Walla Walla Community College



WALLA WALLA COMMUNITY COLLEGE

NURSING EDUCATION

PRACTICUM I

NURS 111

Winter Quarter 2010

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Every effort is made to ensure accuracy in the syllabus at the time of printing. However, the Walla Walla Community College Nursing Education Program reserves the right to change any provision or requirement that is necessitated by circumstances arising during the course.

All changes shall be provided in writing.

COURSE OUTLINE

Course Identifier: NURS 111

Title: Practicum I

Credits: 4

Clinical/Lab Hrs Per Wk: 8

Catalog Description: An application of theory from NURS 101. The focus is on providing care for clients of all ages in acute care facilities.

Prerequisites: NURS 100 and 110

Corequisites: NURS 101

Teaching Format: Clinical

Demonstration/Simulation

Client Centered Conferences

Workshops

Independent Learning Modules

Location: Walla WallaCampus - Skills Practice Lab; Acute Care Hospitals

Clarkston Campus - Skills Practice Lab; Acute Care Hospitals

Course Topics: Administration of IV Fluids and IVPB medications

Care of the Surgical Client

Insulin Administration

Respiratory and Tracheostomy Care

Management of Orthopedic Devices (splints, casts, positioning devices)

Client Education

Evaluation Devices: Clinical Evaluation Tool

Written Assignments

Medication Computation/Administration Proficiency

Computer Assignments

Skills Performance Validation

Course Competencies:

Critical Thinking

1. Demonstrate critical thinking in the use of the nursing process.

2. Demonstrate use of management/leadership principles in the delivery of client/patient care.

Caring

3. Perform interventions in a safe and effective manner.

4. Use therapeutic communication.

Professional Behaviors

5. Demonstrate professional behaviors.

GRADING CRITERIA

NURS 111

Name __________________________________

Points Earned: _________ Percentage: _____ Clinical Grade: ____________

|Criteria |Points Possible|Points Earned |

|Journal Entries (3 points per clinical day, 6 points per clinical week) |18 | |

|Written Competencies |25 | |

|Clinical Tool Points |32 | |

|Family Profile |30 | |

|Skills Practice Lab Activities |32 | |

|Medication Calculation/Administration Proficiency (P/F) Must have 80% to pass (two tries to pass – failure|P/F | |

|will result in a failing clinical grade regardless of total points achieved) | | |

|Late Points: one per every business day clinical folder is late (handbook p. 17) | | |

|Total |137 | |

Practicum: ____ ____ / ____ ____ / ____ ____

Workshops: ______ ______

Documentation IV

• Failure to notify the clinical agency and the WWCC Nursing Department (WW 527-4240 / CLK 758-1702)of an absence will be reviewed by Level I faculty and may result in the issuance of a Contract or Special Concern.

• Failure to notify the WWCC Nursing Department (WW 527-4240 / CLK 758-1702) for any Skills Lab or workshop absence will be reviewed by the Level I faculty and may result in the issuance of a Contract or Special Concern.

• Attendance/Tardiness – see handbook policy. Absences from any NURS 111 activity will result in zero (0) points for missed activities. If tardy or unprepared for clinical, no attendance points will be awarded for that day. Absences and tardiness will be tracked. Three episodes of tardiness, in any combination of NURS 111 activity, equal one absence. Three absences, in any combination of NURS 111 activity, equal a letter grade drop from total points earned. Four absences constitute a clinical failure.

• Students are responsible for any content missed due to absence or tardiness.

• All assignments must be accounted for in order to complete course work.

