pn 227 nursing practice ii course outline - red deer...

Revised December Lmadsen2013

PN 227 Nursing Practice II Course Outline

Winter 2014 Jan 6 – Mar 7 , 2014

Chairperson Signature:

Date: December 10, 2013

2 PN 227 Course Outline Winter 2014

PN 227 A&B - Nursing Practice II

Course Outline Winter 2014

Instructor: Angela Giles (section A) 1208 357-3635 [email protected] Lynne Madsen (section B) 1507-B 342-3131 [email protected] Brandi Ward (labs 01, 02) 1232 314-2489 [email protected] Carla Chaulk (labs 05) 1208 357-3635 [email protected] Shannon Kadatz (lab 04) 1208 357-3635 [email protected]

Tracy (lab 03) 1208 357-3635 Office Hours: Available by appointment.

Calendar Description: 5 credit (6.5-5) 9 weeks Knowledge and skills required to provide safe, competent, holistic nursing care to clients within the framework of the nursing process. Focus is on the principles underlying nursing actions, health promotion and the integration of concepts from other courses. Corequisite: PN 225

Course Hours: 5 credit course; 6.5 class hours, 5 lab hours per week; 9 weeks

Lecture: Section A Monday Wednesday

1:00pm - 4:20pm 1:00pm - 4:20pm

Rm: 811 Rm: 811

Section B Monday Wednesday

11:30pm - 2:50pm 12:00pm - 3:20pm

Rm: 2602 Rm: 2602

Lab Lecture: All Sections Tuesday 3:30pm - 4:20pm Rm: 2501

Lab: Section 01 Wednesday Thursday

8:00am - 9:50am 2:00pm - 3:50pm

Rm: 1330 Rm: 1330

Section 02 Wednesday Friday

10:00am - 11:50am 12:30pm - 2:20pm

Rm: 1330 Rm: 1309

Section 03 Tuesday Thursday

1:30pm - 3:20pm 2:00pm - 3:50pm

Rm: 1325 Rm: 1309

Section 04 Monday Thursday

3:00pm - 4:50pm 12:00pm - 1:50pm

Rm: 1330 Rm: 1330

Section 05 Monday Thursday

3:00pm - 4:50pm 12:00pm-1:50pm

Rm: 1309 Rm: 1309

mailto:[email protected]






Course Description: The focus of this course is the concepts and principles underlying nursing practice in the care of clients who are experiencing variances in health. Using the nursing process and a critical thinking approach, students will integrate knowledge from other relevant courses to develop appropriate nursing interventions for adult clients with specific health variations across all body systems. Nursing lab practice will give students the opportunity to develop the understanding and the psychomotor mastery of specified skills necessary to deliver safe, competent nursing care. Learning will be facilitated with lecture, group work, activity based learning, guest speakers, simulation and labs. Classroom learning resources may be available to students in alternative formats.

Required Texts:

Kozier, B., Erb, G., Berman, A., Snyder, S.J., Buck, M., Yiu, L., Leeseberg Stamler, L. (2014). Fundamentals of Canadian nursing: Concepts, processes, and practice (3rd. Ed.). Toronto, ON: Pearson Canada.

Lynn, P. (2011). Taylor’s clinical nursing skills: A nursing process approach (3rd ed.).Philadelphia, PA: Lippincott, Williams & Wilkins.

Mosby. (Producer). (2014). Mosby’s nursing video skills: Basic intermediate & advanced skills student version (4th ed.). [DVD]. United States: Elsevier Mosby.

Timby, B. K., & Smith, N. E. (2014). Introductory medical-surgical nursing (11th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

** Current drug guide by Davis or Lippincott** Course Learning Outcomes: 1. Apply the current PN Conceptual Framework model to all course learning outcomes. 2. Assume responsibility for group outcomes. 3. Recognize impact of behaviours on self and group learning. 4. Explore processes of reflection. 5. Describe how to provide holistic care for clients with selected health challenges. 6. Use the nursing process to develop a care plan that emphasizes analysis and priority setting of client

data. 7. Explain the process of critical thinking, and the use of evidences based research and information

retrieval skills. 8. Apply the principles of client teaching. 9. Demonstrate accurate documentation and reporting. 10. Demonstrate the ability to safely perform selected medical and surgical skills. 11. Apply and assume responsibility for the principles of safe medication administration. 12. Identify health and care considerations related to the gerontology population. Program Outcomes:

