NURSING 107

Nursing Care of the Pediatric Client

Spring 2017
COURSE SYLLABUS

Theory instructor: Jocelyn Simpson
Turk, MSN, RN, FNP
Clinical Instructors:
Jocelyn Simpson Turk, MSN, RN,
FNP (Fridays)1st and 2nd 8 weeks
Ria Yeh, MSN, RN (Sun)1st 8 weeks
Jeanette Goggins , BSN, RN
(Fridays)2nd 8 weeks
Course: NURSING 107: Nursing Care of the Pediatric Client 4 units: Theory = 2.4
hours (2 hours 24 min.)/week. Clinical = 13.6 hours (13 hours 36 min., including 30
minute lunch)/week. Total theory and clinical= 15.9 hrs/week. Clinical rotation = 108
hours total
Required Texts: London, M.L., Ladewig, P.W., Davidson, M.R., Ball, J.W., Bindler, R.C.,
Cowen, K.J., (2017). Maternal & child nursing care, 5th edition. Upper Saddle River, NJ:
Pearson Education, Inc.

Section: 0996
Meeting Days/Times:
Lecture: Wednesday 08:00 AM –
10:20 AM
Room: Science & Technology
Building, Room 126
Clinical: Children’s Hospital Los
Angeles, Friday or Sunday, 6:30AM
– 6:30PM (8 week rotation) plus
12hrs rotation in clinics, school
and/or Child Development Center
Ms. Simpson Turk’s: Office:
Science & Technology Building,
Room 218R
Office Hours: Mondays, 9:30AM –
11:30PM, or by appointment
Office Phone:
323-953-4000, Ext. 2532
E-mails:
Jocelyn Simpson Turk:
simpsojy@lacitycollege.edu
Ria Yeh: (Sundays)
Ryeh211@aol.com
Jeanette Goggins : (Fridays)
missyjg617@aol.com
Important Dates This
Semester:
Final Exam: Wednesday 5/31/17 or
Monday 6/5/17 (pending admin.
Approval)
Hogan, M.A. (2013) Pearson reviews & rationales: Child health nursing with nursing
reviews & rationales, 3rd edition. Upper Saddle River, NJ: Prentice Hall
Additional Required Materials:
• MyNursingLab.com , online supplement to London textbook, Pearson
Education, Inc.
• Current LACC Student Nurse Handbook
• ATI Content Mastery Series: RN Nursing Care of Children Edition 10.0
• ATI Testing Pediatrics via the ATI website
Course Description: Utilizing the Roy Adaptation Model and the nursing process,
students will focus on the nursing care of children of various ages and their families.
The student applies concepts that include disease process, medical treatments,
nursing responsibilities, and interventions, cultural, ethical, and legal issues to the
pediatric population.
Prerequisites: Successful completion of Registered Nursing 105: Medical/Surgical
Nursing I or equivalent coursework with a grade of C or higher.
Co-requisite: NUR 116: Skills Lab, Wednesdays 1:30 pm-4:30 pm, Advanced Skills Lab
LACC Institutional Learning Outcomes (ILOs): The LACC ILOs are listed in the college
catalog, the schedule of classes, and can be accessed on the college website by
following this link: http://www.lacitycollege.edu/schedule/catalog2013-
14/CatalogPagesA-27.pdf
Course SLO: Upon successful completion of Nursing 107, Nursing Care of the Pediatric
Client, the students will demonstrate competence in the following Student Learning
Outcome:
1. Create and present a care plan utilizing the Nursing Process with the
Roy Adaptation Model as a conceptual framework including
assessment, diagnosis, interventions, medications and evaluations (1
& 2)
2. Identify and incorporate age-appropriate milestones into all aspects of
nursing care plan (1, 2 & 10)

Holidays: (campus is closed) The SLOs for this course have been linked to the following ILOs:
Presidents Weekend: Friday 1. Information Competency: Critical and Creative Thinking
02/17/17 to Monday 2/20/17 2. Written and Oral Communication

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Cesar Chavez Day: Friday 3/31/17 10. Intercultural Knowledge and Exploration
Spring Break: Saturday 4/1/17-
Saturday 4/8/17
Memorial Day: Monday 5/29/17 Teaching Philosophy: The longevity of what is learned is individually dependent on
how the information is acquired. There are so may learning and teaching styles that it
Important Information for is impossible to implement a specific strategy. The use of Knowles’ Adult Learning
Theory is emphasized in this class. My role is to facilitate your learning by creating a
All LACC Students spirit of inquiry in a respectful environment. Everyone comes in with a slightly
Drop Date Information different knowledge base that offers a unique perspective in the classroom. Students
The deadline to drop without a “W” is
who engage in active learning take more ownership of the knowledge obtained; they
the last day of Week 2 (of the
semester), which is Sunday, February
are able to retain it by filing it within the structure of their knowledge base and thus
19th for Spring 2017. If you must building on what is already established in their minds. Discussion is encouraged. I
drop a course, drop before the foster active learning through engagement in the classroom. If you have a question,
specified deadline for dropping a class ask; if you have an answer, offer it. The only ‘dumb’ question is the one that was
without a grade of "W." Dropping after never asked.
Week 2 will result in a “W” on your
transcript. Effective since July 1, 2012 About your instructors:
students now have just 3 attempts to
pass a non-nursing class. For nursing
Jocelyn Simpson-Turk: Welcome to Pediatric Nursing at LACC and CHLA. I have been
classes, only two attempts are allowed.
If a student fails any 2 nursing classes, an instructor with LACC for 10 years, teaching for over 10 years. I have also worked at
they are disqualified from re-entering CHLA for the past 25 years. I enjoy pediatrics, my specialty being Adolescent Medicine.
the nursing program. (See E-10 As a whole, pediatric nursing helps sick children reach their potential and gives you the
guidelines). If a student gets a "W" or opportunity to help them achieve it. I look forward to working with you.
grade of "D", "F", “I”, or "NP" in a class,
that will count as an attempt. A Jeanette Goggins: I have been a pediatric nurse at Children's Hospital Los Angeles for
student’s past record of course 24 years. I began my career on a Medical Surgical Unit as a new grad and remained
attempts district wide will also be
there for many years. For about 3 years I worked in the Endocrine clinic. I returned to
considered. In order to enhance your
my previous unit for several years until I became a night shift House Supervisor, where
success in reaching your goal as a
graduate nurse, if you are uncertain I have remained for the past 6 years. I feel I am so very lucky because I love my job and
about your ability to complete this CHLA. But most of all, I love working with children!
course with a C or better, carefully
consider withdrawing by Sunday, May Ria Yeh: I have been at Children's Hospital Los Angeles my nursing career, where I
21, 2017. If you have any questions, started in the Pediatric Intensive Care Unit. I work the House Supervisor which
please don’t hesitate to talk to me. You oversees where the patients in the hospital are and where to place the new one
may also see a counselor in the needing a bed. I have recently graduated with my MSN with an emphasis on Nursing
Counseling Center in the Student
Education. Teaching is one of the most rewarding aspects of my job and I look forward
Services Bldg, 2nd floor.
to teaching you.
Financial Aid Information
If you need help paying for books and
other college expenses, call the
Financial Aid Office at (323) 953-4000,
extension 2010, or see them at Student
Services Bldg.
http://www.lacitycollege.edu/stusvcs/fi
naid/

