GEORGIA BAPTIST COLLEGE OF NURSING
GEORGIA BAPTIST COLLEGE OF NURSING
OF
MERCER UNIVERSITY
COURSE SYLLABUS
Spring 2006
Course Title: Care of Infants and Children (NUR 331)
Course Credits: 6 Semester Hours (4-6-6)
Total Course Hours: Class: 4 hours a week
Total Theory Hours: 60
Clinical 12 hours a week ½ semester
Total Clinical hours: 90
Course Placement: Level 3, second semester, third year
Prerequisites: All level 1 and level 2 courses, NUR310, and NUR 312
Course Description: This course focuses on the nursing care of infants and children through adolescence. Theory content is taught from a framework of application of general concepts, processes, and skills to nursing care of families with children. Emphasis is placed on application of developmental theory when providing nursing care for well and ill infants and children during clinical experiences in a variety of pediatric settings.
Course Faculty:
Becky Shabo, RN, PhD, PNP (C0-Coordinator)
Office 264 (678) 547-6771
Sara Mitchell, RN, Ph.D., CPNP (C0-Coordinator)
Office 214 (678) 547-6765
Ginger Mize, RN, MN
Office 257 (678)547-5756
Tanya Wilcox, RN, MSN, CPNP
Office 221 (678)547-6726
Adjunct Faculty Winnie Kittiko RN, MSN
Coordinator Clinical Staff Development
Children’s HealthCare of Atlanta
Guest Speakers JoEllen Dattilo, RN, PhD
Office 228 (678) 547-6733
Laurie Irby
Director, Prevent Blindness Georgia
Sonia Mehta, MS
Child Life Specialist
Children’s Healthcare of Atlanta
Clinical Adjunct
Faculty Dawn Weber, RN, MSN, CPNP
Egleston, 5E
Poh Lim, RN, MS, PNP
pohdaddy@
678-591-4753
Naomi Zupp, RN, MS
678-231-7787
Kelly Gaskin, RN, MN,
770-948-1834
Course Objectives: At the completion of NUR 331 the student will
1. Employ principles of holism and Christian caring in providing and evaluating health care to infants and children.
2. Utilize the nursing process and selected concepts, processes, and skills in providing care in a variety of settings to infants and children.
3. Integrate content and theories, from the liberal arts, sciences, and nursing in providing individualized, comprehensive care to selected client and their family.
4. Utilize research findings from nursing and other disciplines to meet the health care needs of infants, children and their families.
5. Employ principles of therapeutic communication in meeting the needs of infants, children and their families.
6. Integrate knowledge of developmental theories when providing nursing care to infants and children.
7. Demonstrate an understanding of the teaching-learning process in providing developmentally appropriate education and support to selected clients.
8. Function as a provider and coordinator of care for selected children and their family.
9. Utilize appropriated critical thinking, decision-making, and independent judgment in providing care to selected client.
10. Apply a nursing professional code of behavior to the practice of parent-child nursing.
Clinical Component:
NUR 331 Nursing Care of Infants & Children is taught concurrently with NUR 330 Nursing Care of the Childbearing Family. To enhance clinical learning in both of these courses, students will spend one half of the semester in NUR 331 two consecutive days in the nursing specialty area (OB or Peds) each week they are assigned the specialty.
NUR Skills Experiences
Vision Screening
Denver Developmental Screening Tool
Clinical Experiences
Pediatric acute care settings
Pediatric community settings
Clinical Agencies
Children’s Health Care of Atlanta
Egleston campus
Scottish rite Campus
Hughes Spalding Children’s Hospital
Tender Health Care
Schools
Faculty Coverage of Students
During clinical experiences in which students are not being directly supervised by clinical faculty, faculty are available to students and agency personnel by pager.
Course Policies
1. In congruence with professional behavior, class attendance and punctuality are expected. A student who arrives more than 10 minutes after the class starting time will be admitted at break
2. Exams: A student who must be absent from an exam is expected to notify the course coordinator that she will be absent from the exam. The student should also contact the course coordinator to schedule the make-up exam. In accordance with the College’s Exam Policy (see Student Handbook), the required $10.00 make-up exam fee must be paid prior to taking the make-up exam. Make-up exams will be given only on the two following days: Wednesday March1, 2006 and Wednesday April 26, 2006 from 1-3. Make-up exams will include a variety of formats, such as essay, short answer, fill in the blank, and multiple choice.
3. Test Reviews: Test reviews are provided as learning opportunities in a professional environment of mutual respect. If a student has a concern about a given test item, those concerns should be put in writing with supporting rationale for the student’s perspective and submitted to the course coordinator. The course coordinator will forward these concerns to the faculty who wrote the test item. The student will receive a response from the faculty member.
Evaluation of Student learning:
Objective examinations
Denver Developmental paper
Clinical performance evaluation
Course Evaluation Methodologies:
Comprehensive evaluation Tool
Evaluation of Clinical Facilities
ATI achievement scores
Faculty summative evaluative and analysis
Requirements for Successful Completion
In order to satisfactorily complete NUR 331 the student must:
• Earn a minimum average of 75% on exams.
• Earn a satisfactory grade in the clinical component of the course.
o Scores 100% on the pediatric drug calculation exam.
Course Grading System
Exam I 17.5%
Exam II 17.5%
Exam III 17.5%
Exam IV 17.5%
Clinical Questions class presentation 5. %
Final Exam (comprehensive) 25%
GEORGIA BAPTIST COLLEGE OF NURSING OF
MERCER UNIVERSITY
STUDENT NAME:
COURSE: DATE:
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HONOR SYSTEM CREED
As a member of the Georgia Baptist College of Nursing community, I am bound by honor to uphold standards of honesty and integrity; to pursue full intellectual, ethical, spiritual, and moral development; and to accept my personal, academic, professional responsibilities in the community. To attain these ideals, I embrace this Honor System as my way of life.
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H.I.P.A.A. Statement
It is the policy of Georgia Baptist College of Nursing of Mercer University to adhere to all Health Insurance Portability and Accountability Act (H.I.P.A.A.) guidelines. All discussions and/or documents related to confidential patient/client health information shall be held in strict confidence. Information will only be written or electronically transmitted using the client/patient initials. Further, this information will only be shared with faculty involved in the student’s education process. Client/patient discussions will only be held in designated areas of the university or clinical facility.
Permission for Posting Grades
In accordance with the Buckley Amendment to the Family Educational Rights and Privacy Act of 1974, we cannot post any exam or course grades without the express permission of the student. Therefore, we would like to ask each of you to indicate whether or not you desire to have your grades posted in a public place.
I would like to have grades for the above course posted by an identification number on a designated bulletin board. YES__________ NO___________
Signature:__________________
Code Number:______________
(Choose a four digit number; which
will be followed by three (3) zeros.)
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Statement of Understanding
I have read the Course Outline for the above stated course. I understand the objectives and requirements of this course and have no questions regarding them. I also have read the Honor System Creed, the H.I.P.A.A. Statement, and the Permission for Posting Grades Statement. I understand the purposes and requirements of the above statements.
Signature:____________________________________
GEORGIA BAPTIST COLLEGE OF NURSING OF
MERCER UNIVERSITY
H.I.P.A.A. Background Information
In 1996, Congress enacted the Health Insurance Portability and Accountability Act, or H.I.P.A.A. The primary purpose was continuity of health insurance coverage if you change jobs, but it also provided standards for health information transactions and confidentiality and security of patient data. This confidentiality portion affects the day-to-day education process of nursing students. Permission must be received from the patient prior to ANY disclosure.
H.I.P.A.A. Enforcement
The Privacy Rule was published in April 2001 and will be enforceable in April 2003. The Office of Civil Rights will enforce it. There are civil penalties of $100/violation up to $25,000/year. Criminal penalties are also possible including $50,000 and/or 1 year in prison for wrongful disclosure or $250,000 and/or 10 years in prison for the intent to sell information.
As health care providers, we all have a responsibility to uphold confidentiality for patients. In a busy education or hospital setting it can be difficult. Classroom discussions and clinical conferences and assignments lead to discussions of client's confidential health information. While these oral and written discussions are acceptable in the educational setting, they are not acceptable in common areas such as the cafeteria, or in the written form without preventing the disclosure of the patient's name. The person next to you in line could be a patient's friend, relative, or media member that is not entitled to this privileged information. If clinical/classroom papers are lost or transmitted electronically without safeguards, the general public would have access to confidential patient information.
Confidentiality is the basis of the nurse-patient relationship. If the patient is uneasy about disclosing pertinent and privileged information, the ability of the nurse to provide holistic adequate care is severely compromised. It should be made clear to the patient that this information will not be disclosed unless required by law. The medical record is to be kept private with certain exceptions including:
- Treatment of minors - HIV+ Patients - Abuse of a Child or Adult
- Transportation Safety - Duty to report harm/wound
GEORGIA BAPTIST COLLEGE OF NURSING
OF
MERCER UNIVERSITY
Mission Statement
The mission of Georgia Baptist College of Nursing is to provide excellent nursing education, founded upon Christian principles and the core values of the College, that enables the student to meet society’s health care needs.
