Nursing 148 - San Jose State University
Nursing 148 Section
Spring 2011
Katherine Kinner
HB 404
408-924-1326 (o)
katherine.kinner@sjsu.edu
Lori Rodriguez
Semester 8 Chair
Office HB 403
Phone 924-3146
WELCOME TO SEMESTER 8
Congratulations! You are about to embark on your final segment of the journey toward your baccalaureate degree in nursing. I will be your clinical instructor for semester 8. My name is Katherine Kinner and I will take some time at our first clinical meeting to discuss my particular nursing journey.
Entering semester 8 does not guarantee that you will pass semester 8. Since nursing school builds on previous semesters it is our expectation that you will continue to grow and learn. The expectations are higher and the work is more intense.
This is the semester you make a transition from being a student to being an autonomous practitioner. You are still, of course, a student and the transition will be supported by your clinical preceptor. You will work his/her schedule and his/her shift. You must complete a minimum of 120 hours which is 15 – 8 hour shifts (Plus your orientation day). I will visit you intermittently at your clinical site.
Here are a few suggestions to help you out
• Read (1) the “ALL” 148 Reader (available at the print shop, on my faculty web page, and on D2L), (2) this course reader, and (3) the assigned agency Packets. Read the objectives carefully. There are several projects and expectations that you are required to meet.
• Follow the directions. In some cases, I have and/or will modify some of the expectations as we go along. Pay attention. That is how you will know if they directions have been changed.
• We will meet regularly throughout the semester for a total of 15 hours. You will have an opportunity at the first meeting to suggest topics areas you would like covered during these sessions. Some conferences will allow time for group discussion of your nursing experiences. In addition, we will meet intermittently with other N 148 students for more formalized instruction.
• Be patient about getting your clinical assignment. The organizations we work with do not have us as their #1 priority. Sometimes we will be several weeks into the semester before you actually get your assignment.
• We have been assigned to work at O’Connor Hospital. If you are assigned to a preceptor who rotates their shift, you are expected to rotate.
• Communicate with me. I am very open to sharing information, providing coaching, and assisting with problem solving. I am on campus frequently with office hours on Wednesdays and by appointment. Email me, call me, set up an appointment. DO NOT GET OUT OF COMMUNICATION WITH ME.
• If there is a crisis, let me know immediately. A crisis is something that will alter the course of your experience of semester 8. It could be a family issue, a health issue, a clinical issue, or a life issue. It is my experience that crises happen. It is how they are handled that determines the outcome for you.
Greensheet
SAN JOSÉ STATE UNIVERSITY
School of Nursing
NURS 148: Nursing Practicum V – 3 units
COURSE DESCRIPTION
Independent, precepted experience with a wide range of clients in a variety of settings. Use a systems approach to research, leadership management, theory and beginning clinical proficiency, in collaboration with other health care members.
PREREQUISITE
Completion of Semester 7; all non-RNs must successfully pass NURS 101B.
COREQUISITE COURSES: NURS 128 and NURS 138
COURSE OBJECTIVES
Upon completion of the course, the student will:
1. integrate previous nursing curriculum content and process using systems theory in providing safe care to beginning professional caseload with minimal supervision;
2. assume responsibility/accountability for patient outcomes;
3. practice safely at all times, and take corrective actions when situation warrants;
4. use appropriate research terminology to critique research articles relating to nursing practice;
5. use critical thinking to solve problems and make decisions;
6. apply research findings, reflecting flexibility and adaptability to a changing health care environment, to clinical practice;
7. evaluate the effect of cultural differences for both staff members and clients when implementing therapeutic nursing interventions;
8. collaborate with instructor and preceptor in evaluating own professional performance;
9. demonstrate the ability to manage a beginning patient/client assignment expected of a new baccalaureate registered nurse;
10. demonstrate beginning case mgt/ leadership skills, to coordinate care across settings;
11. utilize the concepts of spousal, elder and child abuse with clients in a variety of settings;
12. communicate effectively verbally and in writing with clients, families, peers, caregivers, multidisciplinary health care members, and faculty;
13. describe how multidisciplinary health care workers are utilized in agency client care management;
14. complete a professional career development activity (eg. resume);
15. apply the main concepts of a selected theory in providing client care, utilizing theories such as crisis management, nursing theory, pain theory/management as basis for theory-based therapeutic nursing interventions;
16. promote healthy lifestyle plans for individuals, families, and communities, as appropriate for setting;
17. use cost-containment when providing client care; and
18. use computer and other information systems, as appropriate for setting.
COURSE ACCOMMODATIONS
"If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment to meet with me as soon as possible or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish record of their disability."
COURSE REQUIREMENTS
1. Completion of clinical practicum with a preceptor, equivalent to a minimum of 120 hrs. of practicum and 15 hours of clinical conference
2. Critique research and present research findings to agency staff
3. Written paper using a theoretical framework and applying that framework to nursing practice
4. Self-evaluation activity according to guidelines of individual faculty member
5. Log assignment according to guidelines of individual faculty member
6. Participation in clinical conferences
7. Leadership / management experience in clinical precepted time.
TEACHING/LEARNING STRATEGIES
Varied strategies include supervised clinical practice, seminar discussions, internet-based activities and presentations. Quizzes, exams, and written work (such as care plans, papers, and/or dosage calculations) at the discretion of the individual faculty member.
EVALUATION AND GRADING
• Detailed instruction will be provided in class for written assignments.
• Evaluation is a continuous process and the responsibility of the teacher, clinical preceptor, and self-evaluation of the student.
• Late assignments are not accepted unless there has been an agreement previously with faculty member and the student.
• Satisfactory completion of all assignments.
• Grades will be assigned as Credit, No Credit or Incomplete:
The student is required to complete all course requirements and meet all course objectives satisfactory and safely in order to receive a grade of credit (CR). Guidelines for safe student practice are regulated by the Laws relating to nursing education, licensure practice, California state nurse practice act, agency policies and the current Handbook for student nurses. Unsafe nursing behaviors documented by the faculty member will be sufficient cause for a grade no credit (NC). If a student is to be absent from the practicum area, it is the student’s responsibility to notify appropriate persons prior to the assigned time.
Documentation of limitations or a health clearance, based on physical or mental health, will be required by the instructor prior to continuance in the course. Alternate courses of action for absenteeism may be negotiated between the faculty member and the student based upon agency policies for safe practice, and the student’s abilities to meet course objectives. The process is one of mutual decision making, with the faculty member having the final approval of any course of action and progression in the course.
ACADEMIC INTEGRITY POLICY – SAN JOSE STATE UNIVERSITY:
Academic integrity
Students are expected to be familiar with the University’s Academic Integrity Policy. Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity and other resources related to student conduct can be found at .
All SJSU Policies in the Catalog, Schedule of Classes, and Academic Senate apply to this course (see )
Please note, policies related to Academic Integrity, S02-04 and S03-7, can be found at
and .
With the increased use of the internet, frequently students unknowingly violate the plagiarism policy. At SJSU, plagiarism is the act of representing the work as one’s own without giving appropriate credit. It includes incorporating the ideas, words, sentences, paragraphs, or parts thereof, without giving appropriate credit.
Prior to completing assignments for this course please go to: and read the complete description of plagiarism. You should also see the SJSU Library Tutorial on Avoiding Plagiarism at . If you have any questions regarding Academic Integrity, please ask the faculty for clarification.
POLICY STATEMENT ON PRE-CLINICAL DOCUMENTATION
All clinical students must submit to the instructor copies of written documentation of each of the following prior to the first clinical experience every semester. Students will not be allowed in the clinical setting without this documentation. Coverage must extend throughout the semester.
• Current CPR (Level “C” of the American Heart Association),(CPR for the Professional Rescuer from American Red Cross), recertification, completed within at least 12 months, not two years.
• Health insurance coverage.
• Copy of the student malpractice insurance policy (not receipts).
• Negative PPD within the past 12 months or if positive PPD, proof of a negative chest-X-ray will be required once during the program, unless circumstances warrant a repeat chest film.
• Verification of current rubella, measles, diphtheria, tetanus (within last 10 years) and Hepatitis B vaccination series, other requirements as requested by the agency, e.g.: Varicella.
• Complete health statement (School of Nursing form) on file with the School. An updated medical clearance is required if changes have occurred since initial health statement obtained.