Office of Special Services Information

Any student who feels she/he may
need an academic accommodation
based on the impact of a disability
should contact the Office of Special
Services (OSS) at 323-953-4000, ext.
2270 or visit their office in Student
Services Bldg, 1st floor.

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Competencies/Exit Skills:

Upon successful completion of the course, the student will:

1. Utilize the Nursing Process and the Roy Adaptation Model to assess patient behavior according to the four
adaptive modes: physiological, self-concept, role function, and interdependence. (RM, NP, QSEN: Patient-
Centered Care)
2. Utilize the Nursing Process to identify nursing diagnoses based on abovementioned assessment. (NP, QSEN:
Patient-Centered Care)
3. Plan, implement and evaluate client care independently or in collaboration with the client and other
members of the nursing and health care teams. (POC, QSEN: Patient-Centered Care, Teamwork and
Collaboration)
4. Discuss major differences in growth and developmental needs of in children and adolescents.(G/D, DT)
5. Communicate appropriately with clients, families, significant others and health team members. (TC, DT,
QSEN: teamwork and collaboration; Informatics)
6. Analyze and integrate cultural norms in the care of the pediatric client and family. (CC, QSEN: Patient-
Centered Care)
7. Discuss the concept of pediatric health maintenance including well-child care, nutrition, accident prevention,
safety and immunizations. (QSEN: Patient Centered Care)
8. Provide individualized and knowledgeable care to meet the physiological and psychosocial needs of pediatric
patients and families with acute and chronic health problems. (LC, QSEN: Patient Centered Care)
9. Demonstrate technical competency in performing intermediary interventions, and all previously learned
procedures, adapted to the pediatric client including: physical assessment; monitoring intake and output
including weighing diapers; assessing vital signs, height & weight; performing infant and child CPR. (PC,
QSEN: Safety)
10. Discuss the purpose, dosage, side effects and nursing considerations for the major classifications of drugs
utilized with pediatric clients; calculates and administers safe doses of medications via all routes (PC, QSEN:
Safety)
11. Use technology to access and research current information regarding pediatric disease conditions including
the latest medical, surgical and alternative treatments (MP, QSEN: Informatics, EBP)
Curriculum Key: CC – Cultural Competence; DT – Developmental Theory; G/D – Growth and Development; LC- Life Cycle;
NP – Nursing Process; MP – Member within the Profession; PC – Provider of Care; QSEN –Quality and Safety Education
for Nurses; RM – Roy Model; TC – Therapeutic Communication
Methods of Instruction:
Any combination or all of the following may be used in this course.

Delivery of Course Content:

1. Lecture 7. Power Point Presentations 13. Group Projects
2. Laboratory 8. Demonstrations 14. One-on-One Conference
3. Class Discussion 9. Question and Answer sessions 15. Audio Visual
4. Group Activity 10. Role Play 16. Small Group Discussion
5. Case Scenarios/Simulation 11. Computer Assisted Instruction 17. Collaboration
6. Videos 12. Oral Presentations 18. Field Experience
Assessment/Evaluation Methods:
Tests, Exams, Papers, Case Studies, Simulation, Scenarios, Presentations, Computer Assisted Assessments, and other
methods to be determined by faculty

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Communication with Instructor: The official communication mode for this course is e-mail. This includes e-mail sent
through Etudes. It’s important that you check your e-mail daily. Notify the instructor and nursing department immediately
when your contact information changes. You will be held accountable for any and all information, assignments, directions,
etc., sent by e-mail. Your instructor is not responsible for e-mail messages not received in a timely manner due to students’
technical problems or failure to check e-mail accounts regularly. Therefore, you are responsible for notifying the instructor
of technical problems and provide alternate temporary methods of contact.

Student Responsibilities: Read assignments and be prepared before class. Be respectful to all in class. Come to class on
time, stay for the entire time, be prepared and participate. Be engaged during class: do not surf the web, visit irrelevant
web sites, disrupt or distract classmates with use of computers, PDA’s, phones, texting, etc. Cell phones must be off or
turned to vibrate during class. Personal items, including cell phones, must be placed against the wall during all exams. You
must bring a basic calculator for exams when necessary. Complete and turn in all assignments on time. Contact instructor
in advance of problems in meeting deadlines. Maintain a positive attitude. Let instructor know if you’re having a problem,
either academic or personal, that impacts your ability to be successful in the class. Seek help in a timely fashion when you
need it. Practice ethical behavior. Maintain a sense of humor. Recording of lectures is not permitted.

Faculty Responsibilities: Come to class/clinical on time and prepared. Maintain a fair, respectful, supportive, interactive,
collaborative learning environment. Keep an open mind and accommodate various learning styles and diverse student
experiences. Listen to student concerns. Help students understand the class material. Provide feedback in a timely
manner. Practice ethical behavior. Maintain a sense of humor.