Knowledge

Accountability

Safety

Collaboration

Continuing Competence

Leadership


Course Assessment:

***To successfully complete PN 227, students must achieve a passing grade on all nursing skills proficiency evaluations, including a pass grade in the OSCE and an overall grade of 2.0 in the course.*** Method of Assessment Description Value Due Date 1. Participation,

Preparation & Professionalism

Students will be evaluated throughout the semester for participation, preparedness & professionalism in the lab and classroom.

10% Ongoing

2. Group Case Scenario In assigned groups, students will develop and lead a case scenario learning experience for their peers. The case scenario will be developed with consultation from the instructor.

25% Assigned Week

3. Mid-term Exam On all content (class and lab) up to and including Week Four – multiple choice questions will be the test format.

25% Feb 3

4. Nursing Skills Evaluation (OSCE)

Students will be expected to safely perform simulated patient care related to medication administration. Students will be given doctors orders and will perform the 3 checks and 5 rights of medication administration. Students will safely demonstrate the ability to administer an oral medication and a parenteral medication. Each student will be assigned a time and day to demonstrate these skills.*drug dosage calculation in included in the testing If a passing grade is not obtained, a retest is allowed within 7-21 days of the initial evaluation. Attendance at skill lab practice sessions with the development of a learning plan is required, prior to the retest.

Pass/Fail Feb. 10 & 11

5. Learning Tool In assigned groups, students will develop a learning tool for their peers in relation to a specific given topic. The tool will be posted on Blackboard for other students to use.

5% Feb. 26

5. Final Exam All content from the labs and classes is tested with multiple choice questions. Prior to the test, students will be given further information.

35% Mar. 5


Course Schedule:

Class Topic(s), Course Unit(s) # and suggested readings

Lab Lecture & Lab Topic(s), Lab Unit(s) # and suggested readings & videos

Week #1 Jan 06

Monday, Jan 06: Room: both sections are to attend Introduction to course Unit 5: Endocrine-Diabetes focus Timby - Ch 49, 50, 51

Tuesday Lab Lecture: Units 1 & 2: Maintaining Health Care Records and Client Teaching Kozier et al., Ch 25 & 26 Timby - Ch 7 & 8 1st Lab: Visit to Collegeside to review charts; Course Units 1 & 2: Maintaining Health Care Records and Client Teaching Kozier et al- Ch 25 & 26 Timby - Ch 7 & 8 2nd Lab Units 3 & 4: Specimen Collection and Blood Glucose Lynn - Ch 18 Mosby’s Videos- Specimen Collection (Collecting a midstream urine, Collecting a specimen for wound culture, Performing blood glucose testing, screening urine for chemical properties)

Week #2 Jan 13

Wednesday Jan.8 Unit 1: Inflammation, Infection, Immunity Timby - Ch 12, 33, 34, 35 Monday Jan 13: Unit 2: Integumentary Timby - Ch 64, 65, 66

Tuesday Lab Lecture Unit 7: Oral Medications Lynn - Ch 5 1st Lab: Units 5 & 6: Wound Care & O2 Therapy Lynn - Ch 8 & 14 Mosby’s Videos - Wound and Pressure ulcer care and (assessing wounds & Caring for Pressure Ulcers) Infection Control (all videos )Respiratory Care and Suctioning (Applying a nasal cannula or face mask) 2nd Lab: Unit 7: Oral Medications Lynn - Ch 5 Mosby’s Videos - Safe Medication Administration (Ensuring the 6 rights of medication administration, Documenting medication administration, Preventing medication errors) Nonparenteral Medication Administration (Administering oral medications)

Week #3 Jan 20

Wednesday Jan 15: Unit 6: Respiratory Timby - Ch 19, 20, 21 Monday Jan 20: Unit 9 : Haematological/Lymphatic Timby - Ch 30, 31, 32