Georgia Baptist College of Nursing’s Core values:
Christian Caring-Honor and Integrity-Excellence in Scholarship-“Can-Do Attitude”-Community Commitment
Inclement Weather Information
For the most accurate and up-to-date information about campus closings or class cancellation due to weather check the following WEB address:
WWW.mercer.edu
Or dial:
678-547-6111
Mercer’s official inclement weather reporting stations are:
WSB-AM 750
WSB-TV Channel 2
Georgia Baptist College of Nursing of Mercer University
NUR 331 Care of Infants & Children
EXAM I Date:1/25/06 Due to typist 1/11/06
Topic # of Questions Faculty Final
Intro to Infants & Children 10 Mize 05 Developmental Concepts 10 Mitchell 05
Play 10 Mize 05
Reaction to illness/Hospital 10 Mize 05
Child & Family Assessment 10 Shabo 05
Vision screening 05 Irby 03
55 28
EXAM II Date: 2/22/06 Due to typist 2/8/06
Topic # of Questions Faculty Final
DDST 05 Wilcox 03
Cardiac 10 Mitchell 05
Fluid & Electrolytes 10 Mitchell 05
Endocrine 10 Mitchell 05
Metabolic 10 Mitchell 05
Cancer 10 Kittiko 05
55 28
EXAM III Date: 3/22/06 Due to typist 3/01/06
Topic # of Questions Faculty Final
Skin 11 Mitchell 05
Immune 11 Shabo 05
Hematology 11 Shabo 05
Parenting 11 Datillo 05
Death & Dying 11 Kittiko 05
55 25
EXAM IV Date: 4/19/06 Due to typist 4/5//06
Topic # of Questions Faculty Final
Physical Growth 04 Mitchell 02
Safety /teething 05 Mitchell 02
Immunizations 04 Mitchell 03
Abuse 06 Wilcox 04
Perceptual 06 Guest 03
Oxygenation 10 Shabo 06
GI 10 Shabo 05
GU 10 Wilcox 05
55 30
Neuromuscular Shabo 15
Final Exam Date 05/03/06 Due to typist 04/12/06 126
Special accommodations students should contact Professor Ginger Mize PRIOR to first exam with required documentation
Content Outline:
Introduction to Child Health
▪ Historical perspective
▪ Nurses role in contemporary child nursing
▪ Family centered care
▪ Issues and trends
▪ Applications of theories in the nursing of infants and children
Cancer in children
▪ Significance of childhood Cancer
▪ Nursing process in relation to:
▪ Leukemia
▪ CNS tumors
▪ Lymphomas
▪ Abdominal tumors
▪ Bone tumors
▪ Retinoblastoma
Cardiac Alterations
▪ Significance of altered circulatory status in children
▪ Assessment of children with alteration in circulatory function
▪ Planning and intervention
▪ Selected alterations in circulatory function
▪ The child with congestive heart failure
▪ The child with congenital heart defect
▪ The child undergoing cardiac surgery
Child and Family Assessment
▪ Pediatric physical assessment
▪ Developmental assessment –Denver Developmental Screening Tool
▪ Nutritional assessment of a child
▪ Developmental approach to family assessment
Death during Childhood: Reactions in Children, Parents, and Nurses
▪ Reactions in parents and children
▪ Developmental concepts of death
▪ Parental grief
▪ Nurses role in helping families cope
Endocrine Disorders
▪ Age related differences in metabolism and hormonal balance
▪ Assessment
▪ Diagnosis
▪ Planning and Intervention
Fluid and Electrolyte Alterations
▪ Fluid and electrolyte balance
▪ Dehydration
▪ Gastroenteritis
▪ Pyloric stenosis
▪ Rotavirus
Gastrointestinal Alterations
▪ Inflammatory conditions
▪ Obstructive disorders
▪ Hepatic disorders
Genitourinary Alterations
▪ Congenital/ structural anomalies
▪ Infections
▪ Renal disorders and renal failure
General Development /theories/Denver
▪ Theories on growth and development
▪ Development of mental function and personality
▪ Major influences on a child’s development
Hematological Conditions in childhood
▪ Age related differences in anatomy and physiology
▪ Nursing process in relation to:
▪ Iron deficient anemia
▪ Aplastic Anemia
▪ Sickle cell anemia
▪ B-Thalassemia
Immune Function (Altered) in childhood
▪ Developmental considerations of the immune system
▪ Nursing process in relation to:
▪ AIDS
▪ Rheumatic fever
▪ Juvenile rheumatoid arthritis
▪ Kawasaki disease
▪ Allergic rhinitis
▪ Urticaria/angiodema
▪ Food allergies
▪ Hemophilia
Maladaptive Parenting
▪ The dysfunctional family
▪ Children in jeopardy
▪ Theoretical perspectives on abuse
▪ Identification of the abuse situation
▪ Specific types of child abuse
▪ Nursing role in working with dysfunctional families
▪ Community resources
Metabolic
▪ Assessment of the child with metabolic dysfunction
▪ Planning & Intervention
▪ Selected alterations in metabolic function
▪ Inborn errors of metabolism
▪ Phenylketonuria
▪ Maple Syrup urine Disease
▪ Assessment/planning/intervention
▪ Carbohydrate disorders
▪ Galatctocemia
▪ Assessment/planning/intervention
Musculoskeletal/Mobility Alterations
▪ Congenital and hereditary disorders
▪ Growth related disorders
▪ Infection/inflammatory processes
▪ Musculoskeletal injury
▪ Structural defects
Neurological Alterations
▪ Infections and inflammatory process
▪ Malformations of the neurologic system
▪ Other alterations
▪ Seizures
▪ Head injury
▪ Cerebral palsy
Oxygenation Alterations
▪ Age related differences in anatomy and physiology
▪ Nursing process in relation to:
▪ Asthma
▪ Cystic fibrosis
▪ Croup
▪ SIDS
▪ Bronchiolitis
▪ Epiglottis
Pain in children
▪ Experience and expression of pain in children
▪ Application of developmental theory in pain assessment
▪ Treatment of children in pain
▪ Pharmacological treatment
▪ Nonpharmacological treatment
Physical growth, teething, safety, & immunizations
▪ Biologic growth parameters
▪ Guidelines to assess teething
▪ Emergency care of an avulsed tooth
▪ Safety issues throughout childhood
▪ Immunization schedule
▪ Immunization do’s and don’ts
Play in the Care of Infants and Children
▪ Definitions and theories of play
▪ Purpose of play
▪ Types of play: Developmental levels and purpose
▪ Use of play during a health care experience
▪ Preparation for procedures
▪ Expression of feelings
▪ Nurses role in the use of therapeutic play
Reaction to Acute and Chronic Illness and Hospitalization
▪ Research related to effects of separation
▪ Stress of acute illness on children and families
▪ Impact of hospitalization on the child and family
▪ Nursing strategies for management of the hospitalized child
Sensory Perception Problems in Children
▪ Developmental alterations
▪ Learning disabilities
▪ Sensory impairment
▪ Mental retardation
▪ Speech disorders
▪ Common problem areas
▪ Social, school, emotional health, family reactions
▪ Reactions in the nurse
▪ Communicating with the sensory impaired
▪ Prevention
▪ Advocacy
Skin Alterations in children
▪ Assessment of children with skin alterations
▪ Infections of the skin
▪ Inflammatory skin disorders
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 of Infants and Children
Care of Children with Cancer
Lesson Objectives: Upon completion of this lesson the student will:
1. Discuss the incidence and etiology of childhood cancer.
2. Discuss the impact of cancer on the child and family from
a holistic perspective.
3. Identify the nurse’s role in caring for children with cancer.
4. Describe the acute and long term needs and interventions for
children with cancer.
5. Describe the nutritional, emotional, developmental, and
health maintenance needs of children with cancer.
6. Describe common acute care modalities for children with cancer.
7. Utilize the nursing process in planning care for a child with selected childhood malignancies.
8. Relate findings from research in caring for children with cancer.
Content Outline:
1. Significance of childhood cancer
1.1. Incidence and etiology of childhood malignancy
1.2. Classification of tumors
1.3. Spread of tumors
1.4. Outcome, prognosis, and impact on family
2. Assessment of a child with aberrant cellular growth
2.1. History
2.2. Physical assessment
2.3. Diagnostic tests
3. Common nursing diagnoses
4. Planning and intervention
4.1. Medical management
4.1.1. communicating diagnoses
4.1.2. determining appropriate intervention
4.1.2.1. staging a tumor
4.1.2.2. treatment protocol
4.2. Acute care needs and intervention
4.2.1. the child receiving surgery
4.2.2. the child receiving chemotherapy
4.2.3. the child receiving radiation
4.2.4. the child experiencing bone marrow suppression
4.3. Nutritional needs
4.4. Developmental needs
4.5. Emotional needs
4.6. Health maintenance needs
5. Selected childhood malignancies
5.1. Acute leukemia
5.1.1. assessment/diagnosis
5.1.2. planning/intervention
5.2. Brain tumors
5.2.1. assessment/diagnosis
5.2.2. planning/intervention
5.3. Hodgkin’s disease
5.3.1. assessment/diagnosis
5.3.2. planning/intervention
5.4. Wilm’s tumor
5.4.1. assessment/diagnosis
5.4.2. planning/intervention
5.5 Osteogenic and Ewing’s Sarcoma
5.5.1. assessment/diagnosis
5.5.2. planning/intervention
Teaching/Learning Activities:
1. Lecture/discussion
2. Audiovisual
Critical Thinking Focus:
Apply theory in selected clinical situation.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby:
St.Luois. pp.1584-1638.\
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions – Pediatrics. Mosby: St.Louis. Lessons 10, 11, 12, &13.
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331Parent Child Nursing
Holistic Care of Children with Cardiac Alterations
Lesson Objectives: Upon completion of this lesson the student will:
1. Describe age-related differences in anatomy and physiology
of the circulatory system.
2. Discuss the impact of alteration in circulation on child and family
from a holistic perspective.