• SERUM BLOOD TITER REQUIREMENT: BEGINNING FALL 2008 THE OFFICIAL SCHOOL OF NURSING’s ACCEPTABLE DOCUMENTATION FOR THE FOLLOWING WILL BE POSITIVE BLOOD TITERS, in addition to required IMMUNZATIONS.
• Varicella [i.e., Chicken Pox]
• Mumps
• Rubeola
• Rubella
• Hepatitis B Antibody
• [ Polio is required only if students have not had immunizations or gone to school in US]
• The student will still need their PPD (Tuberculin Skin Test ) ---initially, a 2 step process & if negative, then annually…Guidelines for 2 step are discussed in the clinical documentation guidelines and the immunization materials
REQUIRED TEXTS
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.) Washington, C: Author.
Nursing practice act with rules and regulations. (most current). Sacramento, CA: California Board of Registered Nursing.
Agency/instructor packet in the A.S. Printshop.
Appropriate texts, articles, and resources for clinical preceptorship (clarify with instructor).
RECOMMENDED TEXT
Simon & Shuster Handbook for Writers (2007). Eds Lynn Quitman Toyka and Douglass Hesse, 8th edition. Upper Saddle River, New Jersey: Person.
Attention All Nursing Students - Uniform Policy
Beginning Spring 2003 semester, our School of Nursing instituted a policy regarding Standardization of Nursing Students’ Apparel and Related Issues including 12 Standards required for all new students admitted for Spring and students completing Semester 3 began Semester 4 courses in Spring 2003. As of 2008 these guidelines are now required for all students.
Standard 1
Grooming:
• Impeccable (i.e. daily bathing, clean hair, clean uniforms, clean shoes, etc.)
Standard 2
• Jewelry
• Rings-1 simple
• Earrings – 2pairs per ear maximum only; small studs
• Necklaces - none visible
• Bracelets – none
• Watch-with second hand or digital
Standard 3
• Hair
• Conservative style and color, no bright colors (e.g. purple, green) mid-length: pinned or pulled back behind ears; long hair: back and off collar; hair accessories match hair colo; me: short mustaches and shot, cropped beards permitted
Standard 4
• Make-UP:
• Conservative
Standard 5
• Body Piercing/Tattoos:
• Nothing visible (remove and/or cover with banc aids and/or clothing)
Standard 6
• Artificial Nails
• Not permitted
Standard 7
• Nail Polish:
• Nails: clean short, and filed
• Polish: clear and/or neutral colors permitted, unless agency requests “no polish”
Standard 8
• Underclothing
• Nothing visible through uniforms
Standard 9
• Shoes
• Clean, mostly white; closed toes
• Check with instructor (Most do not recommend clogs)
Standard 10
• Photo Identification:
• Tower cards imprinted with NURSING STUDENT to be attached to a SJSU Lanyard
• Most hospitals are requiring that you carry their ID-nametag
Standard 11
• Patch:
SJSU School of Nursing design, for left arm of lab coat/jacket (optional)
Standard 12
• Hospital Uniforms (Check with instructor for individual unit requirements)
Tops (Student may choose type):
Navy – uniform top, scrub and/or polo style (Acute Peds: consult instructor
Bottoms (Student choice of style, and or color; No Jeans)
Navy – uniform bottom (skirt or pants), and/or scrub pants
White – uniform bottom (skirt or pants), and/or scrub pants
• Lab Coat
Regular white lab coat or white jacket with pockets for leaving unit and/or in community based settings
• Community Uniforms
Professional dress and shoes (white lab coat or white jacket with opkets optional) setting specific: consult instructor
SAN JOSE STATE UNIVERSITY
School of Nursing
The Professional Safe Practice Policy for SJSU Nursing Students
Providing safe nursing care for clients is an ethical and legal responsibility for professional nurses. In the School of Nursing (SON), this includes both faculty and students. This policy covers situations in all the clinical settings. Safe clinical practice is mandated by the California Board of Nursing’s (BRN) Nurse Practice Act () and supported by the American Nurses’ Association and other professional nursing organizations. Individuals who do not meet the stated professional standards for ethical and legal conduct in a clinical setting are held accountable to the School of Nursing’s policies/procedures. Procedures are identified within the School of Nursing for sanctions. The School of Nursing (SON) seeks consultation with the California Board of Registered Nursing (BRN) on matters that affect nursing practice and those that challenge ethical standards, criminal conduct, unsafe clinical practice, and/or potential legal standards of the profession. Unprofessional conduct, in any clinical venue related to the School of Nursing is grounds for disqualification from the nursing major.
If the student fails to maintain professional conduct, or if the student is considered unsafe by the faculty and/or the agency in which the student is placed for clinical practice, that student is removed from the setting. If the student is not able to complete the course objectives, this constitutes a NO CREDIT for the course. Dependent on the specific circumstance, and if allowed, the clinical course may be repeated one time if a similar clinical experience can be arranged with another agency, and a faculty member will assume the responsibility for the student's learning experiences (Refer to the School’s current policy for grievance and disqualification). Unsafe clinical practices of this nature are carefully managed at the administrative level so that the student is provided with a maximum learning opportunity while the client (the recipient of care) is adequately protected.
If, in the opinion of a designated SON faculty committee/s (e.g. Curriculum Coordinating Committee, Semester Curriculum Committees, Executive Committee, etc.) the student cannot provide safe care for clients or if the student fails to follow ethical/legal guidelines of the profession, then disqualification from the major will be recommended. When that occurs and if the student so desires, he/she must follow the University’s policy and procedures for grievances which are outlined in the University Catalog, and/or the University’s catalog on the website. Students will be oriented to these safe clinical practice policies during the first semester of enrollment in the major, and both faculty and students will be responsible for reviewing the policy prior to beginning clinical rotations. All beginning nursing students must purchase the Student Handbook; this document delineates these policies. Drug testing and criminal background checks are required for all nursing students before beginning clinical rotations.
POLICY:
1. A student whose behavior or pattern of behavior is found to be unsafe may be terminated from a clinical practicum for reasons of unsafe practices at any time during the semester and will receive a grade of "no credit" for the clinical course.
2. If a student fails to maintain professional conduct in clinical, the student may be disqualified from the program, or other sanctions may be determined by appropriate parties.
DEFINITIONS:
The student will demonstrate professional behaviors which follow the legal and ethical codes of nursing; promote the actual or potential well-being of clients, health care workers, and self in the biological, psychological, sociological, and cultural realms; demonstrate accountability in preparation, documentation, and continuity of care; and show respect for the human rights of individuals. Indicators to be used as guidelines for evaluating safe practice and professional conduct include the following:
1. Regulatory: The student practices within the boundaries of the California State Nurse Practice Act, the guidelines and objectives of the School of Nursing, and follows the rules and regulations of each health care agency. Examples of unsafe practice include, but are not limited to, the following:
a) failure to notify the agency and/or instructor of absence on a clinical day.
b) failure to adhere to the SON dress code.
c) presenting for clinical practicum under the influence of drugs and/or alcohol.
d) failure to make up missed clinical experiences, if required to do so.
e) habitual or unexplained tardiness to clinical agency.
f) excessive utilization of faculty time to ensure safe practice by one student to the detriment of other students in the clinical rotation.
g) inadequate and/or poor preparation; and/or understanding of nursing care,patient's medications or patient's nursing needs, etc.
19. Ethical: The student practices according to the American Nurses’ Association’s(ANA) Code of Ethics, Standards of Practice, and the California State Nurse Practice Act. Examples of unsafe practice or unethical behaviors include, but are not limited to the following:
a) refuses assignment based on client's race, culture, or religious preference.
b) inappropriate nursing care in any assigned activity related to clinical practice.
c) ignoring unethical and/or illegal behavior(s) of other health care providers in the clinical setting(s) which affects client welfare.
20. Biological, Psychological, Social, and Culture Realms: The student's clinical practice meets the total needs of the human system from a biological, psychological, sociological, and cultural standpoint. Examples of unsafe practice or violations of the safety policy include, but are not limited to the following:
a) failure to display stable mental, physical, or emotional behavior(s) which may affect others' well being.
b) failure to follow through on suggested referrals or interventions to correct deficit areas which may result in harm to others (deficit areas defined in (3a) above).
c) acts of omission or commission in the care of clients, such as, but not limited to: physical abuse; placing in hazardous positions, conditions, or circumstances; mental or emotional abuse; and medication errors.
d) unprofessional or inappropriate interpersonal relationships with agency staff, co-workers, peers, or faculty resulting in miscommunications, and/or disruption of client care and/or unit functioning.
e) lack of physical and/or mental health necessary for carrying out comprehensive nursing care.
f) placing fellow clinical classmates, faculty, and/or staff at personal and/or professional risk.