• Grades are earned by students, not given by instructor

• Grading Scale: See Nursing Student Handbook

FACULTY CONTACT LIST

Walla Walla Campus: Nursing Office: 509-527-4240

Clarkston Campus: Nursing Office: 509-758-1702

Director of Nursing Education: Marilyn D. Galusha, RN, MSN

|Walla Walla-based Instructors |Office Number |Email addresses |

|Kathy Adamski, RN, MN |527-4244 |kathleen.adamski@wwcc.edu |

|(Level I Lead Instructor) | |Cell: 200-0904 |

|Brenda Anderson, RN, MSN |527-4327 |brenda.anderson@wwcc.edu |

| | |Cell: 240-4084 |

|Grace Hiner, RN, MSN |527-4421 |grace.hiner@wwcc.edu |

| | |Home: 525-3519 |

|Maribeth Bergstrom, RN, MN |527-4240 |5mountainstream@ |

| | |Cell: 540-5619 |

|Pamela Gisi, RN, BSN, MBA |527-4240 |pamelag758@ |

| | |Cell: 540-5354 |

|Eileen Seifert, RN, BSN |527-4240 |eileen.seifert@wwcc.edu |

| | |Cell: 520-1573 |

|Lana Toelke, RN, BSN |527-4246 |lana.toelke@wwcc.edu |

|(Walla Walla Skills Practice Lab) | | |

| | | |

|Clarkston-based Instructors | | |

|Carol McFadyen, RN, Ph.D. |758-1728 |carol.mcfadyen@wwcc.edu |

|(Clarkston Lead Instructor) | | |

|Todd Carpenter, RN, BSN |758-1787 |todd.carpenter@wwcc.edu |

|Stephanie Macon-Moore, RN, BSN |758- 1702 |stephanie.maconmoore@wwcc.edu |

| | |Cell: 208-596-5371 |

|Hawa Al Hassan, RN, BSN |758-1702 |hawa.al-hassan@wwcc.edu |

| | |Cell: 509-432-6472 |

|Jennifer Nicholas, RN, BSN |758-1704 |jennifer.nicholas@wwcc.edu |

|(Clarkston Skills Practice Lab) | | |

Individual Conference Session Summary

NURS 111

Student Name:__________________________________

Student Self Evaluation: (strengths and plans for growth) complete prior to ICS

Final Instructor Evaluation:

Instructor Date Student Date

_____________________ _______ _____________________ _______

Instructor Concerns/Repeated Reminders

(Performance issues/timeliness/attendance)

Any entry on any topic will constitute a concern that could be evaluated by Level I faculty for additional action. The action could include issuance of a Clinical Contract or Special Concern.

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Clinical Contract or Special Concern:

Your clinical grade or progression in the program may be affected by serious problems or repeated incidences related to unsafe and unethical practice. Each concern will be documented and discussed. Documented instances will be handled through appropriate channels and may lower the clinical grade.

Weekly Instructor Feedback

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JOURNAL TO DESCRIBE CLINICAL EXPERIENCE

Purpose: To assist the learner in reflective thinking regarding the learning opportunities and clinical experiences that occurred during the clinical week

Method: Each student is expected to complete a weekly journal which reflects both days clinical experience. A Reaction Paper will be done for either a Respiratory or Perioperative Follow-through experience and will replace one day’s journal entry for that week.

Inadequate analysis will result in a reduction of points. No points will be given for areas that are not addressed.

Format: Journal entries should be word processed using 12 pt. font, single-spaced, and no longer than one page in length.

Time Management: (1 point for a two-day clinical week; 0.5 points for a one-day clinical week)

Describe your anticipated plan to efficiently complete required care for your client.

• What part of your anticipated plan went well and/or not so well today in terms of time management?

• What changes did you make to your anticipated plan on the second day or could you make in the future to improve time management?

Prioritization: (1 point for a two-day clinical week; 0.5 points for a one-day clinical week)

Describe an example of how you had to prioritize your care based on Maslow’s Hierarchy of

Needs during your clinical shift.

• Identify your desired outcome.

• Identify why your choice of priority was highest in regard to your patient’s needs and

disease process.

• Identify how you met your desired outcome. (How did your decision work out?)

Personal Analysis: (4 points for a two-day clinical week; 2 points for a one-day clinical week)

Analyze your feelings about the practicum experience for the week

Describe your personal accomplishments (may include technical skills accomplished)

Describe what made you most comfortable/uncomfortable?

Describe your plan for continued growth (What will you do differently? What do you need to focus on?)

