Detailed Information for Diane Stewart

Assistant Professor of Nursing Diane Stewart 
Nursing, Wilson School of
 » Assistant Professor
Office Location
Bridwell Hall 327 
Phone
Voice: (940) 397-4864
Fax: (940) 397-4911
 
 

Contact Information

diane.stewart@mwsu.edu

My Websites


Course Information

  Semester Course #    Section Course Name Location Days / Times
Details Spring 2013 4023    Family Health II    Bridwell Hall 108

NURS 4023 FAMILY HEALTH NURSING II

Spring 2013

 

 

Pre‑Requisites: NURS 3411, 3412, 3413, 3422, 3423   Co-Requisite:  NURS 4022

 

Course Faculty:  

 

 

Diane Stewart, MSN, RN

Course Coordinator

Bridwell 327

(940) 696-8598 (940) 397-4864

dstewart@kellwest.com

Mary Anderson, MSN, RN

Bridwell 318

(940) 397-4046

mary.anderson@mwsu.edu

 

Course Description:

Application of theories and concepts across the span of adult life to include specific medical-surgical conditions. Emphasis placed on integrating previously learned cognitive, psychomotor, and affective knowledge in more complex situations with the individual client, his/her family, as well as groups and communities (IFGC), through application of the nursing process.

 

Credit Hours:   Successful completion of both courses (classroom and clinical) awards five (5) credit hours.  [Three (3) lecture hours per week (3 credit hours) and six (6) clinical hours per week (2 credit hours.)]

 

Placement: First semester of senior year (BSN)                                                                                  

 

Learning Experiences:  Lecture, discussion, audiovisual aids, assigned readings, and clinical experiences. 

 

AACN Essentials: For further information regarding the AACN Essentials identified for each course objective, refer to the BSN Student Handbook.

 

DELC Competencies: In the DELC Competencies below, the following designations apply:  A: Provider of Care; B: Coordinator of Care; and C: Member of a Profession. For further information regarding these competencies identified for each course objective, refer to the BSN Handbook.

 

 

 

 

Course Objectives

AACN Essentials

DELC Competencies

 

Upon completion of this course the student will be able to:

 

 

 

1.

Apply professional knowledge and theories to the nursing care of persons and families throughout the life span.

I: A, B, C, D, E, H

II: A1-3, B1-3, C1-4, D1-4, E1

III: A1-6, C1-5,8, D1-18

IV: A1-4,7, B1-7

V: A2,4

 

A: 1g, 1j, 2a, 2g, 2h, 7a

B: 1d, 1p

 

 

2.

Integrate effective communication, research and teaching-learning principles in for providing care for persons and their families.

I: F, G

II: B3, D3

III: B1-11

IV: A2, 4

 

A: 1a, 1g, 1o, 2a, 2m, 2o, 3a, 3b, 3c, 3n, 3u, 3w, 3aa, 3ee, 4a, 4b, 4c, 4f, 4i, 4k, 5c, 5d, 5e, 5f, 7c, 7d, 7h,

B: 2b, 3e

C: 1m, 2b

 

3.

Utilize the nursing process in a systematic manner in the care of IFGC.

I: A, D

III: A1-3, 5, 6, C1-5,8

V: A8, 10, B7

A: 1a, 1b, 1f, 1m, 1n, 1p, 2f, 2h, 2i, 2o, 3n, 3s, 3hh,4e, 4g, 4h, 5a, 5h, 7b, 7f

B: 1m, 3a, 3e, 3g

C: 1n

 

4.

Utilize nursing knowledge when implementing affective, cognitive and psychomotor nursing skills.

I: A, B

III: D1-18

IV: A1-10, B1-7

V: A1-13

A: 1e, 1h, 1j, 1m, 2f, 3c

 

 

5.

Relate knowledge of higher education concepts in health to identify nursing interventions.

I: A, B

II: A1-6, C1-8

IV: A1-10, B1-7

A: 1q, 2f, 3a, 3b, 3hh, 4b

 

 

6.

Integrate knowledge of pathophysiology to identify nursing interventions.

I: A, B, C, D

III: A1-6, C1-8, D1-18

IV: A1-10, B1-7, C1-7

A: 1r

 

7.

Identify the leadership role of the professional nurse in providing care to individuals and their families.

I: A-K

II: A1-4, B1-3

III: A1-6, B1-12, C1-8, D1-18

IV: A1-10, B1-7, C1-7, D1-8, E1-5, G1-5

V: A1-13, B1-8, C1-8

 

A: 3k, 3l, 3cc, 3dd, 6f, 6g, 6h, 7f

B: 1j, 1l, 1m, 2b, 2e, 3a, 3b, 3h

C: 1d, 1o, 2i, 3h, 3i, 3l

8.

Implement nursing interventions with individuals and their families who present for nursing care.

I: C

III: D1-18

IV: 1-3, 5, 7

V: A1-3, 5, 7, 9, B2-4, 6

A: 3d

 

 

9.

Evaluate the therapeutic and non-therapeutic effects of nursing care in providing care to individuals and their families.

I: A, B, C, D

III: A1-6, C1-8, D1-18

IV: A1-10, B1-7, C1-7

V: A13, B5-8

 

A: 1e, 1s, 2d, 2e, 2k, 3d, 3p, 3q, 3r, 3u, 3x, 3bb, 3ee, 4d, 5a, 5g, 6c, 6d, 6e, 7f,

B: 3a, 3b

C: 1n, 3i

10.

Examine the legal and ethical issues related to care of individuals and their families in a variety of settings.

I: I

II: C1-4, D1-3, E1-2

III: B12, D8

IV: A1-8, B7, C3, 6, D1-8

V: A11, C3-5

 

A: 1d, 3i, 3j, 3y, 3z

C: 1a, 2a, 2g

11.

Discuss the evolution of social, cultural, and historical aspects of health care and their influences on family health in nursing.