21. Accountability: The student's clinical practice demonstrates safe practice in the responsible preparation, documentation, and promotion of continuity in the care of clients. Examples of such unsafe practice include but are not limited to the following:
a) failure to provide concise, inclusive, written and oral communication.
b) failure to accurately record comprehensive client behaviors.
c) failure to report questionable nursing practices.
d) attempting activities without adequate orientation or theoretical preparation or appropriate assistance.
e) dishonesty.
f) lack of preparation by student to provide safe care for clients.
22. Human Rights: The student's conduct shows respect for the individual, client, health team member, faculty, and self, including but not limited to the legal, ethical, and cultural realms. Examples of unsafe practice include but are not limited to the following:
a) failure to maintain confidentiality of interactions.
b) failure to maintain confidentiality of records.
c) dishonesty in relationships and/or in actions.
d) utilization of stereotypical assessments which are detrimental to patient care.
e) failure to recognize and promote every patient's rights.
f) failure to report client abuse across the lifespan or abuse related to other
g) professionals.
PROCEDURE:
A student whose behavior or patterns of behavior endangers the safety or threatens
the integrity of a patient, peer, staff member, clinical instructor, faculty member, or agency personnel will be given a verbal and written warning by the primary clinical instructor, and/or by the School of Nursing Director. Potential life-threatening episodes require immediate actions, and the procedure listed below may not be realistic, as they relate to procedure itemsC-1-c through C-1-g (as listed below). Documented evidence from the student, faculty, and staff will be considered in the decision of whether to terminate a student from a clinical practicum and/or further action is needed to determine if disqualification from the nursing program is warranted.
1. The primary instructor in a clinical course will:
a) provide instruction, guidance, and interpretation of objectives during the clinical experience.
b) suspend the student from the clinical practicum if the issue of safety is of significant magnitude affecting one or more parameters of safe clinical practice and/or jeopardizes the well-being of patients, staff, or peers until a decision has been obtained through the conflict resolution process.
c) document patterns of behavior related to attainment of clinical objectives. Documentation may include direct observation by the clinical instructor as well as agency personnel and patient comments, as appropriate. Written work will also be evaluated.
d) give a verbal and written warning for patterns of behavior that are not safe. To that end, the instructor will:
1. provide specific facts of problem areas or deficiencies in relation to course objectives, evaluation tool(s), and performance.
2. delineate corrective action and expected outcomes in writing with copies given to the student and the clinical instructor. One copy will also be placed in the student's file in the School of Nursing Office. The student and the clinical instructor must sign the written warning. If the student does not sign, the clinical instructor will then document that the student had the opportunity to sign the warning and refused to do so; pertinent discussion at the time that the student read the written warning should also be documented. Copies will be provided to the Semester Curriculum Chairs, Retention Coordinator, Undergraduate Coordinator and School of Nursing Director.
3. set a specific time for a change in the behavior to be accomplished.
4. e. re-evaluate progress: If positive attainment of expected outcomes is achieved, then the student will be allowed to continue with the clinical course. The written warning may not be removed from student’s file.
5. provide the student an opportunity for input and/or data regarding the evaluation of his/her clinical performance.
6. consult with the Semester Curriculum Chair and/or School Director as needed for problem-solving and guidance.
San Jose State University
School of Nursing
Nurs 148 – Nursing Practicum
Clinical Resource (Preceptor) Agreement
GOAL:
The goal of the clinical resource (preceptor) agreement is to provide an educational experience that allows the student to meet the course objectives in a mentorship relationship. The clinical resource nurse, faculty and student coordinate efforts during the experience. The faculty person is responsible for the educational process; the clinical resource (preceptor) nurse provides direct guidance in the selection of the clinical assignment; the student plans and activates learning activities to meet personal and course objectives
THE FACULTY MEMBER WILL:
1. Approve student written goals and objectives
2. Meet with student and preceptor initially to plan the students’ clinical experience. This meeting can occur on the telephone.
3. Be available while student is in clinical area for consultation and assistance with clinical assignment as needed by student and requested by the preceptor.
4. Initiate appropriate face-to-face meetings for the preceptor, faculty, an student to be held at the middle and end of the semester or any other time as necessary.
5. Provide a copy of the “Greensheet” (course description and objectives) and course activities. These will be filed on the unit.
6. Provide immediate consultation and/or support of the preceptor especially when needs or problems are reported.
7. Provide a form to the preceptor for the mid-term and final evaluation input about the students’ performance
8. Assign a final grade to the student.
THE STUDENT WILL
1. Wear a San Jose State University nursing uniform. The uniform consists of a navy blue or white top with white or navy slacks or skirts. The only exception to this is if the facility requires a different uniform for certain areas. This may also be waived in some public health settings.
2. Act professionally at all times and be on time for clinicals and conferences.
3. Complete a minimum of 120 hours under the supervision of the assigned preceptor.
4. Write a short summary of previous experiences and goals and objectives for the clinical experience.
5. Present a copy of the learning goals and objectives to the preceptor and negotiate them with all three parties.
6. Write the appropriate other goals and objectives as needed which shows plans for growth in learning
7. Be responsible for meeting course and individual learning objectives.
8. Develop and add to the nursing care plans on all assigned patients.
9. Progressively be able to handle a patient load as expected of a new graduate.
10. Make sound judgments and provide safe care.
11. Provide rationale for care given at all times
12. Follow agency procedures and policies
13. Have a midterm and final evaluation with preceptor and faculty.
14. Call the unit as early as possible to report illnesses and absences.
15. Request assistance when help is needed from preceptor and faculty member.
16. Participate in on going evaluation process including conferences with clinical resource nurse and instructor and written self-evaluation at the end of the semester.
THE PRECEPTOR WILL:
1. Review and give input into the contractual agreement with the student for the learning experiences
2. Assist the student in selecting experiences that fit the individual and course objectives
3. Contract with the student for specific times for consultation and evaluation.
4. Provide answers about procedures, policies, protocols, and unit rules.
5. Provide objective, immediate and ongoing feedback to both student and faculty during the learning process.
6. Prepare a written mid-term and final evaluation of student learning and experience on a form provided by the faculty.
7. Meet jointly with faculty and student at appropriate times for the evaluation of the student.
8. Remove the student from the clinical setting if the preceptor feels the student is unsafe or unprofessional. Notify the instructor as soon as feasibly possible.
SAFETY ISSUES
The following drugs must be double checked with an R.N.
• Insulin
• Heparin
• Coumadin
• Digoxin
• TPN solutions
• IV additives such as potassium, aminophylline, dopamine
All narcotics must be checked out and cosigned by an RN.
All IV medications must be checked out for mixing and administration with the preceptor.
The student cannot:
• Take verbal orders
• Give IV push medications (Preceptor must be in attendance and supervising
• Sign off orders
• Give investigational drugs
• Administer chemotherapy
• Perform arterial sticks
• Administer blood
• Witness permits
• Have the narcotic pyxis machine code
• Students assigned at SCVMC must have preceptor supervise them when doing a fingerstick.
Over time many preceptors have asked about best practices when working with students. Here are a few we have gathered out of research.
Once the student has received their assignment and is gathering their information, ASK them:
• What are you most concerned about?
• What is the patient at risk for?
• What are you planning to do to minimize the risk?
Sometimes the student will come up to you and tell you what is happening and then ask “What should I do?” We suggest that you respond to the student by saying,
• “What do you think you should do?”
• Along with this, feel free at any time to ask the student, “What are you going to do?”
• Students in general are reluctant to “do” without checking it out with you. It is OK to do this, but make the student think and don’t keep telling them what to do. This is what they are here to learn.
