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UNIVERSITY OF ALBERTA

COLLABORATIVE BACCALAUREATE

NURSING PROGRAM

Grande Prairie Regional College

Keyano College

Red Deer College

University of Alberta

NURSING 381

2014-2015 COURSE OUTLINE

Originally developed by the Clinical Experience Development Committee

Revised by the Learning Experiences Committee, April 2013

Chairperson

Date June 27, 2014

©UNIVERSITY OF ALBERTA COLLABORATIVE BScN PROGRAM, 1999 All rights reserved. No part of this module may be reproduced in any form or by any means without the publisher’s written permission. Approved: May 2013

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Table of Contents CALENDAR STATEMENT: .................................................................................................................... 4

COURSE DESCRIPTION:........................................................................................................................ 4

COURSE OBJECTIVES: ........................................................................................................................... 4

Levels of Independence 4 Definitions 4 OBJECTIVES ............................................................................................................................................. 5

Overarching statements: 5 REQUIRED RESOURCES ....................................................................................................................... 5

LEARNING OUTCOMES FOR THE COURSE: .................................................................................... 6

REQUIRED TEXTS & RESOURCES: .................................................................................................... 6

Nursing Drug Guide Recommendations: 8 Prior Textbooks and Resources 8 ACADEMIC POLICIES: ........................................................................................................................... 8

GRADING SYSTEM: ................................................................................................................................ 9

Final Grade Distribution for Nursing 381 9 CLINICAL INSTRUCTOR INFORMATION: ........................................................................................ 9

OFFICE HOURS: ..................................................................................................................................... 10

COURSE HOURS: ................................................................................................................................... 10

STUDENT EXPECTATIONS ................................................................................................................ 10

Attendance: 10 Absences: 10 Special Fees: 11 Dates for Add/Drop or Withdrawal from Course: 11 Technology Guidelines: 11 Blackboard Communication: 11 Changes to the Course Outline: 12 Clinical Preparation: 12 Lab Activities: 12 Seminar: 12 Simulation: 13 Self Reflective Journal Part A – 10 marks 13 Self Reflective Journal Part B – 15 marks 13 Assignment Submissions: 13

Lab Quiz - 15 marks 14 Evaluation of Nursing Practice – 60 marks (See Appendix 1) 14 APPENDIX 1 ........................................................................................................................................... 15

ENP TABLE OF COMPETENCIES ...................................................................................................... 17

MID-TERM COMMENTS: 21 FINAL COMMENTS: 22

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CALENDAR STATEMENT:

COURSE HOURS: LEC: 0 SEM: 21 CLINICAL: 175 LAB: 21 NURS 381 Nursing Practice III *7 (fi 14) (either term, 3-25c-3 in 7 weeks).

Practice focuses on restoration, rehabilitation and support (including health promotion and disease

prevention) of clients with chronic and less acute variances in health across the lifespan. Practice

occurs primarily in primary-level acute care centres and continuing care agencies.

Pre-requisites: NURS 284 and NURS 285; Pre/Co-requisites: NURS 380

COURSE DESCRIPTION:

This course will provide opportunities for students to continue to participate in health promotion and primary prevention activities while focusing on restoration, rehabilitation and support. Nursing practice will include health assessment and intervention with clients with less acute and chronic variances in health. The student will experience nursing practice over a continuous block of time in institutional settings providing primary care. Examples include medical/surgical units, day or short stay surgery, sub-acute units, continuing care or rehabilitation units.

COURSE OBJECTIVES:

Levels of Independence In evaluating objectives, the following levels of independence will be used:

With assistance: The student requires direction and information.

With minimal assistance: The student requires occasional direction and information.

With guidance: The student requires clarification, prompting and confirmation.

With minimal guidance: The student requires occasional clarification, prompting and

confirmation.

Definitions Independently: The student works mostly on his or her own and seeks information,

clarification and consultation as appropriate.

Direction: Clinical tutor tells the student what to do, about what steps to take.

Information: Clinical tutor tells the student specifics about a concept or topic.