Missed or Late Assignments/Assessments: It is expected that all assignments be completed on time. Points will be
deducted in the event of a late submission as follows:
1 Day late = 10%
2 Days late = 15%
3 Days late = 20%
4 Days late or more = No Credit
It is the responsibility of the student to contact instructor about late/missing assignments.

Academic Integrity:
In accordance with LACCD Board Rules and Code of Conduct, students are prohibited from engaging or participating in acts
of dishonesty, including but not limited to cheating, plagiarism or other forms of academic dishonesty. The complete
Student Code of Conduct and other student policies are available in the catalog and at:
http://www.lacitycollege.edu/schedule/catalog/LACC-Catalog.pdf pages 201-212.

Academic Dishonesty: Violations of Academic Integrity include, but are not limited to, the following actions: cheating on an
exam, plagiarism, working together on an individual assignment, paper or project when the instructor has specifically stated
students should not do so, submitting the same term paper to more than one instructor, or allowing another individual to
assume one’s identity for the purpose of enhancing one’s grade.

Determination of Final Grade:

The following will be used for evaluation of your grade (Total Points: 300)

• Exam #1 40 points *Refer to ATI Testing/Remediation Policy

• Exam #2 40 points and Grading at the end of the
• Exam #3 40 points syllabus for the breakdown
• Comprehensive Final Exam 75 points
• ATI Practice/Proctored Exams 30 points maximum*
• (includes Remediation)
• Case Studies 40 points
• MyNursingLab Pre/Post Tests 30 points
• Class Attendance/Participation 5 points
Maximum Total Points 300 points

A = 300-270 points (100%-90%); B =269-249 points (89%-83%); C = 248-225 points (82%-75%); F = < 225.

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225 points (75%) are required for a passing grade. There is no “rounding up” of final grades. The student must pass theory
and clinical to pass the nursing course. Exams may be a combination of multiple choice, critical thinking, in class and
possibly take home exams.

Attendance: Maximum allowable absences are 2 lecture absences per course and 10% of total clinical hours (108).
Students who are registered and miss the first class meeting may lose their right to a place in the class. Whenever students
are absent more hours than the number of hours the class meets per week, the instructor may exclude them from class. If
the instructor determines that there are no mitigating circumstances that may justify the absences, the instructor may
exclude a student from the class. Students are responsible for officially dropping a class that they stop attending.

Students are expected to attend every class meeting, to arrive on time and stay throughout the class period. Students may
be dropped from class for excessive tardiness, for failure to attend class the first day or during the entire first week of the
class, or if the total number of absences exceeds twice the number of hours the class meets per week. Appearance in class
or clinical 15 minutes or more after the meeting time is considered a tardy. Makeup exams are not given unless the
qualification of “extraordinary circumstances” is determined by faculty (e.g., serious accident with bodily injury, serious
illness, personal or family catastrophe) and documentation of said extraordinary circumstances are provided by student.
Every attempt should be made to notify the instructor before the exam of these extraordinary circumstances. Students are
expected to attend every clinical meeting, to arrive on time and stay throughout the clinical period.

The maximum amount of time for excused absence from clinical is 10% of the total clinical hours (10.8 hours). Students
may be required to provide documentation of absences beyond the maximum allowable absences in either theory class or
clinical, at the discretion of the instructor.

Class Cancellation:
If for any reason I am unable to come to a scheduled class, I will contact both LACC and the Nursing Department. If a
substitute is not available, Nursing Department personnel will either come to class to inform you of my absence, or a notice
will be posted outside the classroom door. If for any reason you have not been informed of my absence, you are required
to wait for 20 minutes before leaving. Before leaving the classroom, a sign-in sheet shall be prepared and one student shall
carry it to the Nursing Department Secretary in Sci.-Tech, 2nd floor.

Additional Academic and Student Support Services:

1. The publisher’s companion website for your text: http://www.nursing.pearsonhighered.com for NCLEX-style practice
questions, case studies, critical thinking exercises, links, etc.
2. Professional/governmental organizations: Quality and Safety Education for Nurses (QSEN) http://qsen.org/, National
Institutes of Health (NIH) (nih.gov), Center for Disease Control & Prevention (cdc.gov), Society of Pediatric Nursing
(http://www.pedsnurses.org/), American Academy of Pediatrics (http://www.aap.org/)
3. Nursing Skills Lab, Advanced Nursing Skills Lab, and Nursing Computer Lab, Sci.Tech Bldg., 2nd floor: individual and
assisted skills videos, learning, reinforcement and remediation, see Lab Instructional Personnel for assistance in
individual practice/remediation in the lab.
4. Learning Skills Center: To further your success, reinforce concepts, and achieve the stated learning objectives for this
course, the Learning Resource Center offers many learning assistance services. You will be automatically enrolled in
Supervised Tutoring, a free noncredit course that does not appear on your transcripts. Services are located in the
Learning Skills Center. 323-953-4000, Ext. 2779

Classroom Etiquette: The LACC Nursing Program adheres to the LACCD published Student Code of Conduct and
consequences for violation of any of these policies. Students are advised to review pages 165-170 of the current Student
Class Schedule for current academic policies and the student code of conduct. The Class Schedule may also be accessed on-
line at the following link: http://www.lacitycollege.edu/schedule/catalog/LACC-Catalog.pdf.
In addition, it is the student’s responsibility to be familiar with, know and observe all the policies and procedures related to
the program he or she is pursuing (see LACC Nursing Student Handbook for Nursing Department specific policies).
Regulations will not be waived and exceptions will not be granted if a student pleads ignorance of policies or procedures.

Keys to Success:
The College expects 2 hours of study/preparation by the student for each class hour and 1.5 hours of preparation for each
laboratory hour. Study habits, reading effectiveness, critical thinking and time management are very important. If you feel

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that you need help with these areas, please come to see me so we can come up with some solutions. In addition or
alternatively, you may go to the campus Learning Skills Center.