NURS 148-San José State University
SCHOOL OF NURSING: EVALUATION BY CLINICAL PRECEPTOR
Name of Student _______________________________ Instructor __________________
Preceptor _______________________________Agency/Hospital_____________ Unit___________________
| |Midterm Evaluation |Final Evaluation |
|Date of in-person meetings with | | |
|faculty/preceptor/student | | |
|Number of shifts worked with student | | |
DIRECTIONS: Please rate the above student for the following behaviors by circling the number in the column to the right of each statement according to the following rating scale. Written comments are especially welcome.
O Circle item #s for MIDTERM evaluation
□ Place a square around item # for final evaluation
3 Student can do this and usually does so, without assistance.
1 Student sometimes does this, but needs assistance or supervision.
0 ***Student is not doing this, not able to do this, or is not doing so consistently.
N.O. Not observed or situation did not present itself
Acute Care Preceptorship Scoring System
(3= Sat.: Satisfactory ; 1= Min. Sat: Minimally Satisfactory; 0= Unsat: Unsatisfactory)
Satisfactory Min. Unsat.
3 Sat. 1 0
|SAFETY | | | |
|1 |Practices safely at all times |3 |1 |0 |
|2 |Immediately, alerts preceptor to unsafe situations for client and takes appropriate action(s) - e.g. |3 |1 |0 |
| |med/IV error/fall, etc | | | |
|3 |Willing to look things up and go home and do preceptor- assigned homework, as preparation for future |3 |1 |0 |
| |pt’s care | | | |
|4 |Administers IVs & meds with accuracy and understands uses/ actions/pharmacokinetics/side |3 |1 |0 |
| |effects/implications/interactions/ teaching | | | |
|5 |Reviews all meds with preceptor, prior to giving |3 |1 |0 |
|6 |Safely and correctly calculates accurate dosing of meds/ IVs |3 |1 |0 |
|7 |Practices infection control policies consistently |3 |1 |0 |
|COMMUNICATION | | | |
|8 |Caring, attentive, and responsive attitude toward patients |3 |1 |0 |
|9 |Always asks preceptor, if has questions, prior to doing (…once student has done his/her own |3 |1 |0 |
| |research/fact finding/data collection) | | | |
|10 |At end of shift, reflects with preceptor, the day’s time mgt. plan and priorities/rationales and plans|3 |1 |0 |
| |for improvements | | | |
|11 |Communicates well b/t self and preceptor |3 |1 |0 |
|12 |Communicates appropriately and acts professionally with patients and families |3 |1 |0 |
|13 |Communicates with other staff appropriately |3 |1 |0 |
|14 |Communicates appropriate information in report (i.e., SBAR) |3 |1 |0 |
| |Handles perceived stresses, such as fear of harm due to inexperience and lack of knowledge, and | | | |
|15 |feeling overwhelmed by sharing concerns and by seeking preceptor’ feedback |3 |1 |0 |
| |Prompt and notifies agency/preceptor/faculty prior to start of shift if unexpected absence |3 |1 |0 |
|16 | | | | |
|17 |Respectful and courteous to all |3 |1 |0 |
| |Initiates appropriate actions in emergency situations, and in emergency situations that require |3 |1 |0 |
|18 |immediate actions, consults quickly with preceptor for further guidance | | | |
|19 |Requests and utilizes preceptor’s feedback |3 |1 |0 |
|20 |Open to constructive criticism |3 |1 |0 |
|21 |Works cooperatively as a team member |3 |1 |0 |
| | | | |
|LEADERSHIP/ADVOCACY | | | |
| |Does what is “right” for the client, or questions when things do not seem appropriate (i.e., |3 |1 |0 |
|22 |meds/orders/ interventions/ psychosocial issues, etc) | | | |
|23 |Assertive in advocating for quality patient care (i.e., special dietary needs, elderly advocate, |3 |1 |0 |
| |preventing surgical complications, etc.) | | | |
|24 |Recognizes own limits and seeks assistance when appropriate |3 |1 |0 |
|25 |Clarifies responsibilities and seeks assistance when needs to |3 |1 |0 |
| |Assumes responsibility for past learning and will look up unknown information, without heavy cueing |3 |1 |0 |
|26 |(i.e., is inquisitive) | | | |
| |Daily assuming greater individual responsibility and independence for care & working up to a beginning|3 |1 |0 |
|27 |new nurse pt. load | | | |
| |Recognizes when demands are exceeding student’s own capabilities, and takes appropriate action |3 |1 |0 |
|28 | | | | |
|29 |Acts professional at all times; conforms to SJSU uniform guidelines |3 |1 |0 |
|30 |Accepting of and takes appropriate action, based on preceptor’s constructive comments |3 |1 |0 |
|31 |Follows agency’s rules, policies, procedures guidelines |3 |1 |0 |
|32 |Seeks new experiences |3 |1 |0 |
| | | | |
|NURSING PROCESS | | | |
|33 |Accurately analyzes and evaluates pathophysiological processes |3 |1 |0 |
|34 |Sets appropriate priorities, based on clinical situation |3 |1 |0 |
|35 |Implements standards of care as guiding principles of care |3 |1 |0 |
|36 |Daily synthesizes data from a variety of sources (i.e., chart/ pt./ assessments/ MD/ lab/ etc). |3 |1 |0 |
|37 |Uses sound clinical reasoning for patient’s plan of care issues and shares this with preceptor in a |3 |1 |0 |
| |timely manner | | | |
|38 |Admits and discharges clients with minimal supervision |3 |1 |0 |
|39 |Accurately performs and documents assessments / findings |3 |1 |0 |
| |Looks up and integrates daily labs/tests/ and treatments with pathophysiology, medical and nursing | | | |
|40 |diagnoses for comprehensive care planning and implementation |3 |1 |0 |
|41 |Alert for and recognizes changes in client’s condition |3 |1 |0 |
|42 |Integrates pt’s & families’ cultural needs into plan of care |3 |1 |0 |
|43 |Includes psychosocial needs into daily plan of care |3 |1 |0 |
|44 |Incorporates patient/ family teaching into nursing activities |3 |1 |0 |
|45 |Includes health promotion and disease prevention into patient/ family teaching |3 |1 |0 |
|46 |In preparation for discharge, evaluates patient’s needs and strengths and provides necessary teaching |3 |1 |0 |
| |and resources planning | | | |
| | | | |
| | | | |
|KNOWLEDGE | | | |
| |Uses evidenced-based practice to plan care (i.e., uses position statements, clinical practice | | | |
|47 |guidelines, procedure guidelines, journals and texts, manuals, ect. ) |3 |1 |0 |
| |Sorts out relevant from irrelevant data (i.e., sudden changes in vital signs or O2 sat. levels, | | | |
|48 |etc--- seen as important) |3 |1 |0 |
|49 |Weighs alternatives before reaching a decision for action |3 |1 |0 |
| |Uses resource information immediately accessible in clinical- to do data collection (i.e., Diagnoses/ |3 |1 |0 |
|50 |assessments/ meds/ lab/ etc.) | | | |
| |Performs technical tasks competently; reviews procedure with preceptor prior to doing |3 |1 |0 |
|51 | | | | |
|TIME MANAGEMENT/PRIORITIZATION | | | |
|52 |Completes work in a timely fashion (meds/tasks/charting/report/etc.) |3 |1 |0 |
| |Takes no longer than expected time for nursing procedures and activities |3 |1 |0 |
|53 | | | | |
|54 |Manages time/ workload effectively-similar to beginning new RN |3 |1 |0 |
|55 |Uses work time well |3 |1 |0 |
√ By the end, can safely manage a beginning new staff nurse patient load in this area:
(CIRCLE @ final): YES NO
Student’s Printed Name: _____________________________Printed Name___________________
Preceptor's midterm comments: (DATE:____________) ***Address any scores of 0 (Zero)
PrecEptor’s Final EvALuation Comments: (Date______________) ***Address any scores of 0 (Zero
San Jose State University
School of Nursing
Student Agency Form
Agency:__________________________________
Address:__________________________________
Main Hospital Phone Number: ________________
Your Assigned Unit: __________ Unit phone #__________
Prior to beginning clinical for this agency, you are required to read the information in the agency’s packet.
Most hospitals have the following requirements. Make sure you have completed them before you start and you have turned in any packets that require completion.
|Please check off the items you have completed |
| |Obtaining security ID badge from facility |
| |Parking restrictions and sticker if required |
| |Computer education |
| |Confidentiality Statement (HIPAA) |
| |Any special Uniform requirements |
| |Any required pre-tests |
| |San Jose State University Tower Card (for backup) |
Return this form to your instructor when you have completed it.