Clarification: Clinical tutor, through questioning and feedback, assists the student to state

their information in a different and clearer way, often with more details. The student asks

questions to increase their understanding; questions asked demonstrate a sound

knowledge base.

Prompting: Clinical tutor provides the student with a cue that answer is incomplete or

incorrect and how to resolve the lack of information. A prompt is broader than a hint.

Prompting is generally used to add breadth or depth.

Confirmation: Clinical tutor provides positive feedback for correct information and

direction provided by the student.

Consultation: The student provides clinical tutor with information and/or direction and

asks specific questions about the information or direction which the instructor confirms.

Occasional: The clinical tutor provides input every now and then.

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OBJECTIVES

Overarching statements: Students are responsible to familiarize themselves with Graduate Competencies and Year Outcomes (with Cross Reference to courses) 2010-2011. Attention must be given to the competencies that are identified as being relevant to NURS 381.

Students must regularly refer to the document entitled Graduate Competencies and Year-End Outcomes Condensed Version 2010-2011. Attention must be given to the Year 2 Column. This document serves as the basis for the evaluation of students' clinical practice. All students must practice in a manner that is consistent with:

CARNA Nursing Practice Standards (2013) and all other CARNA standards The CNA Code of Ethics for Registered Nurses (2008). 1. Demonstrate, with minimal assistance, the processes of self-directed learning, critical

thinking, and group process in utilizing context-based learning, in all learning activities.

2. Demonstrate, with assistance or minimal assistance, the ability to practice in accordance

with Year 2 competencies, as described in the document entitled: Graduate Competencies

and Year-End Outcomes Condensed Version 2010-2011.

3. Demonstrate, with assistance or minimal assistance, the ability to use professional and

therapeutic communication skills to collaborate with clients experiencing chronic or less

acute variances in health across the life span in primary-level acute centres and continuing

care agencies.

4. Demonstrate, with minimal assistance, the ability to manage health promotion and

prevention activities using advanced therapeutic/interpersonal communication skills,

health counseling skills, and teaching and learning principles.

5. Demonstrate, with minimal assistance the ability to perform intermediate health

assessments skills with healthy individuals across the lifespan in the context of family

within a community.

6. Demonstrate, with minimal assistance, the ability to engage in evidence-based practice.

7. Demonstrate the ability to integrate knowledge into clinical practice.

REQUIRED RESOURCES

1. Map of Theoretical Labs, Clinical Labs and Clinical Seminars 2. Graduate Competencies and Year-end Outcomes 3. Grade Descriptors 4. Other site-specific resources

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LEARNING OUTCOMES FOR THE COURSE:

Coordinate holistic, ethical safe care for 1-2 clients in the medical surgical setting

Identify postoperative complications and prioritize care for client(s)

Implement the nursing process in client care

Analyze Jean Watson’s The Philosophy and Science of Caring and apply to one’s own nursing practice

Identify normal and abnormal values in order to assess appropriate client care plan

Perform safe, competent administration of medications including calculations

Communicate with other disciplines in coordinating care for clients

Identify key areas for patient teaching

Integrate evidence into practice

Integrate self-reflection in order to assess one’s own nursing practice

REQUIRED TEXTS & RESOURCES:

There is a collection of resources to assist students with learning related to Anatomy and Physiology available in the library. Please note: All texts purchased in Year One are also the required texts for Nursing 381. * Indicates texts which are required for second year and will also be used in Nursing 380. Adams, M., Holland, L., Bostwick, P. & King, S. (2010). Pharmacology for nurses: A pathophysiology

approach (Canadian ed). Toronto, ON, Canada: Pearson.

*Alligood, M., R. & Marriner-Tomey, A. (2014). Nursing theorists and their work. (7th ed. ). St. Louis,

MI, United States: Elsevier Mosby.

American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, DC, United States: Author.

Arnold, E., & Boggs, K. U. (2011). Interpersonal relationships: Professional communication skills for

nurses. (6th ed.). St. Louis, MI, United States: Saunders/Elsevier.

Canadian Nurses Association. (2008). Code of ethics for registered nurses. Ottawa, ON: Author.