Weekly Schedule
It is expected by week 2 that all students have reviewed chapters 34-36: Health Promotion and Maintenance of Newborn through
Adolescence

Lecture Assignment Module Topic(s) Assignments Due

Week/ (assignments are due the
Date night before the lecture date!)
1 Ch. 1 1.1 Contemporary Maternal, Newborn, and Child
2/8 Health Nursing
Ch. 2 1.2 Culture and the Family
Ch. 42 1.3 Social & Environmental Influences on the
Child
2 Ch. 31 2.1 Growth and Development
2/15 Ch. 32 2.2 Infant, Child, and Adolescent Nutrition

3 Ch. 33 3.1 Pediatric Assessment ATI : New Student Orientation

2/22 Ch. 37 3.2 Family Assessment/Community Nursing ATI: Video Case Study: Growth
Ch. 38 3.3 Nursing Considerations for the Child & Family and Development
with a Chronic Condition Review ATI Supplemental Ch.
1-7
4 EXAM 1
Ch. 39 4.1 Nursing Considerations for the Hospitalized
3/1 Child
5 Ch. 41 5.1 The Child with a Life-Threatening Condition &
3/8 End-of-Life Care
Ch. 40 5.2 Pain Assessment and Management My Nursing Lab
6 Ch. 54 6.1 Alterations in Neurological Function My Nursing Lab
3/15 Ch. 45 6.2 Alterations in Eye, Ear, Nose, and Throat
Function
7 Ch. 47 7.1 Alterations in Cardiac Function My Nursing Lab
3/22 Congenital Heart Defects ATI Case Study: Pediatric
Ch. 46 7.2 Alterations in Respiratory Function Asthma
8 EXAM 2
3/29 Ch. 44 8 Alterations in Fluid, Electrolyte, and Acid-Base ATI Video Case Study:
balance Pediatric Dehydration
My Nursing Lab
9 Spring Break
4/5
10 Ch. 51 9.1 Alterations in Gastrointestinal Function My Nursing Lab
4/12 Ch. 52 9.2 Alterations in Genitourinary Function
11 Ch. 53 10 Alterations in Endocrine and Metabolic My Nursing Lab
4/19 Function
12 Ch. 56 11 Alterations in Musculoskeletal Function My Nursing Lab
4/26
13 EXAM 3
5/3
Ch. 57 12 Alterations in Skin Integrity My Nursing Lab

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14 Ch. 43 13.1 ATI Practice Exam 1 due night
5/10 Ch. 48 13.2 Immunizations and Communicable Diseases before
Alterations in Immune Function My Nursing Lab

15 Ch. 49 14.1 Alterations in Hematological Function ATI Practice Exam 2 due night
5/17 Ch. 50 14.2 The Child with Cancer before + Practice Exam 1
Remediation
My Nursing Lab

16 Ch. 55 15 Alterations in Mental Health Function My Nursing Lab

5/24 ATI Proctored Exam (#1)

17 Comprehensive ATI Proctored Exam

5/31 or 6/5 Final Exam Remediation due night before
(tentative) ATI Proctored Exam (#2) if
needed

Assignment Descriptions

My Nursing Lab:
Maximum points: 30
These are due by 11:55pm the night before the lecture day (e.g. week 6 My Nursing Lab is due Tuesday, March 15th at
11:55pm). My Nursing Lab consists of modules that include 8 each of pre and post-test questions. They are on the
Pearson/MyNursingLab site: http://www.pearsonmylabandmastering.com/northamerica/mynursinglab/. They will be
assigned weekly beginning week 5. The tests are NCLEX-style questions and will assist you in preparing for your NCLEX
exam. It is expected that you receive 75% on the pretest and 100% on the post-test. Any scores below this expectation
will receive a zero. The other modules are open for you to use if you’d like but you must complete the ones I assign.

Case Studies:
Maximum points: 40
These are due by 11:55pm the night before the lecture day (e.g. week 6 Case Study is due Tuesday, March 15th at 11:55pm).
Case studies are short scenarios that enhance your critical thinking. They may be found here: https://ATI Testing.com/ or
http://www.pearsonmylabandmastering.com/northamerica/mynursinglab/. There will be a total of five assigned
throughout the semester. They will be open during the two weeks before they are due. You will be given 2 attempts. You
must score at least 85% for an attempt to be counted. The attempt must be separated by at least 24 hours. The other case
studies are open for you to use but you must complete the ones I assign.

ATI Practice Exams/Remediation/Proctored Exam(s) (see ATI Addendum)

Maximum points: 30
See ATI Addendum for policy and grading breakdown

Grading Policies for Exams:

Each exam consists of 40 questions worth a total of 40 points. The final exam consists of 75 questions worth a total of 75
points. I do not give partial points and neither does the NCLEX exam you will take after graduation! Exam analysis will be
provided the week following each exam (except final exam). Students who score less than 75% on an exam must meet with
me for review of the exam and to plan for remediation and improvement.

Course Policies:
1. Student must have completed all prerequisite courses with a grade C or better.
2. Each student is required to pass a math test by 90%. Each student will have a maximum of 3 opportunities for
testing within the first 2 weeks of the course. Any student who has not passed the math test with a score of
90% or higher on the third test will receive a failure in clinical because of the inability to satisfy the
Medication Administration objectives This failure will prohibit the student from continuing in the course as
theory and clinical must be taken concurrently. He/she/he will be counseled regarding remediation and the
possibility of future re-enrollment following documented improvement of computational skills. Students
are individually responsible and accountable for remediation of their math deficiencies.