Guidelines for Goals and Objectives Writing
Due: A draft of student learning objectives is due no later than the first conference and can be turned in earlier. Students cannot to go to clinical until a final draft of their objectives is approved.
Purpose: The purpose of this activity is to focus you on particular performance outcomes as you learn the practice of nursing. An objective is a statement explaining what you specifically want to learn this semester. It should include how to you intend to accomplish it and by when.
By completion of this activity, each student will:
8. Produce a list of 3-5 main performance goals with subsets of objectives for your clinical preceptored experience. This list is to be turned into the instructor prior to the beginning of the clinical experience.
9. You should review the course evaluation tool prior to writing these objectives and be sure that your objectives are in line with (but not a copy of) the course objectives that will be a part of your evaluation.
Directions
10. Goals and objectives are composed of an active verb with objective outcomes. The goal statement tends to be more general., such as:
I will integrate multidisciplinary communication with staff, precept and instructor.
23. As a subset of objectives to this goal statement you might include :
• (1) I will chart with 100% accuracy
• (2) I will give and receive report with 100% accuracy
• (3) I will review my patient assessment with my preceptor
• (4) I will be open to coaching and feedback about my performance;
• (5) I will report changes in the patient’s conditions immediately;
• (6) I will seek out experienced resources before performing any procedure I am unsure of or don’t know;
• (7) I will seek clarification on any orders, medications, lab values, policies I am unsure of;
• (8) I will develop a weekly update of detailed notes and keep it in a log;
• (9) I will email these notes to my instructor and share them with my preceptor (required);
• (10) I will answer my instructor’s comments and questions on my submitted log and bring the revised hard copy to conference (required).
24. Goals and objectives are not the same as the course objectives, yet you may use the course objectives as guidelines for writing your goals and objectives. What you are writing are your personal objectives for your apprenticeship. Therefore, they should be written in the 1st person.
25. It is suggested that your write 3-5 main goals related to general nursing practice such as goals around safety, communication, leadership, ethics, culture, etc. Then break them down into observable or measurable behaviors as in direction #1.
SUBJECT : Will always be “I” will…
CHOOSE AN ACTIVE VERB
|Prioritize |Safely and correctly Administer |Differentiate |
|Deliver care |Integrate |Select |
|Report to |Arrange |Formulate |
|Communicate with |Assemble |Set up |
|Offer alternatives |Analyze |Implement |
|Assess and record |Calculate |Apply |
|Write or develop a care plan |Calculate |Develop |
If you use a verb like recognize, accompany it with an action verb like recognize and respond, recognize and report. It does no good if you assess or recognize and do nothing about it.
Indicate how much of the time you want to do this: all the time, 80% of the time. Some things are like flying an airplane, you don’t want to land safely 80% of the time. i.e. You should not write, “I will give drugs safely and accurately 75% of the time!
So, here are some examples of statements that would be weekly objectives
(I) will safely and correctly administer all assigned IV push medications on my patient, only with the agreement of my preceptor AND him/her in attendance
(I) will prioritize patient care needs using a triage type system, and verify correct prioritization with my preceptor, until he/she has checked me off in this area
(I) will include patients in planning their own care by listening to their needs and incorporating suggestions into the plan of care at least 50% of the time.
These do not work…
• "Use cost containment when providing care"-This is a course objective, not to confused with a learning objective for YOU. You can specify ….I will use cost containment efforts when working with a patient by charging all supplies used to the patient and not taking extra unneeded items out of stock and discarding them.
• "Use critical thinking to solve problems and make decisions" – This is a course objective, not to be confused with a learning objective for YOU. ….try breaking down critical thinking into behavioral terms first. For example weigh and discuss potential alternatives of care with my preceptor.
• "To Learn to prioritize the needs of the patient"….WAY TOO GENERAL AND BASIC….see example above on prioritization.
• "To identify patient teaching needs of the postoperative patient"….I am sure this was an objective from an earlier semester. Can you think of ways to make it a semester 8 objective?
• "To practice observing side effects of various drugs." Come on, you are on your own in 3 months
Your objectives should be crisp, sharp and clear. Spelling out to your preceptor and instructor exactly what you want to get out of this last clinical experience. They are a reflection of your ability to articulate.
You can only share your objectives with your preceptor once they have been Ok’d by me. If you have questions about this, ASK ME.
Time frame: In some cases you want to accomplish the objective by the end of the semester. In other cases, you want to complete it during week one or some other specific time frame. For example, I have a requirement that you engage your preceptor in a discussion about them during your first or second meeting. You might want to write an objective for this
“By the end of week one of clinical, I will converse with my preceptor to determine his/her background, school and work history, and belief system as evidenced by an entry into my journal.”
Accountability: How are these objectives to be measured? The next part of your statement should indicate either the percentage of time you are going to be doing this or the way someone else could measure your performance. Indicate how much of the time you want to do this: all the time, or 80% of the time, etc. Some things are like flying an airplane, you don’t want to land safely 80% of the time.
So, here are some examples
(I) will safely and correctly administer all assigned IV push medications on my patient, with my preceptor in attendance (the word “all” means 100%)
(I) will prioritize patient care needs using a triage type system, and verify correct prioritization with my preceptor, until she has checked me off in this area
(I) will include patients in planning their own care by listening to their needs and incorporating suggestions into the plan of care at least 50% of the time.
Ten well written objectives are more valuable than 30 general, non measurable objectives.
Here are some SUBJECT areas appropriate for semester 8 and that I would like you to focus on
• Leadership,
• Patient Advocacy,
• Ethics,
• Integration of theory, skills, and ethics,
• Communication,
• Patient Safety (always, but be specific)
• Evidence based practice
• Nursing sensitive indicators
• Health literacy
• Conflict resolution
• Utilizing human resources in the clinical unitWeek One
Journal Notes
You are required to keep a journal of your clinical experiences. The purpose is to allow me to see how things are going and to chronologically record your experiences through the semester. Here are the guidelines that you should follow when writing. I CANNOT STRESS ENOUGH THE IMPORTANCE OF THE JOURNAL. By the end of your clinical experience entries should reflect the integration of previous learning from theory, process, and skills using systems theory in providing care, completing papers and projects.
1. Within day 1 or 2 of clinical I want you to write in your journal about your preceptor: where he/she attended school, experience as a nurse, and experience as a preceptor, what they find most challenging and rewarding in their current position. Reflect in this journal entry why it is or is not important to have this conversation with your preceptor.
2. Beyond the first entry, your daily entry needs to include examples of meeting your goals /objectives for the practicum; how you felt about your interactions with patients, families or staff; problems, dilemmas, or challenges that you encountered and how you have learned from them. And address one of topics on the list in #3.
An unacceptable entry would be: " Took care of 4 patients, gave meds, updated all care plans." Please think beyond a list of tasks. As a baccalaureate nurse you should be able to write journal entries that incorporate scientific and nursing theory, ethics and values, and skilled know how.
An acceptable entry would include discussion of interactions with a patient, a situation that illustrates your listening skills or critical thinking skills, situations where you recognized a breach of ethics, unsafe conditions and/or any time you advocated for the patient. Advocacy requires not only knowing what you are doing, but intervening in ways that may put you at risk.
The first paragraph of your journal entry should introduce the patient (s) that you cared for and be a summary as you would give in report. “Mr. S. Is a 52 y.o Vietnamese, non-English speaking male admitted with ESRD….etc. just like you would say in report. Write everything that you told the oncoming nurse in report.
Going over lab data and respirator settings help you study for the NCLEX and sharpen your skills. The lab data should not just be listed, but you should be able to explain what your concerns are for the patient. Don’t be afraid to be very detailed in your journal entries. Whether they sometimes focus on the technical or they are reflective, the idea is to think and put it in writing.
At the end of each journal entry you should reflect on what you have learned. Synthesize what occurred and think about what it means to you as you build your practice. Some students write this section at the end of each patient presentation. So if they are taking four patients by the end of the semester, the journal entries may include what you have learned from each patient interaction.