Tuesday Lab Lecture: Units 8, 9, & 10: Intradermal, Subcutaneous, and Intramuscular Injections Lynn - Ch 5 Mosby’s Videos - Injections (view all 7 videos) 1st Lab: Units 8 & 9: Intradermal & Subcutaneous Injections Lynn - Ch 5 & Mosby’s injection videos


Week #3 Jan 20 Continued

2nd Lab: Unit 10: Intramuscular Injections Lynn - Ch 5 & Mosby’s injection videos

Week #4 Jan 27

Wednesday Jan 22: Unit 10: Cardiovascular Timby - Ch 22-29 Monday Jan 27: Unit 17 : Care of Client with Pain Kozier et al.,-Ch 34 Mosby’s Videos - Vital Signs (pain) Timby - Ch 11

Tuesday Lab Lecture: Units 19 & 22: Nutrition and Bladder/Bowel Retraining Kozier et al.,- Ch 39, 40, & 41 1st Lab: Units 11 to 18: all other routes of medication administration Lynn - Ch 5 Mosby’s Videos - Nonparenteral Medication Administration (all videos except administering oral medications) Elimination Assistance (Administering a cleansing enema) 2nd Lab: Units 20 & 21: Enteral Feeding & Ostomy Care Lynn - Ch 11 & 13 Mosby’s Videos - Enteral Nutrition (Providing enteral feeds) Ostomy Care (pouching a colostomy)

Week #5 Feb 03

Wednesday Jan 29: Unit 3 : Gastrointestinal Timby - Ch 44-48 Monday Feb 3: Midterm Exam

Tuesday Lab Lecture: OSCE demonstration 1st Lab: OSCE medication practice Lynn - Ch 5 2nd Lab: OSCE medication practice

Week #6 Feb 10

Wednesday Feb 5: Unit 7 : Nervous Timby - Ch 36-40 Monday Feb 10: Unit 8: Sensory Timby - Ch 41, 42, 43 Wednesday Feb 12: Unit 12: Musculoskeletal Timby - Ch 60-63

(NO Lab Lecture or 1st Lab) in lieu of OSCES Mon, Feb 10: MED OSCE: Scheduled time Tues, Feb 11: MED OSCE: Scheduled time 2nd Lab: Units 23, 24, & 25: Thermotherapy, Bandaging, & Urinary Drainage Lynn - Ch 8, 9, 12 Mosby’s Videos - Elimination Assistance (providing catheter care) Nutrition and Fluids (Measuring intake and output)Urinary Catheter Management (Caring for a suprapubic catheter)

Week #7 Feb 17

Reading Week No Classes

No Lab Lecture or Labs


Week #8 Feb 24

Monday Feb24: Unit 13: Urinary Timby - Ch 57, 58, 59 Unit 14: Reproductive Timby - Ch 52-56 Wednesday Feb 26: Unit 14: Cancer Care Timby – Ch 16, 17, 18

OSCE Redos as per scheduled Tuesday - Friday

Week #9 Mar 03

Monday, Mar 3: REVIEW Wednesday, Mar 5: FINAL EXAM

No Lab Lecture or Labs

Attendance: Attendance at all classes is strongly recommended. The faculty of the RDC Nursing Department believes that students are committed to their program and their learning. At times however, students must take time away from the required learning experiences. An absence can be viewed as a potentially serious disruption of the learning process and may make it difficult to achieve learning objectives. Students are responsible for making arrangements to cover missed classes. Lab attendance for Tuesday Lab Lectures and Scheduled Labs are mandatory.

Lab time provides students the opportunity to learn and practice nursing skills related to scenarios and clinical practice. CLPNA Nursing Practice Standards require all nurses to practice professionally and with competence. Make up lab time is required to obtain experience in nursing skills/assessments and to ensure students practice with confidence and competence. A student will be given an incomplete grade until he/she has followed the lab makeup time process. *Refer to guidelines outlined in “Student Handbook”*


Professional Conduct: The CLPNA Code of Ethics requires all nurses to conduct themselves based on the values of the profession. Professional behavior is expected to be maintained in the classroom, lab and the clinical setting at all times to optimize learning for all students. Expectations of behavior include:

To arrive on time, prepared and to stay the duration of class and lab

To turn cell phones off in classroom, and labs: no cell phones or other technical devices in clinical, except calculators

To use lap top computers only for note taking or accessing relevant information in the classroom or lab.