I: E, H

II: A1

IV: A9-10, B4, E1-5

V: A2

A: 1h, 1t, 1u, 7h

B: 1d, 1e, 2a

C: 2a, 2h, 3a, 3b

 

 

Grading Scale:

 

90-100............................................................................................................................................. A

80-89............................................................................................................................................... B

74-79............................................................................................................................................... C

65-73............................................................................................................................................... D

64 and below.................................................................................................................................... F

(Grades will not be rounded to the nearest whole number)

 

 

Evaluation Methods:

 

Theory Evaluation:

 

Exams: I      -      (Unit I) Oxygenation (Feb. 7, 2013)…..……………….………….………18%

            II     -      (Unit II) Perfusion (Mar. 5, 2013)…..………...........…..........……………18%

            III    -      (Unit III) Cancer/Immune (April 9, 2013)……..……………………….…18%

            IV    -      (Unit IV) Neuro (May 2, 2013) …………………..……………...…..……18%

 

Math Quizzes:    Six (6) announced quizzes given; lowest 2 scores dropped……….…10%

 

Comprehensive Final Exam (Date/Time TBA)……………………………….…………...18%

(Note: The date and time of the final exam will not be known until close to final exam week.  The final exam is taken on computers and requires special rooms, dates and times.  Please do not make end of semester arrangements (i.e. flight plans) until you have been instructed regarding your final exam time.)

 

TOTAL……………………………………………………………………………………..100%

 

 

 

Required Textbooks: 

 

Access code card for The Neighborhood Course 2011:  ISPN# 0132539837.

 

Adams, A., Hollard, L.N. & Bostwick, P.M. 2011.) Pharmacology for nurses:  A pathophysiologic approach with DVD and MyNursingLab access. (3rd ed.) Upper Saddle River, NJ:  Pearson Education, Inc.

 

Gahart, B. & Nazareno, A. (2012.) Handbook of IV medications (28th ed.)  St. Louis, MO:  Mosby. ISBN 9780323057998.

 

Lewis, S., Heitkemper, M., et al. (2011.)  Medical-surgical nursing:  Assessment and management of clinical problems (8th ed.) St. Louis, MO:   Mosby/Elsevier. ISBN 9780323065801. (Accompanying study guide and clinical companion for this text are recommended and are available at the campus bookstore.)

 

Pagana & Pagana (2010.)  Manual of diagnostic and laboratory s (4th ed.) St. Louis, MO:  Mosby. ISBN 9780323053457.

 

Skidmore-Roth, L. (2012.) Drug guide for nurses (9th ed.) St. Louis, MO:  Mosby. ISBN   9780323056632.

 

Zerwekh, J., Claborn, J., & Miller, C.J. (2012.)  Memory notebook of nursing:  Volume I (5th ed.)  Ingram, TX:  Nursing Education Consultants.

 

Zerwekh, J., Claborn, J., & Miller, C.J. (2012.)  Memory notebook of nursing:  Volume II (4th ed.)  Ingram, TX:  Nursing Education Consultants.

 

MSU and BSN Handbooks:  Students are responsible for reading, understanding and complying with the policies stated in these publications.

 

______________________________________________________________________________

Students are responsible for lecture/discussion content, all assigned readings, audiovisual materials on written exams. When the lecture material is more current than the textbook, lecture material takes precedence.

 

Exams:

 

One hour will be provided for each unit exam.  Fifteen (15) minutes will be provided for each medication quiz.  Two hours will be provided for the comprehensive final exam during finals week. 

 

Each exam (including the final exam) will be comprised of 50 multiple choice questions.  Medication quizzes may be a combination of fill-in-the-blank questions and/or multiple choice questions.  Medication quizzes typically have five (5) mathematical problems.  Medication quiz dates are announced at least one class prior to the ing date.  (The Wilson SON dosage calculation competency for this course states:  Students must score an average of at least 85% on calculation quizzes administered throughout the course.  Failure to do so will result in failure of the course.)

 

Each student will provide the course coordinator ten (10) blank (no names) red 100-question Par-Score Scantron forms no later than the second week of class (labeled as “Nursing” scantrons in the MSU bookstore.) The course coordinator will include one of these in each exam/quiz  booklet at the time of each exam administration.

 

Additional Course Requirements:

 

1.         Students must maintain satisfactory health as determined by the total faculty consensus.

 

2.         Clinical performance, campus and/or clinical laboratory, are evaluated. Students are expected to pass both clinical and classroom components of the course. Failure in either one will constitute failure in the course. A course average of at least 74% is required to successfully complete this course.

 

3.         Students must maintain a current immunization record on file at the Vinson Health Clinic plus proof of a current CPR card, validated health insurance and paid liability insurance on file with the Wilson School of Nursing secretary during the entire semester. In order to attend class or clinical experiences, each student MUST comply with each of these requirements.  A clinical failure will be given to students presenting to clinical experiences without current immunizations, CPR, validated health insurance and paid liability insurance.

 

4.         If a student is to be absent from an exam, he/she must notify the course coordinator at least two hours prior to the exam. It is permissible to leave a voice mail on a faculty member’s office phone or to leave an e-mail. Failure to comply with this policy will result in a "O" for the exam. If it is not feasible for a student to notify the course coordinator at least two hours prior to the exam of an intended absence, each case of not notifying such faculty within that time frame will be evaluated individually. Make-up exams will be administered the last week of classes prior to the final exam (Date/Time TBA). Make-up exams may be constructed differently from the unit .

 

5.         Four function calculators are allowed during exams – but are not provided by the professor. The use of programmable calculators, statistical or graphing calculators and calculators stored on electronic equipment are NOT allowed. In addition, sharing a calculator with another student is NOT allowed. Calculators may not make a discernable noise during use. Cell phones must be turned off during exams.

 

6.         Students will be held accountable for all communications sent by faculty via the course’s WebCT site; therefore, you will be expected to check the site for announcements, assignments, messages, etc. daily. Faculty asks that students use the discussion board or clinical group sites as a means to make a specific request, ask for content clarification, to submit clinical dates…and so forth…rather than using our school/work email addresses.

 

7.         Faculty reserves the right to make changes to this syllabus at anytime.

 

8.         The professor considers this classroom to be a place where you will be treated with respect as a human being – regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age or ability.  Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree.  It is the professor’s expectation that ALL students consider the classroom a safe environment.