3. Incorporate one of the following into each journal. You do not have to do any additional research other than focusing on one of these topics related to the particular patient that you took care of.
|Topic – Choose 1 per week, they do not have to appear in any order. You may choose 1 topic a maximum of 2 times. It is not |
|necessary to write on every topic. |
|Cultural differences: recognition of cultural preferences, |Health literacy: Patient and family teaching with the desired |
|demonstration of cultural competence |outcome met |
|Evidence based care – applied to practice |The leadership role; taking initiative |
|Nursing sensitive or quality indicators being measured on your |Pain management issues, challenges, problems, differences of |
|unit and how you incorporate the fall risk, dvt, skin, etc. |opinion |
|assessments, | |
|Case management: How you get the case manager involved in the |Spousal, elder or child abuse; recognition of neglect or |
|care of one of your patients or how the case manager is already |potential for neglect |
|involved. | |
|Multidisciplinary, interdisciplinary communication or conference |Patient advocacy: relate a story where you advocate for the |
|to address a problem |patient |
|Health promotion activities: referral or do it yourself |Discussion of how finance and costs are affecting care |
|Computer systems and the use of technology |Errors or breakdowns in practice |
4. Write your journal notes on each practicum day. And you must get them to me within 2 days. Failure to do so will result in an unsatisfactory at midterm. Submit them on the D2L site for our section (preferred) or email them to me at katherine.kinner@sjsu.edu
5. I will also do my best to give you feedback about the journal itself and its content in a timely way.
6. Your journal entry is a reflection on your practice. If you are turning in a superficial, task oriented journal entry each week and not showing growth and improvement, an understanding of "being a nurse" and ethics, and an ability to synthesize data, there is a strong likelihood that you will not pass N 148. This rarely happens and I find that my students respond well to coaching and instruction from their preceptor and me and they experience incredible growth in semester 8.
Assignment: The Theory Paper
Relating Theory to Nursing Practice
San Jose State University School of Nursing
Nursing 148
For additional information see the theory module on D2L
Purpose: To help the student understand the relationship between theory and practice
Objectives:
By the end of this activity, the student will:
1. Explain (define and discuss) a chosen theory or conceptual model
2. Describe how this theory was applied in a clinical situation
3. Identify the strengths and limitations of the theory
Directions:
1. Choose a theory or conceptual model that relates to your own clinical nursing practice. You may select a middle range theory developed by a nurse theorist or another theory that relates to your professional practice. References available in the MLK Library or NLRC may be helpful in locating these three references related to your chosen theory.
2. Identify and discuss the major concepts and sub-concepts of the theory you have chosen. Use your own words as much as possible so that you demonstrate that you understand the theory and how the concepts inter-relate. You may use diagrams or drawings to help make your discussion clearer.
3. Discuss a clinical experience from N148 in which you applied this theory. Describe the clinical situation using the language of the theory or model. Include your nursing interventions that were guided by the theory.
4. Using the theorist’s terminology or language of your chosen theory, identify the criteria by which you would evaluate whether your interventions were successful. This process may take some thinking.
5. Critique this theory or conceptual model in terms of its usefulness for nursing practice. Be sure to include both the strengths and the limitations of the model.
6. Format: The paper must be typed in APA format, and grammatically correct with correct punctuation. Length of papers varies depending on the complexity of the theory and the clinical situation. Generally, papers average around 6-12 pages. Use a minimum of 3 references. References are to be annotated, that is, include a short description of each reference (content and value)
Assignment: The Theory Paper Continued
Relating Theory to Nursing Practice
San Jose State University School of Nursing
Nursing 148
Part I and II must be combined and be a total of 6-12 pages long (not including the title page and references.
Part 1 (Must be 3-6 pages long)
Objectives:
The student will…
1. identify a nursing theory that they will later apply to a patient care situation/case.
2. define the major concepts and sub-concepts of the theory chosen.
3. discuss the theory in his/her own words, thereby demonstrating a clear understanding of the theory.
4. write the paper in APA (5th edition) format, double spaced, 12 font Times New Roman (for help with APA:
5. correct grammar and punctuation
6. use a minimum of 2 references\
7. annotate the references
8. send the paper to
Part 2 (Must be 3-6 pages long and congruent with part 1).
Objectives:
The student will…
1. apply the chosen theory to a clinical situation
2. use terminology or language of the chosen theory
3. include her/his interventions and other components of the nursing process using terminology from the chosen theory.
4. identify the strengths of this theory in this clinical situation
5. identify the weaknesses of this theory in this clinical situation
6. email the paper to the instructor and submit a hard copy at conference
7. use APA format
8. correct grammar and punctuation
9. use a minimum of 2 annotated references
Assignment: The Theory Paper
Criteria for Evaluating Activity
San Jose State University School of Nursing
Nursing 148
Students name: _________________________________________
Date Part 1: __________ Date Part 1&2:_____________________
|1. The student has identified a nursing theory and defined the major concepts and sub-concepts of the theory| |
|chosen. | |
|2. Discussed the theory in his/her own words, thereby demonstrating a clear understanding of the theory. | |
|3. Applied the chosen theory to a clinical situation | |
|a. used terminology or language of the chosen theory | |
|b. included her/his interventions and other components of the nursing process using terminology from the | |
|chosen theory. | |
|4. Evaluated the nursing interventions based on the model | |
|5. Critiqued the theory or model | |
|a. identified the strengths of this theory in this clinical situation | |
|b. identify the weaknesses of this theory in this clinical situation | |
|5. written the paper in APA (5th edition) format | |
|6. used correct grammar and punctuation | |
|7. used a minimum of 2 references and annotated the references | |
|Comments: | |
THOUGHTS ABOUT YOUR THEORY PAPER
The purpose of this paper is to take a clinical situation and apply a nursing theory to it. For purposes of getting this paper done, it is divided into two parts. One of them is due in just a few weeks. Some instructors use an alternate set of instructions. Please check with your individual instructor. This and all papers being turned in must be submitted to . Directions for follow.
The theory paper for N148 must be submitted through . You will find directions on how to do this below. Do not submit a hard copy. This does not change the due date of your paper.
Instructions for turning in papers using
|If you are a student: |
|[pic] | |
|1. | |
|Your instructor gives you a class ID number and a class enrollment password. | |
| | |
|2. | |
|You visit , create a user profile (just like an email account) and use the class ID and | |
|enrollment password to enroll in the class | |
| | |
Check with your instructor for the class ID and password
Health Literacy: Incorporating QSEN (Quality and Safety Education in Nursing) Competencies into a Senior Capstone Project and Paper
Competency category
Patient centered care
Evidence Based practice
Quality Improvement
Safety
Informatics
Level:
Senior Baccalaureate Students
RN to BSN Bridge Students
Learning setting
Clinical setting
Type of strategy: Project and paper
Learning Objectives:
← By the end of this activity, the student will:
← Integrate the best current evidence on health literacy (HL) and the patient’s presenting problem
← Identify a client whose health has been or will be affected by limited health literacy, and identify the patient's barriers to HL i.e. language, age, cognitive deficits, chronic disease/caregiver burden, lack of social support and/or access to health information, etc.
← Enter into a partnership with the patient and their family to create a plan to overcome the barriers, incorporating the patient’s preferences, value, culture, languages, communication abilities, utilize additional members of the healthcare team
← Write an integrative paper on the above following the Directions
Strategy Overview
This is an integrative project that requires the student to connect and relate what they have learned throughout the nursing program. The product to be turned in is a paper that is scholarly, evidence based, and experiential. Two parts of the paper are turned in. The first part is scholarly and evidence based and can be turned in by the fourth week of the semester. The second part is experiential and should be turned in by the twelfth week of the semester.
Directions Part 1
1. You will be doing a two part paper/project on Health Literacy integrating the QSEN competencies into your performance and then writing a paper reporting on that project.
2. After reading a minimum of four original research articles, identify and discuss in your paper the best current evidence on health literacy. In the introduction to your paper, define health literacy, explain why health literacy is important in today’s healthcare environment, and provide the rationale for ensuring that patients should become more health literate.
3. Identify particular barriers to health literacy that you expect you will encounter in the particular population of patients that you are dealing with i.e. oncology patients, ICU patients, elder patients, children, etc.
4. When you write, use your own words as much as possible so that you demonstrate that you understand health literacy and how it relates to your patient population. You are encouraged to use cause-effect diagrams and flow charts to help make your discussion more clear.