(Available in the bookstore or print a copy of the file found at this site):

http://www2.cna-aiic.ca/CNA/documents/pdf/publications/Code_of_Ethics_2008_e.pdf

College & Association of Registered Nurses of Alberta. (2013). Documentation standards for

regulated members. Edmonton, AB, Canada: Author.

http://www.nurses.ab.ca/CarnaAdmin/Uploads/Documentation_Standards_Regulated_Me

mbers.pdf

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Davies, B. & Logan, J. (2012). Reading research: A user-friendly guide for nurses and other

health professionals (5th ed.). Toronto, ON, Canada: Mosby.

*Day, R. A., Paul, P., Williams, B., Smeltzer, S. C., & Bare, B. (2010). Brunner & Suddarth’s textbook of

medical-surgical nursing. (2nd Canadian ed.). Toronto, ON, Canada: Lippincott, Williams &

Wilkins.

*Hannon, R.A., Pooler, C., & Porth, C.M. (2010). Porth pathophysiology: Concepts of altered health

states. (1st Cdn ed.). Philadelphia, PA, United States: Lippincott Williams & Wilkins.

*Oberle, K., & Raffin, S. R. (2009). Ethics in Canadian nursing practice: Navigating the journey.

Toronto, ON, Canada: Pearson.

Pagana, K.D., & Pagana, T.J. (2010). Mosby’s manual of diagnostic and laboratory tests. (4th ed.). St.

Louis, United States: Elsevier Mosby.

Perry, P. & Potter, P. (2014). Clinical nursing skills & techniques. (8th ed.). St. Louis: Elsevier Mosby.

Pickar, G., Pickar Abernethy, A., Swart, B., Graham, H., Swedish, M. (2015). Dosage calculations.

(3rd Canadian ed.). Toronto, ON, Canada: Nelson Education Ltd.

*Potter, P.A. & Perry, A.G. (Eds.) & Ross-Kerr, J.C. & Woods, M.J. (Canadian Eds.). (2014). Canadian

fundamentals of nursing (4th revised ed.). Toronto, ON, Canada: Mosby Elsevier.

*Stephen, T., Skillen, L., Day, R. & Jensen, S. (2012). Canadian Jensen’s nursing health assessment: A

best practice approach. Philadelphia, PA, United States: Wolters Kluwer Health, Lippincott

Williams & Wilkins.

*Stephen, T., Skillen, L., Day, R. & Jensen, S. (2013). Laboratory manual for Canadian Jensen’s nursing

health assessment: A best practice approach. Philadelphia, PA, United States: Wolters Kluwer

Health, Lippincott Williams & Wilkins.

University of Alberta (2013). Graduate competencies and year end outcome: Condensed version 2012

– 2013. Edmonton: AB, Canada: Author. (Also available on N381 Blackboard).

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Wolters Kluwer Health, Lippincott Williams & Wilkins. (2011). Lippincott’s nursing health

assessment video series. Philadelphia, PA, United States: Author.

**381 Lab Manual is available on Blackboard

Nursing Drug Guide Recommendations: Drug handbook and/or apps: Select your own (please use a handbook/app that has sufficient

information about nursing care and assessment). Examples:

Turkoski, B. B., Lance, B. R., & Tomsik, E. A. (2012). Drug information handbook for nursing (12th

ed.). Hudson, OH: Lexi-Comp.

Wilson, B. A., Shannon, M. T., & Shields, K. M. (2014). Pearson nurse’s drug guide 2014. Upper Saddle

River, NJ: Prentice Hall.

Prior Textbooks and Resources In addition to the required and recommended texts, you will find it helpful to refer to texts that have previously been required in other courses. Most of the textbooks required or recommended have previous editions which contain the same information despite differing editions.

ACADEMIC POLICIES:

This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for a list of excluded courses.

Learning resources may be available to students in alternative formats. It is the student’s responsibility to discuss learning needs with their instructor.

Students should be aware that Personal Counselling, Career, learning and Disability Services are provided at RDC. Inquire about locations at Information Desk. It is the student’s responsibility to discuss their specific learning needs with the appropriate service provider.

