crystaljensen.yolasite.comcrystaljensen.yolasite.com/resources/Peds Theory Syllabus... · Web viewProvide nursing care for fractures, including teaching for injury prevention and

$Page 1: crystaljensen.yolasite.comcrystaljensen.yolasite.com/resources/Peds Theory Syllabus... · Web viewProvide nursing care for fractures, including teaching for injury prevention and$
1

Associate of Science Degree in Nursing

NUR-2203Care of Children

Theory and Clinical Syllabus

Reviewed 8/2011Revised 8/2011

2

COURSE & CLINICAL SYLLABUS

PLATT COLLEGEASSOCIATE DEGREE in NURSING SCIENCE

Course Title NURS 2203: Care of Children 4.5 Quarter Credits/3.0 Semester Credits

Classroom/Clinical Lecture Tuesday & Thursday Day section 1300-1700Evening section 1700-2200 with 1 hour meal breakClassroom 30 hours/Clinical 45 hours

Clinical Location TBA Expanded calendar will be distributed with textbook

Textbooks London, Ladewig, Ball, Bindler & Cowen, Maternal & Child

Nursing Care, 3rd edition, Pearson (2007)

Resources Swearingen, All-in-One Care Planning Resource, 2nd edition, Elsevier (2008)

Kaplan, Kaplan Nursing The Basics, (2010)

D’Amico & Barbarito, Health & Physical Assessment in Nursing.

1st Ed., Pearson (2007).

Kee, Hayes, McCustion, Pharmacology, A Nursing Process Approach.7th Ed., Elsevier (2012)

Silvestri, Saunders Comprehensive Review for the NCLEX-RN Examination, 4th edition, Elsevier (2008)

Prerequisites

BIO 2114 Anatomy and Physiology I; BIO 2124 Anatomy & Physiology II; BIO 2314 Microbiology; ENG 1113 English Composition I; ENG 1213 English Composition II; NUR 2103 Transition to the Registered Nurse Role

Course Description

This required core course of the nursing program contains both theory and clinical experiences addressing needs and managing nursing care of pediatric clients with selected health problems, including pediatric family


3

groups. The nursing process, along with human needs and developmental principles are utilized to organize family centered care for infant through adolescent clients. Clinical experiences occur in a variety of health settings leading to attainment of course and program objectives.

Instructional Methods

The theory component utilizes the lecture-discussion format, audiovisual aids, and group discussions. The clinical component includes clinical rotations supervised by clinical faculty.

Course Point Attainment:

Assignments and Tests

The grading system for the theory component of course designates 75% of the total points to tests and 25% to clinical assignments. A minimum of 77% of the total points available in each of the theory subdivisions (tests and clinical assignments) is required to pass the course. Procedure for calculating grades follows:

Step 1: Calculate Column 1 points (830 points x 77% = 639.1 minimum points needed). If you have earned 639.1 or more points proceed to step 2. If you do not have at least 639.1 points you fail the course.

Step 2: Calculate Column 2 points (260 points x 77% = 200.2 minimum points needed). If you have earned 200.2 or more points proceed to step 3. If you do not have at least 202.2 points you fail the course.

Step 3: Determine whether a satisfactory clinical grade has been achieved, as specified in the course outcome measures. If you have not satisfactorily completed each course outcome, you fail both the theory and clinical components of the course.

Column 1 Column 2

Kaplan Focus Review Peds 1 (10pts) Pediatric Assessment (50 pts)

Exam #1 (140 pts) Client Care Plan (65 pts)

Kaplan Focus Review Peds 2 (10pts) Client Care Plan (65 pts)

Exam #2 (140 pts) Kaplan Peds Math (10pts)

Kaplan Focus Review Peds 3 (10pts) Clinical Performance (60pts)

Exam #3 (140 pts) Math Exam (10pts)

Exam #4 (140 pts)

Exam #5 (140 pts)Kaplan Final Exam (100 pts)Total (830 possible) Total (260 possible)


4

Grade DistributionPercentages Grade93-100% A92-86% B77-85% C60-76% D

Below 60% F

Students should keep a personal record of their points. Grades are calculated by the instructors at the end of the course. Your instructor will provide additional information. Grades are not released over the telephone. DO NOT CALLPLATT TO FIND OUT IF GRADES HAVE BEEN RELEASED

Testing:

Student must complete each Kaplan Focus Review exam at 80% or higher prior to scheduled exams.