           

 

Cheating Policy:

 

The BSN Program does not condone cheating in any form and considers it as a serious offense. Cheating is defined by the faculty to include dishonesty on examinations and plagiarism. Plagiarism is further defined as "the act of using source materials of other persons (either published or unpublished) without following the accepted techniques of crediting, or the submission for credit of work not the individual's to whom credit is given." (MSU Student Handbook, Standards of Conduct, Item 10.) Offending material that may constitute plagiarism includes, but is not limited to, the following: Bibliography cards, formal papers, book reports, written nursing care plans, etc.

 

For further information regarding cheating and any subsequent actions to be taken, please refer to the policy statement in the MSU Student Handbook.

 

By enrolling in this course, the student expressly grants MSU a “limited right” to all intellectual property created by the student for the purpose of this course. The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, and for educational purposes.

MIDWESTERN STATE UNIVERSITY STUDENT HONOR CREED

“As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else to do so.”

 

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, we, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

 

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one’s own work, work or ideas which are not entirely one’s own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

 

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

 

Written and adopted by the 2002-2003 MSU Student Senate

 

 

Disruptive Behaviors:

 

Behaviors that detract from the learning process will NOT be tolerated. Beepers and cellular phones are to be muted during all class sessions.  In addition, disruptions occurring from students entering or leaving the classroom during class time will not be tolerated. Cell phones must be turned off and maintained away from the ing area during exams.

 

The Provost’s office has received a number of complaints from students saying that when their peers are allowed to bring children into class it is disruptive, is not appreciated, and is considered inappropriate for a learning environment and is something they should not have to tolerate. Given these complaints, children are not to be brought to class.

 

American Disability Act (ADA)

 

Midwestern State University does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility, and employment of individuals in programs and activities.

 

MSU provides academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic employment requirements. For assistance, call (940) 397-4140 or come by Disability Support Services in Clark Student Center room 168. Please see the instructor outside of class to make any arrangements involving special accommodations.

 

It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required.

 

 

 

 

 

CLINICAL REQUIREMENTS:

 

Clinical components:

 

The clinical components of this course include simulation experiences, patient care experiences, post-conferences and any additional experience where the student is credited with clinical hours.

 

Pre‑lab:

 

Students receive clinical credit for the completion of the reading assignments for the simulation experiences. These assignments are to be completed prior to attending the simulation experience. Failure to complete these assignments prior to the experience will result in the student being sent home and being considered absent from the experience.

 

Clinical Experiences:

 

This course includes 90 clinical hours. Students are required to satisfactorily complete 90 clinical hours in order to successfully complete the clinical component of the course.

 

Students will complete 3 hours of clinical/ hospital orientation.

 

Students will complete 9 hours of clinical experiences in the Simulation Lab.

 

Students will participate in post-conferences and will be credited with 6 clinical hours for this purpose.

 

Students will complete 72 hours of patient care experiences. Patient care experiences are to be completed by Monday, May 3, 2013.

 

Students are NOT allowed to attend clinical experiences during class times.

 

Students are to schedule their patient care experiences with their preceptor and the clinical instructor.   36 hours of precepted clinical should be completed by mid-term and the other 36 hours is to be completed by May 3, 2013.  The clinical instructor is to be readily available to the student and the preceptor during the times the student is participating in a clinical experience. Therefore any clinical experience completed without the knowledge and written approval of the clinical instructor will not be included in the calculation of achieved clinical hours.

 

Access Badges:    Clinical faculty will assign access badges to students, to be utilized for access to the clinical site.  Students should use only the badge assigned specifically to him/her.  Utilizing the badge of another student or failing to return the badge to the clinical faculty at the end of the semester will result in a clinical/course failure.  Lost badges should be reported immediately to the clinical instructor and to the facility security officer.  Students will be required to pay for the replacement of lost badges (amount to be determined by the clinical facility.)

 

Written Clinical Requirements:

 

All students will complete a clinical folder that will include each of the following components:

 

  • Completed preceptor clinical evaluation forms for each clinical completed. The clinical evaluation form is presented in this syllabus as well as being available on WebCT.
  • Completed student care documentation form for each patient care experience completed. The student care documentation form is available in this syllabus as well as being available on WebCT.
  • Any additional written assignments required of the student to evaluate progression in the clinical component of this course (medication quizzes, dosage calculation quizzes, scenario-based exercises, etc.).
  • Student evaluation of the preceptor to be completed at the end of the clinical rotations.

 

Clinical folders will be evaluated by the clinical instructors – at dates/times to be announced.  Folders must be presented in a professional format.

 

The contents of the folder are to be bound and each section clearly delineated using labeled dividers. The contents should be divided in the following manner:

 

Preceptor clinical evaluations

Student care documentations

Any additional assigned written assignments

Student evaluation of preceptor

 

The front of the folder should be labeled as such:

 

Student’s name

NURS 4023 Family Health Nursing II

Spring 2013

Clinical Instructor’s name

 

 

 

Clinical Absences:

 

Students are responsible for notifying their clinical lab instructor and preceptor (or Simulation Lab staff, if it is a simulation experience) if they are to be absent. Notification must be made prior to the scheduled time of clinical experience. Rescheduling of simulation experiences and precepted clinicals is allowed if the clinical instructor and Simulation Lab staff or preceptor determines it is feasible for the student to reschedule the experience. However, at the minimum, the student must notify his/her clinical instructor, Simulation Lab staff, or preceptor two hours prior to the absence in order to be eligible for a rescheduled experience.

 

Students are expected to attend all clinical experiences. Clinical instructors need the information obtained during clinical experiences to appropriately evaluate student performance in the clinical component of this course. Clinical absences may be rescheduled as patient care experiences only if the clinical instructor determines it is feasible for the student to reschedule these absences.

 

Professional behavior is a requirement of the clinical component of this course. Students are expected to demonstrate professionalism in their clinical interactions. Being tardy and disrespectful to others will not be tolerated. Any tardiness to a simulation experience or a precepted clinical experience will result in the student being sent home and receiving a clinical absence for that experience. If a student is disrespectful or unprepared for a clinical experience, the student will be sent home and receive a clinical absence for that experience. Missing a clinical experience will also constitute a clinical absence. Post-conferences are mandatory experiences.  Any tardiness beyond the time the post-conference starts will be considered an absence. Submitting clinical folders late will constitute a three hour absence for each day the folder is late.