3 points will be deducted from total points achieved for each clinical absence in a week.

Sample Journal Format

Name:__________________________________ Date(s): ____________________ Points __________

Time Management:

Prioritization:

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Personal Analysis:

RESPIRATORY THERAPY EXPERIENCE REACTION PAPER

Upon completion of your experience in Respiratory Therapy, submit a brief Reaction Paper summarizing the procedures/therapies that you participated in or observed. Place your Reaction Paper in your clinical notebook for grading. This paper will replace one journal page worth 3 points. This is a 4-hour experience.

All papers must be typed and should be no longer than two double-spaced pages.

DO NOT USE THE NAME OF THE CLIENT OR RESPIRATORY THERAPIST IN YOUR PAPER. THIS IS A BREACH OF CONFIDENTIALITY.

Information to be included in the Respiratory Therapy Experience Reaction Paper:

1. Give a brief summary of what you observed in the area such as procedures, therapies,

teaching, etc.

2. What medications did you observe being administered? Discuss the effects of the medications given on the lungs of the client (How did the breath sounds differ before and after the treatment?). Describe the systemic effects and side effects of the medications given. What effects did you observe in the client? (0.5 points)

3. Interpret one Arterial Blood Gas (ABG) from a client. List the values (pH, PCO2, HCO3-, PaO2) and the reason for the normal or abnormal values. (0.5 points)

4. Write your reactions to this experience (2 points)

• Identify at least one new thing that you learned or observed

• Identify how you will use what you learned or observed in future nursing situations.

• Analyze your feelings about the experience

o What happened to make you feel this way?

o What would you like to keep the same?

o What would you change to make your feelings/perceptions more positive (How could this experience be improved? Be specific)

5. Format, grammar, and spelling

Total Points (3) :____________

PERIOPERATIVE EXPERIENCE REACTION PAPER

Upon completion of your experience in the Operative and Perioperative areas, submit a brief Reaction Paper summarizing what you observed. Place your Reaction Paper in your clinical notebook for grading. This paper will replace one journal page worth 3 points. This is a 4-hour experience.

All papers must be typed and should be no longer than two double-spaced pages.

DO NOT USE THE NAME OF THE CLIENT, PHYSICIAN, OR THE NURSE IN YOUR PAPER. THIS IS A BREACH OF CONFIDENTIALITY.

Information to be included in the Perioperative Experience Reaction Paper:

1. Give a brief summary of client data, including age, reason for the procedure/surgery, and any past history of medical problems that need to be considered in caring for the client (heart disease, hypertension, etc.) (0.5 points)

2. Description of Experience (0.5 points)

• Type of anesthesia used (local, regional, general)

• Interventions observed to reduce the risk for injury and risk for infection during the procedure

• Roles of the Circulating Nurse and the Scrub Technician or other anesthesiology staff

• Describe the criteria for discharge from the Post-Anesthesia Care Unit (PACU) for this client. What type of nursing assessment and monitoring was done?

3. Write your reactions to this experience (2 points)

• Identify at least one new thing that you learned or observed

• Identify how you will use what you learned or observed in future nursing situations.

• Analyze your feelings about the experience

o What happened to make you feel this way?

o What would you like to keep the same?

o What would you change to make your feelings/perceptions more positive (How could this experience be improved? Be specific)

4. Format, grammar, and spelling

Total Points (3) :____________

CLINICAL GRADING CRITERIA

NURS 111

Maintain clinical notebook according to Pre-Clinical Conference directions.

• All clinical paperwork to be reviewed/graded by your instructor should be placed in the front divider pocket of your clinical tool notebook as instructed in pre-clinical conference.

• Be sure to label notebook with your name, your instructor’s name, & your box number. (upper right hand corner).

• Additional clinical forms are available on the WWCC Nursing Program Resource webpage:

• One (1) point will be deducted from the total points earned for each working day a complete notebook or Family Profile paper is late. Students are responsible for the completeness of their notebook including a completed mini-data packet.

• Completed notebooks must be turned in prior to final ICS with student Self-Evaluation completed.