If a student has to miss an exam for any reason, prior notification must be communicated to the instructor. The instructor will schedule a make-up time with the student, at the instructor’s discretion. An alternate form of the test may be utilized. Ten (10) point will be deducted from exams that are not taken at the scheduled time. If the exam is not made up by the end of the week of, which the exam was scheduled, the student will earn a zero for the exam.

Clinical:

100% attendance is mandatory. If you are going to miss a clinical for any reason, you need to contact Platt College immediately. You must then contact the nursing program coordinator who will work with nursing faculty to see when you can attend another clinical before the scheduled course is over. Missed clinical hours can be made-up ONLY if time allows during the scheduled course dates. If clinical hours are not completed by end of course, student fails course and will be terminated from the program. See LPN-RN Policy and Procedure Clinical Participation.

Clinical Assignments:

All clinical preparation and homework must be completed as stipulated by the instructor and turned in on the documented due date. Point deduction is to be expected with late paperwork and is outlined in clinical portion of syllabus per assignment.

Individual Conferences:


5

Each student will be expected to schedule individual conferences with respective instructors according to individual needs. Also, if the instructor feels a student needs a conference, the instructor will ask the student to make an appointment or schedule one for the student at a mutually agreeable time.

Attendance:

Attendance applies to the overall outcome of this degree program. A student that is LATE is considered tardy for the entire class. A student that LEAVES EARLY will be marked tardy and may be considered absent for the day if that student missed more than ½ of the class. Three tardies will constitute a full class absence.

If the student cannot attend class, for whatever reason, he/she MUST contact the front office or the Administrative Assistant of the nursing program. The 85% attendance rule applies to this course.

Smoking:

Platt students will adhere to the smoking policy of each clinical facility. There is no smoking on the grounds of clinical facilities. Smoking at Platt College is limited to the designated areas outside the building, not in front of any entrance.

Class and Clinical Rules

See Platt College Nursing Student Handbook. Food is NOT allowed in the classroom. Bottled water is permitted. It is the students responsibility to keep the classroom clean and tidy to maintain a clutter free atmosphere.

The use of CELL phones is prohibited during class and clinical. Phones will be turned off or on vibrate. NO CELL PHONES WILL BE ALLOWED IN THE CLASSROOM DURING AN EXAM.

Name tag worn and visible. No artificial nails or nail tips, appropriate dress, jewelry, white jacket when recommended, enclosed shoes, and bringing appropriate equipment (i.e. stethoscope) are required in the clinical setting. Failure to comply with these rules will result in being sent home without question. See the Nursing Student Handbook for entire policy.

For clinical, personal belongings MUST be left at home. The school and clinical facility will have NO responsibility for lost or stolen items. All students will demonstrate “professionalism” in interaction with peers,


6

instructors, guest speakers, nursing staff, and client/families. “Flexibility” is an expectation that is required in this degree program. A Confidentiality Statement will be read and signed acknowledging that HIPAA rules apply to the classroom and clinical settings.

Safety

Refer to the current Nursing Student Handbook for in-depth information. In order to maximize protection for yourself, your family and your clients, it is the policy of this nursing program to follow the Center for Disease Control (CDC) Infection Control Recommendations for all lab practice and client care situation. Specific applications of the recommendations can vary and must be based on sound scientific rationales. Students must utilize appropriate resources in decision making, such as:

a. Curriculum material (i.e. CDC guidelines and unit objectives)b. Facultyc. Infection control nurse; and/ord. Written policies/procedures within facilities

Feedback:

Instructor feedback will be given to the student’s using verbal and written methods. Respectful student feedback is encouraged to promote an environment conducive to learning. The instructor reserves the right to adapt the methods of content delivery.