 

Dress Code:

 

1.      Clean and pressed maroon uniform. Dresses or skirts must be knee length or longer.

2.      Maroon lab coat (optional).

3.      MSU patch on left sleeve of maroon smock and on left sleeve of lab coat, if worn.

  1. Clean and well-maintained white or black professional or athletic shoes.
  2. Hair clean, neat and trimmed including facial hair for men. Hair is to be worn in a manner that prevents it from falling forward over the patient. Hair must be self contained and unadorned. Clips, pins, ties, and bows are prohibited. 
  3. A watch is the only permissible piece of jewelry to be worn with the clinical uniform. 
  4. An approved MSU BSN name badge is to be worn at all times.
  5. No cologne or perfume; makeup in moderation.
  6. Nails must be maintained as clean, neat and trimmed short with NO polish.
  7. Artificial nails are not permitted.
  8. Tattoos must be covered while in the clinical uniform.

 

 

Infractions constituting clinical failure:

 

STUDENTS ARE NOT TO ADMINISTER MEDICATIONS UNLESS DIRECTLY SUPERVISED BY A FACULTY MEMBER OR PRECEPTOR

 

Failure of the clinical component of the course occurs when the student receives an unsatisfactory rating in any area of the evaluation tool or does not complete 90 hours of clinical. Absences will be rescheduled at the discretion of the course coordinator. 

 

Certain behaviors result in an unsatisfactory rating in the professional behavior section of the evaluation rubric.

 

Three incidents of infractions to the standard of professional behavior to include but not limited to:

 

  • Arriving to a clinical experience without completing the pre-clinical assignment even if allowed to stay in the clinical
  • Not conforming to the dress code even if allowed to stay in the clinical
  • Not bringing appropriate supplies to the clinical experience even if allowed to stay in the clinical
  • Unprofessional/inappropriate language or gestures
  • Unprofessional/inappropriate behavior such as disrespectful behavior, chewing gum, using tobacco products in non-smoking areas, disruptive behavior, or failure to comply with a written or verbal instruction including reminders to update immunizations and other clinical requirements
  • Arriving late to any clinical site even if allowed to stay in the clinical
  • Non-compliance with the policy to notify the instructor and the agency of a clinical absence prior to the absence or as soon as possible if immediate notification is not possible
  • Non-compliance with the policy to receive written prior approval before attending the clinical and/or the policy to notify the clinical instructor of absences prior to attending the clinical or as soon as the student realizes he/she must leave the clinical experience.
  • Leaving the premises without permission from the clinical instructor
  • Failure to complete assignments by the due dates
  • Failure to return from meals or breaks at the assigned time
  • Falsification, omissions, and/or lying about a non-patient care situation
  • Use of a cell phone or other electronic devices in the clinical area unless given permission by the clinical instructor

 

Two incidents of infractions to the standard of professional behavior to include but not limited to:

 

  • Disregarding patient confidentiality without malice or intent to disclose
  • Patient negligence that does not result in patient injury
  • An error in care that does not harm a patient
  • Committing two infractions from the list above as well as one in this list

 

Infractions to the standard of professional behavior that results in immediate failure of the clinical component of the course to include by not limited to:

 

  • Administering medications without the direct supervision of a faculty member or preceptor
  • Failing to check two patient identifiers prior to administering medications.
  • ing positive for illicit drugs or alcohol
  • An error in care or patient negligence that harms a patient
  • Falsification, omissions, and/or lying about a patient care situation
  • Intentionally revealing confidential information
  • Placing self, staff or patient at risk of harm due to abandonment of duties and/or sleeping during clinical experiences
  • Cheating, collusion, plagiarism, or stealing. Cheating/collusion/plagiarism – cheating means intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise; collusion means the unauthorized collaboration with another person in preparing work offered for credit; plagiarism means intentionally representing the words or ideas of another as one’s own in any academic exercise.
  • Performing in an unsafe manner.
  • Failure to report a patient care error or incident.
  • Physical or verbal abuse of patients, patient’s family members, faculty or staff

 

 

Clinical Objectives:

 

Acute Care Units and Simulation Lab

 

The student will:

 

  1. Use the nursing process to provide optimum care for patients with a focus on the concepts of oxygenation, perfusion, neurology and immune/cancer.

 

a.        Collect comprehensive data on each assigned patient.

b.        Interpret data in a meaningful way.

c.        Establish meaningful and measurable goals.

d.        Implement all nursing activities in a safe and therapeutic manner.

e.        Evaluate nursing actions and modify the plan of care as needed.

 

2.      Correctly and safely administer all medications.

 

a.        Correctly calculate medication dosages.

b.        Correctly perform subcutaneous and intramuscular injections.

  1. Correctly administer intravenous medications.
  2. Correctly calculate drip rates and monitor all intravenous solutions.

e.        Consistently use the six rights of medication administration and assess for medication allergies.

f.         Accurately document medication administration.

g.        Demonstrate knowledge of medication therapeutic and non-therapeutic effects.

 

3.      Effectively communicate. Document findings accurately in the medical record using appropriate terminology.

 

4.      Display a professional attitude, appearance and behavior at all times.

 

a.        Accept constructive feedback in a positive manner.

b.        Actively seek individual learning opportunities.

c.        Comply with the MSU approved dress code.

 

5.      Describe the role of the professional nurse in each assigned setting and his/her ability to contribute to the optimal patient outcomes.

 

Tips to remember:

 

1.      Administer medication or perform procedures ONLY under the direct supervision of the clinical instructor or designated nurse.

 

2.      Introduce yourself to your patient(s) and his/her nurse. Be specific when discussing with the staff nurse the patient care activities you will perform during your shift.

 

4.      NEVER disconnect or adjust any piece of equipment unless instructed to do so by your clinical instructor or staff nurse.

 

5.      You may assist nurses with their nursing care; however, your primary patient(s) should be your first priority.

 

6.      Students will NOT be allowed to initiate blood transfusions or chemotherapy, or to manipulate pain control pumps.