It is the student’s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with the instructor.

Students should refer to the Student Dispute, Appeal and Misconduct Processes Policy and Standard Practice should questions or concerns about the Course Outline not be resolved directly with the instructor.

Please be familiar with what constitutes academic misconduct, as well as the consequences. Plagiarism involves submitting work in a course as if it were the student’s own work. Plagiarism may involve the act of submitting work in which some or all of the phrasing, ideas, or line of reasoning are alleged to be the submitter’s own but in fact were created by someone else.

This course will use an electronic plagiarism detection tool. The complete RDC policy is available at:

http://www.rdc.ab.ca/about/standard_practices/documents/student_dispute_appeal_and_misconduct_processes_policy.pdf.

Please refer to the Red Deer College Academic Calendar, 2013-2014.

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GRADING SYSTEM:

The Red Deer College BScN marking and grading policy and procedure will be used to assign grades. The total marks for the course add up to 100 marks, with the weighting of each evaluative component as described later in this outline. At the end of the course, the total mark out of 100 will be used to determine the final letter grade based on the following table. To successfully complete N381 students must complete all of the following and achieve a passing grade (36/60) in the Evaluation of Nursing Practice (ENP). NOTE: The student MUST demonstrate the ability to safely and competently administer medications (including calculations) in the clinical setting in order to pass and successfully meet the objectives of this course. Final Grade Distribution for Nursing 381

Range of Raw Scores Grade Grade Point Descriptor

95-100 A+ 4.0 Exemplary

90-94.95 A 4.0 Excellent

85-89.95 A- 3.7

80.5-84.95 B+ 3.3

76-80.45 B 3.0 Good

71.5-75.95 B- 2.7

67-71.45 C+ 2.3

62.5-66.95 C 2.0 Satisfactory

58-62.45 C- 1.7

53.5-57.95 D+ 1.3

50-53.45 D 1.0 Pass

<50 F 0 Fail

CLINICAL INSTRUCTOR INFORMATION:

Fall I Instructor Office Phone Number Email Lab

Section Seminar

Section Shireen Bell 1212 4033142413 shireen.bell@rdc.ab.ca 01 B Jennifer Reynolds 2212 4033142419 jennifer.reynolds@rdc.ab.ca TBA TBA Fall II Instructor Office Phone Number Email Lab

Section Seminar

Section Hailey Hough 2210 4033142481 hailey.hough@rdc.ab.ca TBA

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Winter I Instructor Office Phone Number Email Lab

Section Seminar

Section Shireen Bell 1212 4033142413 shireen.bell@rdc.ab.ca 05 G Hailey Hough 2210 4033142481 hailey.hough@rdc.ab.ca TBA

Winter II Instructor Office Phone Number Email Lab

Section Seminar

Section Tosha Giesbrecht 2212 4033423276 tosha.giesbrecht@rdc.ab.ca Jennifer Reynolds 2212 4033142419 jennifer.reynolds@rdc.ab.ca TBA

Spring Instructor Office Phone Number Email Lab

Section Seminar

Section TBA TBA TBA

OFFICE HOURS:

Instructors are available to meet with students during scheduled office hours or by appointment. Students are encouraged to discuss availability with instructor individually.

COURSE HOURS:

Hours for nursing 381 are divided between clinical practice, clinical labs and clinical seminars. Clinical hours will generally take place on Tuesday, Wednesday, and Thursday on day shifts, however, some groups may also be required to attend evening shifts. Pre and post conference times will be arranged by the instructor.

STUDENT EXPECTATIONS

It is the student’s responsibility to become familiar with the information contained in the course outline and to clarify any areas of concern with the instructor. Attendance: Attendance is required for all labs, seminars and clinical practice activities.

