials, and self. Organize and coordinate self to demonstrate beginning clinical competencies and successful transition into the role of student nurse. Course Structure/Approach: This course will utilize a variety of approaches to support and enhance student learning and to achieve the student learning outcomes. These instructional methods include, but are not limited to: Class Discussion Handouts Audio-Visual Materials Demonstrations July 2010 4

Clinical Laboratory Competencies Clinical Strands and Clinical Competencies Upon completion of NUR 319L, the successful student will be prepared to: Accountability: 1. Demonstrate the ability to take responsibility for own words and actions. 2. Demonstrate responsibility for own development and maintenance of current nursing knowledge. 3. Adhere to ethical, legal, professional responsibilities within the student role. 4. Engage in self-reflection and professional dialogue with faculty about developing professional practice. Caring: 5. Identify caring behaviors applied to nursing care delivery. 6. Discuss awareness and respect for the uniqueness of patients and their situation. 7. Demonstrate awareness of own needs, strengths and limitations. Clinical Competence: 8. Demonstrate beginning basic competence and application of knowledge in the performance of basic nursing skills in clinical laboratory setting. 9. Develop practice skills based on current knowledge, theory, and research. Communication: 10. Establish and maintain effective working relationships with peers and faculty. 11. Demonstrate appropriate and accurate written and verbal communication. 12. Demonstrate awareness of self and effect on others when communicating. Critical Thinking: 13. Demonstrate beginning skills in the organization of patient data, identification of nursing diagnoses, and identification of priorities in the planning and delivery of care, and evaluation of care with extensive guidance. 14. Identify sources of professional information and how to access information to guide beginning practice. 15. Begin to incorporate knowledge from the behavioral, biological and natural sciences to patient assessment and the planning and evaluation of nursing care. Culture: 16. Verbalize cultural values and biases. 17. Demonstrate sensitivity to personal and cultural definitions of health. 18. Demonstrate flexibility and openness to continued learning about culture and diversity. 19. Begin to integrate concepts from liberal studies foundation in order to understand self and others. Learning-Teaching: 20. Identify own learning needs and styles. Management/Leadership: 21. Seek relevant direction from faculty in the implementation of basic nursing skills. 22. Demonstrate beginning skills in management of time, materials, and self. 23. Organize and coordinate self to demonstrate beginning clinical competencies and successful transition into the role of student nurse. July 2010 5

Textbook and Required Materials: Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (w/cd) (7th ed.). St. Louis, MO: Mosby. Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2007). Taylor s video guide to clinical nursing skills: Student set on CD-ROM. Hagerstown, MD: Lippincott Williams & Wilkins. (ISBN 9780781768139) Pagana, K., & Pagana.T (2010). Mosby s manual of diagnostic and laboratory tests (4 th ed.). St. Louis: Elsevier: Mosby (ISBN-13: 978-0-323-05747-9 and ISBN-10: 0-323-05747-0) A current drug guide that was purchased for NUR 331 Applied Pharmacology and Pathophysiology). A current medical dictionary that was purchased for NUR 330 Nursing as a Discipline and Profession. Assessment of Student Learning Outcomes: Case Studies ( 3 for 5% each) 15% of the course grade Final Skills Check-Off (must have a 75% or higher on the final 25% of the course grade check-off to pass the course) Exams (must have an average of 75% or higher on exams to pass 50% of the course grade the course) Final Self-Evaluation, Portfolio Review, and meeting with clinical 5 % of the course grade instructor HESI (must score 75% to receive the 5%) 5% of the course grade Total Percentage 100% Grading Scale A = 93 + points B = 84-92 points C = 75-83 points (A grade of "C" or above is a passing grade in this course). F = <75 In order to pass NUR 319, the student must achieve the following: 1. A combined average of 75% on all major exams (Exam #1 and Exam #2) 2. An overall course average of at least 75%. 3. A grade of Pass in the Clinical Evaluation Tool used for the clinical laboratory component of the course. 4. Completion of all required clinical laboratory skills and experiences, paperwork, documentation, evaluations, and any additional assignments required by the faculty. Please Note: In addition, the skills lab/clinical component of this course is graded on a Pass/Fail basis, and successful completion of skills lab/clinical is required to be able to obtain a C or better in the overall course. Any student who does not earn a Pass in the skills lab/clinical component of NUR 319 will receive an F, regardless of points earned in the theory (lecture) portion of the course. In other words, all students must earn a passing grade in both the lecture and skills lab/clinical portions of NUR 319 in order to pass NUR 319. July 2010 6