Clinical Preparation:

• The patient data sheet (including priority nursing assessment, nursing diagnosis, expected outcome, and interventions), pathophysiology, and medication sheets (scheduled and PRN) are the minimum preparation required for all clients that you will care for. This will be submitted to your instructor prior to the beginning of clinical as assigned by your clinical instructor.

• This portion of the Mini-Client Data Packet will be turned into your clinical instructor prior to clinical as assigned by your clinical instructor.

Mini-Client Data Packet: A complete mini-client data packet will be submitted each clinical week.

• Client Data Sheet/Projected Plan of Care/Pathophysiology

• Medication Sheet

o List all medications you will give during clinical and any PRN medication given in the past 24 hours. You must be prepared to answer questions on any of the medications you will give.

• Lab/Diagnostic Sheet (complete during clinical)

• Physical Assessment (complete during clinical)

• Documentation Sheet (complete during clinical)

• A non-graded Nursing Care Plan may be submitted for practice and feedback (instructor preference)

Major Client Data Packet (16 points possible) – submit one during the last clinical week or as instructed

• Client Data Sheet/Projected Plan of Care (1 point)

• Pathophysiology (1 point)

• Medication Sheets (2 points)

o List all medications you will give during clinical and any PRN medication given in the past 24 hours. You must be prepared to answer questions on any of the medications you will give.

• Lab/Diagnostic Sheet (1 point)

• Physical Assessment (1 point)

• Gordon’s Functional Health Patterns (1 point)

• Documentation Sheet (1 point)

• Nursing Care Plan (8 points)

CLINICAL TOOL, WRITTEN COMPETENCIES, AND INSTRUCTOR VALIDATION

GRADING CRITERIA (NURS 111)

The clinical grade is based on many factors, including attendance, clinical paperwork, written examples from the student on their progress on the five core competencies, and the clinical instructor’s observation (validation) of the student’s performance at clinical.

Clinical Tool Points

Points are earned by the student for attendance at clinical and workshops, skills check-offs, professional development activities, and clinical paperwork completed (Major Client Data Packet, Pain Inventory and Assessment).

Written Competency Points

Written clinical competencies are one way that your instructor validates your critical thinking and

time management skills. All competencies must demonstrate reflective thinking and must be

actual examples of your clinical experience. Failure to consistently meet the criteria of any

competency (as validated by the clinical instructor) can result in losing a previously earned

competency or an inability to meet one. There are five core competencies that have a

maximum of 27 elements/criteria that should be addressed thoroughly to receive full credit.

Competencies should be addressed on a daily basis following clinical. Turn in your competency write up with your clinical tool notebook each week. Students will not be allowed to re-write competencies after final submission of the clinical notebook.

|Elements/Criteria addressed (27 |Approximate Percentage Earned |Points Allocated |

|possible) | | |

|26-27 |95%-100% |25 points |

|24-25 |90%-94% |20 points |

|23 |85%-89% |15 points |

|21-22 |80%-84% |10 points |

|20 |75%-79% |5 points |

|19 or less |< 75% |0 points |

Instructor Validation

Your clinical instructor will evaluate your ability to meet the course competencies at clinical. The criteria that are evaluated are noted with “Instructor Validation”. If a student is not meeting an “Instructor Validation” criteria, the Level I faculty will review the student’s performance and points may be deducted from the student’s clinical grade.

CRITICAL THINKING

Course Competency 1: Demonstrate critical thinking in the use of the

nursing process

|Element |Criteria and Graded Assignments |Written |Clinical |

| | |Competencies |Tool Points |

|1A. Use the nursing process to |Develop one major client data packet | |(16) ______ |

|meet the physiologic, | | | |

|psychosocial, and developmental |Develop client specific mini data packets for each client cared for |Data Packets | |

|needs of adults and children | | | |

|experiencing normal life processes|Identify pertinent client/patient data (assessment, labs, diagnostic | | |

|or common/chronic illnesses |tests and medical history) relevant to a selected nursing diagnosis |Data Packets | |