Absences: The faculty of the RDC Nursing Department believe that students are committed to their program and learning experiences. However, it is understood that there are times when students may be absent from those experiences. Absence for any reason may cause a potentially serious disruption of learning and the student’s ability to achieve the learning objectives necessary to pass the course. If a student is absent, he/she is required to notify the instructor as soon as possible prior to clinical, lab or seminar. The student is also asked to call the instructor and the hospital unit prior to the beginning of the shift to inform the staff that they will not be present for clinical practice. Failure to notify the instructor/unit indicates a serious breach of professional and ethical conduct.

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The student must also discuss with the instructor the most appropriate way to replace learning experiences. Please note that make up days are not scheduled into the calendar therefore clinical make up time is at the discretion of the instructor and chair of the nursing department. Special Fees: $50.00 - These fees are in addition to regular tuition rates that reflect extra costs associated with offering the courses such as travel, supplies, and materials. Dates for Add/Drop or Withdrawal from Course: Fall I Sept. 8 last day to add or drop courses for Fall I Oct. 16 last day to withdraw without academic penalty for Fall I Fall II Oct. 24 last day to add or drop courses for Fall II Dec. 3 last days to withdraw without academic penalty for Fall II Winter I Jan. 8 last day to add or drop courses for Winter I Feb. 13 last day to withdraw without academic penalty for Winter I Winter II Feb. 27 last day to add or drop courses for Winter II Apr. 10 last day to withdraw without academic penalty for Winter II Spring May 8 last day to add or drop courses for Spring June 12 last day to withdraw without academic penalty for Spring Technology Guidelines: The Nursing Department at Red Deer College recognizes that the use of technology in nursing has the potential to enhance learning and communication. We also recognize our obligation to use this technology responsibly and in a way that complies with the standards outlined by Red Deer College and by professional organizations such as CARNA and UNA. We are also aware of our obligation to represent nursing in a professional manner outside of the Red Deer College context. Students are asked to review the technology guidelines that are included in their student handbook. In addition, all students should be aware of the Health Services Code of Conduct as it applies to nurses: http://www.albertahealthservices.ca/files/Corporate/pub-code-of-conduct.pdf

Blackboard Communication: Course information, important notices, course content, and correspondence relating to all students in the course will be posted on the Nursing 381 Central Blackboard site. Each group will also have access to their own clinical group blackboard site to enable students to send their ENP’s, to correspond with their clinical instructor and other students in their particular group. It is the student’s responsibility to be familiar with the use of blackboard and to regularly access the site (at least daily) to receive information. Failure to do so may result in students missing important course-related information, resources, messages, instructor feedback and announcements. If students are unable to access blackboard to receive and send their ENP’s, correspondence, etc., it is

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the student’s responsibility to immediately contact the Computer HELP desk at RDC to address this issue.

Changes to the Course Outline: Changes to the course outline will be made with the consent of the course tutors and students. Changes will be reviewed by the Nursing department Chairperson for consistency with College policies. Clinical Preparation: An essential component of nursing practice is the preparation students complete on their assigned clients prior to the time they provide care. Students should expect to spend approximately 1 hour on the nursing unit collecting client information (e.g. reading kardex, client charts, and medication records) in advance of a clinical shift. A least 2-3 hours additional time will be required following this on in-depth, thorough preparation for individual patient care using appropriate resources and reference materials as evidence for practice. Please bring this preparation with you to the clinical pre-conference. Expectations of the pre-conferences are as follows; tentative nursing diagnoses are discussed, and the assigned learner can discuss possible nursing interventions with the other learners and the instructor. If time permits the students can discuss their patients in some depth and then state the priorities of care of the clients can be assessed by the student. Post conference time is an opportunity to point out applications of theory to practice, for analyzing the outcome of hypothesis testing, for group problem solving, debriefing and for evaluation nursing care.