COURSE POLICIES: Important Notice: There is strict adherence to every part of the current NAU Student Handbook and the current NAU Undergraduate BSN Student Handbook. Lecture/Clinical Laboratory 1. Lecture materials, articles, and other information may be found on Vista. 2. Students are expected to respect the learning rights of all others in the classroom. Individual conversations, chatting online, text messaging, arriving to class late, sleeping during class, working on online assignments, playing computer games, surfing the internet and studying for another class during classroom time are unacceptable behaviors. Students who demonstrate these behaviors may be asked to leave class. 3. Cell phones and pagers are to be turned off or on vibrate for the duration of the class; They must be off for examinations. 4. No children or visitors of students are allowed in class at any time. 5. It is the student s responsibility to obtain handouts, lecture notes, and information from announcements in the event a class is missed. Clinical lab cannot be missed. 6. Taping of lectures is permitted in this course. Clinical examples cannot be recorded due to patient confidentiality and HIPAA regulations. 7. Students are expected to have read the assigned reading and come to class prepared to discuss the topics, and to ask relevant questions concerning content. The instructor may opt to give quizzes pertinent to the reading at any time during the course. 8. Students are expected to come to the skills clinical laboratory on-time, in uniform, prepared with equipment, paper work, and with necessary textbooks. 9. Assignments are due at 11:59 pm MST on the date they are due. Late assignments will not be accepted unless prior arrangements have been made with the instructor. 10. The first score of the case study will be recorded as the grade. 11. No extra credit assignments will be given for this course. 12. Rounding will only be done on the final overall grade. Grades > 0.5 (must be exactly 0.5 or higher) will be rounded up to the next whole number; grades < 0.5 will be rounded down to the next whole number. Examinations (Other than HESI) 1. Students must achieve a combined average of 75% on all exams (except HESI) to pass the course. Students not achieving a 75% or higher average will receive an F for the course. 2. All exam dates and times are printed on the course schedule. 3. Students will be allotted one and one half (1.5) hours to complete the examination, including bubbling in scantron forms. Announcements will be made when there are 15 and 5 minutes remaining. 4. Students who are late for exams will not be given extra time. 5. No examination or test materials are to leave the classroom with a student. 6. Any student determined by faculty to have cheated on the exam will receive a score of zero for that exam and may be subject to failure from the course. 7. Exams will be given only on the date and time scheduled. Make-up examinations will be provided only in extraordinary circumstances. Students who are absent from an examination for any reason must call the course leader at least 24 hours prior to the examination. Students who do not call before an examination will receive a zero for that examination and will not be eligible to take a make-up examination except for extreme circumstances. Any make-up exam must be completed within two business days of the original exam date or at the discretion of the course leader; the final exam must be completed within two business days or by the last day of final exams, whichever comes first or students may receive a zero on the exam. Make up tests may be in any form (oral, written, essay) over the same objectives as the multiple choice exam. July 2010 7