Instructor Availability:

Phone messages are taken by the front office staff and the Administrative Assistant for the nursing program when the instructor is not in the office. Phone messages are placed in the instructor’s mail box and phone calls will be returned within 24-48 hours. E-mailing the faculty is encouraged. Appointments can be made with the instructor on an individual basis. Office hours are Monday – Friday by appointment.

Course Evaluation:

Each student will have the opportunity to evaluate the faculty, the course and the clinical site. This input is encouraged, and may be incorporated into indicated component revisions.

Options for repeating the course are explained in the Nursing Student handbook.


7

Other policies as outlined in the current Nursing Student Handbook are applicable to this and all nursing courses.

Article Summary:

1. An article must be obtained for each client that the student writes a care plan. Articles must be selected from a professional journal or publication either print or online, published within the last 3 years.

2. Article topics should be relevant to the client, i.e.:a. Medical diagnosisb. Surgeries or proceduresc. Laboratory studiesd. Diagnostic studiese. Priority nursing needsf. Spiritual/cultural beliefsg. Discharge planning

3. Journals might contain helpful information include:American Journal of NursingCINAHL IndexGeriatric NursingHolistic Nursing PracticeHome Health Care NurseJournal of Gerontological NursingJournal of Nursing AdministrationJournal of Nursing EducationJournal of Psychosocial NursingLegislative Network for NursesMCN: The American Journal of Maternal/Child NursingNursingNurse EducatorNursing ManagementNursing OutlookNursing ResearchPediatric NursingRN

4. Platt College subscribes to several electronic resources, which come in the form of databases. The following table provides information on how to access some of these subscription databases:

Database Web Address User Name/ID # PasswordEBSCO http://search.epnet.com Platt CollegeLIRN http://lirn.net 99150 NoneIntute http://www.intute.ac.uk None None


http://www.intute.ac.uk/

http://lirn.net/

http://search.epnet.com/

8

5. One copy of the article will be submitted with the comprehensive care plan.

6. Submit legibly handwritten or typed bibliographic information and a 1 page summarization of the article contents with the care plan. There is to be a cover page included that is written per APA guidelines. State how this article relates to the clients condition/care. Bibliographic information must be written per APA guidelines, i.e.: Cholowski, K.M. & Chan, L. (1992). Diagnostic reasoning among second year nursing students. Journal of Advanced Nursing, 17 (10),1171-81.

Outside Work Requirement:

Students enrolled in the nursing program should expect additional time required outside of the traditional classroom for study, class preparation, and work designed to meet the outcomes of the course and program. Student work outside of class may include assignments with specific requirements, such as reading assignments in preparation for specific tasks, writing assignments, practice and practical application assignments, portfolio development, projects, or other equivalent learning experiences that are assessed/graded.


9

Platt College Nursing Program

NURS 2203: Care of ChildrenCourse Objective and Outcome Measures

1. Demonstrate critical thinking by using the nursing process to provide competent nursing care for pediatric clients and their families.

2. Integrate appropriate nursing interventions to describe nursing management of the pediatric client.

3. Provide for the safety needs of the pediatric client and their families.

4. Identify developmentally appropriate therapeutic and non-therapeutic nurse-client interventions.

5. Collaborate with the client to provide interventions that optimize recovery and prevention of relapse for the hospitalized child.

6. Analyze and promote the physical, emotional, spiritual and cultural needs of each client and family.

7. Evaluate therapeutic use of personal and professional self.

Course outcome measures for Pediatric Nursing must be met to achieve a passing course grade:

1. Overall individual test average for course at a minimum of 77% or higher.2. Individual clinical assignments for course at a minimum of 77% or higher.3. Required 77% or higher on each care plan.

a. For clinical care plans scoring below the required 77%, the student may present to a clinical committee a defense for that written care plan within 1 week.

4. Pass all focus review exams at 80% or higher.5. Achievement of 77% in both the theory component and in the clinical component

to progress to the next nursing course.