To listen and consider all feedback provided by faculty.

To be respectful at all times with all communication with and about faculty, facility staff and co-students. This includes verbal, written and electronic forms of communication inside and outside of the classroom, lab and the clinical settings.

To maintain a positive learning environment by listening to others, providing constructive suggestions, questions, and comments in relation to the topic being discussed.

Professional Dress and Appearance: See Student Handbook as per AHS policy. Assignments:

Assignments are to be completed and submitted as scheduled in the course unless the instructor has granted an extension. Requests for extensions must be made to the instructor at least 24 hours prior to the time the assignment is to be submitted.

One grade category (5% per day) will be deducted for each day an assignment is late without a prior approved extension.

All written assignments must be referenced using APA format (6th edition).


SPECIAL NOTES

Plagiarism/Cheating: Please refer to the Red Deer College Calendar for policy. Please become familiar with what constitutes academic dishonesty. For further information, access the Red Deer College website, use the quick link to “Students” and refer to “Student Dispute, Appeal, and Misconduct Policy Processes”. See Article #7 http://www.rdc.ab.ca/about/standard_practices/documents/student_dispute_appeal_and_misconduct_processes_policy.pdf A plagiarism detection tool is used in this course. Personal Counselling: Students should be aware that Personal Counselling, Career, Learning and Disability Services are provided at RDC. Inquire about locations at Information Desk. Final Examination: Content from the entire course is tested with a multiple choice testing format. Prior to the test, students will be given further information. Final exam policy will be followed. Student Misconduct/Dispute: 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. Prior Learning (PLAR): This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for a list of excluded courses Student Responsibilities:

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

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.

Changes to Course Outline: Changes to the course outline will be made with the mutual consent of the instructors and the students involved. Changes will be reviewed by the Chairperson of Nursing for consistency with college policies. Grading System: To successfully pass this course an overall grade point of 2.0 must be achieved when the marks from the assignments, exams, and quizzes are computed. All the assignments, exams, and quizzes will be assigned a mark and the final grade will be computed-based on the assigned value of each assignment, exam, or quiz. See student handbook. Last Day to Add/Drop: January 10, 2014 Last Day to Withdraw without Academic Penalty: February 24, 2014

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

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


PN 227 Lab: Personal Appearance Checklist

Purpose of Assignment: The student will demonstrate accountability and responsibility for own professional conduct. Professional conduct is an aspect that defines nursing as a profession in the PN Conceptual Framework.

Student Name: Lab Group: Instructor: Date Completed:

Professional Casual Dress Clean and unwrinkled

No tears or holes in clothing

No words, terms or pictures that may be offensive

Appropriate coverage of body

Yes No

Yes No

Yes No

Yes No

Professional Appearance Footwear:

Closed toe and heel

Clean, quiet, and in good repair

Footwear removed when required (eg. On bed)

Yes No

Yes No

Yes No

Hair (includes facial hair):

Clean and neat

Pulled back when required for tasks

Yes No

Yes No

Hat and Sunglasses:

None

Yes No

Scents:

No perfumes, scents, or fragrances noted

No strong odor apparent (includes body, smoke, alcohol)

Yes No

Yes No

Further Comments

Total Yes No Scoring

Yes #’s %

Yes = 12 2%

Yes = 9-11 1%

Yes = < 8 0


PN 227 Class and Lab: Personal Behavior Checklist

Purpose of Assignment: The student will demonstrate accountability and responsibility for own professional conduct. Professional conduct is an aspect that defines nursing as a profession in the PN Conceptual Framework.