8. Exam answers will be reviewed after each exam. Disagreements about test items following this review should be submitted to faculty via email along with two resources (including text, author, year, and page number) by 0800 the day following the exam. Persistent arguing during the in class review will result in cessation of the exam review. 9. For each exam: Cell phones and beepers must be turned off during exams. All books, bags, notebooks, and purses will be left at the front of or outside the room. Exams may cover material from lecture, clinical, previous, and concurrent courses. Medication math problems may be included on each exam; calculators will be provided. Exam dates, times, and locations are subject to change. Students are strongly encouraged to meet with faculty if they receive C or lower on an exam. HESI Exam In addition to the classroom examinations, there will also be a HESI exam which will cover all content covered over the semester. To receive the 5% for the HESI exam you will need to achieve a conversion score of 75% or higher on the exam. No points will be given for conversion scores less than 75%. Students are expected to complete the HESI exam. Students will need to schedule the exam at the testing center, using NUR 205 as the course number. Attendance Policy: Under NAU Policy, students are expected to attend every session of class in which they are enrolled. Attendance at all clinical laboratory sessions is mandatory. If you are to miss a clinical laboratory session, you must inform your instructor and facility before the start of the clinical laboratory session. Make-up sessions will be determined by your instructor. Plagiarism: All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating means intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Fabrication means intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Plagiarism means intentionally or knowingly representing the words or ideas of another, as one's own in any academic exercise. For further explanation of academic dishonesty refer to the Department of Nursing Undergraduate Student Handbook and Northern Arizona University Student Handbook. Whether paraphrasing, quoting an author directly, or describing an idea that influenced your work, you must credit the source When quoting, always provide the author, year, and specific page citation or paragraph number for nonpaginated material in the text and include a complete reference in the reference list When paraphrasing or referring to an idea contained in another work, you are encouraged to provide a page or paragraph number, especially when it would help an interested reader locate the relevant passage in a long or complex text (Publication Manual of the American Psychological Association, 2010, p 170; 171). Plagiarism. [Students] do not claim the words and ideas of another as their own; they give credit where credit is due Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text The key element of this principle is that authors do not present the work of another as if it were their own work. This can extend to ideas as well as written words.if authors do know [the source of where an idea originated], however, they should acknowledge the surce; this includes personal communications (Publication Manual of the American Psychological Association, 2010, p 15; 16). July 2010 8

Northern Arizona University Policy Statements can be found at the following address: http://www2.nau.edu/academicadmin/uccpolicy/plcystmt.html Classroom Management Statement Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus. At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussion the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion. 8/06 July 2010 9

10 Day Day/Date Required Reading Lecture Content Clinical Laboratory Content # 1 Tuesday Potter & Perry, Ch 34: Infection Prevention and Introduction & Welcome Infection Prevention and Control 8/3/2010 Control & Patient Safety Syllabus & Overview of NUR Hand washing Potter & Perry, Ch 38: Patient Safety 319/319L Precautions Fundamentals of Nursing Airborne precautions Potter & Perry, Ch 26: Documentation Practice Droplet precautions Any readings available on VISTA Power Point online Infection Prevention and Control- CDC Video and Quiz Taylor Video Module 2: Asepsis Patient Safety (e.g., Body Mechanics) Contact precautions Blood-borne precautions Disposing contaminated wastes Gloves, mask, goggles, gown Medical & surgical asepsis Patient identification Bedrails/position Call light Seizure precautions Body Mechanics (weekly) Sterile field Sterile gloves Closed gown and gloves 2 Thursday 8/5/2010 Potter & Perry, Ch 39: Hygiene Any readings available on VISTA Power Point online Taylor Video Module 7: Hygiene DUE: Read, sign, and submit Acknowledgment of Syllabus/Course Requirements Form--form is on page 2 of this Syllabus/Course Pack. Hygiene Practice quiz Infection control Hygiene Bed Bath (soap & water; Bath in a Bag) Back rub Oral/denture care Perineal care (demo) Scalp/hair care Shaving (demo) Hand/Foot care Change IV gown Applying anti-embolic stockings (TEDS) Sequential Compression Devices (SCDs) Bed Making: unoccupied Bed Making: occupied bed

11 Day Day/Date Required Reading Lecture Content Clinical Laboratory Content # 3 Friday Potter & Perry, Ch 37: Activity & Exercises Activity & Mobility Assessing activity tolerance 8/6/2010 Turning & Positioning patient in Potter & Perry, pp. 829-840: Restraints Practice quiz: Hygiene bed Moving patient up in bed Potter & Perry, Ch 47: Mobility & Immobility Ambulation and ambulation with gait belt Any articles available on VISTA Range of motion (ROM) Power Point online Hydraulic lift Taylor Video Module 9: Activity Assistive devices: canes, crutches, walkers, etc. DUE: Transfers: Bed to stretcher, Bed PRACTICE Evolve Case Study: Fundamentals to chair; Chair to bed Mobility Safe lifting Safe falling Restraints 4 Tuesday 8/10/2010 Potter & Perry, Ch 48: Skin Integrity and Wound Care Any readings available on VISTA Power Point online Taylor Video Module 8: Skin Integrity and Wound Care Taylor Video Module 3: Oral and Topical Medications DUE: Evolve Case Study: Fundamentals Skin Integrity Skin Integrity and Wound Care Preventing Pressure Ulcers Practice quiz: Activity & Mobility Wound care/ Drains/Dressings/Tape/Wraps Staple/suture removal Steri-strip application Medications: Topical and transdermal, ear and eye