10

Platt CollegeNursing Program

NURS 2203: Care of Children

Learning Unit A: Immunity and Oncology

Unit time: 4.0 hoursClass: Lecture, discussion, audiovisuals

ReadLondon, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd Ed.)Chapter 45, Immunizations and Communicable Disease p. 1193-1230Chapter 50 The Child with Alterations in Immune Function p. 1408-1438Chapter 52, The Child with Cancer p. 1464-1513

Review following chapters in preparation for Kaplan Pediatric Medication Focused Review Test prior to end of course math exam. Kee, Hayes, McCuistion (2012). Pharmacology A Nursing Process Approach(7th Ed.)Chapter 5, Section 5F, Pediatric Drug Calculations, pp 99-106Chapter 11, Pediatric Pharmacology, pp 176-185

Resources: . D’Amico & Barbarito (2007). Health & Physical Assessment in Nursing

Chapter 25, Assessment of Infants, Children, and Adolescents p. 786-790, 804-807, 814

Centers for Disease Control & Prevention (CDC): www.cdc.gov/vaccinesImmunization Action Coalition: www.immunize.org/catg.d/rules1.pdf

Student Learning Objectives:

1. Student will familiarize self with the following terms as related to immunology and immunizations:

a. Accellular pertussis vaccine j. Live virus vaccineb. Active immunity k. Nococomial infectionc. Antibodies l. Opisthotonosd. Antigen m. Passive immunitye. Communicable disease n. Recombinant formsf. Conjugated forms o. Toxic appearanceg. Direct transmission p. Toxoidh. Infectious disease q. Transplacental immunityi. Killed virus vaccine

2. Explain reasons why children are more vulnerable than adults to infectious and communicable diseases.


http://www.immunize.org/catg.d/rules1.pdf

http://www.cdc.gov/vaccines

11

3. Summarize the recommended immunization schedule for United States children and adolescents including:

a. Hepatitis B (HepB)b. Diphtheria, Tetanus, Pertussis (DPT)c. Haemophilus influenzae, type b (Hib)d. Inactivated Poliovirus (IPV)e. Measles, Mumps, Rubella (MMR)f. Varicellag. Meningococcal (MCV4)h. Pneumococcal (PCV)i. Influenzaj. Hepatitis A (HepA)

4. Recognize common infections and communicable diseases.

5. Student will familiarize self with the following terms as related to immunologic disorders. a. Antibody b. Antigen c. Graft-versus-host disease d. Hypersensitivity response e. Immunodeficiency f. Immunoglobulin g. Opportunistic infection h. Primary immune deficiency and response i. Secondary immune deficiency and response j. Vertical transmission

6. Describe the structure and function of the immune system and apply that knowledge to the care of children with immunologic disorders.

7. Explain the differences between active and passive immunity.

8. Describe nursing management for the child with the following: a. human immunodeficiency virus (HIV) b. systemic lupus erythematosus c. juvenile rheumatoid arthritis d. latex allergy or other hypersensitivity reactions

9. Student will familiarize self with the following terms as related to oncology: a. Apoptosis n. Nadirb. Benign o. Neoplasmsc. Biotherapy p. Neutropeniad. Carcinogens q. Oncogenee. Chemotherapy r. Pancytopeniaf. Complementary therapy s. Polypharmacyg. Extravasation t. Protocolh. Inthrathecal u. Proto-oncogenei. Leukocytosis v. Radiation


12

j. Leukopenia w. Secondary cancersk. Malignant x. Thrombocytopenial. Metastasis y. Tumor suppressor genesm.Myelosuppression

10. Describe the pathophysiology and nursing management of common pediatric cancers.

11. Describe nursing management for the child with the following: a. Common solid tumors b. Leukemia c. Soft-tissue tumors

12. Synthesize the following information into a comprehensive plan of care for children with cancer:

a. Pathophysiologyb. Diagnostic testsc. Common treatments a. Oncologic emergencies

13. Evaluate the impact of cancer survival on children and use this information to plan for ongoing physiologic and psychosocial care in the children’s futures.


13



Learning Unit B: Fluid, Electrolyte, Acid-Base Balance, and Genitourinary


Read:London, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd Ed.)Chapter 46, The Child with Alterations in Fluid, Electrolyte, and Acid-Base Balance

p. 1232-1272Chapter 54, The Child with Alterations in Genitourinary Function p. 1566-1604

Review: Silvestri (2008). Comprehensive Review for the NCLEX-RN Examination (4th ed.)