Directions Part 2
1. Among the patients who you are assigned to this semester, identify a patient with limited health literacy. Using the language of the QSEN (Knowledge, Skills & Attitudes) KSA’s, discuss your interventions to improve the patient’s (and perhaps family’s) health literacy . The goal is to show that you improved at least one aspect of this patient’s understanding of their disease management. Do not make it a litany of the entire patient teaching that you did for a patient. (Read the Cronenwett Quality and Safety article in order to use the language of the QSEN KSA’s.)
2. Using the terminology and language of health literacy and quality improvement explain how you ensured that the patient’s health literacy improved after your interventions. Minimally, you will have to do a “teach-back” and other creative methods are encouraged and documented in this paper to show that you improved the outcomes for this patient by your interventions.
3. Finally, you should conclude the paper with reflection on the project and if you feel that your interventions made a difference to your patient.
4. Format: The paper must be typed in APA format, and grammatically correct with correct punctuation. Length of papers varies depending on the complexity and the clinical situation. Generally, the final papers average around 6-12 pages, with 3-6 pages for the first part and 3-6 for the second part. Use a minimum of 4 references. References are to be annotated, that is, include a short description of each reference (content and value)
Scoring Rubric
| |Content |Evidence |Patient Centered |Quality improvement |Safety |Informatics |
|Exemplary |Demonstrates a superior |Integrates best current|Recognizes the patient or |Uses objective factual |Describes how the |Explains why information and |
| |understanding of health literacy |evidence with clinical |designee as the source of |information from the patient |improvement of the |technology skills are |
| |applied to patient (and family) |expertise and |control and full partner |to determine if the patient's|patient's health literacy |essential for safe patient |
| |focusing on an appropriate & |patient/family |in providing compassionate|health literacy has improved |in the area chosen |care |
| |important learning goal |preferences and values |and coordinated care based|Uses flowcharts, or cause and|minimizes risk, harm, and | |
| |Displays an analytic attitude in | |on respect for patients' |effect diagrams within the |prevents future hospital | |
| |determining the patients barriers to| |preferences, values, and |text of the paper to explain |admissions | |
| |health literacy and the best way to | |needs |and clarify aspects | | |
| |overcome them | |Demonstrates respect and | | | |
| |Determines a creative and accurate | |sensitivity to the patient| | | |
| |method of determining if learning | | | | | |
| |has occurred | | | | | |
|Acceptable |Applies concepts of health literacy |Integrates current |As above |Uses objective factual |As above |As above |
| |focusing on a learning goal |evidence with clinical | |information from the patient | | |
| |Determines the patient's barriers to|expertise and | |to determine if the patient's| | |
| |HL and ways to overcome them |patient/family | |health literacy has improved | | |
| |Uses a teach-back methodology |preferences and values | | | | |
|Unacceptable |Performs traditional patient |Old or faulty evidence |Talks down to patient |No objective or factual |Does not link health |Does not link health literacy|
|(Examples) |teaching without determining if the | | |information from patient |literacy to safety |to information |
| |patient understands or learns | | | | | |
Assignment: The Theory Paper
Criteria for Evaluating Activity
Students name: _________________________________________
Date Part 1: __________ Date Part 1&2:_____________________
|1. The student has correctly identified the concept of health literacy, defined it, identified factors and | |
|issues, including the rationale for using the teach back method or similar method of determining learning. | |
|2. Discussed the concept of health literacy in his/her own words, and relates to systems theory. | |
|3. Applied the health literacy concepts to a clinical situation | |
|a. used terminology or language of health literacy | |
|b. included her/his interventions and other components of the nursing process using terminology from the | |
|writings on health literacy. | |
|4. Evaluated the nursing interventions based on the patient situation and outcomes. | |
|5. Critiqued how improving health literacy was important for this patient | |
|a. identified personal strengths implementing this activity | |
|b. identify personal weaknesses implementing this activity | |
|5. written the paper in APA (5th edition) format | |
|6. used correct grammar and punctuation | |
|7. used a minimum of 4 references and annotated the references | |
|Comments: | |
SAN JOSÉ STATE UNIVERSITY
SCHOOL OF NURSING
NURS 148: Nursing Practicum
ACTIVITY: APPLICATION OF RESEARCH
PURPOSE:
The purpose of this two part activity is to help the student understand the relationship between research and practice and identify how research can be applied in nursing practice.
OBJECTIVES:
By completion of this activity, the student will:
1. Conduct a literature search on a topic that relates to nursing practice, selecting (at least) two research articles on that topic.
2. Brainstorm an issue that is a clinical research problem that nursing owns
3. Identify how research can improve clinical practice for nurses and patients
4. Explore and reflect why this type of research is used for this topic
5. Evaluate the two research articles in terms of research methods and findings
6. Present the research findings on a poster or as a power point presentation to your classmates
7. Prepare a case study integrating these research findings.
8. Present the case study research findings to your group for feedback
DIRECTIONS:
7. Select an issue that interests you. Using the resources from the library/LRC /computer search, try to narrow the problem to a certain area. You will need an ID and PASSWORD to conduct your search. Check with the nursing school librarian Lydia Collins. The research topic must apply to your specific clinical assignment. i.e. if you are assigned to an adult med-surg unit, don’t research methods of pediatric pain management. You may want to discuss the assignment with your preceptor, who may know what topic would be important and interesting for your specific unit.
8. From your literature search, select two research articles published within the last 5-7- years, on which to build this activity. You may have more, but you must have a minimum of two research articles. At least one of the listed authors should be a nurse. Each article needs to be a report of a research study -- not simply a literature review or an abstract. If you have difficulty differentiating between a "research report" and a "research review," please talk with your instructor. You may include research representing a variety of research strategies, including qualitative and quantitative studies from various disciplines.
9. Write an outline of each article the summarizing the purpose, methods, sample, research findings, significance to your nursing practice, and limitations to your practice. Keep in mind that this will be done as a poster or power point presentation with 2 students (2 articles per student) but you both will be presenting information to your classmates. Prepare a presentation according to the criteria that follow showing the application of research findings. If possible, your poster should hang in your clinical agency for at least one week while you are attending your clinical practicum.
Criteria
1. Present a poster approx 2’ x 3’ suitable for viewing
2. Print size 24 pt or higher
3. Your name must be on the front of the poster with SJSU nursing student as identifier
4. Smaller print with reference articles listed
5. Creativity counts
10. Select a patient problem related to this research with your preceptors input and develop a case study that includes findings from your research. Include your assessment, the patients diagnosis, the patient’s problems and particularly the problem that would be helped by interventions from your research. Add the new ways of managing the patient’s problem.
SAN JOSÉ STATE UNIVERSITY
SCHOOL OF NURSING
NURS 148: Nursing Practicum V
Criteria for evaluating the application of research findings to nursing practiced
Selection of two research articles: ____________
The student has done a literature search and has selected two research articles, published within the last 5-7 years, on a topic related to nursing in the clinical setting. The research may have been conducted in another discipline (e.g. child development, psychology, sociology, family science, microbiology, etc.) as long as the student identifies how it is related to nursing and one of the authors is a nurse. Consult the instructor if you are having difficulty. The student may also use additional kinds of articles such as ‘review’ of the literature articles, other professional writings, or newspaper and popular culture sources, related to the topic; however, these articles are in addition to the two research reports.
Be prepared to describe when and how you found this research article.
Evaluation and understanding of research: ____________
The student’s summary and presentation provides evidence that the student understands the research methods and findings sufficiently to explain them in his/her own words to others. The summary is neat, well-organized, free of spelling errors. Additional references may be included.
Preparation of /and organization: _____________
The student provides a typed bibliography and a summary outline and copy of each resear article to the instructor at least one week prior to the poster presentation. The outline is neat, well organized, and free of spelling errors; the bibliography is APA (5th edition) format and includes all four research articles. Other sources may be included in the student’s bibliography.
Presentation ____________
The poster presentation is clearly presented and demonstrates the student’s efforts to make the information understandable and interesting to the audience. The poster includes a title, the student’s name and school information, copies of the articles, typed summaries of the articles. Recommendations include ideas for applying the research findings to clinical practice.
If possible, your poster must hang in your clinical agency for at least one week while you are attending your clinical practicum.