12 Day Day/Date Required Reading Lecture Content Clinical Laboratory Content # 5 Wednesday Potter & Perry, Ch 40, pp. 956-960: Oxygen Therapy Exam 1- Days 1, 2, and 3 Oxygen saturation 8/11/2010 Oxygen Delivery systems: Potter & Perry, Ch 44, pp 1097-1128: Nutrition Oxygenation nasal cannula Potter & Perry, Ch 46, pp 1199; 1203-1209: NG Nutrition mask Tubes non-rebreather mask Fluid Balance Pulse Oximetry Any readings available on VISTA Airways Power Point online Lab Values Medications: Inhalers and intranasal Taylor Video Module 14: Oxygenation Nutrition (e.g., fluid balance p.o. feeding) Taylor Video Module 10: Nutrition Weighing Intake & Output [I&O] Blood glucose Accucheck [self] Therapeutic diets) Aspiration Precautions NG Tubes 6 Thursday 8/12/2010 Potter & Perry, Ch 45: Urinary Elimination Any readings available on VISTA Power Point online Taylor Video Module 3: Oral and Topical Medications Taylor Video Module 11: Urinary Elimination Taylor Video Module 12: Indwelling and Intermittent Catheters DUE: Evolve Case Study: Fundamentals Breathing Patterns Elimination: Urinary Lab Values Practice quiz: Oxygenation Urinary Output Foley Bed pan Commode Urinal Adult briefs Collecting and testing urine specimens Insertion of an indwelling catheter Care of an indwelling urinary catheter Peri-care Measuring urine Medications Oral, sublingual

13 Day Day/Date Required Reading Lecture Content Clinical Laboratory Content # 7 Tuesday Potter & Perry, Ch 46: Bowel Elimination Elimination: Bowel Enemas 8/17/2010 Practice quiz: Urinary Ostomy care: pouching, Any readings available on VISTA emptying, and irrigating Power Point online Peristomal skin care Taylor Video Module13: Bowel Elimination Collecting stool specimen for occult blood (guaiac) Taylor Video Module 4: Injectable medications Medications Rectal and vaginal Medications: Injectable DUE: Evolve Case Study: Fundamentals Urinary Patterns 8 Wednesday 8/18/2010 Exam 2 Final Check-off and Evaluation Exam 2- Days 4, 5, and 6 Final Check-off and Evaluation Scenarios 9 Thursday 8/19/2010 HESI HESI

14 Portfolio Checklist Resumé Worksheet Heading Qualifications Summary* Education Experience Skills Certificates Trainings * Awards & Honors* Activities* International Experience* Professional Memberships* Military Service* Presentations* Name, Address, Phone, E-mail Address Bullet points of the top 3-5 qualifications you have for a specific job you are applying for. Refer to the job description and use their language when referring to your skills/qualifications. Name of Institution, City, State Degree (spelled out), Major, Minor, Month, Year of Graduation (or anticipated graduation) GPA (If 3.0 or above) Name of Organization, City, State, Month, Year of Employment - Month, Year of End Date Job Title: Detailed description of Responsibilities Chronological: List special skills such as advanced level computer programs and language skills. Tailor to Job Application: List any skills you have that are specifically requested in the job description. Name of Certificate/Training, Organization where you obtained certificate/training, Year obtained Name of Award, Organization which granted the award, Date(s) of Award Name of Club/Organization, Institution Club/Organization is Affiliated with, Position Held (Member, Treasurer, etc.), Month, Year of Participation, Community Service Name of Institution Attended or Organization Worked For, City, State, Country, Month, Year you were there, Job Title, Description of work experience, classes attended, language experience as applicable. Name of Association, Position Held (Student Member, etc.), Month, Year of Start in Participation Month, Year of End (List Present if still active.) List Rank, Separation Dates (or current status), special trainings and/or skills obtained during service Name of Event, Name of Institution/Organization where presentation took place, Month, Year of Presentation, Type of Presentation (poster, oral, panelist, moderator) Clinical Documents Health Insurance: Ongoing throughout program enrollment Liability Insurance PPD (TB Skin test): Once a year: CPR: Every 2 years MUST be healthcare provider card. On line certifications will not meet this requirement MMR : Proof of immunization 2 inoculations - at a minimum, the 1st immunization must be completed prior to enrollment. Hepatitis B: Proof of immunization 3 inoculations at a minimum, the 1st immunization must be completed prior to enrollment. Varicella : Proof of immunization by documentation of inoculation or titer Tdap : Proof of immunization by documentation of inoculation within ten years or titer Fingerprinting : Class I Clearance Card Physical Examination : 1 exam required for entry into program Additional Documents Clinical Orientation Nursing Therapeutics Skills List Clinical Competencies Evaluation Forms