3. Identify the nurse’s role in caring for the child with altered circulatory function.
4. Describe the acute and long term care needs and intervention
for children with altered cardiovascular functioning.
5. Utilize the nursing process in planning care for the child with
selected health alterations in circulatory function.
Content Outline:
1. Significance of altered circulatory status in children
1.1. Incidence and etiology of congenital heart disease
1.2. Age related differences in anatomy and physiology
of the cardiovascular system
1.3. Impact of congenital heart disease
2. Assessment of children with alteration in circulatory function
2.1. History/subjective data
2.2. Physical assessment/objective data
2.3. Laboratory and diagnostic tests
3. Planning and intervention
3.1. Preparation for diagnostic tests
3.1.1. blood tests
3.1.2. cardiac catheterization
3.1.3. cardiographic studies
3.2. Acute care needs and intervention
3.2.1. minimizing cardiac workload
3.2.2. maintaining fluid balance
3.2.3. preventing infection
3.2.4. managing hypoxic spells
3.3. Nutritional needs
3.4. Developmental needs
3.5. Emotional needs
3.6. Health maintenance needs
4. Selected alterations in circulatory function
4.1. Care of the child with congestive heart failure
4.1.1. assessment
4.1.2. planning/intervention
4.2. Care of the child with congenital heart defect
4.2.1. child with acyanotic heart defects
4.2.2. child with cyanotic heart defects
4.2.3. long term care
4.3. Care of the child undergoing cardiac surgery
4.3.1. preoperative care
4.3.2. perioperative care
4.3.3. postoperative care
Teaching/Learning Activities:
1. Lecture/discussion
Critical Thinking Focus:
Application of theory to caring of children with altered circulatory function.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis, pp.1464-1529
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331Parent Child Nursing
Child and Family Assessment
Lesson Objective: Upon completion of this lesson the student will:
1. Explain questioning techniques most effective for use with
children and parents for obtaining a health history.
2. Describe measures for gaining the cooperation of the young child
during the physical exam
3. List the normal vital sign parameters for infancy through adolescence.
4. Explain the procedure for performing a physical exam on a
child including normal and abnormal findings for each body
system.
5. Apply the skills of inspection, palpation, percussion, and auscultation to performing a physical exam on a child.
6. Explain the purposes for including developmental screening
in routine well-child exams.
7. Describe the function of each of the following developmental
screening tools:
7.1 Denver Developmental Screening Test
7.2 Prescreening Developmental Questionnaire
7.3. Denver Articulation Screening Exam
7.4. Peabody Picture Vocabulary Test
7.5. Washington Guide to Promoting Development
8. Discuss the factors to consider when obtaining a nutritional assessment on a child.
9. Describe the developmental approach to family assessment.
Content Outline:
1. The health history
1.1. Patient profile
2. Developmental history
3. Communication
1.4. Review of systems
2. Physical assessment
2.1. Approaching the child
2.2. Measurements
2.3. The examination
3. Developmental assessments
3.1. Purposes of developmental screening
3.2. Screening tools
4. Nutritional assessment
4.1. Diet history
4.2. Physical indicators of malnutrition
5. Family assessment
5.1. Family system analysis
5.2. Family health assessments
Teaching/Learning Activities:
1. Demonstration and discussion
2. Video
Critical Thinking Activity:
1. Practice assessment techniques with children in a day care center
and analyze the results.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp.139-229
Rev 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Death & Dying in the Pediatric Patient:
Reactions in Children, Parents, and Nurses
Lesson Objectives: Upon completion of this lesson the student will:
1. Explain developmental concepts of death as related to theory
on developmental cognition.
2. Utilize research findings on children’s responses to death to provide guidance for parents dealing with a terminally ill child.
3. Describe unique responses to the death of a child on parents, grandparents, and siblings.
4. Develop a plan of care to assist family members in coping.
5. Identify ways in which health team members can deal with personal feelings and needs resulting from death of child abuse.
Content Outline:
1. Review of loss and grief theory
1.1. Factors affecting the loss/grief experience
1.2. Major theories on grief and mourning
1.3. Research findings on children’s grief
2. Developmental concepts of death
2.1. Application of Piagetian theory
2.2. Life experiences as a variable
2.3. Explaining death to children
3. Family response to death of a child
3.1. Parents
3.2. Grandparents
3.3. Siblings
4. Nurse’s role in helping families cope
4.1. Coping with terminal illness
4.2. Making treatment decisions
4.3. Dying at home; hospice care
4.4. Helping surviving children
5. Caring for the caregivers
5.1. Recognizing personal feelings
5.2. Health team grief responses
Teaching/Learning Activities:
1. Lecture presentation
2. Small group discussion
3. Audiovisual
Critical Thinking Focus:
Apply developmental concepts on death with children in a variety of settings.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp. 947-975; 1606.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING OF MERCER UNIVERSITY
Care of the child with Endocrine Dysfunction
Lesson Objective: Upon completion of this lesson the student will:
1. Describe the functions of the endocrine system
2. Describe the age-related differences in the endocrine system
3. Describe the symptoms associated with certain disorders of the endocrine
system.
4. Identify the nurse’s role in caring for the child with endocrine dysfunction.
5. Describe the nutritional, developmental, emotional, and health maintenance needs and interventions of children with specific endocrine disorders.
Course Outline:
1. Age-related differences with endocrine dysfunction.
2. Assessment of the child with endocrine dysfunction.
2.1 History
2.2 Physical assessment
2.3 Laboratory and diagnostic tests
3 Selected alterations in endocrine dysfunction
3.1 Disorders of the Pituitary Gland
3.1.1 Growth Hormone Deficiency
3.1.2 Precocious Puberty
3.2 Disorders of the Thyroid Gland
3.2.1 Congenital Hypothyroidism
3.3 Disorders of the Adrenal Gland
3.3.1 Congenital Adrenal Hyperplasia
3.4 Disorders of the Gonads
3.4.1 Ambiguous Genitalia
3.5. Disorders of the Pancreas
3.5.1 Type I Diabetes
3.5.2 Type II Diabetes
Teaching/Learning Activities:
Lecture and Discussion
Critical Thinking Focus:
Utilize theory content as the basis for clinical assessment and interventions
Required Readings
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children.
Mosby: St.Louis. pp.1703-1756.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical
excursions – Pediatrics. Mosby: St.Louis. Lessons 13.
Revised 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR331 Care of Infants and Children
Care of Children with Fluid & Electrolyte Disturbances
Lesson Objectives: Upon Completion of this lesson the student will:
1. Describe age-related considerations in fluid and electrolyte
balance.
2. Identify the nurse’s role in monitoring and maintaining fluid and
electrolyte imbalance in children.
3. Utilize the nursing process in planning care for the child with
actual or potential fluid and electrolyte imbalance.
4. Describe commonly occurring fluid and electrolyte disturbances
and interventions for each.
Course Outline:
1. Age related considerations in fluid and electrolyte balance
1.1. Fluid composition
1.2. Fluid and electrolyte balance
1.3. Regulatory mechanism
2. Assessment of fluid, electrolytes, and acid-base balance in
children
2.1. History
2.2. Health assessment
2.3. Laboratory and diagnostic tests
3. Planning and intervention
4. Selected alterations in fluid and electrolyte balance
4.1. Dehydration
4.1.1. types of dehydration
4.1.2. clinical signs and symptoms
4.2. Diarrhea
4.2.1. causes and manifestations
4.3. Vomiting
4.3.1. various causes in the pediatric population
Teaching/Learning Activities:
1. Arterial blood gas quiz
2. Lecture/Discussion
Critical Thinking Focus:
Apply concepts of fluid and electrolyte alterations to clinical situations
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp.1171-1254.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions
– Pediatrics. Mosby: St.Louis. Lessons 17.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Care of Children with Gastrointestinal Disorders
Lesson Objectives: Upon completion of this lesson the student will:
1. Describe the developmental differences in anatomy and physiology affecting gastrointestinal functioning.
2. Discuss the impact of alteration in gastrointestinal functioning
on child and family from a holistic perspective.
3. Identify the nurse’s role in caring for children with gastrointestinal
alteration.
4. Describe the nutritional, emotional, developmental, and health
maintenance needs of children with alteration in gastrointestinal
function.
5. Describe the acute care needs and therapeutic nursing interventions for children with gastrointestinal alterations.
6. Utilize the nursing process in planning care for a child with
selected gastrointestinal alteration.
7. Communicate findings from research in caring for children
with gastrointestinal alteration.
Content Outline:
1. Gastrointestinal development and functioning in the child.
2. Complete assessment of a child with altered gastrointestinal
function.
2.1. History
2.2. Physical
2.3. Diagnostic tests
3. Nursing diagnoses related to child with gastrointestinal dysfunction.
4. Planning and intervention
4.1. Nutritional needs
4.2. Emotional needs
4.3. Developmental needs
4.4. Health maintenance needs
5. Selected alterations in gastrointestinal function
5.1. Inflammatory conditions
5.1.1. appendicitis
5.2. Obstructive disorders
5.2.1. intussusception
5.2.2. imperforate anus
5.3. Hepatic disorders
5.3.1. biliary atresia
5.4. Structural defects
5.4.1. cleft lip and palate
5.4.2. esophageal atresia
5.4.3. tracheoesophageal fistula
5.4.4. omphalocele
5.4.5. gastroschisis
5.4.6. diaphragmatic hernia
Teaching/Learning Activities:
1. Discussion
2. Audiovisuals
3. Clinical case studies
Critical Thinking Focus:
Apply concepts of gastrointestinal alteration in selected clinical situations.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.454-478; 1424-1454
Rev 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Care of Children with Genitourinary Disorders
Lesson Objectives: Upon completion of this lesson the student will:
1. Describe the age-related differences in anatomy and physiology of the genitourinary system.
2. Discuss the impact of alteration in genitourinary function on child and family from a holistic perspective.
3. Identify the nurse’s role in caring for children with genitourinary alteration.
4. Describe the nutritional, developmental, emotional and health maintenance needs of children with alteration in genitourinary function.