Student Name:

Instructor(s): Date Completed:

Language:

No swearing or insults

Appropriate terminology used

Yes No

Yes No

Non verbal Behavior

Showed respect to instructor and peers at all times

Showed interest and attention to content

Yes No

Yes No

Context discussed

Appropriate and related context at all time

Paying attention and not talking while instructor and

others are contributing

Yes No

Yes No

Practice time

Equipment is used for intended purpose at all times

Skills are practiced more than once (time permitting)

Yes No

Yes No

Etiquette

Maintained at all times (see student manual)

Yes No

Attendance

Arrives on time

If late or absent, contacts instructor prior to and is

responsible for missed content

Yes No

Yes / N/A No

Further comments:

Total Yes No

Score:

Yes = 11 3%

Yes = 8-10 2%

Yes = 5-8 1%

Yes = < 5 0%


PN 227 Class and Lab: Knowledge and Participation Marking Guide

Purpose of Assignment: The student will demonstrate the knowledge required to provide competent

nursing care facilitating health, which is the focus of client centered care in the PN Conceptual Framework.

5 % - able to answer questions with in-depth detail

- evident that student clearly understands content

- evident that pre-readings, videos if applicable, and or additional readings have been done

- participates consistently with relevant, thought provoking content

- equipment and resources brought to lab and class

4 % - able to answer most questions with detail

- evident that student understands content

- evident that pre-readings and videos (if applicable) have been done

- participates consistently with appropriate content


3.3 % - able to answer most questions asked

- evident that student has an adequate level of understanding

- evident that most pre-readings and videos (if applicable) have been done

- participates consistently: may require reminding to stay on topic


2% - answers questions inconsistently, but independently

- vague level of understanding

- information minimally learned from pre readings and videos (if applicable)

- participates inconsistently or overly participates hindering others learning

- some equipment and resources brought to lab and class

1% - only able to answer questions with excessive prompting

- most understanding of content is incorrect

- no evidence of pre-readings or videos (if applicable) being done

- will only participate with excessive coaching

- equipment and resources usually not brought to lab and class

0% - unable to answer questions

- no understanding of content

- no evidence of pre reading or videos (if applicable) being done

- no participation

- equipment and resources not brought to lab and class


PN 227: Group Nursing Care Scenario Assignment Overview

Due Date: Groups will sign up to facilitate a specific class

Assignment Mark: 25% of total grade

Purpose of Assignment:

The student will demonstrate attributes of the 6 standards of practice, which assist in the definition of

nursing in the PN Conceptual Framework. The student will understand that the 6 standards of care are

implemented to facilitate optimal client health, the core of the PN Conceptual Framework.

Objectives of Assignment:

Following the completion of the assignment, the student will:

1. Develop communication, group, leadership, and learning and teaching processes, by facilitating a

learning experience for peers.

2. Develop critical thinking and clinical reasoning by creating, developing, and evaluating a case

scenario.

3. Develop reflective thinking and process by considering class feedback and the presentation

experience.

Description of Assignment:

Each group will present a case scenario to the class with the subsequent development of a careplan. The

topic of the scenario will relate to the course outline’s designated system disorder. Using the format of the

think aloud approach, presenting groups need to ask their peers to “think aloud” to communicate their

rationale, and explain the cues or knowledge that prompted their decisions.

Assignment Steps:

1. Groups will sign up for one class to facilitate a think aloud case scenario

2. Review marking guide for assignment

3. Develop a nursing care plan based on a variety of evidence based research for your given client

4. Groups will schedule an appointment with their classroom instructor no later than 1 week prior to

their presentation to review their typewritten, developed scenario and discussion of how the think

aloud objectives will be met (see #9).

5. Assign the following roles to your group members:

a. Recorder: writes subjective and objective data on white board as information is revealed

and as nursing diagnosis are identified

b. Nurse: reads out case scenario and provides objective data as it is requested by class

members

c. Client: reveals subjective data as it is requested by class members

d. Facilitator: asks class members for their rationale for questions asked, and opinions

expressed: Guides the presentation.