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 3. The student may be terminated from the course with a failing grade for any behavior that places the client in
physical or emotional jeopardy or is life threatening.
4. A nursing student may enroll in a specified required nursing class a maximum of two times. Enrollment is defined
as attending at least one class meeting.
5. All students must have proof of nursing malpractice insurance to be presented the first day of class. Insurance
must be valid throughout the entire clinical rotation.
6. All students are required to bring proof of the following on the first day of class. Students who do not comply will
be considered to have withdrawn from the course.
• A valid CPR card. Must be an American Heart Association 8 hour course that includes adult, infant and child
CPR, and AED.
• Results of TB skin test within the past year or chest x-ray within the past two years.
• Proof of Rubella titer. If negative must have immunization with a follow up titer.
• Proof of varicella titer, rubeola titer and Hep. B vaccinations and titer.
• Clear drug screen and background check.
Course Content:
Theory Objectives:
Module 1 - Contemporary Maternal, Newborn, and Child Health Nursing; Culture and the Family; Social &
Environmental Influences on the Child
1. Identify nursing roles available to pediatric nurses (MP)
2. Summarize the current status of factors related to health insurance and access to health care.
3. Relate the availability of statistical data to the formulation of further research questions. (QSEN: EBP)
4. Delineate significant legal and ethical issues that influence the practice of pediatric nursing.
5. Compare the characteristics of different types of families. (CC, LC)
6. Identify the stages of a family life cycle (LC)
7. Identify prevalent cultural norms related to childrearing. (CC)
8. Summarize the importance of cultural competency in providing nursing care. (CC)
9. Discuss the use of cultural assessment tool as a means of providing culturally sensitive care. (CC, TC)
10. Identify key considerations in providing spiritually sensitive care. (CC)
11. Differentiate between complementary and alternative therapies. (CC)
12. Summarize complementary therapies appropriate for the nurse to use with childrearing families. (CC,
TC, QSEN: Safety)
13. Apply the ecologic model and resilience theory to assessment of the social and environmental factors
in children’s lives. (G/D)
14. Examine the effects of substance use, physical activity, and other lifestyle patterns on health. (G/D)
15. Plan nursing interventions for children who experience violence (G/D, QSEN: Teamwork and
Collaboration)
16. Evaluate the environment for hazards to children, such as exposure to harmful substances and
potential for poisoning. (G/D)
18. Explore the nursing role in prevention and treatment of child abuse and neglect and other forms of
violence. (MP, QSEN: Safety, Teamwork and Collaboration)

Module 2 - Growth and Development; Infant, Child, and Adolescent Nutrition

1. Describe the major theories of development as formulated by Freud, Erikson, Piaget, Kohlberg, social
learning theorists, and behaviorists. (DT, G/D)
2. Recognize risks to developmental progression and factors that protect against those risks. (DT, G/D)
3. Plan nursing interventions for children that are appropriate for each child’s developmental state, based on
theoretical frameworks. (DT, G/D)
4. Explain contemporary developmental approaches such as temperament theory, ecologic theory, and the
resilience framework. (DT, G/D)
5. Identify major developmental milestones for infants, toddlers, preschoolers, school-age children, and
adolescents. (DT, G/D)
6. Synthesize information from several theoretical approaches to plan assessments of the child’s physical
growth and developmental milestones. (DT, G/D)
7. Describe the role of play in the growth and development of children. (DT, G/D)
8. Discuss major nutritional concepts pertaining to the growth and development of children. (DT, G/D)

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 9. Describe and plan nursing interventions to meet nutritional needs for all age groups of pediatric patients.
(G/D, NP, RM)
10. Integrate methods of nutritional assessment into nursing care of infants, children, and adolescents. (G/D,
NP, RM, TC)
11. Identify and explain common nutritional problems of children. (G/D)
12. Develop nursing interventions for children with nutritional disorders. (G/D, NP, RM)

Module 3 - Pediatric Assessment; Family Assessment/Community Nursing; Nursing Considerations for the Child &
Family with a Chronic Condition
1. Describe the elements of a health history for infants and children of different ages. (PC, RM, TC)
2. Apply communication strategies to improve the quality of historical data collected. (TC)
3. Demonstrate strategies to gain cooperation of a young child for assessment. (G/D)
4. Describe the differences in sequences of the physical assessment for infants, children, and adolescents.
(G/D)
5. Modify physical assessment techniques according to the age and developmental stage of the child. (G/D)
6. List five normal variations of pediatric physical findings found during the pediatric assessment. (G/D)
7. Evaluate the growth pattern of an infant or child. (G/D)
8. Distinguish between expected and unexpected physical signs to identify at least five signs that require
urgent nursing intervention. (G/D, RM))
9. Contrast the categories of family strengths that help families cope with stressors. (RM, QSEN: Patient-
centered care)
10. Summarize the advantages of using a family assessment tool. (Patient-centered care)
11. Assemble a list of family support services that might be available in a community. (QSEN: teamwork and
collaboration)
12. Discuss the community healthcare settings where nurses provide health services to children.
13. Compare the roles of the nurse in each identified healthcare setting. (MP)
14. Summarize the special developmental needs of children to consider in disaster preparedness planning.
(DT, G/D)
15. Explain the causes of chronic conditions in children. (PC)
16. Identify the categories of chronic conditions in children. (PC)
17. Describe the nurse’s role in caring for a child with a chronic condition. (PC, MP)
18. Assess the family of a child with a chronic condition. (RM, NP)
19. Prepare the family of a child with a chronic condition to effectively care for the child in the home.(PC)
20. Summarize nursing management for the child with a chronic condition to support transition to school and
adult living. (PC)
21. Discuss the family’s role in care coordination. (QSEN:Patient-centered care)

Module 4 - Nursing Considerations for the Hospitalized Child; The Child with a Life-Threatening Condition & End-of-
Life Care
1. Compare and contrast the child’s understanding of health and illness according to the child’s
developmental level. (DT, G/D)
2. Explain the effect of hospitalization on the child and family. (DT, G/D)
3. Describe the child and family’s adaption to the hospitalization. (DT, G/D)
4. Apply family-centered care principles to the hospital setting. (QSEN: Patient-centered care)
5. Identify nursing strategies to minimize the stressors related to hospitalization. (PC)
6. Integrate the concept of family presence during procedures and nursing strategies used to prepare the
family. (QSEN: Patient-centered care)
7. Summarize strategies for preparing children and families for discharge from the hospital setting. (QSEN:
Patient-centered care)
8. Summarize the effects of a life-threatening illness or injury on children. (DT, G/D)
9. Examine the family’s experience and reactions to having a child with a life-threatening illness or injury.
(Patient-centered care)
10. Identify coping mechanisms used by the child and family in response to stress. (DT, G/D, Patient-
centered care)
11. Develop a nursing care plan for the child with a life-threatening illness or injury. (NP, RM)
12. Apply assessment skills to identify the physiologic changes that occur in the dying child. (NP)
13. Develop a nursing care plan to provide family-centered care for the dying child and the family. (NP, RM)

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 14. Plan bereavement support for the parents and siblings after the death of a child. (NP, RM)
15. Evaluate strategies to support nurses who care for children who die.