5. Describe the acute care needs and therapeutic nursing interventions for children with genitourinary alterations.
6. Utilize the nursing process in planning care for a child with a selected genitourinary alteration.
7. Communicate findings from research in caring for children with genitourinary alterations.
Content Outline:
1. Review the renal physiology with age related differences.
2. Assessment of child with genitourinary alteration
2.1. History
2.2. Physical assessment
2.3. Laboratory and diagnostic tests
3. Nursing diagnoses related to child with alteration in genitourinary
function.
4. Planning and intervention
4.1. Nutritional needs
4.2. Developmental needs
4.3. Emotional needs
4.4. Health maintenance needs
4.5. Acute care needs
5. Selected alterations in genitourinary function
5.1. Congenital/structural anomalies
5.1.1. hypospadias/epispadias
5.1.2. extrophy of the bladder
5.1.3. testicular torsion
5.1.4. hydrocele
5.2. Infections
5.2.1. urinary tract infections
5.2.2. vesicoureteral reflux
5.3. Renal disorders
5.3.1. nephrotic syndrome
5.3.2. hemolytic uremic syndrome
5.3.3. post-streptococcal acute glomerulonephritis
5.4. Renal failure
5.4.1. acute failure
5.4.2. chronic failure
5.4.3. end stage failure
5.4.4. renal transplant
Teaching/Learning Activities:
1. Lecture/class discussion
2. Audiovisual
Critical Thinking Activities:
Care for child with alteration in genitourinary function utilizing the
nursing process.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp.454-478; 1262-1300
Rev 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants & Children
General Development/theories
Lesson Objectives: Upon completion of this lesson the student will:
1. Explain the rationale for a sound understanding of growth and development in the care of infants and children.
2. Discuss the major concepts of the following theorists as they relate to the nursing care of the child: Freud, Erickson, Piaget, & Kohlberg.
3. Apply the principles of growth and development to nursing strategies for providing care.
4. Describe physical changes a child undergoes during the growth process.
5. Apply the knowledge of selected key developmental milestones in working with children and their parents.
Course Outline:
1. Theories on growth & developmental
1. Defining growth, development, and maturation.
2. Implication for nurses.
2.Development of cognitive function, personality, and morality
2.1 Freud
2.2 Erikson
2.3 Piaget
2.4 Kohlberg
3. Teaching/Learning Activites:
1. Lecture/discussion
2. Audiovisuals
Critical Thinking Component:
Application of major developmental theories to specific situations.
Required readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp. 230-232; 541-550; 594-597; 601;618-619; 812-828; 1132-
1140; 1150-1151; 1135-1136.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions
– Pediatrics. Mosby: St.Louis. Lessons 1, 4, & 7.
CARE OF INFANTS AND CHILDREN
NUR 331
Spring 2005
DENVER DEVELOPMENTAL SCREENING ASSIGNMENT
During the semester you are to complete a Denver Developmental Screening exam. This exam is to be completed on a well child. The screening will be graded as part of your overall course grade. Failure to complete this assignment will result in a course failure. As preparation for doing the Denver you must view the Denver Developmental Screening Assessment video which is on reserve in the library.
Prior to conducting your screening, contact the library for the Denver kits. You can check out the kits for only 24 hours since all NUR331 students must complete this assignment. You reserve the kit with the library prior to checking the kit out.
The Denver Screening Exam is just what the title implies, “ a screening exam”. The purpose is to identify children who are not performing at their appropriate developmental age level.
After performing your exam you are to submit the Denver exam sheet (photocopies not accepted) as well as a written description of a textbook picture of this age child. This written picture is to include all areas addressed in the Denver screening. Complete your written description with a comparison of your findings (include the environmental setting and any other information which may contribute with your findings) and the textbook picture.
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Holistic Care of Children with Alterations in Hematological
Composition
Lesson Objectives: Upon completion of this lesson plan the student will:
1. Describe the age-related differences in anatomy and physiology in
hematological composition.
2. Discuss the impact of hematological alterations on child and family
from a holistic perspective.
3. Identify the nurse’s role in caring for children with hematological
alterations.
4. Describe the nutritional, developmental, emotional and health
maintenance needs of children with hematological alterations.
5. Describe the acute and long term needs and interventions for
children with hematological function alterations.
6. Utilize the nursing process in planning care for a child with a
selected hematological function alteration.
7. Relate findings from research in caring for children with hematological alteration.
Content Outline:
1. Age-related differences in hematological comparison and function
2. Assessment of child with hematopoietic dysfunction
2.1. History
2.2. Physical assessment
2.3. Laboratory and diagnostic tests
3. Common nursing diagnoses
4. Planning and intervention
4.1. Therapeutic management
4.1.1. preparation for diagnostic testing
4.1.2. administration of blood and blood products
4.1.3. bone marrow aspiration
4.1.4. bone marrow transplantation
4.2. Acute care needs and intervention
4.2.1. prevention of injury
4.2.2. facilitation of oxygenation
4.2.3. control of infection
4.3. Nutritional needs
4.4. Developmental, emotional and health maintenance needs
5. Selected alteration in hematological function
5.1. Care of the child with anemia
5.1.1. iron deficiency anemia
5.1.1.1. assessment/diagnosis
5.1.1.2. planning/intervention
5.1.2. aplastic anemia
5.1.2.1. assessment/diagnosis
5.1.2.2. planning/intervention
5.1.3. sickle cell anemia
5.1.3.1. assessment/diagnosis
5.1.3.2. planning/intervention
5.1.4. B-Thalassemia (Cooley’s anemia)
5.1.4.1. assessment/ diagnosis
5.1.4.2. planning/intervention
5.2. Care of the child with coagulation dysfunction
5.2.1. hemophilia
5.2.1.1. assessment/ diagnosis
5.2.1.2. planning/intervention
Teaching/Learning Activities:
1. Discussion
2. Audiovisuals
3. Clinical case studies
Critical Thinking Focus:
Apply concepts of hematology alteration in selected clinical situations.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.1530-1580.
REV 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Holistic Care of Children with Altered Immune Function
Lesson Objectives: Upon completion of this lesson the student will:
1. Discuss developmental considerations related to the immune system.
2. Describe the significance of altered immune responses in children.
3. Discuss the impact of altered immune function on child and family from a holistic perspective.
4. Identify the nurse’s role in caring for children with altered immune response.
5. Describe the nutritional, developmental, emotional and health maintenance needs of children with altered immune function.
6. Describe the care needs and interventions for children with altered
immune functions.
7. Utilize the nursing process in planning care for a child with selected immune alteration.
8. Relate findings from research in caring for children with altered immune function.
Content Outline:
1. Significance of alteration of immune function
1.1. The immune function
1.2. Developmental consideration of the immune system
1.3. Factors that affect immune function
1.4. Categories of altered immune system function
1.5. Impact on child and family
2. Assessment of child with altered immune function
2.1. History
2.2. Physical assessment
2.3. Laboratory and diagnostic tests
3. Nursing diagnosis
4. Planning and intervention
4.1. Acute care needs and intervention
4.1.1. pain relief
4.1.2. prevention of hazards of mobility
4.1.3. protection from infection
4.1.4. medication administration
4.1.4.1. antihistamine
4.1.4.2. corticosteroid
4.2. Nutritional needs
4.3. Developmental needs
4.4. Emotional needs
4.5. Health maintenance needs
5. Selected alterations in immune function
5.1. Child with immune deficiency (AIDS)
5.1.1. assessment/diagnosis
5.1.2. planning/intervention
5.2 Child with autoimmune disorder
5.2.1. acute rheumatic fever
5.2.2. juvenile arthritis
5.3 Child with immune complex disorder (Kawasaki disease)
5.3.1. assessment/diagnosis
5.3.2. planning/intervention
5.4 Child with allergy
5.4.1. classification of allergic response
5.4.2. assessment and diagnosis related to:
5.4.2.1. allergic rhinitis
5.4.2.2. urticaria/angioedema
5.4.2.3. bites and stings
5.4.2.4. food allergies
5.4.3. planning intervention
Teaching/Learning Activities:
1. Discussion
2. Audiovisuals
3. Clinical case studies
Critical Thinking Focus:
Apply concepts of immunologic alteration in selected clinical situations.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.775-776; 864-865;1383-385;1514-516; 1570-1580; 1820-1827.
REV 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Parent Child Nursing
Introduction to Parent Child Nursing
Lesson Objectives: Upon completion of this lesson the student will:
1. Explore personal and societal attitudes about pregnancy, childbearing and childrearing.
2. Describe characteristics of the childbearing and childrearing population in terms of historical, cultural, and religious perspectives.
3. Describe the evolution of contemporary methods of childbirth.
4. Discuss barriers to and strategies which increase access to perinatal and child health care.
5. Identify the nurse’s role in the provision of health care to the childbearing and childrearing family.
6. Describe the appropriate review and potential application of
research findings in perinatal and child health nursing.
7. Apply theories of childhood development, pregnant women,
and transition to parenthood to the nursing care of childbearing
and childrearing families.