15 Nursing Therapeutics Skills List (3/5/2010) Northern Arizona University Nursing Therapeutics Skills List This Skills List Belongs to: NOTE: This skills list is to be retained by the student throughout the NAU BSN program. It should be reviewed with Clinical Instructors at the beginning and completion of each clinical course. It is the student s responsibility for ongoing maintenance of this record.

16 DIRECTIONS: When signing off skills put your initials and date in the appropriate section for each skill and sign the back of this list. Skill Professional Communications and Presence Therapeutic nurse/patient communications Course Taught NUR 333 Therapeutic presence NUR 333 Interviewing NUR 332 Full narrative history NUR 332 Interdisciplinary communication NUR 450 Communication with Preceptor NUR 450 Physical Assessment Temperature: oral NUR 319 Temperature: tympanic NUR 319 Temperature: rectal NUR 319 Temperature: axillary NUR 319 Temperature: temporal artery NUR 319 Radial pulse NUR 319 Respiratory rate NUR 319 Blood pressure NUR 319 Breath sounds NUR 319 Bowel sounds NUR 319 Apical pulse NUR 319 Peripheral pulses NUR 319 Integument NUR 319 Level of consciousness (LOC) NUR 319 Oxygen saturation NUR 319 Pain assessment NUR 319 Focused Assessment NUR 319 Comprehensive (Head-to-Toe) NUR 319 Infection Control Handwashing NUR 319 Universal/standard precautions NUR 319 Airborne precautions NUR 319 Droplet precautions NUR 319 Contact precautions NUR 319 Bloodborne precautions NUR 319 Gown/gloves/mask/goggles NUR 319 Aseptic technique NUR 319 Sterile technique (gloves & sterile field) Disposal of contaminated wastes NUR 319 NUR 319 Lab Return Demo Clinical

17 Skill Course Taught Patient Safety Patient identification NUR 319 Bedrails/position NUR 319 Call light NUR 319 Restraints NUR 319 Documentation NUR 319 Hygiene Bathing NUR 319 Oral/denture care NUR 319 Perineal care NUR 319 Scalp/hair care NUR 319 Foot care NUR 319 Bed making: unoccupied NUR 319 Bed making: occupied NUR 319 TED hose NUR 319 Elimination Bedpan NUR 319 Commode NUR 319 Ostomy care NUR 319 Straight catheter insertion: M & NUR 319 Fe Foley catheter insertion: M & Fe NUR 319 Foley catheter care: M & Fe NUR 319 Condom catheter/care NUR 319 Enemas: small volume NUR 319 Enemas: large volume NUR 319 Fleets enema NUR 319 Rectal tubes NUR 319 Urine specimen: clean catch NUR 319 Urine specimen: specicath NUR 319 Urine specimen: Foley NUR 319 Stool specimen NUR 319 Stool: occult blood NUR 319 Urine: labstix NUR 319 Intake/output measurement NUR 319 Mobility & Positioning Turning & positioning NUR 319 Transfers NUR 319 Ambulation NUR 319 Range of motion NUR 319 Hydraulic lift NUR 319 Assistive devices: walker, NUR 319 canes, crutches Safe lifting NUR 319 Gait belt NUR 319 Lab Return Demo Clinical