| | | | |

| |Analyze data and identify a nursing diagnosis | | |

| | | | |

| |Identify a measurable expected outcome related to the selected |Data Packets | |

| |nursing diagnosis | | |

| | | | |

| |Identify nursing interventions (3) with rationales |Data Packets | |

| |(only one may be r/t assessment/monitoring) | | |

| | |Data Packets | |

| |Evaluate client/patient response to care related to the expected | | |

| |outcome with recommended revisions | | |

| | |Data Packets | |

|1B. Demonstrate critical thinking | | | |

|in the provision of nursing care |Begin to integrate knowledge of physiology and pathophysiology with |Data Packets | |

| |client/patient history, physical assessment data, medications and | | |

| |diagnostic tests with guidance | | |

| | | | |

| |Develop pathophysiology for each assigned client/patient | | |

| | |Data Packets | |

| |Identify assessment data which reflects a variance from textbook | | |

| |baseline (cues highlighted on assessment) | | |

| | |Data Packets | |

| |Complete a pain scale assessment daily | | |

| | | | |

| |Assess pain management using the Pain Inventory and Assessment Tool | | |

| | |Data Packets | |

| |Complete a Respiratory or Perioperative Experience | | |

| | | |(1) _______ |

| | | | |

| | | | |

| | |Reaction Paper | |

|1C. Apply teaching-learning |1. For a selected client/patient conduct a teaching/learning project|1 example | |

|principles in addressing | |______ | |

|client/patient learning needs |Identify a learning need with rationale | | |

| |Implement a prepared teaching plan (must be preapproved by instructor| | |

| |or RN) | | |

| |Evaluate the effectiveness of teaching/learning | | |

| |(all bullets must be addressed for credit) | | |

|1D. Complete documentation that |1. Document according to agency policy | | |

|reflects beginning organization |____ ____ _____ _____ _____ |Instructor Validation | |

|and application of the nursing |(review documentation with instructor or designee prior to documenting | | |

|process |in official record) | | |

| | | | |

| |2. Document client/patient education | | |

| | | | |

| |3. Develop documentation that: | | |

| |Addresses client/patient problems | | |

| |Identifies interventions | | |

| |Evaluates intervention response | | |

| | | | |

| |Develop documentation that is legible, | | |

| |complete, accurate and concise | | |

CRITICAL THINKING

Course Competency 2: Demonstrate use of management/leadership principles in the

delivery of client care

|Element |Criteria and Graded Assignments |Written |Clinical |

| | |Competencies |Tool Points |

|2A. Manage care for |Report timely changes in client/patient |1 example | |

|medical/surgical clients/patients |condition |_____ | |

| | | | |

| |Prioritize direct care for a client/patient |Journal | |

| | | | |

| |Identify revisions for priorities for direct care for |Journal | |

| |a client/patient | | |

| | | | |

| |Demonstrate beginning organizational and time management skills in the|Instructor Validation | |

| |care of one acute care client/patient by: | | |

| |Staying busy throughout the clinical day | | |

| |b. Completing assessment as scheduled | | |

|2B. Participate as a member of an|Participate in the work of interdisciplinary care team to facilitate |1 example: | |

|interdisciplinary team |client/patient care |_______ | |

| | | | |

| |Identify the need for referral to another discipline based on |1 example: | |

| |client/patient needs including rationale |_______ | |

| | | | |

| |3. Facilitate positive relationships among | | |

| |interdisciplinary team members |Instructor Validation | |

|2C. Access resources |Identify ways to minimize costs while maintaining quality of care |1 example: | |

|appropriately and manage them | |_______ | |

|effectively | | | |

CARING

Course Competency 3: Perform interventions in a safe and effective manner

|Element |Criteria and Graded Assignments |Written |Clinical |

| | |Competencies |Tool Points |

|3A. Administers medications |Identify the client/patient condition and focused assessment data for |Data Packets/ | |

|safely evaluating the need for |which the medication is given |Instructor Validation | |

|and the response to prescribed | | | |

|medications, with guidance | | | |

| |Identify the drug classification, desired therapeutic effect and |Data Packets | |