8. Apply the nursing process to family-centered care of children, pregnant women, and families.
Content Outline:
1. Attitudes about pregnancy, childbearing and childrearing
1.1. Societal
1.2. Personal
2. Characteristics of childbearing and childrearing families
2.1. Historical
2.2. Legal aspects
2.3. Family structure
2.3.1. traditional
2.3.2. alternative
3. Evolution of contemporary methods of childbirth
3.1. Historical and societal trends
3.2. Legal aspects of childbearing
3.3. Economic considerations in childbearing
4. Barriers and strategies concerning access to care
4.1. Perinatal
4.2. Child health
5. Nursing roles involving perinatal and child health care
5.1. Perinatal nursing roles
5.1.1. midwifery
5.1.2. traditional nursing roles
5.1.3. collaborative practice in perinatal care
5.1.4. home care
5.1.5. scope of nursing practice
5.1.6. standards of nursing practice
5.1.7. economic aspects of nursing care
5.2. Child health nursing roles
5.2.1. who cares for children/advocacy
5.2.2. unique aspects of the role
5.2.3. specialization
5.2.4. pediatric home care
6. Research in perinatal and child health nursing
6.1. Review of professional research
6.2. Application of research findings
7. Developmental theory application in perinatal and child health nursing
7.1. Pregnancy theories
7.2. Transition to parenthood
7.3. Parenting theories
7.3.1. parenting styles
7.3.2. discipline
8. Family-centered care
8.1. Childbearing families
2. Childrearing families
Teaching/Learning Activities:
Classroom discussion
Critical Thinking Focus:
The student will apply the theoretical concepts concerning nursing
and the childbearing and childrearing family in selected clinical
situations.
Required Readings: Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp. 1-29.
Rev. 4/03/SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Maladaptive Parenting
Lesson Objectives: Upon completion of this lesson the student will:
1. Discuss child abuse in terms of a symptom of family dysfunction
2. Describe the manifestation of the various types of child abuse.
3. Relate the laws governing child abuse in Georgia to personal
nursing practice.
4. Explain the primary nursing roles in the team approach for dealing
with child abuse.
5. Develop a plan of care focusing toward intervention for the dysfunctional family.
6. Identify methods for prevention of child abuse.
Content Outline:
1. The dysfunctional family
1.1. Assessing dysfunction
1.2. Characteristics of dysfunction
2. Children in jeopardy
2.1. Definition of child abuse
2.2. Incidence and sequelae
3. Theoretical perspectives on abuse
3.1. Mental illness model
3.2. Environmental stress model
3.3. Social learning model
3.4. Social psychologic model
3.5. Human ecologic model
4. Identification of the abuse situation
4.1. Child assessment
4.2. Family assessment
4.3. Parental reactions
4.4. Legalities: Documentation and reporting
5. Specific types of child abuse
5.1. Physical abuse
5.1.1. Munchausen’s syndrome by proxy
5.2. Neglect
5.3. Emotional abuse
5.4. Sexual abuse
5.5. Failure-to-thrive (nonorganic)
6. Nursing roles in working with dysfunctional families
6.1. Attitudinal issues for nurses
6.2. Casefinder
6.3. Role model
6.4. Teacher and counselor
6.5. Team member
7. Community resources
7.1. Counseling/legal services
7.2. Financial assistance
7.3. Health care services
7.4. Support groups
7.5. Parenting assistance
Teaching/ Learning Activities:
Lecture
Class Discussion
Critical Thinking Focus:
Analyze clinical situations using the models of maladaptive parenting.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.683-694;81-100.
Suggested Readings:
Castiglia, P. T. (2001) Shaken baby syndrome. Journal of Pediatric Health Care,
15 (2), 79-81.
Horner, G. (2001). Repeated sexual abuse: a problem for primary care prividers. Journal of Pediatric Health Care. 15 (2), 71-76.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Inborn Errors of Metabolism in the Developing Child
Lesson Objectives: Upon completion of this lesson the student will:
1. Differentiate variances between newborn onset and later childhood onset of selected inborn errors of metabolism.
2. Describe interventions of the health care team related to the early identification of selected inborn errors of metabolism.
3. Discuss the dietary management specific to metabolic disorders that can prevent or decrease the severity of disease symptoms.
4. Identify nursing interventions that assist the family to provide optimal care to the child with an inborn error of metabolism.
Content Outline:
1. Assessment of the child with metabolic dysfunction
1. History
2. Physical assessment
3. Laboratory and diagnostic tests
2. Planning and Intervention
1. Acute care needs
2. Nutritional needs
3. Developmental needs
4. Emotional needs
5. Health maintenance needs
3. Selected alterations in metabolic function
1. The child with certain inborn errors of metabolism
1. Phenylketonuria
2. Maple syrup urine disease
3. Assessment, planning, & intervention
2. The child with disorder of carbohydrate metabolism
1. Galatctocemia
Teaching/Learning Activities
1. Lecture & discussion
Critical Thinking Focus:
Utilize theory content as the basis for clinical assessment and intervention.
Required readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby:
St.Louis. pp. 319-325.
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Care of Children with Musculoskeletal Mobility Disorders
Lesson Objectives: Upon completion of this lesson the student will:
1. Describe the age-related differences in anatomy and physiology
of the musculoskeletal system.
2. Discuss the impact of musculoskeletal mobility alterations on the
child and family from a holistic perspective.
3. Identify the nurse’s role in caring for children with musculoskeletal mobility alterations.
4. Describe the nutritional, developmental, emotional and health maintenance needs of children with musculoskeletal alterations.
5. Describe common care needs and therapeutic nursing interventions for children with musculoskeletal mobility
alterations.
6. Utilize the nursing process in planning care for a child with selected musculoskeletal alterations.
7. Relate findings from research in caring for children with
musculoskeletal mobility alterations.
Content Outline:
1. Age-related differences in anatomy and physiology of musculoskeletal system
2. Assessment of a child with musculoskeletal alteration
2.1. History
2.2. Physical assessment
2.3. Laboratory and diagnostic tests
3. Nursing diagnoses
4. Planning and intervention
4.1. Acute care needs
4.2. Nutritional needs
4.3. Developmental needs
4.4. Emotional needs
4.4.1. response to immobility
4.4.2. response to cast, braces, and traction
4.5. Health maintenance needs
5. Selected musculoskeletal mobility alterations
5.1. Child with congenital and hereditary disorders
5.1.1. club foot
5.1.2. congenital dislocation of the hip
5.1.3. Duchene’s muscular dystrophy
5.2. Growth related musculoskeletal disorders
5.2.1. scoliosis
5.2.2. legg calve perthes disease
5.4. Child with inflammation/infection
5.4.1. osteomyelitis
5.4.2. toxic synovitis
5.4. Child with musculoskeletal injury
5.4.1. fractures
5.4.2. sports injuries
Teaching/Learning Activites:
1. Lecture/discussion
2. Audiovisual
Critical Thinking Focus:
Apply clinical situation to care for children with musculoskeletal
mobility alteration.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.446-454; 1757-1831; 1863-1867.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions –
Pediatrics. Mosby: St.Louis. Lessons 20.
Rev 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR331 Care of Infants and Children
Care of Children with Neurologic Alterations
Lesson Objectives: Upon completion of this lesson the student will:
1. Describe the age-related differences in anatomy and physiology
of the nervous system.
2. Discuss the impact of neurologic dysfunction on the child and
family from a holistic perspective.
3. Identify the nurse’s role in caring for children with neurologic
alterations.
4. Describe the nutritional, emotional, developmental, and health maintenance needs of children with neurological dysfunction.
5. Describe the acute care needs and therapeutic nursing intervention for children with neurologic alterations.
6. Utilize the nursing process in planning care for a child with selected neurologic dysfunction.
7. Relate findings from research in caring for children with neurologic
alteration.
Content Outline:
1. Age-related differences in structure and function of nervous system.
2. Assessment of child with neurologic dysfunction
2.1. History
2.2. Physical/neurologic assessment
2.3. Laboratory and diagnostic tests
3. Nursing diagnoses
4. Planning/intervention
4.1. Acute care needs
4.2. Nutritional needs
4.3. Developmental needs
4.4. Emotional needs
4.5. Habilitation and rehabilitation needs
5. Selected neurological alterations
5.1. The child with inflammation/infection
5.1.1. meningitis
5.1.2. Reye’s syndrome
5.2. The child with malformation of the nervous system
5.2.1. neural tube defects
5.2.2. hydrocephalus
5.3. Other alterations
5.3.1. seizures
5.3.2. head injury
5.3.3. cerebral palsy
Teaching/Learning Activities:
1. Lecture/discussion
2. Audiovisual
Critical Thinking Activities:
Apply theory to a clinical situation in caring for a neurologically impaired child.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.423-443; 1831-1863; 1676-1698
Rev. 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Care of Infants and Children
Holistic Care of Children with Oxygenation Alterations
Lesson Objective: Upon completion of this lesson the student will:
1. Describe the age-related differences in anatomy and physiology of the respiratory system.
2. Discuss the impact of alterations in oxygenation on child and family from a holistic perspective.
3. Identify the nurse’s role in providing care for children with oxygenation alterations.
4. Describe the developmental, nutritional, emotional and health
maintenance needs of children with respiratory dysfunction.
5. Describe acute care needs and intervention for children with
respiratory dysfunction.
6. Utilize the nursing process in planning care for the child with selected alterations in oxygenation.
Content Outline:
1. Significance of altered oxygenation status in children
1.1. Age-related differences in anatomy and physiology of
respiratory system.