Module 5 - Pain Assessment and Management

1. Summarize the physiologic and behavioral consequences of pain in infants and children. (PC)
2. Analyze the behaviors of an infant or a child to assess for pain. (PC)
3. Assess the developmental abilities of children to perform a self-assessment of pain intensity. (PC, NP, DT)
4. Plan the nursing care for a child receiving an opioid analgesic. (NP)
5. Examine the role of non-pharmacologic interventions in effective pain management. (PC)
6. Plan nursing care for a child in acute pain that integrates pharmacologic interventions and
developmentally appropriate non-pharmacologic therapies. (NP, DT)
7. Develop a nursing care plan for assessing and monitoring the child having sedation and analgesia for a
medical procedure. (NP, RM)

Module 6 - Alterations in Neurological Function; Alterations in Eye, Ear, Nose, and Throat Function
1. Describe the anatomy and physiology of the neurologic system. (NP)
2. Choose the appropriate assessment guidelines and tools to examine infants and children with altered
levels of consciousness and other neurologic conditions. (NP)
3. Differentiate between the signs of a seizure and status epilepticus in infants and children, and describe
appropriate nursing management for each condition. (NP)
4. Differentiate between signs of bacterial meningitis, viral meningitis, encephalitis, and Guillain-Barré
syndrome in infants and children. (NP)
5. Develop a nursing care plan for the infant with hydrocephalus and myelodysplasia. (NP, RM)
6. Plan family-centered nursing care for the child with cerebral palsy in a community setting. (NP, RM, QSEN:
Patient-centered care)
7. Contrast the appropriate initial nursing management for mild versus severe traumatic brain injury. (NP)
8. Discuss initiatives to prevent drowning in children. (NP)
9. Identify anatomy, physiology, and pediatric differences in the eye, ear, nose, and throat of children and
adolescents. (NP, G/D)
10. Describe abnormalities of the eyes, ears, nose, throat, and mouth in children. (NP, G/D)
11. Carry out screening programs to identify children with vision and hearing abnormalities. (NP)
12. Plan nursing care for children with vision or hearing impairments. (NP, RM)
13. Select and apply latest recommendations when implementing care and teaching for children with
abnormalities of eyes, ears, nose, throat, and mouth. (NP, G/D)
14. Integrate preventive and treatment principles when implementing care for children related to eyes, ears,
nose, and throat. (PC)

Module 7- Alterations in Cardiac Function; Congenital Heart Defects; Alterations in Respiratory Function
1. Describe the anatomy and physiology of the cardiovascular system, focusing on the flow of blood and the
action of heart valves. (NP, G/D)
2. Describe the pathophysiology associated with congenital heart defects with increased pulmonary
circulation, decreased pulmonary circulation, mixed defects, and obstructed systemic blood flow. (NP)
3. Develop a nursing care plan for the infant with a congenital heart defect cared for at home prior to
corrective surgery. (NP, RM)
4. Create a nursing care plan for the child undergoing open heart surgery. (NP, RM)
5. Recognize the signs and symptoms of congestive heart failure in an infant and child. (NP, G/D)
6. Develop a nursing care plan for a child with congestive heart failure. (NP, RM)
7. Differentiate among the heart diseases that are acquired during childhood. (NP, RM)
8. List strategies to reduce the child’s risk of adult-onset cardiovascular disease.
9. Plan the nursing management of hypovolemic shock. (NP, RM)
10. Describe unique characteristics of the pediatric respiratory system anatomy and physiology and apply that
information to the care of children with respiratory conditions. (NP)
11. Contrast the different respiratory conditions and injuries that can cause respiratory distress in infants and
children. (NP)
12. Explain the visual and auditory observations made to assess a child’s respiratory effort or work of
breathing. (NP)

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 13. Assess the child’s respiratory status and analyze the need for oxygen supplementation. (NP)
14. Distinguish between conditions of the lower respiratory tract that cause illness in children. (NP)
15. Create a nursing care plan for a child with a common acute respiratory condition. (NP, RM)
16. Develop a school-based nursing care plan for the child with asthma. (NP, RM)
17. Develop a home nursing care plan for the child with cystic fibrosis. (NP, RM)

Module 8 - Alterations in Fluid, Electrolyte, and Acid-Base balance

1. Describe normal fluid and electrolyte status for children at various ages. (NP)
2. Identify regulatory mechanisms for fluid and electrolyte balance. (NP)
3. Interpret threats to fluid and electrolyte balance in children. (NP)
4. Describe acid–base balance and recognize disruptions common in children. (NP)
5. Analyze assessment findings to recognize fluid-electrolyte problems and acid–base imbalance in children.
(NP)
6. Plan appropriate nursing interventions for children experiencing fluid-electrolyte problems and acid–base
imbalance. (NP)

Module 9 - Alterations in Gastrointestinal Function; Alterations in Genitourinary Function