18 Skill Course Taught Nutrition Feeding clients NUR 319 Insertion of Nasogastric tube NUR 319 (NGT) Care of feeding tubes NUR 319 Tube feedings NUR 319 Remove Nasogastric tube NUR 319 (NGT) Blood glucose monitoring NUR 319 Comfort Massage NUR 319 Pain Assessment NUR 319 Pain Management NUR 334 Administer Medications Principles NUR 319 Oral meds NUR 319 Topical meds NUR 319 IM injections NUR 319 Subcutaneous injections NUR 319 Intradermal injections NUR 319 Inhaler NUR 319 Nasal instillation NUR 319 Ophthalmic instillation NUR 319 Ear instillation NUR 319 Rectal suppository NUR 319 Vaginal suppository NUR 319 IV infusion management NUR 334 IV site assessment NUR 334 Intermittent infusion device NUR 334 IV pump NUR 334 IV push/bolus NUR 334 IV piggyback NUR 334 Hep/saline lock flush NUR 334 IV to INT NUR 334 D C IV NUR 334 Insert IV NUR 334 Advanced IV Care Central line care NUR 334 PICC care NUR 334 Port-a-cath care NUR 334 Blood administration NUR 334 Total Parenteral Nutrition (TPN) NUR 334 Central line dressings NUR 334 Administer meds via central line NUR 334 Patient controlled analgesia NUR 334 Epidurals NUR 334 Wound Care Sterile dressings NUR 319 Wet to moist dressings NUR 319 Wound packing NUR 319 Duoderm wound care NUR 319 Lab Return Demo Clinical

19 Skill Course Taught Surgical staple removal NUR 319 Suture removal NUR 319 Steri-strip application J-P drains/care NUR 319 NUR 319 Hemovac/care NUR 319 Pin site care NUR 319 Respiratory Care Oxygen administration Incentive spirometer NUR 319 NUR 319 Oral/nasal suctioning NUR 319 Nasal pharyngeal airway (NPA) NUR 319 insertion Oral pharyngeal airway (OPA) NUR 319 insertion Ambu bag/mask NUR 334 Peak flow meter NUR 334 Sputum specimens NUR 334 Advanced Respiratory Care Airway management: Endotracheal Tube NUR 334 Airway management: NUR 334 Tracheostomy Chest tube care and NUR 334 management Endotracheal/Tracheostomy NUR 334 suctioning Tracheostomy care NUR 334 Ventilator care NUR 334 Advanced Assessment Monitoring Electrocardiogram NUR 334 Hemodynamic monitoring NUR 334 Neurologic Assessment NUR 334 Pre-op/ Post-op Care Monitoring Post Op vital signs NUR 334 Cough & deep breath NUR 334 Positioning post-op NUR 334 Hip precautions NUR 334 Sequential Compression Device NUR 334 (SCDs) Doppler to assess pulses NUR 334 Pediatric/Labor and Delivery/Obstetric Care Administer Medications Principles NUR 335 Dosage calculations NUR 335 OB drip calculations NUR 335 Oral medications NUR 335 Topical medications NUR 335 IM injections NUR 335 Subcutaneous injections NUR 335 Intradermal injections NUR 335 Inhaler NUR 335 Lab Return Demo Clinical

20 Skill Course Taught Nasal instillation NUR 335 Ophthalmic instillation NUR 335 Otic instillation NUR 335 Rectal suppository NUR 335 Vaginal suppository NUR 335 IV infusion manage NUR 335 IV site assessment NUR 335 Intermittent infusion NUR 335 IV pump NUR 335 IV push/bolus NUR 335 IV piggyback NUR 335 Hep/saline lock flush NUR 335 IV cont to intermittent NUR 335 DC IV NUR 335 Developmental NUR 335 Assessment Newborn NUR 335 Infant NUR 335 Toddler NUR 335 School Age NUR 335 Adolescent NUR 335 Teaching Inpatient NUR 335 Outpatient NUR 335 Well Child NUR 335 Family NUR 335 Physical Assessment Newborn Temp: oral NUR 335 Temp: tympanic NUR 335 Temp: rectal NUR 335 Temp: axillary NUR 335 Temp: temporal artery NUR 335 Radial pulse NUR 335 Respiratory rate NUR 335 Blood pressure NUR 335 Breath sounds NUR 335 Bowel sounds NUR 335 Apical pulse NUR 335 Peripheral pulses NUR 335 Integument NUR 335 Level of consciousness (LOC) NUR 335 Oxygen saturation NUR 335 Physical Assessment Pediatric Temp: oral NUR 335 Temp: tympanic NUR 335 Lab Return Demo Clinical