| |potential side effects of medication therapy | | |

| | | | |

| |Consider the safety and appropriateness of | | |

| |medication orders specific to the client/patient |Instructor Validation | |

| |under the supervision of a licensed professional | | |

| | | | |

| |Consistently administer medication using the six rights (instructor |Instructor | |

| |supervision only) |Validation | |

| | | | |

| |Evaluate and document behavioral and |Instructor | |

| |physiologic responses to medications |Validation | |

|3B. Performs technical |Communicate purpose, protocol and rationale for procedures |2 examples: | |

|procedures safely and | |_______ | |

|effectively | |_______ | |

| |Demonstrate accountability for technical | | |

| |competence of previously learned and current |Documentation of Practice| |

| |quarter skills by practicing in the Skills Practice |Hours | |

| |Lab | | |

| | | | |

| |Perform previously learned and current quarter skills with supervision |Instructor Validation | |

| |and direct guidance | | |

| | | | |

| |Insulin Administration Check off | | |

| | | |(3) _______ |

| |Secondary IV Administration Check off | | |

| | | |(3) _______ |

CARING

Course Competency 4: Uses therapeutic communication

|Element |Criteria and Graded Assignments |Written |Clinical |

| | |Competencies |Tool Points |

|4A. Use therapeutic |(Criteria 1 – 5 must be addressed on the same exchange) |1 example: | |

|communication skills to meet| |_______ | |

|client/patient needs |Identify the subjective and objective data observed in a client/patient (or | | |

| |support person) relating to an emotional state (Assessment) | | |

| | | | |

| |Identify an emotional state of the client/patient (or support person) | | |

| |derived from the data noted above with guidance (Analysis) | | |

| | | | |

| |Identify an expected outcome for the client/patient (or support person) | | |

| |experiencing the identified state | | |

| | | | |

| |Document three (3) verbal exchanges in a therapeutic interaction with the | | |

| |client/patient (or support person) identified above (Intervention) | | |

| |Label each exchange as either therapeutic or non- therapeutic and identify | | |

| |the communication techniques used | | |

| | | | |

| |Explain the effectiveness of the interaction in achieving the identified | | |

| |expected outcome (Evaluation) | | |

| | | | |

|4B. Identify coping |1. Identify coping mechanisms used by the |1 example: | |

|mechanisms used by the |client/patient and/or significant others with guidance |_______ | |

|client/patient and/or | | | |

|significant others with | | | |

|guidance | | | |

PROFESSIONAL BEHAVIORS

Course Competency 5: Demonstrate professional behaviors

|Element |Criteria and Graded Assignments |Written |Clinical |

| | |Competencies |Tool Points |

|5A. Demonstrate sensitivity|Demonstrate courteous behavior toward client/patient and family members |1 example: | |

|and attentiveness to the | |_______ | |

|client/patient, family, and |Recognize client/patient needs and respond appropriately in a timely manner | | |

|others including their life | |2 examples: _______ | |

|experience and | |_______ | |

|cultural/social background |Demonstrate beginning awareness of cultural and developmental needs when | | |

| |planning and providing care |1 example: _______ | |

|5B. Demonstrate |Take responsibility for own learning experience |2 examples: | |

|accountability and | |______ | |

|responsibility | |______ | |

| | | | |

| |Demonstrate intellectual humility in professional relationships |1 example: _______ | |

| | | | |

| |Identify own strengths and plans for improvement |Page (5) | |

| | | | |

| |Utilize feedback to improve performance |1 example: _______ | |

| | | | |

| | |2 examples: | |

| |Appropriately seek guidance from others when client/patient’s needs exceed |_______ | |

| |the student’s abilities/experience |_______ | |

| | | | |

| |Demonstrate punctuality and meet course/program obligations in a timely |Instructor Validation | |

| |manner | | |

| | | | |

| |Attend all clinical experiences and workshops and participate appropriately | | |

| | | | |

| |Provide safe and effective care in accordance with established standards of |Instructor Validation | |