IMPORTANT - Students who are unable to demonstrate preparation for clinical practice will not be allowed in the clinical area until such time as they have sufficient preparation completed for the provision of safe care to clients. Lab Activities:

1. Head to toe assessment and documentation 2. Oxygenation and pre/post operative care 3. Asepsis 4. Medication Blitz (A medication lab blitz has been added to fall 1 to universally

prepare students for safe medication administration as appropriate for second year ) 5. Parenteral Administration 6. Non-Parenteral Administration 7. Complex Wounds 8. WINTER I, II and Spring – Intravenous therapy

See Lab Manual for details. Lab time provides students the opportunity to learn and practice nursing skills related to clinical practice. CARNA Nursing Practice Standards require all nurses to practice professionally and with competence. Skill labs are interactive, experiential, structured learning experiences in which selected nursing skills are practiced. Students are responsible for coming to labs prepared; having completed the readings and other relevant research and necessary preparation. The objectives and suggested readings are outlined in the Nursing 381 Lab Manual. Please Note: It is important to note that while the topic for a specific lab may seem similar to a topic covered in another course, the context and/or the depth of exploration of the topic may be quite different in N381. Seminar:

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Participation, professionalism and preparedness for seminar are included requirements evaluated in the Evaluation of Nursing Practice (ENP). Topics for seminars may include: Nursing process - review and application in practice; Watson’s framework of caring - introduction and integration in nursing practice; ethical considerations; and special interest topics generated by the students. Simulation: Simulation is not an evaluation component of this course with assigned marks. However, simulation is evaluated in the Evaluation of Nursing Practice (ENP). Students are required to wear scrubs & name tag to simulation, bring stethoscope & watch, prepare and apply learning from the term, participate and conduct themselves in a professional manner. (Please note: professional conduct is expected when wearing scrubs & name tags on campus including class and non-class times)

STUDENT ASSESSMENT & EVALUATION

Assignment Marks Allotted Time/Date

Journal Assignments

Part A - 10 marks

Part B - 15 marks

Week 3*

Week 6*

Lab quiz

15 marks Week 7

ENP

60 marks Week 6 or 7

TOTAL 100 marks

*Specific dates for assignments are as noted on the term schedule and

arranged with the tutor

Self Reflective Journal Part A – 10 marks Assignment description and marking guide are found on NURS 381 Blackboard site.

Self Reflective Journal Part B – 15 marks Assignment description and marking guide are found on NURS 381 Blackboard site.

Assignment Submissions:

1. All assignments are to be completed and submitted via Safe Assign as found on NURS 381

Blackboard site.

2. Specific assignment due dates will be discussed and decided within each group with the tutor, however week 3 and week 6 are the generally expected due date weeks.

3. Extension may be granted by the instructor on an individual basis.

4. Five marks will be deducted for each day an assignment is late without a prior extension.

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Lab Quiz - 15 marks Evaluation of learning in the lab will occur in clinical practice as noted on the ENP and with a lab quiz administered at the end of term. The content to be covered on the quiz includes content from all labs: Assessment and Documentation, Oxygen Therapy, Pre and Post Op Care, Aseptic Technique, Non-parenteral Medications, Parenteral Medications and in Winter Term; Intravenous therapy. Evaluation of Nursing Practice – 60 marks (See Appendix 1) This will be accomplished through observation and evaluation of the student during

nursing practice in the clinical setting. See term schedules for days and hours of classes

and practicum shifts. Observations and evaluations will be made by the instructor and

may be supplemented with input from peers, the staff of the clinical setting, and the

patient/family.

Students need to show evidence and rationale that they have met or are meeting the course

objectives. This will be accomplished through weekly submission of the ENP to the

instructor through Blackboard with detailed, specific, and concise examples of how they

are meeting or planning to meet objectives by the end of the course. Note that this is a

professional document, and students must use appropriate spelling, grammar and

professional style communication.

In addition, at both the midterm and final evaluation, students will be expected to identify

three strengths and three growth areas, with strategies outlining how they will actively

address learning development of the growth areas. The student and the instructor will

complete a verbal midterm and a written evaluation at the end of the term. A written

midterm evaluation MAY be required from the student.

It is an expectation that students actively participate in labs, seminars and simulation. This

includes having done the required preparation. Labs, seminars and simulation time are

considered part of the clinical experience and will be evaluated on the ENP.

The pass mark for the ENP is 60% (36/60). Students must achieve a passing grade on

the ENP to pass the course.