1. Describe the general function of the gastrointestinal system. (NP)
2. Discuss the pathophysiologic processes associated with specific gastrointestinal disorders in the pediatric
population. (NP)
3. Identify signs and symptoms that may indicate a disorder of the gastrointestinal system. (NP)
4. Contrast nursing management and plan care for disorders of the gastrointestinal system for the child
needing abdominal surgery versus the child needing non-operative management. (NP, RM)
5. Analyze developmentally appropriate approaches for nursing management of gastrointestinal disorders in
the pediatric population. (DT, NP)
6. Plan nursing care for the child with an injury to the gastrointestinal system. (NP, RM)
7. Describe the pathophysiologic processes associated with genitourinary disorders in the pediatric
population. (NP)
8. Develop a nursing care plan for the child with a urinary tract infection. (NP, RM)
9. Discuss the nursing management of a child with a structural defect of the genitourinary system. (NP)
10. Outline a plan to meet the fluid and dietary restrictions for the child with a renal disorder. (NP)
11. Identify growth and developmental issues for the child with chronic renal failure. (G/D)
12. Plan nursing care for the child with acute and chronic renal failure. (NP, RM)
13. Summarize psychosocial issues for the child requiring surgery on the genitourinary system. (NP)

Module 10 - Alterations in Endocrine and Metabolic Function

1. Identify the function of important hormones of the endocrine system. (NP)
2. Summarize signs and symptoms that may indicate a disorder of the endocrine system. (NP)
3. Identify all conditions for which short stature is a sign. (NP)
4. Prioritize nursing care for each type of acquired metabolic disorder. (NP)
5. Develop a family education plan for the child who needs lifelong cortisol replacement. (NP)
6. Distinguish between the nursing care of the child with type 1 and type 2 diabetes. (NP)
7. Plan care for the child with an inherited metabolic disorder. (NP, RM)

Module 11 - Alterations in Musculoskeletal Function

1. Describe pediatric variations in the musculoskeletal system. (NP, G/D)
2. Plan nursing care for children with structural deformities of the foot, hip, and spine. (NP)
3. Recognize signs and symptoms of infectious musculoskeletal disorders and refer for appropriate care.
(NP)
4. Partner with families to plan care for children with musculoskeletal conditions that are chronic or require
long-term care. (QSEN:Patient-centered care, TC)
5. Prioritize nursing interventions to promote safety and developmental progression in children who require
braces, casts, traction, and surgery. (NP)
6. Develop a nursing care plan for fractures, including teaching for injury prevention and nursing
implementations for the child who has sustained a fracture. (NP, RM)
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Module 12 - Alterations in Skin Integrity
1. Classify the characteristics of skin lesions caused by irritants, drug reactions, mites, infection, and injury.
(NP)
2. Differentiate among the stages of wound healing. (NP)
3. Compare skin conditions that have a hereditary cause or predisposition. (NP)
4. Plan the nursing care for the child with alterations in skin integrity, including dermatitis, infectious
disorders, and infestations. (NP)
5. Prepare an education plan for adolescents with acne to promote self-care. (NP)
6. Summarize the process to measure the extent of burns and burn severity in children. (NP)
7. Develop a nursing care plan for the child with a full-thickness burn injury. (NP, RM)
8. Contrast preventive strategies to reduce the risk of injury from burns, hypothermia, bites, and stings. (NP)

Module 13 - Immunizations and Communicable Diseases; Alterations in Immune Function

1. Compare the vulnerability of young children and adults to communicable diseases. (G/D)
2. Propose strategies to control the spread of infection in healthcare and community settings. (NP)
3. Examine the role that vaccines play in reducing and eliminating communicable diseases. (NP)
4. Plan the nursing care for children of all ages needing immunizations. (NP)
5. Outline a plan to maintain the potency of vaccines. (NP)
6. Recognize common infectious and communicable diseases. (NP)
7. Develop a nursing care plan for the child with a common communicable disease. (NP, RM)
8. Create a parent education session that addresses important considerations of giving acetaminophen and
ibuprofen to infants and children with a fever. (NP, G/D)
9. Describe the structure and function of the immune system and apply that knowledge to the care of children
with immunologic disorders. (NP, G/D)
10. Summarize infection control measures needed for children with an immunodeficiency. (NP)
11. Develop a nursing care plan in partnership with the family for a child with human immunodeficiency virus
(HIV infection). (NP, RM, QSEN:Patient-centered care)
12. Plan nursing care for the child with an autoimmune condition such as systemic lupus erythematosus or
juvenile arthritis. (NP)
13. Identify exposure prevention measures for the child with latex allergy. (NP)
14. Determine nursing interventions and prevention measures for the child experiencing hypersensitivity
reactions. (NP)

Module 14 - Alterations in Hematological Function; The Child with Cancer

1. Describe the function of red blood cells, white blood cells, and platelets. (NP)
2. Discuss the pathophysiology and clinical manifestations of the major disorders of red blood cells affecting
the pediatric population. (NP)
3. Discuss the pathophysiology and clinical manifestations of the selected disorders of white blood cells
affecting the pediatric population. (NP)
4. Discuss the pathophysiology and clinical manifestations of the major bleeding disorders affecting the
pediatric population. (NP)
5. Plan the nursing management and collaborative care of a child with a hematologic disorder. (NP,
QSEN:Teamwork & collaboration)
6. Prioritize nursing interventions for a child receiving hematopoietic stem cell transplantation (HSCT). (NP)
7. Describe the incidence, known etiologies, and common clinical manifestations of cancer. (NP)
8. Synthesize information about diagnostic tests and clinical therapy for cancer to plan comprehensive care
for children undergoing these procedures. (NP)
9. Integrate information about oncologic emergencies into plans for monitoring all children with cancer. (NP)
10. Recognize the most common solid tumors in children, describe their treatment, and plan comprehensive
nursing care. (NP)
11. Plan care for children and adolescents of all ages who have a diagnosis of leukemia. (NP)
12. Prioritize elements of comprehensive care planning for children with soft-tissue tumors. (NP)
13. Analyze the impact of cancer survival on children and use this information to plan for ongoing physiologic
and psychosocial care in the children’s futures. (NP, DT)

Module 15

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 1. Define mental health and describe major mental health alterations in childhood. (NP)
2. Discuss the clinical manifestations of the major mental health alterations of childhood and adolescence.
(NP)
3. Plan for the nursing management of children and adolescents with mental health alterations in the hospital
and community settings. (NP)
4. Describe characteristics of common cognitive alterations of childhood. (NP)
5. Use evidence-based practice to plan nursing management for children with cognitive alterations. (NP,
QSEN:EBP)
6. Establish and evaluate expected outcomes of care for the child with a cognitive alteration. (NP)