2. Assessment of children with oxygenation/respiratory alteration
2.1. History
2.2. Health assessment
2.3. Laboratory and diagnostic tests
3. Common nursing diagnosis
4. Planning and intervention
4.1. Therapeutic management and nursing strategies
4.2. Nutritional needs
4.3. Developmental needs
4.4. Emotional needs
4.5. Health maintenance needs
5. Evaluation measures
6. Selected alterations in oxygenation
6.1. Asthma
6.2. Cystic fibrosis
6.3. Croup
6.4. SIDS
6.5. Bronchiolitis
6.6. Epiglottitis
Teaching/Learning Activities
1. Discussion
2. Observe pulmonary function studies (optional clinical activity)
3. Case Studies
Critical Thinking Focus
Apply concepts of oxygenation alteration in selected clinical situations.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.582-585;1303-1415.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions –
Pediatrics. Mosby: St.Louis. Lessons 21, 22, 23, 24, 25.
rev. 4/03 RS
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Parent Child Nursing
Understanding and Caring for the Child in Pain
Lesson Objectives: Upon completion of the lesson the student will:
1. Apply knowledge of pain theory to planning care for children
in pain.
2. Discuss research findings that refute common misconceptions about pain in children.
3. Describe the components of a comprehensive assessment of
pain, including instruments used to measure children pain
in children.
4. Apply developmental theory to pain behaviors, expressions, and fears of children.
5. Discuss pharmacological management of pain in children including
examples of commonly used drugs and related nursing considerations.
6. Discuss methods to relieve pain in children other than with medication.
Content Outline:
1. Review of general principles on pain
1.1. Definition
1.2. Acute vs. chronic
1.3. Pain theories
2. Pain experiences in children
2.1. Myths and misconceptions
2.2. Application of developmental theory
2.3. Physiologic aspects of pain
2.4. Psychological aspects of pain
3. Assessment of pain in children
3.1. Pain history and interview
3.2. Measurement instruments
3.3. The family of the child in pain
3.4. Behaviors of children in pain
3.5. Physiologic indicators of pain
4. Nursing interventions for pain control
4.1. Reducing fear, anxiety, powerlessness
4.2. Use of analgesics with children
4.3. Nonpharmocologic pain relief measures
Teaching/Learning Activities:
1. Lecture/Discussion
2. View videotape
Critical Thinking Focus:
Discuss and analyze successful and unsuccessful experiences with children and pain.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.352-353; 1046-1057.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING OF
MERCER UNIVERSITY
Physical growth, teething, safety, & immunizations
Lesson objectives: Upon completion of this online lesson the student will:
1. Describe the biologic changes related to physical growth throughout childhood.
2. Be able to plot height, weight, & head circumference on a growth chart and interpret for normalcy.
3. Describe the general sequence of teething.
4. Describe the developmental and environment characteristics that predispose children to the potential for injury.
5. Identify the nurse’s responsibility in caring for children with an actual or potential injury.
6. Utilize the nursing process in planning care for a child with a selected injury.
7. State the current recommendations for immunization throughout childhood.
8. Identify the does and don’ts of giving immunizations.
Course Outline:
1. Biologic parameters of physical
1. Height
2. Weight
3. Head circumference
4. Use of growth charts
5. Use of the body mass index(BMI) to assess growth
2. Teething
1. General sequence/pattern of teething
2. Emergence management of an avulsed tooth
3. Safety issues/concerns throughout childhood
1. automobiles
2. Bicycles
3. Burns
4. Poisonings
5. Play
6. Swimming/drowning
7. Suffocation/aspiration
Teaching/Learning Activites
1. Online material and case studies
Critical thinking component
Application of physical growth, teething, safety, and immunizations principles to clinical situations.
Required readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby:
St.Louis. 519; 528-541; 541-549; 592; 601; 611-624; 628; 646-647; 699-700;
727; 730-736; 803-809; 833.
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Parent Child Nursing
The Use of Play in Child Health Nursing
Lesson Objectives: Upon completion of this lesson the student will:
1. Explain the functions of play in the development of children.
2. Analyze various types of play.
3. Explain the importance of play in relation to the child’s adjustment to a healthcare experience.
4. Apply appropriate play activities into planning the nursing care of
children.
Content Outline:
1. Theories of play
1.1 Traditional attitudes vs. modern concepts
1.2. Major theorists’ ideas of play
2. Definitions of play
2.1. Common elements
2.2. Areas of disagreement
3. Contributions of play to the developing child
3.1. Physical, cognitive, emotional, social
4. Characteristics of play
4.1. Types and functions
4.2. Children’s art
5. Benefits of play during a healthcare experience
5.1. An assessment tool
5.2. Emotional expression mechanism
5.3. Teaching tool
5.4. The nurse’s role in utilization of play
Teaching/Learning Activities:
1. Lecture/discussion
2. View videotape
Critical Thinking Focus:
Observe in a hospital playroom or a day care center. Record characteristics of play for different age groups. Bring record to class for discussion.
Reading Requirements:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.150-153; 600-601; 633-636; 711-713; 1069-1072; 1768-1769.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
NUR 331 Parent Child Nursing
Children’s Reactions to Acute & Chronic Illness
and Hospitalization
Lesson Objectives: Upon completion of this lesson the student will:
1. Differentiate chronic illness from acute illness in children.
2. Discuss the impact of chronic illness on children developmentally.
3. Apply developmental theory related to the impact of acute illness on children.
4. Contrast the responses of children of different ages to real or perceived harm during hospitalization.
5. Apply developmental theory related to separation to the impact of acute illness on children.
6. Explain role and relationship disruptions that can occur in families who have a child with chronic illness.
7. Discuss teaching techniques that facilitate healthy adaptation to the stressors of hospitalization of children.
8. Apply teaching-learning theory in working with families with chronically ill children to help promote self care and independence.
9. Formulate nursing diagnoses that identify need alterations experienced by acutely and chronically ill children.
10. Develop a plan of care for the family of a hospitalized child.
Content Outline:
1. Illness during childhood
1.1. Characteristics of acutely and chronically ill children
1.2. Impact on behaviors of child and family
2. Impact of chronic illness on children at various ages.
2.1. Physical, intellectual, emotional, spiritual
3. Impact of chronic illness on the family
3.1. Parental reactions
3.2. Impact on the family
3.3. Sibling adjustment
4. Stress of acute illness on children
4.1. Reactions of the child to acute illness
4.2. Impact of acute illness on families
5. Major stressors for children who are hospitalized
5.1. Parental stress
5.2. Sibling reactions
5.3. Assessment of stress reactions in children
6. Intervention strategies for the child and family who are hospitalized
6.1. Meeting developmental needs
6.2. Utilizing teaching to facilitate coping
6.3. Minimizing stressors common to the hospital experience
6.4. Caring for family needs
Teaching/Learning Activities:
1. Lecture/discussion
2. View videotape
Critical Thinking Focus:
1. Locate and critique a children’s book to use to prepare children for
hospitalization. Present in classroom discussion ways to utilize the
book.
2. Think of a child with chronic illness that you have observed or cared for in clinical. Be ready to discuss how the illness has affected the child’s life in all domains. How do you think the illness has impacted the family members?
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis.pp.1031-1100.
Hockenberry, M.J., Wilson D., Winkelstein, M. (2003). Virtual Clinical Excursions –
Pediatrics. Mosby: St.Louis. Lessons 16 & 19.
REV 4/03 SM
INFANTS
❑ restlessness, rocking, crying, playing, sleeping, thumb sucking, and clinging
TODDLESRS & PRESCHOOLERERS
❑ wanting routine, acting out, tantrums, motor activity, playing, regression, asking why questions
SCHOOLAGE
❑ bossiness, controlling, playing, aggression, withdrawal, regression, fantasizing, & projection
ADOLESCENT
❑ reasoning, discussion, withdrawal, peer dependency, projection, rationalization, & rebellion.
*********************************************
The individual reaction to separation is dependent upon several variables that include:
1. Degree of attachment
2. Past separation experiences
3. Duration of separation
4. Circumstances surrounding separation
5. Developmental level of the individual
STAGES OF SEPARATION REACTION
Protest
Despair
Detachment
GEORGIA BAPTIST COLLEGE OF NURSING
NUR331 Care of Infants and Children
Sensory Perception Problems in Children
Lesson Objectives:
1. Identify early indicators and screening techniques that lead to the referral of the child for diagnosis of developmental alterations.
2. Discuss the purposes of early identification and intervention for the child with a developmental disability.
3. Describe the various nursing roles that provide family and
community support related to developmental alterations.
4. Develop strategies to promote independence, adaptation
skills, and strong self esteem for a child with:
4.1. Specific learning disability
4.2. Cerebral palsy
4.3. Mental retardation
4.4. Visual impairment
4.5. Hearing deficit
4.6. Speech problem
5. Plan for nursing care to meet the special needs during hospitalization of a child with any of the above developmental alterations.
Content Outline:
1. Developmental alterations affecting perception and communication
1.1. Learning disability
1.2. Cerebral palsy
1.3. Mental retardation
1.4. Visual impairment
1.5. Hearing deficit
1.6. Speech deficit
2. Common problem areas
2.1. Interference in social adjustment
2.2. Difficulties in school achievement
2.3. Emotional health risks
2.4. Family reactions
3. The role of the nurse
3.1. Epidemiology and prevention
3.2. Screening and identification
3.3. Early intervention
3.4. Child advocate
3.5. Family support
3.6. Care when hospitalized
Teaching/Learning Activities:
1. Lecture/Discussion
2. Videos re:learning disabilities, augmented speech modalities
Critical Thinking Focus:
Care of the child with alteration in sensory perception utilizing the nursing
process.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. 994-1011; 1836-1844.