6. Your instructor(s) will role model the weeks prior, a think aloud case scenario in action. Please

follow the below directions to lead your peers through a think aloud case scenario


a. Report on the client will be given to the class with limited information, similar to clinical

practice. All additional information is only revealed if your peers ask for it. Based upon the

assessment data, the class will collaboratively develop a care plan for the client.

b. Assessment: after hearing report on the client, the class will need to complete a nursing

assessment.

i. Class members will be assigned a specific system to assess.(use of physical

assessment questioning from PN 217)

ii. Class members will need to interview the client for subjective data, and ask the

nurse for objective data

iii. The simulated client and nurse will be spoken to a professional manner (use of

skills, knowledge, and attitudes form PN 218)

c. Nursing Diagnosis: once the assessment data has been completed, the class will identify

significant signs and symptoms, identify themes, prioritize diagnosis

d. Nursing Goals, Interventions, and Evaluation: Groups within the class will have one

diagnosis to develop goals , interventions, and evaluation

e. Putting it together: each group will report back to the class with their developed goals,

interventions, and evaluation

7. Once all the parts of the care plan are shared, the designated presenters will summarize learning

and debrief the class(addressing the objectives in #9)

8. Class members will offer written feedback. Presenters are to consider their peers’ feedback and

their own experience (Additional instructor feedback for the group will be available by appointment

as well). Each person in the presenting group is to submit a two page self-reflection of their

learning within 1 week after their presentation.

9. At the end of the think aloud scenario and subsequent care plan, the class members should be

able to:

a. Distinguish subjective and objective data related to the scenario

b. Identify risk factors in the scenario as it relates to the specific disorder

c. Differentiate and give rationale for priority nursing diagnosis, goals, interventions for the

specific disorder

d. Recommend evaluation methods for the scenario

e. Demonstrate relevant client teaching for the scenario/ disorder

f. Determine the LPN’s role in the provision of nursing care related to the scenario


Think Aloud Scenario Marking Guide

Group Members:

Scenario Topic:

Date:

Assessment Criteria:

A group mark will be assigned based upon the following criteria for Content of Presentation and Facilitation.

An individual mark will be assigned for Reflection of Learning. Please see below for Marking Criteria.

10

Excellent

8

Proficient

6.6

Adequate

4

Limited

0

Unacceptable

Con

tent

Of P

rese

ntat

ion

Precise, in-depth

Information

Comprehensive,

accurate detail.

Explicit use of

Evidenced based

references.

Purposefully

addresses all of

the “think aloud”

objectives for the

scenario

(assessment, risk

factors, nursing

diagnoses, goals,

interventions,

evaluation, client

teaching, LPN

role)

Relevant

information

Complete,

accurate detail

Relevant use of

Evidenced based

references

Thoroughly

addresses all of


objectives

General

Information

Simplistic,

accurate detail

Simplistic use of

Evidenced based

references

Predictably

addresses all of


objectives

Vague

information

Superficial detail

Little use of

Evidenced based

references

Does not address

all of the “think

aloud” objectives

Incorrect

information

Irrelevant or no

detail

No use of

evidenced based

references

No attention to


objectives

10

Excellent

8

Proficient

6.6

Adequate

4

Limited

0

Unacceptable


Fac

ilita

tion

Skillful,

purposeful

organization

Perceptive,

purposeful

communication

Confident,

engaging, and

professional

Enhanced

learning for

peers, used the

“think aloud”

approach: skillful

questioning

Systematic,

logical

organization

Focused, logical

communication

Competent,

interesting, and

professional

Supported

learning for

peers, used the

“think aloud”

approach:

effective

questioning

Methodical,

simplistic

organization

Appropriate

communication

Straightforward,

predictable, and

professional

Supported

learning for

peers, used the

“think aloud”

approach:

predictable

questioning

Ineffective,

haphazard

organization

Vague

communication

Ineffective, and

inappropriate

conduct

Interfered with

learning of peers.

Little attention to


approach

No evidence of

organization

Confusing

communication

Unprofessional

and unacceptable

conduct

No consideration

to learning of

peers, no

attention to “think

aloud” approach

5

Excellent

4

Proficient

3.3

Adequate

2

Limited

0

Unacceptable

Ref

lect

ion

of L

earn

ing

Perceptive

discussion of

peer feedback

evidenced by

insightful

description of

positive aspects,

challenges, and

suggestions for

improvements.