Instructors comments:
Submit a copy of this criteria sheet to your instructor at the time of presentation
RESEARCH PROJECT WORKSHEET
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|Summary of main 2-3 findings | |
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|Limitations | |
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|Implications 1-3 | |
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Activity: Writing Your Resume
An important step in getting your first nursing position is developing a resume that accurately depicts your skills and experience but also sets you apart from all the other applicants.
In this course you will get the opportunity to learn more about resume writing and will write the resume that you can use in your job search.
Your resume will be due towards the end of the semester and will be gently critiqued by the group. Meanwhile you should review the following websites for suggestions in writing resumes.
Additionally, you should begin compiling the following information.
• Contact information
• Employment experience
• Skills
• Extracurricular Activities, Awards
• Relevant Coursework and Internships
• Publications and Research
• References
Code of Ethics for Nurses
1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems.
2. The nurse’s primary commitment is to the patient, whether an individual, family, group, or community.
3. The nurse promotes, advocates for and strives to protect the health, safety and rights of the patient.
4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care.
5. The nurse owes the same duties to self as others, including the responsibility to preserve integrity and safety, to maintain competence and to continue personal and professional growth.
6. The nurse participates in establishing, maintaining and improving healthcare environment and conditions of employment conducive to the provision of quality healthcare and consistent with the values of the profession through individual and collective action.
7. The nurse participates in the advancement of the profession through contributions to practice, education, administration and knowledge development.
8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs.
9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice and for shaping social policy.
ANA (2001). Code of ethics for nurses. Available at
Students: To read the interpretive statements for the provisions listed above, you can access the ANA Web site.
SAN JOSÉ STATE UNIVERSITY
SCHOOL OF NURSING
Clinical Evaluation Tool Semester 8 – NURS 148
Nursing Practicum
Student: __________________________________ peoplesoft #___________________ Clinical dates: _________ -- ______________
beginning ending
Instructor: ____ ______________________ Preceptor: ____________________
Agency _________________________________ Type of unit in setting for clinical: __________________________________
Directions: Check the appropriate column for student achievement level and add comments in the appropriate column.
By the final evaluation, all check marks must appear in the satisfactory column to receive a grade of “CREDIT” for the course.
*USE BLUE OR RED OR GREEN INK FOR MIDTERM EVAL and
BLACK INK FOR FINAL COMMENTS AND CHECKMARKS
Definitions:
(S) Satisfactory behavior(s): displays consistent and acceptable behavior(s)
(PE) Progressing as expected at midterm: midterm expectations met; further progress needed
(U) Unsatisfactory behavior(s): displays inconsistent and/or non-acceptable behavior(s)
(NFE) Needs further evaluation: inadequate data at midterm
Safe performance* in the clinical setting is required to complete the course objectives.
*See School of Nursing Student Handbook policy for “Safe Practice in Clinical Settings”.
|Behaviors |Midterm |Final |Comments |
| |PE |NFE |U |S |U | |
|Program Outcome #1: Demonstrates critical thinking competencies including the use| | | | | | |
|of nursing process, the research process, ethical decision-making and an attitude| | | | | | |
|of inquiry. | | | | | | |
|2. Utilizes the nursing process to create, implement and evaluate a plan of | | | | | | |
|care; | | | | | | |
|3. Applies evidenced–based practice, to patient care; | | | | | | |
|4. Critiques current research and presents findings to agency personnel or | | | | | | |
|clients; | | | | | | |
|5. Discriminates relevant from irrelevant client data; | | | | | |. |
|6. Prepares for clinical by consulting a variety of additional resources | | | | | | |
|(including policies and procedures and standards of clinical practice for the | | | | | | |
|clinical setting). References appropriate to the agency setting; | | | | | | |
|7. Analyzes ethical issues in clinical practice; | | | | | | |
|8. Provides theoretically-based rationales for care. | | | | | | |
|Program Outcome #2: Provides therapeutic nursing interventions for clients in a | | | | | | |
|safe, culturally competent practice. | | | | | | |
|2. Accurately assesses the difference between safe and unsafe clinical | | | | | | |
|behaviors in self and in others; | | | | | | |
|3. If situation warrants, proactively develops a remediation plan for | | | | | | |
|identified potentially unsafe clinical behaviors or situations; | | | | | | |
|4. Identifies cultural influences that impact the delivery and acceptance of | | | | | | |
|health care; | | | | | | |
|5. Plans, implements and evaluates safe, culturally sensitive therapeutic | | | | | | |
|nursing interventions; | | | | | | |
|6. Uses selected (nursing) theories in providing client care. | | | | | | |
|Program Outcome #3: Utilizes interpersonal relationship skills to develop | | | | | | |
|interactive and dynamic relationships with clients, families/caregivers, and | | | | | | |
|multidisciplinary health care team members. | | | | | | |
|2. Uses clear and effective verbal communication appropriate for the setting | | | | | | |
|and situation; | | | | | | |
|3. Establishes and maintains effective nurse-client relationship(s); | | | | | | |
|4. Establishes effective interpersonal relationships. | | | | | | |
|Program Outcome #4: Demonstrate community-focused competencies for well and | | | | | | |
|at-risk clients through (a) health promotional, disease prevention activities and| | | | | | |
|(b) client-driven requirements for access, quality, and cost. | | | | | | |
| | | | | | | |
|2. Participates in quality-improvement processes (e.g. research application | | | | | | |
|activity); | | | | | | |
|3. Recognizes factors that place clients at risk for abuse or neglect, and | | | | | | |
|responds appropriately. | | | | | | |
|Program Outcome #5: Promotes interdisciplinary care through participation in | | | | | | |
|community partnerships, collaborative relationships, and use of appropriate | | | | | | |
|resources. | | | | | | |
| | | | | | | |
|Program Outcome #6: Implements holistic client-driven primary care which | | | | | | |
|emphasizes empowerment, health education, and health promotion with a prevention | | | | | | |
|model. | | | | | | |
|2. Conducts holistic assessments. | | | | | | |
|Program Outcome #7: Demonstrates flexible therapeutic practice in a | | | | | | |
|rapidly-changing, multicultural health care environment. | | | | | | |
|2. Discusses the effects of changing reimbursement systems and agencies' | | | | | | |
|policies on clients; | | | | | | |
|3. Identifies the impact of rapidly changing health care environment on client | | | | | | |
|care. | | | | | | |
|Program Outcome #8: Demonstrates care management and leadership competencies, | | | | | | |
|including case management, cost-effectiveness, advocacy, and outcome evaluation. | | | | | | |
|2. Demonstrates beginning case mgt. and/or leadership/management skills in | | | | | | |
|collaboration with preceptor, nurse manager and instructor; | | | | | | |
|3. Takes responsibility and accountability for promoting patient outcomes (e.g.| | | | | | |
|initiates referrals, when appropriate); | | | | | | |
|Identifies situations in which the student has acted as a client advocate; | | | | | | |
| | | | | | | |
|Program Outcome #9: Employ information technology to improve health care delivery| | | | | | |
|and outcome evaluation. | | | | | | |
|2. Uses internet and/or library information systems to research patient care. | | | | | | |
|Program Outcome #10: Demonstrates professional role competency incorporating | | | | | | |
|professional responsibilities and standards, accountability, ethical guidelines, | | | | | | |
|legal mandates, and activity within the profession. | | | | | | |
|2. Collaborates with instructor and preceptor in evaluating own professional | | | | | | |
|performance; | | | | | | |
|3. Using the ANA Code of Ethics and patients' rights and responsibilities | | | | | | |
|documents, adheres to ethical guidelines and legal mandates for the profession; | | | | | | |
|4. Demonstrates professional behaviors according to School of Nursing and | | | | | | |
|agency policies; | | | | | | |
|5 Assumes responsibility and accountability fro communicating in a timely | | | | | | |
|manner and appropriately with instructor and agency; | | | | | | |
|6. Documents a professional career activity (e.g. a resume); | | | | | | |
|7. Acts on preceptor’s / instructor’s constructive criticism. | | | | | | |
N148 Clinical Evaluation Tool
STUDENT Printed NAME:____________________________________________________________________________
Midterm Comments:
Strengths Areas for Improvement
________________________________________ ______________________________________ ______________
Student Signature Instructor Signature Date
End of Semester/Final Comments:_____________________________________________________________
Strengths Areas for Improvement
________________________________________ ______________________________________ __________________________
Student Signature Instructor Signature Date
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