 

Emergency Department:

 

1.      The objectives listed for Acute Care Units apply.

 

2.      Identify the criteria utilized with triage in prioritizing patient care needs.

 

3.      Explain the nurse’s responsibility in providing emergency care.

 

4.      Describe primary and secondary trauma assessment.

 

5.      Develop a plan of care to meet the educational needs of an ER patient.

 

Clinical Evaluation:

 

The clinical evaluation tool which will be used in this course is located at the end of this syllabus.

        

Individual clinical instructors may utilize various data collection tools during clinical components of the course. Such tools may include:

 

Observation of clinical performance

Oral reports/presentations

Medication calculation exercises/s

Any additional assignments required by the clinical instructor

 

Failure Policy:

 

The faculty reserves the right to recommend, to the BSN Coordinator, Wilson School of Nursing Programs Chair and College of Health Sciences & Human Services Dean, withdrawal of a student from the nursing program for health, legal, or academic reasons, particularly if patient care is jeopardized. In addition, the student must perform within the ANA standards of practice and code of ethics.

 

If student performance falls below acceptable standards of practice, then the student will NOT successfully complete the clinical component of the course. Certain of these standards directly relate to safety in patient care and professionalism in practice. If student performance falls below the standard in these two areas, then the possibility of successful completion of the clinical component of the course is unlikely. The faculty recognizes that the issues of patient safety and professional standards cannot be compromised; therefore, any student who does not meet these standards will immediately receive a failing clinical evaluation. Below is a list of infractions of these standards. The severity of these infractions warrants clinical failure in the course.

 

Unit I: Adaptations in Oxygenation

 

Unit Objectives:

 

1.     Recognize oxygenation changes across the life span.

 

2.     Utilize the nursing process in caring for persons of all ages experiencing alterations of oxygenation.

 

3.     Utilize teaching learning theories in assisting persons with alterations in oxygenation to achieve optimal health.

 

4.     Analyze the person's health status in regard to diagnostic findings, prescribed treatment effects and pathophysiological processes.

 

5.     Apply critical thinking skills in analyzing research findings.

 

6.     Demonstrate professional accountability in providing holistic care to persons with alterations in oxygenation.

 

7.     Implement nursing interventions for persons with alterations in oxygenation.

 

8.     Examine the legal and ethical issues related to persons with alterations in oxygenation.

 

9.     Discuss the evolution of major social, cultural and historical aspects related to care of clients with alterations in oxygenation.

 

10.   Demonstrate knowledge of the pathophysiological processes associated with altered oxygenation.

 

Clinical Objectives:

 

11.   Interpret clinical data in relation to the person's alterations in oxygenation.

 

12.   Identify the nurse's role in caring for persons with alterations in oxygenation.

 

13.   Apply the 5 rights of medication administration in administering agents that alter the oxygenation status of the person.

 

14.   Demonstrate a knowledge base of the therapeutic and non-therapeutic responses to treatment modalities.

 

15.   Correlate lab findings with clinical symptomatology and treatment modalities.

 

16.   Apply teaching-learning theories in assisting families to cope and understand the person's    alterations in oxygenation and the treatment modalities.

 

Required Readings:

 

Lewis: pp. 497-640.

 

Content Outline:

 

I.     Alterations in oxygenation across the life span.

 

II.    Nursing care of persons with alterations in oxygenation.

        a.     History and trends

        b.     Legal and ethical issues

        c.     Nursing process

        d.     Teaching-learning

        e.     Communication

        f.      Nursing research

 

III.   Nursing interventions for person with alterations in oxygenation.

        a.     Rest factor

        b.     Inflammations and infections

        c.     Obstructions

        d.     Neoplasms

        e.     Trauma

        f.      Pulmonary Heart Disease

        g.     Congenital anomalies

        h.     Stressors associated with chronic respiratory on-adaptation and their effects on families

               1.   Social

               2.   Economic

               3.   Political

               4.   Cultural

               5.   Spiritual

 

Unit II: Adaptations in Perfusion

 

Unit Objectives

 

1.      Recognize perfusion changes across the adult life span.

 

2.      Utilize the nursing process in caring for persons of all ages experiencing altered perfusion.

 

3.      Utilize teaching-learning theories in assisting persons with altered perfusion to achieve optimal health.

 

4.      Analyze the person's health status in regards to diagnostic findings, prescribed treatment effects and pathophysiological processes.

 

5.      Apply critical thinking skills in utilizing research findings.

 

6.      Demonstrate professional accountability in providing holistic care to persons with altered perfusion.

 

7.      Examine the legal and ethical issues related to persons with altered perfusion.

 

8.      Discuss the evolution of major social, cultural, and historical aspects and their influences on nursing care of persons with altered perfusion.

 

9.      Implement nursing interventions for persons with altered perfusion.

 

10.    Demonstrate knowledge of the pathophysiological processes associated with altered perfusion.

 

Clinical Objectives:

 

11.    Interpret hemodynamic data in relation to the person's altered perfusion.

 

12.    Identify the nurse's role in caring for persons with altered perfusion.

 

13.    Apply the 5 rights of medication administration in administering agents that alter the perfusion status of the person.

 

14.    Apply the nursing process to the person experiencing altered perfusion.

 

15.    Demonstrate a knowledge base of the therapeutic and non-therapeutic responses to treatment modalities.

 

16.    Correlate lab findings with clinical symptomatology and treatment modalities.

 

17.    Apply teaching-learning theories in assisting persons to cope and understand altered perfusion and the treatment modalities.

 

Required Readings:

 

Lewis: pp. 642-896.

 

Content Outline:

 

I.       Assessment of the person in regards to alterations in perfusion.

 

II.      Diagnostic s and parameters in determining alterations in perfusion.

 

III.    Pharmacology utilized in treating alterations in perfusion.

 

IV.    Nursing care of persons with alterations in perfusion:

 

         a.      History and trends

         b.      Legal and ethical issues

         c.      Nursing process

         d.      Teaching-learning

         e.      Communication

         f.       Research

         g.      Nursing's role in medical therapies

         h.      Social, economic, psychological, cultural and spiritual care.