Chapter 41, Renal and Urinary Disorders

Student Learning Objectives

1. The student will familiarize self with the following terms in relation to alterations in Fluid/Electrolyte and acid-base balance:

a. Academiab. Alkalemia, buffer, pHc. Kussmauls’s respirationd. Hypertonic, Hypotonic salinee. Isotonic fluid f. Hypertonic, Hypotonic dehydrationg. Sensible water loss

2. Describe normal fluid and electrolyte status for children at various ages and recognize threats to fluid and electrolyte balance in children.

3. Summarize and recognize potential threats to regulatory mechanisms for fluid and electrolyte balance.

4. Describe and analyze assessment findings, develop appropriate nursing interventions, and formulate a comprehensive plan of care for the child experiencing fluid-electrolyte problems and acid-base imbalance.

5. The student will familiarize self with the following terms as related to disorders of the genitourinary system:a. Azotemia h. Neurogenic bladderb. Chvostek sign i. Oliguriac. Dialysate j. Osteodystrophyd. End-stage renal disease (ESRD) k. Pyeloplastye. Enuresis l. Renal Insufficiencyf. Hydronephrosis m. Stent, vesicoureteral refluxg. Incarceration n. Uremia


14

9 Describe the pathophysiologic processes associated with genitourinary disorders in the pediatric population.

10. Explain the nursing management of a child with the following genitourinary health alterations: a. Structural defectsb. Urinary tract infectionsc. Chronic renal failured. Renal disorders

11. Explore the growth and developmental issues and fluid and dietary restrictions of a child with chronic renal failure or other renal disorders.

12. Summarize psychosocial issues for children with acute and chronic renal failure or who have had surgery on the genitourinary system.


15



Learning Unit C: Respiratory and Ears, Nose, Throat


ReadLondon, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd Ed.)Chapter 47, The Child with Alterations in Eye, Ear, Nose and Throat Function p. 1273-1309Chapter 48, The Child with Alterations in Respiratory Function p. 1310-1358

Review:Silvestri (2008). Comprehensive Review for the NCLEX-RN Examination (4th ed.)Chapter 36, Eye, Ear, and Throat DisordersChapter 37, Respiratory Disorders


1. The student will familiarize self with the following terms as related to ENT disorders:a. Audiography h. Tinnitusb. Binocularity i. Tympanogramc. Conductive hearing loss j. Tympanostomy tubesd. Decibels k. Mixed hearing losse. Visual acuityf. Myringotomyg. Sensorineural hearing loss

2. Describe abnormalities of the eyes, ears, nose, throat, and mouth in children.

3. Summarize screening programs and identification of children with vision and hearing abnormalities.

4. Describe preventive and treatment principles when implementing care for children related to eyes, ears, nose, and throat.

5. The student will familiarize self with the following terms as related to disorders of the respiratory system:

a. Adventitious k. Hypoxia b. Airway remodeling l. Laryngospasmc. Airway resistance m.Paradoxical breathingd. Alveolar hypoventilation n. Periodic breathinge. Apnea o. Polysomnographyf. Cor pulmonale p. Retractionsg. Dysphagia q. Stridorh. Dyspnea r. Tachypnea


16

i. Hypercapnia s. Triggerj. Hypoxemia

6. Describe the unique characteristics of the pediatric respiratory system anatomy and physiology and apply that information to the care of children with respiratory conditions.

7. Examine the different respiratory conditions and injuries that can cause respiratory distress in infants and children.

8. Summarize the child’s respiratory signs and symptoms to distinguish between respiratory distress and respiratory failure and formulate a comprehensive nursing plan of care.

9. Describe nursing management for the child with the following: a. common acute respiratory conditions

b. chronic respiratory conditions


17



Learning Unit D: Musculoskeletal, Neurological


ReadLondon, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd

Ed.)Chapter 56, The Child with Alterations in Neurological Function p. 1649-1702Chapter 58, The Child with Alterations in Musculoskeletal Function p. 1740-1781

Review:Silvestri (2008). Comprehensive Review for the NCLEX-RN Examination (4th ed.)Chapter 35, NeurologicalChapter 43, Musculoskeletal Disorders


1. The student will familiarize self with the following terms as related to disorders of the musculoskeletal system:a. Chondrolysis h. Osteotomyb. Compartment syndrome i. Pseudohypertrophyc. Dislocation j. Spraind. Dwarfism k. Subluxation e. Dysplasiaf. Equinusg. Ossification

2. Describe the pediatric variations in the musculoskeletal system including the epiphyseal growth plate and bone ossification.