| |care | |(8)______ |

| | |1 example: _______ | |

| |Begin to incorporate evidence-based findings into | | |

| |nursing practice | | |

| |(provide reference ) | | |

|5C. Practice within ethical,|Follow agency/school policies and procedures referring to Policy and |Instructor Validation | |

|legal, and regulatory |Procedure Manual as needed with guidance | | |

|guidelines | |1 example: ______ | |

| |Maintain confidentiality of information | | |

| | |1 example: ______ | |

| | | | |

| |Function within legal scope of practice |1 example: ______ | |

| | | | |

| |Identify ethical or legal principles involved in issues | | |

| |encountered in the clinical setting | | |

| | | | |

| | | | |

|5D. Demonstrate |1. Present/conduct oneself in a professional manner |1 example: _______ | |

|professional behaviors |conveying: | | |

| |Professional courtesy | | |

| |Diplomacy | | |

| |Tact | | |

| | |2 examples: | |

| |2. Demonstrate self/awareness of behaviors with |_______ | |

| |feedback |_______ | |

|5E. Participate in the |1. Engage in activities to promote the profession of | |(1)_____ |

|processes that affect |nursing | | |

|healthcare practice |_____ _____ | | |

| |1/2 point per 2 PN club meetings, or serving as club/office/representative | | |

| | | | |

| |2. Participate in the provision of non-practicum health-care related | | |

| |activities | | |

| |Community service, provide healthcare education, volunteer activities |1 example: _______ | |

Professional Behaviors:

Due to the seriousness of professional behaviors- points may be deducted for inappropriate professionalism regardless of how well you write each element.

o Notification of professional breaches noted on p. 6

o Level faculty determine point deduction

Grading Criteria for the Family Profile Paper

This paper is worth thirty (30) points. The paper is due on: ______________________________

Turn paper in as directed.

Each student is to interview a family who lives in the community and has at least two children of different ages. The children need to be at least two years apart in age and under the age of sixteen. Consult your clinical instructor if you have questions concerning whether your chosen family meets the criteria.

Use initials or a pseudonym to identify the family members. If using a pseudonym, note that you are using a pseudonym. The paper is to be typed on clean, white, 8 1/2 by 11 inch paper. The lines are to be double-spaced. Use complete sentences and appropriate paragraphs. Correct grammar and spelling are to be used. Only use abbreviations according to APA (6th edition) guidelines.

Recommended references/resources for this paper include:

Leifer, G. (2007). Introduction to maternity & pediatric nursing (5th ed.). St. Louis: Mosby Elsevier.

Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St. Louis: Mosby Elsevier.









When writing your paper, if paraphrasing from a reference or if writing verbatim from a reference, the source must be cited according to APA (6th edition) format. If source citation is not done, it is considered plagiarism. Plagiarism is a form of academic dishonesty. See page 21 of the Nursing Student Handbook. See the handout with examples of in-text citations and an example of a reference page according to APA (6th edition) format.

See the following websites for assistance with APA format:





Address the following areas of the Gordon's Functional Health Patterns assessment:

Introduction To The Family (1.0 points)

• Introduction to the family

o Names, ages of all family members.

• Family support and involvement

o Activities the family completes together.

o Family concerns about health or ability to function.

o History of medical problems and medical diagnoses.

• Changes the family has experienced in the past twelve (12) to eighteen (18) months.

Examples: Change in living situation or marital status of parents

Change in physical or mental health for any family member

Birth of a new family member

Death of a grandparent or other family member

Health Perception-Health Maintenance Pattern (5.0 points)

• Discuss how the parent(s) of the family defines health.

• Health practices: Identify activities the family view as important in maintaining health.

• Discuss safety measures taken to provide a safe environment for the family members.

Include safety measures taken for activities.

• Discuss what is recommended for well child and dental care (cite source). Describe the well child and dental care provided, and compare with what is recommended.

• How does the family meet the cost of well childcare and dental care?

• Describe the immunizations completed for all family members, including adults.

o Describe the recommended immunization schedules for children and for adults (cite source). Compare family members' completed immunizations with recommended schedule.

o What immunizations need to be completed by each family member?