 

  1. Nursing interventions in the care of persons with alterations in perfusion.

 

Unit III:  Concepts and Theories in Immune/Cancer

 

Unit Objectives:

 

1.      Recognize immune and cellular changes across the adult life span.

 

2.      Utilize the nursing process in caring for persons of all ages experiencing altered immune or cellular functioning.

 

3.      Utilize teaching‑learning theories in assisting persons with altered immune or cellular functioning to achieve optimal health.

 

4.      Analyze the person's health status in regards to diagnostic findings, prescribed treatment effects and pathophysiological processes.

 

5.      Apply critical thinking skills in utilizing immune and cancer research findings.

 

6.      Demonstrate professional accountability in providing holistic care to persons with altered immune or cellular functioning.

 

7.      Examine legal and ethical issues related to persons with altered immune or cellular functioning.

 

8.      Discuss the evolution of major social, cultural, and historical aspects and their influence in nursing care of persons with altered immune or cellular functioning.

 

  1. Implement nursing interventions for persons with altered immune or cellular functioning.

 

10.    Demonstrate knowledge of the pathophysiological processes associated with altered immune or cellular functioning.

 

Clinical Objectives:

 

11.    Interpret clinical data in relation to the person’s altered immune or cellular functioning.

 

12.    Identify the nurse’s role in caring for persons with altered immune or cellular functioning.

 

13.    Apply the 5 rights of medication administration in administering agents that alter the immune or cellular status of the person.

 

14.    Demonstrate a knowledge base of the therapeutic and non-therapeutic responses to treatment modalities.

 

15.    Correlate lab findings with clinical symptomatology and treatment modalities.

 

  1. Apply teaching-learning theories in assisting persons to cope and understand altered immune or cellular functioning and the treatment modalities.

 

  1. Apply the nursing process to the person experiencing altered immune or cellular functioning.

 

Required Readings:

 

Lewis: pp. 186-300.

 

Content Outline:

 

I.       Assessment of the patient in regards to alterations in immune functioning or cancer.

 

II.      Diagnostic s and parameters in determining alterations in immune functioning or cancer.

 

III.    Pharmacology utilized in treating alterations in immune functioning or cancer.

 

IV.    Nursing care of persons with alterations in immune functioning or cancer.

 

a.            History and trends

b.            Legal and ethical issues

c.            Nursing process

d.            Teaching‑learning

e.            Communication

f.             Research

g.            Nursing’s role in medical therapies

h.            Social, economic, psychological, cultural and spiritual care.

 

V.     Nursing interventions in the care of persons with alterations in immune functioning or cancer.

 

Unit IV:  Concepts, Theories and Alterations in Neurological Functioning

 

Unit Objectives:

 

1.         Recognize neurological changes across the life span.

 

2.         Utilize the nursing process in caring for persons of all ages experiencing alterations in neurological functioning.

 

3.         Utilize teaching-learning theories in assisting persons with alterations in neurological functioning to achieve optimal health/rehabilitation.

 

4.         Demonstrate effective interpersonal communications in assisting persons and their families to adapt to stressors imposed by alterations in neurological functioning.

 

5.         Apply critical thinking skills in analyzing neurological research findings.

 

6.         Demonstrate professional accountability in providing holistic care to persons with neurological concerns in a variety of settings.

 

7.         Implement appropriate nursing interventions for persons with neurological disorders.

 

8.         Examine the legal and ethical issues relating to care of persons with alterations in neurological functioning.

 

9.         Discuss the evolution of major social, cultural, economic, psychological, spiritual and historical aspects of caring for persons with alterations in neurological functioning.

 

10.       Analyze the individual’s health status in regards to diagnostic findings, prescribed treatment effects and pathophysiological processes.

 

11.       Demonstrate knowledge of the pathophysiological processes associated with neurological function and disorders.

 

Clinical Objectives:

 

12.       Interpret clinical data and demonstrate a knowledge base regarding principles involved in maintenance restoration of neurological functioning.

 

13.       Demonstrate a knowledge base of the therapeutic and non-therapeutic responses to treatment modalities.

 

14.       Identify the nurse’s role in caring for persons with alterations in neurological functioning.

 

15.       Apply the six rights of medication administration in dispensing pharmaceuticals to persons experiencing an alteration in neurological function.

16.       Correlate lab findings with clinical symptomatology and treatment modalities.

 

17.       Apply the nursing process to the person experiencing a neurological disorder.

 

18.       Apply teaching-learning theories in assisting patients and their families to understand and to cope with alterations in neurological functioning.

 

Required Readings:

 

Lewis: pp. 1405-1567.

 

Content Outline:

 

I.          Assessment of the person in regards to potential alterations in neurological functioning.

 

II.         Diagnostic tools and parameters in determining alterations in neurological functioning.

 

III.       Pharmacologic uses in treating persons with alterations in neurological functioning.

 

IV.       Nursing care of persons with alterations in neurological functioning.

a.         History and trends

b.         Legal and ethical issues

c.         Nursing process

d.         Teaching-learning

e.         Communication

f.          Research

g.         Nursing’s role in medical therapies

h.         Social, economic, psychological, cultural and spiritual care

 

V.        Therapeutic goals and nursing interventions in the care of persons with specific alterations in neurological functioning.

 

 

 

                                                                                       

 

 

 

 

 

MIDWESTERN STATE UNIVERSITY

NURS 4023 FAMILY HEALTH NURSING II CLINICAL

STUDENT EVALUATION OF PRECEPTOR

 

Directions:            Complete form and submit to your clinical instructor in your clinical folder. Please check yes, no or N/A and include any comments regarding the experience.