3. Explain the nursing management of a child with the following musculoskeletal health alterations: a. Structural deformities of the foot, hip, and spineb. Infectious musculoskeletal disordersc. Chronic musculoskeletal conditions

4. Plan nursing interventions to promote safety and developmental progression in children who require braces, casts, traction, and surgery.

5. Provide nursing care for fractures, including teaching for injury prevention and nursing implementations for the child who has sustained a fracture.

6. Describe the nursing management of children and adolescents with musculoskeletal health disorders in the hospital and community settings.


18

7. Examine characteristics of, and nursing management for common musculoskeletal and health of childhood.

8. Utilizes the nursing process to provide safe and effective care for children who experience musculoskeletal health problems and their families.

9. The student will familiarize self with the following terms as related to disorders of the Neurological system:a. Areflexia j. Encephalopathyb. Focal, Aura k. Intracranial pressurec. Autonomic dysreflexia l. Intractable seizured. Cerebral edema m. Level of consciousnesse. Cerebral perfusion pressure n. Microcephalyf. Clonic o. Myelodysplasiag. Coma p. Postictal periodh. Cushing’s triad q. Posturingi. Diplegia r. Tonic s. Obtunded

10. Describe the anatomy and physiology of the neurological system.

11. Summarize the nursing assessment process and tools used for infants and children with altered levels of consciousness and other neurological conditions.

12. Differentiate between the signs and symptoms of infants and children with epilepsy and status epilepticus, and describe appropriate nursing management for each condition.

13. Distinguish between the assessment findings of the child with a mild, moderate, and severe traumatic brain injury.

14. Utilizes the nursing process to provide safe and effective care for children who experience or neurological, problems.


19



Learning Unit E: Cardiovascular and Hematologic

Unit time: 4.0 hoursClass: Lecture, discussion, audiovisuals. Read

. London, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd Ed.)Chapter 49, The Child with Alterations in Cardiovascular Function p. 1359-1407Chapter 51, The Child with Alterations in Hematologic Function p. 1439-1463

Review:Silvestri (2008). Comprehensive Review for the NCLEX-RN Examination (4th ed.)Chapter 38, Cardiovascular DisordersChapter 44, Hematological Disorders


1. Recognize the signs and symptoms of congestive heart failure in an infant and child.

2. Describe the pathophysiology and nursing management associated with congenital heart defects with increased pulmonary circulation, decreased pulmonary circulation, and obstructed systemic blood flow.

3. Describe nursing management for a child with the following:a. Congestive heart failureb. Congenital heart defectc. Open heart surgeryd. Heart diseases acquired during childhoode. Hypovolemic shockf. Distributive shockg. Cardiogenic shock

4. Utilize the nursing process to provide safe and effective care for children and their families.

5. Discuss the pathophysiology and clinical manifestations of the major disorders affecting the pediatric population of the following:

a. red blood cellsb. white blood cellsc. platelets

6. Explore the nursing management and collaborative care of a child with a hematologic disorder.

7. Summarize nursing implications for a child receiving hematopoietic stem cell transplantation (HSCT).

8. Utilizes the nursing process to provide safe and effective care for children who experience hematological, health problems and their families.


20



Learning Unit F: Endocrine and Gastrointestinal


ReadLondon, Ladewig, Ball, Bindler & Cowen (2007). Maternal & Child Nursing Care (3rd Ed.)