Rev 4/03 SM
GEORGIA BAPTIST COLLEGE OF NURSING
Care of Infants and Children
Holistic Care of Children with Integumentary Alterations
Lesson Objectives: Upon completion of this online lesson the student will:
1. Describe the age-related differences in anatomy and physiology
of skin.
2. Discuss the impact of altered skin integrity on the child and family
from a holistic perspective.
3. Identify the nurse’s role in caring for children with altered skin
integrity.
4. Describe the common care needs and therapeutic nursing interventions for children with altered skin integrity.
5. Utilize the nursing process in planning care of a child with selected childhood skin alterations.
Content Outline:
1. Developmental considerations of structure and function of skin
2. Assessment of children with skin integrity alterations.
2.1. History
2.2. Physical assessment
2.3. Laboratory and diagnostic tests
3. Planning and intervention
3.1. Acute care needs
3.1.1. preventing itching
3.1.2. minimizing or alleviating pain
3.1.3. maintaining fluid balance
3.2. Therapeutic interventions
3.2.1. topical therapy
3.2.2. wound care
4. Selected alterations of skin integrity
4.1. Infections of the skin
4.1.1. impetigo
4.1.2. ringworm
4.1.3. pediculosis
4.1.4 Scabies
4.2. Inflammatory skin disorders
4.2.1. diaper dermatitis
4.2.2. seborrheic dermatitis
4.2.3. acne
4.2.4. eczema
4.3. Disorders of the skin indicating system illness
Teaching/Learning Activities:
1. Lecture/classroom discussion
2. Slide presentation of Various skin conditions
Critical Thinking Focus:
Care of the child with alteration in skin integrity utilizing the nursing process.
Required Readings:
Hockenberry, M.J. (2003). Wong’s Nursing Care of Infants and Children. Mosby: St.Louis. pp.739-801.
REV 4/03 SM
Georgia Baptist College of Nursing
of Mercer University
NUR 331 Care of Infants & Children
Appendices
Math Quiz – pediatric
Zantac 15 mg/ml po
Prednisone 20 mg tabs po
Vancomycin 50 mg IV
Phenobarbital 65 mg/ml IV
Zantac 2.5 mg/ml IV
KCI 2 mEq/ml IV
Amoxicillin 250 mg?5 ml po
Digoxin 0.05mg/ml po
Valium 5mg/5 ml po
Cyclosporine 50mg/ml IV
Instructions: use the equivalents listed below, calculate the correct dosage of each drug ordered. Round off your calculations to 2 decimal places.
1. Zantac 20 mg IV
2. Phenobarbital 150 mg IV
3. KCL 30mEq add to IV fluids
4. Cyclosporine 475 mg IV
5. Digoxin 40 mcg po
6. Valium 2.5 mg po
7. Amoxicillin 125 mg po
8. Prednisone 5 mg po
9. Vancomycin 325 mg IV
10 Zantac 7.5 mg po
1. 8 ml
2. 2. 31 ml
3. 15 ml
4. 9.5 ml
5. 0.8 ml
6. 2.5 ml
7. 2.5 ml
8. 0.25 tab
9. 6.5 ml
10. 0.5 ml
NUR331 Child Care Worksheet
Student:______________________________ Mailbox ____Dates(s):____________Instructor:__________________________
Age:____yrs._____mos. Rm#:_______ Diagnosis:___________________________ Surgery:_______________________________
Overview of child’s current illness and past medical history:
Nurse’s approach to child based on developmental stage:
Appropriate immunizations for age: #DTaP______#IPV______#HIB______#HepB______#MMR______#Varicella______#Prevnar______
Normal range for this child: Temp:C(_____/F(_____HR____________RR_____________BP__________weight (kg)_______________
************************************************************************************************************
| Current Medications | Classification | Why child needs? | Therapeutic dose in mg/kg |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Nursing Care Plan
* List ALL problems in order of priority. Write goals, interventions, & outcomes for primary problem
Problem Goal/Outcome Intervention Rational Evaluation
Discuss the pathophysiology of the child’s diagnosis:
Discuss the impact of this hospitalizations based on previous health problems:
Review the child’s current laboratory and other study results (e.g x-rays, ect…)and discuss how these results are impacted by the current diagnosis:
Developmental Assessment
Normal Textbook Picture Child’s Behaviors Evaluation (if neg
ative, explain why)
Gross Motor
Skills
Fine Motor
Skills
Language
Play
Developmental Assessment – 2
Normal Textbook Picture Child’s Behaviors Evaluation (if neg
ative, explain why)
Psycho-
social
(Erikson)
Cognitive
(Piaget)
Psycho-
sexual
(Freud)
Moral/Faith
Developmental Assessment – 3
Normal Textbook Picture Child’s Behaviors Evaluation (explain)
Effects of
Illness
and/or
Hospital-
zation
GEORGIA BAPTIST COLLEGE OF NURSING of MERCER UNIVERSITY
Clinical Performance Evaluation Tool
(NURS 220 through NURS 420)
Student: ________________________________ Course: ______________
Student Identification Number _________________________
Term: __________________ Clinical Agency/Unit: ____________________
Faculty: __________________ Final Clinical Evaluation (circle): PASS FAIL
Clinical Evaluation Policies and Procedures:
Clinical performance criteria for clinical nursing courses (NUR 220-NUR 420) are based on the ANA Standards of Clinical Nursing Practice (1998). The student's clinical learning is evaluated at midterm and at the end of each term. Evaluation conferences allow the clinical instructor and the individual student time to review the student's performance. Because self-evaluation is an integral component of professional behavior, the student is expected to complete a self-evaluation based on the evaluation tool measurement criteria for evaluation conferences.
Midterm evaluation: Midterm evaluation is formative in nature and serves to guide the student and the clinical instructor in planning the student's clinical activities. Performance criteria are evaluated on a Satisfactory, Needs Improvement, Unsatisfactory basis using the following criteria.
Satisfactory: Student meeting measurement criteria at the expected
achievement level for midterm. The student consistently
demonstrates (1) expected knowledge base, (2) application of expected knowledge base, (3) safe and appropriate performance of psychomotor skills, (4) patterns of behavior which reflect values and attitudes consistent with professional standards, (5) integration of learning experiences, and (6) appropriate preparation of clinical
related assignments.
Needs
Improvement: Performance level is inconsistent. The student must
demonstrate consistent performance at the expected
achievement level by the end of the term to pass clinical.
Unsatisfactory: Student is not meeting criteria at expected level of
achievement. There are deficiencies in (1) expected
knowledge base, (2) application of expected knowledge
base, (3) performance of psychomotor skills, (4) patterns of
behavior which reflect values and attitudes consistent with
professional standards, (5) integration of learning
experiences, and/or (6) preparation of clinical related
assignments.
The midterm evaluation outcomes and comments are documented on the Clinical Evaluation Record. Areas of strength and needed improvement are discussed and, if necessary, a plan is mutually determined by which the student has the opportunity to improve clinical behaviors. If the student receives an Unsatisfactory on one or more criteria, the student's overall midterm evaluation will be unsatisfactory.
Final Evaluation: The final evaluation is summative. Each measurement criterion is evaluated summatively on a Pass/Fail basis.
Pass: Meets criterion at expected performance level.
Fail: Does not meet the criterion at expected performance level.
The final evaluation outcome and comments are documented on the Clinical Performance Evaluation Tool. The tool is retained in the student's permanent record in the Registrar's office. If the student receives an evaluation of Fail on any criterion, the final clinical evaluation will be Fail. If the final clinical evaluation is Fail, the letter grade of "F" will be given for the course.
Critical Thinking as a Component Clinical Performance Evaluation
During clinical practice experiences across the curriculum, the student will implement the provider of care and coordinator of care roles with diverse client populations in a variety of clinical settings and situations. Evaluation of critical thinking is an integral component of clinical performance evaluation for the provider and coordinator of care roles. The student critical thinking must be evidenced through dialogue, written assignments, and clinical performance. Dialogue, written assignments, and clinical performance must reflect (1) logical thought; (2) consideration of the client's physical, psychological, sociocultural, spiritual, cognitive, functional abilities, developmental, economic, and life-style dimensions; (3) exploration of alternative nursing diagnoses, therapeutic nursing interventions and/or problem solving strategies and selection of those most appropriate for the client and/or situation; (4) recognition of the implications of the alternative(s) selected.