 

Student:

 

Preceptor:

 

Agency_______________________________Date___________

 

 

 

Criteria

Yes

No

N/A

Comments

1. Is available to students.

 

 

 

 

 

 

2. Communicates clinical knowledge well.

 

 

 

 

 

 

 

3. Utilizes student’s strengths and knowledge.

 

 

 

 

 

 

 

4. Serves as a good role model.

 

 

 

 

 

 

 

5. Demonstrates effective rapport with patients.

 

 

 

 

 

 

 

6. Encourages students to assume increasing responsibility during semester.

 

 

 

 

 

 

 

7. Assists student in identifying goals and needs for the experience.

 

 

 

 

 

 

 

8. Considers student’s limits according to level of education.

 

 

 

 

 

 

 

9. Provides immediate and adequate feedback to questions.

 

 

 

 

 

 

10. Leads student through decision-making rather than giving own impressions.

 

 

 

 

 

 

 

11. Encourages questions.

 

 

 

 

 

 

 

 

NURS 4023 FAMILY HEALTH NURSING II

CLINICAL EVALUATION TOOL

 

Directions:           This tool is based on the three classifications in the DELC Competencies.  It delineates the faculty's expectations of student performance in the clinical component of this course.  Performance criteria are specified for each classification.  The student should become familiar with each performance criteria. At mid-term and end-of-semester, faculty will evaluate whether or not the student has satisfactorily met the clinical requirements of this course.  In order for the student to have met the clinical requirements of the course, he/she must not receive, on the end-of-semester evaluation, an unsatisfactory (U) rating on any of the performance criteria. 

 

 

CLASSIFICATION

CRITERIA

PERFORMANCE INDICATOR

Coordinator of Care

Organization of care activities

The ability to prioritize and organize care activities for one or more patients:  includes the effective utilization of resources.

Coordinator of Care

Interpersonal communication

The ability to effectively communicate with relevant health care personnel, the faculty, and the client and his/her family in the organization and implementation of care activities.

Coordinator of Care

Discharge planning

The ability to identify and coordinate the availability of resources to meet relevant client needs post-hospitalization.  Should be started on admission and continued throughout the hospitalization to include referrals to appropriate health care services.

Provider of Care

Clinical decision-making

The ability to reflectively consider all relevant data in formulating care delivery decisions.  The student must be familiar with disease processes, diagnostic s and treatments in order to successfully meet this criterion.  Critical thinking skills should be utilized during the nursing process.  The successful completion of the nursing process is a requirement of these criteria.

Provider of Care

Patient teaching

The ability to apply developmentally appropriate teaching-learning concepts in providing holistic patient education.  Patient education should be included in the nursing process and delivered to each patient as appropriate.

Provider of Care

Procedural skills

The ability to implement and document comprehensive, safe and timely care delivery, including the administration of medications and performance of invasive procedures.  The student must demonstrate knowledge of procedures of care and the effects of medications.  The student must demonstrate professional charting skills.

Member of a Profession

Dress

Clinical attire reflects an attitude of competence and professionalism.

Member of a Profession

Behavior

Clinical conduct reflects favorably on the student and the BSN program and the discipline (i.e. professional demeanor, ethical decision-making, team worker, punctual, self-directed learner, etc.)  This includes maintaining client confidentiality.

Member of a Profession

Preparation

Care Documentation Forms reflects comprehensive critical analysis of available patient data in light of relevant scientific knowledge.  The student should be familiar with the patient's history and physical, diagnostic results and their meanings, treatments, treatment effects and scientific rationale for nursing interventions.

 

 

 

Midwestern State University

NURS 4023 Family Health Nursing II

Preceptor Clinical Evaluation Tool

Medical-Surgical, PCCU or Step-down unit

 

Directions:            Following each shift, evaluate student performance by indicating for each performance indicator whether the student performed the indicator (S) satisfactorily, (NI) needs improvement in performing the indicator, (U) performed the indicator unsatisfactorily, or (N/A) not an applicable indicator for this experience.

 

 

Student:

 

Preceptor:

 

 

 

Performance Indicator

S

NI

U

N/A

Comments

Student attended shift report and took notes during attendance.

 

 

 

 

 

Student provided total patient care for one client if first shift on unit, for two clients if second through third shift on unit, for three clients if fourth through fifth shift on unit, and for four clients if sixth through seventh shift on unit.

 

 

 

 

Student reported on assigned clients at the end of shift.

 

 

 

 

Student interacted professionally and effectively with staff, clients, and family members.

 

 

 

 

Student participated in discharge planning activities.

 

 

 

 

Student analyzed data collected during assessment, upon reviewing history and physical, and diagnostic reports and was able to discuss appropriate interventions based on these data.

 

 

 

 

Student monitored client(s) progress and reported changes appropriately.

 

 

 

 

Student participated in patient teaching activities.

 

 

 

 

Student actively sought opportunities to implement nursing procedures.

 

 

 

 

Student implemented nursing procedures using appropriate technique.

 

 

 

 

Student appropriately administered medications including right client, right drug, right reason, right dose, right route, right time and assessed for drug allergies.

 

 

 

 

Student correctly answered questions regarding the medications administered.

 

 

 

 

Student documented care appropriately including in a timely manner.

 

 

 

 

Student was dressed in the approved BSN program uniform, was well groomed wearing long hair pulled back and conservative jewelry and makeup.

 

 

 

 

Student was on time to the clinical experience.

 

 

 

 

Student spent the time assigned to the clinical experience completing nursing activities and used time appropriately and effectively.

 

 

 

 

Student maintained client confidentiality.

 

 

 

 

Student answered questions accurately using available resources when necessary.

 

 

 

 

 

 

Midwestern State University

NURS 4023 Family Health Nursing II

Clinical Evaluation Tool

Critical Care Unit

 

Directions:            Following each shift, evaluate student performance by indicating for each performance indicator whether the student performed the indicator (S) satisfactorily, (NI) needs improvement in performing the indicator, (U) performed the indicator unsatisfactorily, or (N/A) not an applicable indicator for this experience.

 

 

Student:

 

Preceptor:

 

 

Performance Indicator

S

NI

U

N/A

Comments

Student attended shift report and took notes during attendance.

 

 

 

 

 

Student assisted with total patient care on one patient if first through second shift on unit, two patients if third through fourth shift on unit, and provided care for one client with supervision if fifth through seventh shift on unit.

 

 

 

 

Student reported on assigned clients at the end of shift.

 

 

 

 

Student interacted professionally and effectively with staff, clients, and family members.

 

 

 

 

Student participated in discharge planning activities.

 

 

 

 

Student analyzed data collected during assessment, upon reviewing history and physical, and diagnostic reports and was able to discuss appropriate interventions based on these data.

 

 

 

 

Student monitored client(s) progress and reported changes appropriately.

 

 

 

 

Student participated in patient teaching activities.