21 Skill Course Taught Temp: rectal NUR 335 Temp: axillary NUR 335 Temp: temporal artery NUR 335 Radial pulse NUR 335 Respiratory rate NUR 335 Blood pressure NUR 335 Breath sounds NUR 335 Bowel sounds NUR 335 Apical pulse NUR 335 Peripheral pulses NUR 335 Integument NUR 335 Level of consciousness (LOC) NUR 335 Oxygen saturation NUR 335 Physical Assessment OB Maternal assessment NUR 335 Electronic fetal monitor NUR 335 Post-partum assessment NUR 335 Comfort Measures Pain assessment NUR 335 Non-pharmaceutical measures NUR 335. Lab Return Demo Clinical Signatures and Initials:

Northern Arizona University School of Nursing NUR 319L -- Student Clinical Evaluation Student Name: Course: Semester: Evaluator Name: Evaluator Position: Clinical Faculty Course Faculty Course Coordinator RATING: The student's performance, related to each BSN outcome strand, will be rated using the criteria in the Clinical Evaluation Criteria rubric, on a 1 (dependent) to 5 (independent) scale. Performance ratings must be 3 or above in all areas to receive a passing grade for the course. Student has demonstrated required competencies (listed in clinical syllabus) derived from the following strands: Accountability Self Ratings: Faculty Comments to support rating (required for rating of 3 or below) 22 Clinical Competency Critical Thinking Caring Culture Communication Learning/Teaching Management/Leadership See the clinical syllabus for detailed descriptions of clinical competencies for each specific nursing course. Student signature/date Faculty signature/date

23 SCALE/LABEL INDEPENDENT 5 SUPERVISED 4 ASSISTED 3 MARGINAL 2 DEPENDENT 1 STANDARD NURSING CARE Safe Accurate Safe Accurate Safe Accurate Questionable safety and questionable accuracy Unsafe Inaccurate NORTHERN ARIZONA UNIVERSITY SCHOOL OF NURSING CLINICAL PERFORMANCE EVALUATION CRITERIA PERFORMANCE QUALITY Proficient, coordinated, confident. Expedient use of time. Efficient, coordinated, confident. Expedient use of time. Partial performance of nursing care. Inefficient or uncoordinated. Delayed time expenditure. Unskilled or inefficient nursing care. Considerable and prolonged time expenditure. Unable to demonstrate nursing care. Lacks confidence, coordination and efficiency. Extensive time expenditure. PERFORMANCE CAPABILITIES Consistently able to determine outcomes, conceptualize and assess patient needs, select appropriate interventions, and evaluate care using the nursing process. Consistently able to appropriately apply knowledge, set priorities, problem solve and make decisions based on sound evidence, judgment, and common sense during nursing care activities. Usually able to determine outcomes, conceptualize and assess patient needs, select appropriate interventions, and evaluate care using the nursing process. Usually able to appropriately apply knowledge, set priorities, problem solve and make decisions based on sound evidence, judgment, and common sense during nursing care activities. Frequently able to determine outcomes, conceptualize and assess patient needs, select appropriate interventions, and evaluate care using the nursing process. Frequently able to appropriately apply knowledge, set priorities, problem solve and make decisions based on sound evidence, judgment, and common sense during nursing care activities. Occasionally able to determine outcomes, conceptualize and assess patient needs, select appropriate interventions, and evaluate care using the nursing process. Occasionally able to appropriately apply knowledge, set priorities, problem solve and make decisions based on sound evidence, judgment, and common sense during nursing care activities. Unable to determine outcomes, conceptualize and assess patient needs, select appropriate interventions, and evaluate care using the nursing process. Unable to apply knowledge, set priorities, problem solve and make decisions based on sound evidence, judgment, and common sense during nursing care activities. PERFORMANCE RATINGS MUST BE 3 OR ABOVE IN ALL CLINICAL EVALUATION AREAS TO RECEIVE A PASSING GRADE FOR THE COURSE. Reference: Montana State University Northern, Dept. of Nursing. Retrieved April 22, 2007 from: http://www.msun.edu/academics/nursing/clinical%20forms/bsn%20forms/2005%20nurs%20349%20skills%20evaluation.pdf ASSISTANCE Without direction/ cues With occasional physical or verbal direction/cues Frequent verbal and/or physical direction/cues Continuous verbal and/or physical direction/cues Continuous verbal and/or physical direction/ cues