`
SECTION I: STANDARDS OF NURSING CARE
STANDARD I. ASSESSMENT: The student collects client health data.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. Data collection involves the client, significant others, | | | | | |
|and health care providers as appropriate. | | | | | |
|2. The priority of data collection is determined by the client's immediate condition or | | | | | |
|needs. | | | | | |
|3. Pertinent data are collected using appropriate assessment techniques and instruments. | | | | | |
|4. Relevant data are documented in a retrievable form. | | | | | |
|5. The data collection process is systematic and ongoing. | | | | | |
|6. Communication techniques for gathering data are appropriate to the client and | | | | | |
|significant others and to the expected professional practice level of the student. | | | | | |
|7. Evidences adequate data collection prior to the administration of care. | | | | | |
COMMENTS:
STANDARD II: DIAGNOSIS: The student analyzes the assessment data in determining the nursing diagnoses.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. Diagnoses are derived from assessment data. | | | | | |
|2. Diagnoses are validated with the client, significant others, and health care | | | | | |
|providers, when possible and appropriate. | | | | | |
|3. Diagnoses are documented in a manner that facilitates the determination of expected | | | | | |
|outcomes and plan of care. | | | | | |
COMMENTS:
STANDARD III. OUTCOME IDENTIFICATION: The student identifies expected outcomes individualized to the client.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. Outcomes are derived from the diagnoses. | | | | | |
|2. Outcomes are mutually formulated with the client, significant others, and health care | | | | | |
|providers, when possible and appropriate. | | | | | |
|3. Outcomes are culturally appropriate and realistic in relation to the client's present | | | | | |
|and potential capabilities. | | | | | |
|4. Outcomes are attainable in relation to resources available to the client. | | | | | |
|5. Outcomes include a time estimate for attainment. | | | | | |
|6. Outcomes provide direction for continuity of care. | | | | | |
|7. Outcomes are documented as measurable goals. | | | | | |
COMMENTS:
STANDARD IV. PLANNING: The student develops a plan of care that prescribes therapeutic nursing interventions to attain expected outcomes.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The plan is individualized to the client (e.g. age-appropriate, culturally sensitive) | | | | | |
|and the client's condition or needs. | | | | | |
|2. The plan is developed with the client, significant others, and health care providers | | | | | |
|as appropriate. | | | | | |
|3. The plan reflects appropriate and current therapeutic nursing interventions and | | | | | |
|standards of nursing care. | | | | | |
|4. The plan provides for continuity of care. | | | | | |
|5. Priorities for care are established. | | | | | |
|6. The plan is documented. | | | | | |
|7. Use of collegial assistance is appropriate to client needs and student's professional | | | | | |
|level of care. | | | | | |
COMMENTS:
STANDARD V. IMPLEMENTATION: The student implements the interventions identified in the plan of care.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. Interventions are consistent with the established plan of care. | | | | | |
|2. Interventions are implemented in a safe, timely, and appropriate manner. | | | | | |
|3. Interventions are documented. | | | | | |
|4. Appropriate communication techniques are utilized when implementing the plan of care. | | | | | |
|5. Interventions reflect knowledge of nursing skills which is consistent with the level | | | | | |
|of expectation of the course. | | | | | |
COMMENTS:
STANDARD VI: EVALUATION: The student evaluates the client's progress toward attainment of outcomes.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. Evaluation is systematic, ongoing, and criterion based. | | | | | |
|2. The client, significant others, and health care providers are involved in the | | | | | |
|evaluation process as appropriate. | | | | | |
|3. Ongoing assessment data are used to revise diagnoses, outcomes, and the plan of care, | | | | | |
|as needed. | | | | | |
|4. Revisions in diagnoses, outcomes, and the plan of care are documented. | | | | | |
|5. The effectiveness of interventions is evaluated in relation to outcomes. | | | | | |
|6. The client's response to interventions is documented. | | | | | |
COMMENTS:
SECTION II: PROFESSIONAL PERFORMANCE STANDARDS
STANDARD I. QUALITY OF CARE: The student systematically evaluates the quality and effectiveness of nursing practice.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student systematically evaluates the quality of care activities appropriate to the | | | | | |
|student's academic level. Some activities may include: (a) identification of aspects of | | | | | |
|care important for quality monitoring, (b) analysis of quality data to identify | | | | | |
|opportunities for improving care, (c) identification of indicators used to monitor quality | | | | | |
|and effectiveness of nursing care, (d) collection of data to monitor quality and | | | | | |
|effectiveness, (e) formulation of recommendations to improve nursing outcomes, (f) | | | | | |
|implementation of activities to enhance the quality of nursing practice, (g) participation | | | | | |
|on interdisciplinary teams that evaluate clinical practice or health services. | | | | | |
|2. The student uses the results of quality of care activities to facilitate changes in | | | | | |
|nursing practice. | | | | | |
|3. The student uses the results of quality of care activities to facilitate change. | | | | | |
COMMENTS:
STANDARD II. PERFORMANCE APPRAISAL: The student evaluates her/his own nursing practice in relation to professional practice standards and relevant statutes and regulations.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student engages in performance appraisal on a regular basis, identifying areas of | | | | | |
|strength as well as areas where professional development would be beneficial. | | | | | |
|2. The student seeks constructive feedback regarding her/his own practice. | | | | | |
|3. The student takes action to achieve goals identified during performance appraisal. | | | | | |
|4. The student participates in peer review, as appropriate. | | | | | |
|5. The student's practice reflects knowledge of current professional practice standards, | | | | | |
|laws, and regulations. | | | | | |
COMMENTS:
STANDARD III. EDUCATION: The student acquires and maintains current knowledge and competency in nursing practice.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student participates in ongoing educational activities related to clinical knowledge| | | | | |
|and professional issues. | | | | | |
|2. The student seeks experiences that reflect current | | | | | |
|clinical practice in order to maintain current clinical skills and competence, appropriate | | | | | |
|for academic level. | | | | | |
|3. The student acquires knowledge and skills appropriate to the practice of nursing. | | | | | |
COMMENTS:
STANDARD IV. COLLEGIALITY: The student interacts with, and contributes to the professional development of peers and other health care providers as colleagues.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student shares knowledge and skills with colleagues. | | | | | |
|2. The student provides peers with constructive feedback regarding their practice. | | | | | |
|3. The student interacts with colleagues to enhance her/his own professional nursing | | | | | |
|practice. | | | | | |
|4. The student contributes to an environment that is conducive to clinical education of | | | | | |
|peers, other health care providers, as appropriate. | | | | | |
|5. The student contributes to a supportive and healthy work environment. | | | | | |
|6. The student presents clinical issues, research, and projects to peers and others | | | | | |
|professionally and with evidence of appropriate preparation and understanding. | | | | | |
COMMENTS:
STANDARD V. ETHICS: The student's decisions and actions are determined in an ethical manner and reflect a philosophy of Christian caring.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student's practice is guided by ANA's Code for Nurses and acts at all times with | | | | | |
|integrity, respect, and honesty. | | | | | |
|2. The student maintains confidentiality within legal and regulatory parameters. | | | | | |
|3. The student acts as an advocate and assists others in developing skills so they can | | | | | |
|advocate for themselves. | | | | | |
|4. The student practices in a nonjudgmental and nondiscriminatory manner that is sensitive | | | | | |
|to client diversity. | | | | | |
|5. The student practices in a manner that preserves the autonomy, dignity, and rights of | | | | | |
|others. | | | | | |
|6. The student seeks available resources in formulating ethical decisions. | | | | | |
COMMENTS:
STANDARD VI. COLLABORATION: The student collaborates with the client, significant others, and health care providers in providing client care.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student communicates effectively with the client, significant others, and health | | | | | |
|care providers regarding client care and nursing's role in the provision of care. | | | | | |
|2, The student collaborates with the client, significant others, and health care providers | | | | | |
|in the formulation of overall goals, the plan of care, and decisions related to care and the| | | | | |
|delivery of services. | | | | | |
|3. The student consults with other health care providers for client care, as needed. | | | | | |
|4. The student makes referrals, including provisions for continuity of care, as needed. | | | | | |
|5. The student collaborates effectively with peers in formal and informal group work | | | | | |
|situations by demonstrating, for example, (a) consensus building, (b) negotiation, (c) | | | | | |
|contribution to group goals, (d) effective and timely communication, (e) task delegation and| | | | | |
|distribution | | | | | |
COMMENTS:
STANDARD VII. RESEARCH: The student uses findings in practice.
MIDTERM FINAL
|Measurement |S |NI |U |P |F |
|Criteria | | | | | |
|1. The student utilizes the best available evidence, preferably research data, to develop | | | | | |
|the plan of care and interventions. | | | | | |
|2. The student participates in research activities as appropriate to the student's level. | | | | | |
|Such activities may include identification of clinical problems suitable for nursing | | | | | |
|research and critiquing research for application to practice. | | | | | |
COMMENTS:
STANDARD VIII. RESOURCE UTILIZATION: The student considers factors related to safety, effectiveness, and cost in planning and delivering client care.
MIDTERM FINAL
|Measurement Criteria |S |NI |U |P |F |
|1. The student evaluates factors related to safety, effectiveness, and cost when choosing | | | | | |
|between two or more practice options that would result in the same expected client outcome. | | | | | |
|2. The student assists the client and significant others in identifying and securing | | | | | |
|appropriate services available to address health-related needs. | | | | | |
|3. The student assigns or delegates tasks based on the needs of the client and the | | | | | |
|knowledge and skills of the designated caregiver. | | | | | |
|4. The student assigns or delegates tasks based on the needs and condition of the client, | | | | | |
|the potential for harm, the stability of the client's condition, the complexity of the task,| | | | | |
|and the predictability of the outcome. | | | | | |
|5. The student assists the client and significant others in becoming informed consumers | | | | | |
|about the cost, risks, and benefits of treatment and care. | | | | | |
COMMENTS:
TERM EVALUATION CONFERENCE: Midterm Status: Satisfactory
Unsatisfactory
Faculty Comments:
Areas of strength:
Areas of Needed Improvement:
Student's Comment
_____________________________ __________________________
Instructor's signature Date Student's signature Date
________________________________________________________________
FINAL EVALUATION CONFERENCE: Final Status (circle): PASS FAIL
Faculty Comments:
Areas of strength:
Areas of Needed Improvement:
Student's Comments:
_______________________________ _____________________________
Instructor's signature Date Student's signature Date
Effective 2/00
Rev 2/00/SEB; Rev 9/01/SEB
-----------------------
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