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APPENDIX 1

Nursing 381 Evaluation of Nursing Practice

Student:

(print)

Clinical Instructor:

(print) Section:

Date:

Placement: Facility:

Semester Dates (yy/mm/dd)

Days absent/sick

0 1 2 3

Provide Student with photocopy or PDF email copy of Clinical Evaluation

Final Total Mark: /60

57-60: Excellent; 54-56: Very Good; 46-53: Good;

36-45: Satisfactory; less than 36: Fail

*Student’s overall performance will be assessed in each of the six categories.

Excellent Very Good Good Expected/ Satisfactory

Fail

Excellent Student meets the objectives at a “Level of Independence” greater than identified on the ENP, all of the time. Very Good Student meets the objectives at a “Level of Independence” greater than identified on the ENP, majority of the time. Good Student meets the objectives at a “Level of Independence” greater than identified on the ENP some of the time. Expected/Satisfactory Student meets the objectives at a “Level of Independence” required on the ENP. Fail Student fails to meet the objectives at a “Level of Independence” required on the ENP

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RC = Relevant Competency Please refer to the Graduate Competencies and Year End Outcomes Condensed Version 2012-2013 (Approved May 2012). LEVEL OF INDEPENDENCE In evaluating (clinical performance) objectives, the following levels of independence will be used: With assistance: The student requires direction and information. With minimal assistance: The student requires occasional direction and information. With guidance: The student requires clarification, prompting and confirmation. With minimal guidance: The student requires occasional clarification, prompting and confirmation. Independently: The student works mostly on his or her own and seeks information, clarification. Definition of terms: Direction: tutor tells student what to do, about steps to take Information: tutor tells student specifics about a concept, topic Clarification: tutor, through questioning and feedback, assists the student to state their information in a different and clear way, often with more details. Student asks questions to increase their understanding; questions asked demonstrate a sound knowledge base Prompting: tutor provides student with a cue that answer is incomplete or incorrect and how to resolve the lack of information. A prompt is broader that a hint. Prompting is generally used to add breadth or depth. Confirmation: tutor provides positive feedback for correct information and direction provided by the student Consultation: student provides tutor with information and/or direction and asks specific questions about the information or direction which the instructor confirms. Occasional: indicates that input is provided by tutor now and then

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ENP TABLE OF COMPETENCIES

RELATED COURSE OBJECTIVE: Demonstrate, with assistance the ability to practice in accordance with Year 2 competencies, as described in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2012-2013.

RC 1. PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY

1.2 1.1 Presents a professional image.

1.2 1.2 Demonstrates accountability for making decisions and the outcomes of those decisions.

2.2 1.3 Uses effective time management strategies in coordinating care, organizing workload, and setting priorities.

3.2 1.4 Demonstrates the ability to practice safely and within the limits of own competence and knowledge.

1.2 1.5 Demonstrates initiative and responsibility to accurately assess and meet own learning needs

and implements learning goals to maximize and or improve nursing care. 3.2 4.2

16.2

1.6 Ensures personal, client and colleague safety by practicing within the policies and procedures of the agency/organization.

RELATED COURSE OBJECTIVES :

Demonstrate, with assistance, the ability to conduct selected assessments with healthy individuals across the lifespan in the context of family within a community.

Demonstrate, with assistance, the ability to use professional and therapeutic communication skills to collaborate with clients across the life span.

Demonstrate, with assistance, the ability to use professional communication skills with colleagues, professionals, and other individuals encountered in the practice environment(s).

Demonstrate, with assistance, the ability to engage in health promoting activities with clients. Demonstrate, with assistance, the ability to engage in evidence-based practice.

Demonstrate the ability to integrate knowledge into clinical practice.

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RC 2. KNOWLEDGE - BASED PRACTICE

10.2 2.1 Applies a critical thinking approach to nursing.

5.2 2.2 Engages in strategies for social and political action at a beginning level.

10.2

18.2

2.3 Uses credible and evidence informed theory and resources to provide competent care.

19.2

23.2

2.4 Identifies appropriate nursing diagnoses from relevant assessment data, sets goals, develops

plans for care, and evaluates outcomes.