Activity-Exercise Pattern (2.0 points)

• Describe the exercise pattern of the family.

• Describe the favorite toys and activities for each child. Discuss how the toys and activities are or are not age appropriate. (cite source)

• Identify one (1) toy or activity that would be appropriate for each child if they were hospitalized. Explain why the toy or activity would be appropriate. (cite source)

Nutrition-Metabolic Pattern (4.0 points)

• Describe each family member's actual dietary intake for one day; include portion size.

• Compare and contrast the recommended nutritional requirements for children and adults (cite source).

• Discuss how each family member's diet compares with what is recommended.

o Discuss any dietary modifications that would benefit the children.

• Describe any dietary restrictions for any family member and the reason for the restriction.

Example: Relate to medical diagnosis: Child is a diabetic and is therefore on a diabetic diet. Describe what a diabetic diet is.

Elimination Pattern (1.0 points)

• Describe the elimination patterns (both urinary and bowel) of all family members.

• Describe any problems or concerns with elimination for any family member.

o Discuss problems with incontinence, constipation, or diarrhea.

• Identify measures that provide relief or could help relieve elimination problems or concerns. Describe use of laxatives or other aids for elimination.

• Describe toilet training procedures, if applicable.

Sleep-Rest Pattern (1.0 points)

• Describe the sleep patterns of all family members.

o Note bedtime, wake-time, number of uninterrupted sleep at night, number of total hours of sleep at night (even if interrupted).

o Naps during day time.

• Describe concerns with sleep for parents or children.

o Discuss problems with falling asleep or with staying asleep

o How are concerns handled? Describe use of sleep aids.

o Identify measures that could address sleep/rest problems

Cognitive-Perceptual Pattern (5.0 points)

• Describe any problems with vision or hearing for any family members. Discuss use of glasses or hearing aids.

• Discuss the recommended guidelines for vision and hearing screening for children and for adults (cite source).

• Describe the vision and hearing screening the children have obtained and discuss whether the recommended guidelines have been met.

• Identify and describe the appropriate Erikson's stage of development for each child (cite source).

o Describe the behaviors that indicate that the child is or is not functioning at the appropriate stage.

• Discuss teaching topics and methods you would use to prepare each child for a scheduled surgery. Explain how the teaching topics and methods are appropriate for the child's stage of development.

• Describe how you would know the child understood the teaching.

Coping-Stress Tolerance (2.0 points)

• Describe concerns regarding health, ability to function, etc.

• Describe the perceived level of stress over the past year.

• Describe how the children were prepared for changes that have occurred in the family.

• What measures do the family members use to cope with these concerns or with life stressors in general if there are no concerns?

o Prayer or religious activities

o Relaxation techniques

o Exercise or play

o Diversion

o Others: Example: Eating, sleeping, distraction, ignoring

• Discuss how effective these measures are in coping with stress.

o Identify other measures that could be used to decrease stress.

Value Belief Pattern (1.0 points)

• Describe what strength is for the family.

• Describe what peace is for the family.

• Describe what security is for the family.

o For each item above (strength, peace, and security), describe where the family gets it, who gives it to the family, and how the family can get more of it.

Summary (3.0 points)

• Identify any follow up needed for this family or any of the family members.

• Discuss recommendations you have to promote wellness or to prevent illness for this family. Identify any learning needs and describe any teaching you did or would recommend for this family.

• Professional Journal Article (2.0 points)

o Summarize specific information presented from one American professional journal article that you could use in working with this family. Use a journal article that is not more than 5 years old. The article may come from a professional website; however, the article cannot be from a consumer website. Reference your chosen article on a separate reference page using APA (6th edition) format.

o Describe how you would use the information from the journal with the family --be specific.

Format (3.0 points)

• Use correct grammar, sentence structure and paragraphs.

• Use correct spelling

• Use correct format: Use headings, must be double-spaced, and use APA format for source citations within the paper and for the reference page.

Two-sided printing will be accepted without point deductions.

Total: 30 points

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