Logical

discussion of

peer feedback

Evidenced by

thoughtful

description of

positive aspects,

challenges, and

suggestions for

improvements

Basic discussion

of peer feedback

evidenced by

obvious

description of

positive aspects,

challenges, and

suggestions for

improvements

Minimal

discussion of

peer feedback;

Unsupported or

minimal

description of

positive aspects,

challenges, and

suggestions for

improvements.

No discussion of

peer feedback;

No attention to

description or

reflection of

learning

Assignment total is out of 25 marks

Total Group Mark for Content of Presentation and Facilitation

/20 marks

*Individual mark for Reflection of Learning will be posted on copy of handed in work (5 marks)

Comments:


Medication OSCE Marking Guide

Purpose of Evaluation: The student will demonstrate knowledge, accountability, patient safety, continuing competence, collaboration, and leadership attitudes and behaviors with medication administration.

Criteria Grading Technique - Maintains asepsis - Correct oral technique

- positions client for ease of swallowing

- ensures oral meds swallowed

- Correct injection technique - appropriate site - landmarks correctly - dart - stabilizes needle - aspirate if necessary

Pass: demonstrates safe asepsis, 3 checks of 5 rights Conditional Pass: major principles of asepsis observed, choice of injection site based on comfort rather than client assessment: landmark, dart, and stabilizing OK Fail: several breaks in asepsis, med error, incorrect oral administration, landmarking error, does not dart, support needle or aspirate (if necessary)

Safety - verifies transcription (double

signed) - follows 5 rights x 3 - observes 6th and 7th right (reason &

documentation) - checks for major contraindications

(side effects, allergies)

Pass: demonstrates transcription verification, applies 3 checks of 5 rights to the situation with an observation of the 6th and 7th right, checks for major contradictions Conditional Pass: 3 checks of 5 rights observed but not adapted to situation, vague mention of 6th and 7th rights, did not verify transcription Fail: medication error, no application of the 3 checks of 5 rights, does not observe 6th and 7th rights, does not check for contraindications

Knowledge - Verbalizes appropriate client

teaching, referencing prepared med card

- can ID nsg implications of drug - can calculate drug dose accurately

and efficiently - correctly chooses syringe and

needle size

Pass: verbalizes client teaching and nsg implications of drugs demonstrating safe comprehension, dosage calculation correct, correct needle/syringe chosen Conditional Pass: Medication teaching read or recited, does not understand terminology, not at suitable client level Fail: cannot ID appropriate nsg implications of drugs compromising safety, dosage error, incorrect needle/syringe size

Professionalism - conducts self in accordance to

CLPNA standards of practice

Pass: represents self, profession, and college in accordance to practice standards Conditional Pass: Aspects of performance warrant feedback from instructor Fail: Conduct compromises the following: therapeutic relationship between nurse and client, safe administration of medications , or the name of RDC

**The above grading guidelines are not an exclusive list. The testing instructor must be confident in the student’s demonstration ability to safely administer medications.


Teaching/Learning Tool Assignment 5%

Group Assignment: Each group will sign up for a specific topic, which will be the

focus of the creation of your teaching tool. The tool you create will be a resource

for your peers, and will provide your peers with additional information within the

nursing scope. The teaching/learning tool should be specific to your topic.

Teaching/Learning tools can be set up as a brochure or pamphlet.

It will be the responsibility of the group to have your tool posted on Blackboard for

your peers to access as a resource.

Assignment should be completed and posted to Blackboard no later than Feb 26,

2014

Marks will be based on accuracy of information provided, creativity and style.

Remember to provide references.

Things to consider when developing your learning tool: defining terms, are there

different stages or processes, medications typically used, measurement tools or

scales, signs and symptoms, gerontology considerations, nursing interventions.

Topics:

1. Stages/process of Grief and effects on family members

2. Care of dying patient and effects on family members

3. Use of IV Fluids (Osmosis, etc.)

4. Electrolyte Imbalances: K+, Na, Ca, Mg, etc.

5. Electrolyte Imbalances: alkalosis, acidosis, hyper/hypovolemia, etc.

6. Dementia

7. Delirium

8. Stress/ coping in the older adult

If you need Assistance expanding your topic or narrowing your focus

please see Angela or Lynne

pn 227 nursing practice ii course outline - red deer...

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