15.2 2.5 Uses principles of primary health care in delivery of care at a beginning level.

17.2 2.6 Engages in health promoting activities with clients.

18.2 2.7 Makes appropriate judgments and sound decisions in management of care based on clear and

accurate understanding of rationale for care, best practice guidelines and research.

7.2, 8.2,

17.2

2.8 Develops a knowledge base from nursing and other disciplines concerning current health care

issues (e.g. the health care needs of older people, and/or children, health promotion, addictions,

harm reduction, and chronic disease management).

27.1 2.9 Uses appropriate lines of communication to report significant issues or concerns related to

delivery of nursing care and patient /client outcomes.

24.2

35.2.1

2.10 Produces clear, timely, relevant, and thorough charting / documentation.

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RELATED COURSE OBJECTIVE

Demonstrate, with assistance the ability to practice in accordance with Year 2 competencies, as described

in the document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2012-2013.

RC 3. ETHICAL PRACTICE

25.2

26.2

3.1 Provides nursing care that respects professional boundaries, and individual rights such as informed consent, confidentiality, client autonomy, and advocacy.

25.2

26.2

3.2 Demonstrates respect for cultural, spiritual, and individual values, beliefs, and perspectives of peers, colleagues, and clients.

25.2 3.3 Identifies potential effect(s) of own values, beliefs, and experiences on relationships with clients, and

uses this self-awareness to provide competent care.

25.1 3.4 Establishes therapeutic and caring relationships with clients.

RELATED COURSE OBJECTIVE

Demonstrate, with assistance, the ability to practice in accordance with Year 2 competencies, as described

in the document entitled: Graduate Competencies and Yea-End Outcomes Condensed Version 2012 – 2013.

RC 4. SERVICE TO PUBLIC

27.2 4.1 Demonstrates skills for collaborative team work, including knowledge of scope practice.

28.2

29.2

4.2 Demonstrates beginning leadership, management, and administrative skills.

RELATED COURSE OBJECTIVE:

Demonstrate, with assistance the ability to practice in accordance with Year 2 competencies, as described in the

document entitled: Graduate Competencies and Year-End Outcomes Condensed Version 2012-2013.

RC 5. SELF-REGULATION

31.2 5.1 Demonstrate beginning understanding of the CARNA practice standards and competencies in

relation to the development of own nursing practice.

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RELATED COURSE OBJECTIVE: Demonstrate, with assistance, the processes of self-directed learning, critical thinking, and context-based learning in a variety of community settings.

RC 6. CONTEXT BASED LEARNING

33.2.1 6.1 With assistance, directs own learning.

33.2.2 6.2 With assistance, uses critical thinking skills to facilitate learning of the group.

33.2.3 6.3 With assistance, effectively uses group process to facilitate learning of the group.

34.2.1 6.4 With assistance, identifies own reactions to, and selects appropriate strategies to deal with,

ambiguity and diversity.

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N381 EVALUATION OF NURSING PRACTICE SUMMARY COMMENTS

MID-TERM COMMENTS: 1. Professional Responsibility and Accountability

2. Knowledge-Based Practice

3. Ethical Practice

4. Provision of Service to Public

5. Self-Regulation

6. Context-Based Learning

Mid-term Recommendations for clinical performance development:

Mid-term:

Student’s Name Signature _______________________Date

Tutor’s Name Signature_______________________ Date

Please Note: Student signature on this document denotes that the student has read the evaluation. It does not mean that the student necessarily agrees with all of its content.

NURSING 381 EVALUATION OF NURSING PRACTICE SUMMARY COMMENTS

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FINAL COMMENTS: 1. Professional Responsibility and Accountability

2. Knowledge-Based Practice

3. Ethical Practice

4. Provision of Service to Public

5. Self-Regulation

6. Context-Based Learning

Student’s Name Signature _______________________Date

Tutor’s Name Signature_______________________ Date

Please Note: Student signature on this document denotes that the student has read the evaluation. It does not mean that the student necessarily agrees with all of its content.