 

 

 

 

Student actively sought opportunities to implement nursing procedures.

 

 

 

 

Student implemented nursing procedures using appropriate technique.

 

 

 

 

Student appropriately administered medications including right client, right drug, right reason, right dose, right route, right time and assessed for drug allergies.

 

 

 

 

Student correctly answered questions regarding the medications administered.

 

 

 

 

Student documented care appropriately including in a timely manner.

 

 

 

 

Student was dressed in the approved BSN program uniform, was well groomed with long hair pulled back and conservative makeup.

 

 

 

 

Student was on time to the clinical experience.

 

 

 

 

Student spent the time assigned to the clinical experience completing nursing activities and used time appropriately and effectively.

 

 

 

 

Student maintained client confidentiality.

 

 

 

 

Student answered questions accurately using available resources when necessary.

 

 

 

 

 

 

 

Midwestern State University

NURS 4023 Family Health Nursing II

Clinical Evaluation Tool

Emergency Department

 

Student:

 

Preceptor:

 

 

Directions:            Following each shift, evaluate student performance by indicating for each performance indicator whether the student performed the indicator (S) satisfactorily, (NI) needs improvement in performing the indicator, (U) performed the indicator unsatisfactorily, or (N/A) not an applicable indicator for this experience.

 

Performance Indicator

S

NI

U

N/A

Comments

Student listened to report on clients and took notes during report.

 

 

 

 

 

Student assisted with care of clients if first shift on unit, provided care for one client at a time if second through fourth shift on unit, provided care for two clients at a time if fifth through seventh shift on unit.

 

 

 

 

Student triaged at least four clients.

 

 

 

 

Student interacted professionally and effectively with staff, clients, and family members.

 

 

 

 

Student participated in discharge planning activities.

 

 

 

 

Student analyzed data collected during assessment, upon reviewing triaged notes, and diagnostic reports and was able to discuss appropriate interventions based on these data.

 

 

 

 

Student monitored client(s) progress and reported changes appropriately.

 

 

 

 

Student participated in patient teaching activities.

 

 

 

 

Student actively sought opportunities to implement nursing procedures.

 

 

 

 

Student implemented nursing procedures using appropriate technique.

 

 

 

 

Student appropriately administered medications including right client, right drug, right reason, right dose, right route, right time, and assessed for drug allergies.

 

 

 

 

Student correctly answered questions regarding the medications administered.

 

 

 

 

Student documented care appropriately including in a timely manner.

 

 

 

 

Student was dressed in the approved BSN program uniform, was well groomed with long hair pulled back and conservative makeup.

 

 

 

 

Student was on time to the clinical experience.

 

 

 

 

Student spent the time assigned to the clinical experience completing nursing activities and used time appropriately and effectively.

 

 

 

 

Student maintained client confidentiality.

 

 

 

 

Student answered questions accurately using available resources when necessary.

 

 

 

 

 

 

 

 

 

Midwestern State University

NURS 4023 Family Health Nursing II

Clinical Evaluation Tool

OR, PACU, Cath lab or other short-stay unit

 

Student:

 

Preceptor:

 

 

Directions:            Following each shift, evaluate student performance by indicating for each performance indicator whether the student performed the indicator (S) satisfactorily, (NI) needs improvement in performing the indicator, (U) performed the indicator unsatisfactorily, or (N/A) not an applicable indicator for this experience.

 

Performance Indicator

S

NI

U

N/A

Comments

Student listened to report on clients and took notes during report.

 

 

 

 

 

Student assisted with care of clients if first shift on unit, provided care for one client at a time if second through fourth shift on unit, provided care for two clients at a time if fifth through seventh shift on unit.

 

 

 

 

Student reported on assigned clients at time of discharge from unit.

 

 

 

 

Student interacted professionally and effectively with staff, clients, and family members.

 

 

 

 

Student participated in discharge planning activities.

 

 

 

 

Student analyzed data collected during assessment, upon reviewing history and physical, and diagnostic reports and was able to discuss appropriate interventions based on these data.

 

 

 

 

Student monitored client(s) progress and reported changes appropriately.

 

 

 

 

Student participated in patient teaching activities.

 

 

 

 

Student actively sought opportunities to implement nursing procedures.

 

 

 

 

Student implemented nursing procedures using appropriate technique.

 

 

 

 

Student appropriately administered medications including right client, right drug, right reason, right dose, right route, right time, and assessed for drug allergies.

 

 

 

 

Student correctly answered questions regarding the medications administered.

 

 

 

 

Student documented care appropriately including in a timely manner.

 

 

 

 

Student was dressed in the approved BSN program uniform, was well groomed wearing long hair pulled back, conservative jewelry and makeup.

 

 

 

 

Student was on time to the clinical experience.

 

 

 

 

Student spent the time assigned to the clinical experience completing nursing activities and used time appropriately and effectively.

 

 

 

 

Student maintained client confidentiality.

 

 

 

 

Student answered questions accurately using available resources when necessary.

 

 

 

 

 

 

 

Details Fall 2012 4023  180  Family Health Nursing Care     
Details Fall 2012 4022  101,102  Family Health Nursing Care II Clinical     
Details Spring 2012 4023  280  Family Health Nursing Care II    Bridwell Hall 108

Tuesday and Thursday 4:30pm to 6:00p.m.

Details Spring 2012 4022  201,202  Family Health Nursing II Clinical     
Details Fall 2011 4023  180  Family Health Nursing II     
Details Fall 2011 4022  101,102  Family Health Nursing II Clinical     
Details Spring 2011 4023  180  Family Health Nursing II     
Details Fall 2010 4023  180  Theories and Concepts: Family Health Nursing II    Bridwell Hall 108

Tuesday/Thursday  3:00p.m. to 4:20p.m.

Details Spring 2010 4023  180  Family Health Nursing II     



Education Background

Institution Degree    Graduation Date
Midwestern State University Associate of Science in Nursing 1980-05-17 
Midwestern State University Bachelor of Science in Nursing 1988-05-14 
The University of Texas at Arlington Master of Science in Nursing 1992-12-19 



Employment Background

Institution Position Start Date / End Date
       
 Kell West Regional Hospital  Chief Nursing Officer