Chapter 55, The Child with Alterations in Endocrine Function p. 1605-1648Chapter 53, The Child with Alterations in Gastrointestinal Function p.1514-1565

Review:Silvestri (2008). Comprehensive Review for the NCLEX-RN Examination (4th ed.)Chapter 39, Gastrointestinal DisordersChapter 40, Metabolic and Endocrine DisordersChapter 45, Oncological Disorders


1. Students will familiarize self with the following terms as related to Endocrine disorders: a. Acanthosis nigricans l. Karyotypeb. Adrenarche m. Polydipsiac. Bone age n. Polyphagiad. Chvostek sign o. Polyuriae. Euthyroid p. Pseudohermaphroditismf. Glucagon q. Pubertyg. Clycosuria r. Thelarcheh. Goiter s. Thyrotoxicosisi. Hyperinsulinemia t. Virilzationj. Inborn errors of metabolism u. Water intoxication k. Insuline resistnce

2. Describe the function of important hormones of the endocrine system.

3. Identify signs and symptoms that may indicate a disorder of the endocrine system.

4. Differentiate the differences in pathophysiology between primary and nephrogenic diabetes insipidus.

5. Identify all conditions for which short stature is a sign.

6. Develop a family educational plan for the child that needs lifelong Cortisol replacement.

7. Distinguish between the nursing care of the child with type 1 and type 2 diabetes.


21

8. Students will familiarize self with the following terms as related to the gastrointestinal disorders:

a. Herniab. Chronic vomiting f. Occult bloodc. Constipation g. Cyclic vomitingd. Deamination h. Projectile vomitinge. Diarrhea

9. Discuss the pathophysiologic process associated with specific gastrointestinal disorders in the pediatric population.

10. Describe nursing management and care for a child with disorders of the gastrointestinal system.

11. Analyze developmentally appropriate approaches for nursing management of gastrointestinal disorders in the pediatric population.


22

Platt CollegeClinical Evaluation Criteria

Student :________________________ Rotation:________________Instructor:_____________________ Location:________________

COMPETENCY WEEK1

WEEK2

WEEK3

WEEK4

WEEK5

COMMUNICATION SKILLS: VERBAL & NON-VERBAL interactions with instructor, staff nurses, peers and patients. Includes following verbal instructions.Demonstrates respectful attitude. 1pt.WRITTEN COMMUNICATION: Legible handwriting, proper documentation per facility protocol. Proper spelling, punctuation and sentence structure. Writes logically with a rational flow of ideas. Able to follow written instruction. 1pt.Critical Thinking: Demonstrates critical thinking skills. Clinical decision-making and judgment rationale applied in the clinical setting. Based on evidence based practice. Utilize the Nursing Process when involved in decision making. 1pt.NURSING SKILL PROFICIENCY: Ability to perform nursing skills safely and proficiently without prompting from instructor or hospital staff. Demonstrates medication safe practice and incorporates

the “six rights” in medication administration. Provides and adapts nursing care to meet age specific

and cognitive level needs of patient and family. Demonstrates age specific competencies. 2pt.

CARING BEHAVIORS: Shows enthusiasm for chosen profession and exhibits caring behaviors in the clinical setting, both towards clients, peers, instructors, and staff. 1pt.CLIENT ADVOCATE: Acts as a client advocate. Provides holistic care, patient education and case management to ensure the client’s needs are met. 1pt.SELF-MOTIVATION: Student is self-motivated and is actively seeking learning opportunities. Student welcomes opportunities to practice and become proficient in all nursing roles. 1pt.LEADERSHIP: Student verbalizes and demonstrates an understanding of the leadership role in nursing. Involved in decision-making and delegation in the clinical setting. Demonstrates behaviors of seeing a task that needs to be done and doing without being asked. Involves peers in activity when needed. 1pt.ACCOUNTABILITY: Shows accountability for actions while in the clinical setting. Shows strong clinical judgment. 1pt.PROFESSIONAL ETIQUETTE: Punctual Stays on assigned unit Wears complete uniform and follows the dress code. Is prepared for the clinical day with necessary equipment

and completed assignments. Time-management. Professional language and behavior. Works well with instructor, staff, peers and patients. 2pt


23

Instructor comments:

Week 1

Week 2

Week 3

Week 4

Week 5


24


Documents

crystaljensen.yolasite.comcrystaljensen.yolasite.com/resources/Peds Theory Syllabus... · Web viewProvide nursing care for fractures, including teaching for injury prevention and