Curriculum Key: CC – Cultural Competence; DT – Developmental Theory; G/D – Growth and Development; LC- Life Cycle;
NP – Nursing Process; MP – Member within the Profession; PC – Provider of Care; QSEN –Quality and Safety Education
for Nurses; RM – Roy Model; TC – Therapeutic Communication

LOS ANGELES CITY COLLEGE ASSOCIATE DEGREE REGISTERED NURSING PROGRAM GUIDELINES FOR
CLINICAL EVALUATION

CLINICAL EDUCATION OUTCOMES

ROLE OF PROVIDER OF CARE:

Assessment

1. Research the pathophysiology, the physician's plan for care and therapy, nursing care plan, actions, and diagnostic
tests.
2. Validate health information from internet sources.
3. Complete med cards, growth and development prep sheet.
4. Perform a second level physical and psychosocial assessment of client by using effective communication, physical
assessment and critical thinking skills.
5. Incorporate information from client's history, growth and development, physical exam and current diagnostic tests,
culture, etc.
6. Identify adaptive and ineffective behaviors in all modes including growth and developmental milestones; perform
second level assessment for ineffective behaviors.
7. Demonstrate critical thinking by
• Identifying the stimuli related to ineffective behaviors
• Recognizing important relationships
• Making correct inferences from data
Nursing Diagnosis
1. States nursing diagnoses and substantiates these as indicated from comprehensive findings in all four modes.
Planning of Client Care
1. Identify and prioritize prime nursing diagnoses, adjusting plan accordingly and develops goals with measurable outcome
behaviors, specifying time for achievement of each goal.
2. Identify relationship between assessment findings, and develops plan of care with appropriate monitoring of client
status and individualized therapeutic interventions.
3. Plan for all aspects of client care in a timely manner.
4. Prepare for new experiences/procedures by reviewing age-appropriate resources in a timely manner.
Implementing Client Care/Therapeutic Interventions

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1. Correctly and safely perform therapeutic nursing interventions to promote the physiological adaptation of
pediatric clients.
2. Correctly use nursing interventions to promote psychosocial adaptation of pediatric clients.
3. Utilize effective age-appropriate communication skills with client and family.
4. Implement age-appropriate plan of care.
5. Respect client privacy and confidentiality.
6. Seek out and participate in learning opportunities and experiences.
7. Prepare and administer prescribed medications accurately and safely to pediatric clients:
• uses the “6” rights
• prepares drug cards
• knows safe dose
• knows infusion rate
• knows landmarks
• collects equipment
• follows protocol
8. Observe, manage, and monitor IV solutions/IVPB and is able to work with IV tubings, needleless adapters
and pumps.
9. Perform prescribed treatments and procedures on -pediatric clients correctly and safely.
10. Meet safety needs of pediatric clients.
11. Verbally report nursing assessment and care given to client, including changes in client condition, accurately
and promptly.
12. Interact effectively with client, staff, and instructor and participates in clinical conferences.
13. Document assessment findings, changes in client condition, and responses to nursing and medical interventions
accurately, concisely and completely.
14. Follow agency documentation policies.
15. Implement changes to care plan according to agency policies.
16. Identify and document client/family learning-teaching needs.
17. Develop, initiate and document appropriate teaching-learning activities, initiates discharge teaching and involves
pediatric client (when applicable) and family in planning and teaching.
18. Demonstrate increasing competence and retention of previously learned skills.
Evaluation

1. Conduct and document ongoing assessments of client responses to therapeutic nursing interventions performed.
2. Evaluate client's outcomes and interventions used in an age appropriate manner.
3. Identify achieved outcomes.
4. Analyze effectiveness of client outcomes and interventions.
5. Revise and update coordinated care plans as indicated by client's condition.

ROLE AS MANAGER OF CLIENT CARE:

1. Establish priorities for care for two or more clients.

14
 2. Organize, plan and implement care for timely completion.
3. Use worksheet to monitor progress.
4. Modify plan of care as needed.
5. Be accountable for all care of assigned client.
6. Demonstrate critical thinking skills in the problem solving process.
7. Use chain of command to resolve issues/problems.
8. Communicate client problems, issues and activities regarding client health care with staff and instructor.
9. Collaborate, consult and cooperate with staff and instructor.
10. Function as a collaborative member of the health care team.
11. Make appropriate interdisciplinary referrals.
12. Delegate aspects of client care to other health care workers commensurate with their educational preparation,
certification, and experience.
13. Complete care in a well-organized, cost effective and timely manner.
14. Complete all assigned tasks prior to departing from unit at the end of shift.
15. Report and document verbally and in writing all care given, actions and client's responses.

ROLE AS A MEMBER WITHIN THE DISCIPLINE OF NURSING

1. Practice within the ethical and legal framework of nursing (e.g. maintains confidentiality, communicates truthfully and
completely without omissions in verbal and written form, reports concerns regarding quality of care to the
appropriate persons, acts as the client advocate).
2. Foster collaborative relationships with health providers outside of nursing.
3. Arrive promptly and timely to clinic.
4. Notify appropriate personnel when absent.
5. Complete care, including recording and reporting.
6. Report suspicions of abuse to appropriate personnel.
7. Submit required paperwork to instructor in a timely manner.
8. Adhere to agency and college policies, including grooming, uniform, and behavior standards.
9. Conduct self in a professional manner while on the nursing units.
10. Use constructive criticism to improve performance, being accountable for own actions, behaviors, outcomes of
actions, and making appropriate changes.
11. Correctly and completely evaluate own performance and quality of care given.
12. Notify instructor promptly if error is made and follows through with corrective action.
13. Assume responsibility for self-development and uses resources for continued learning.
14. Consult with a nurse expert when a client's problems are not within the scope of practice.

15. Act professionally by being accountable for all nursing activities assigned, regardless of race, ethnic group or health
care problem.

GRADING CRITERIA FOR STUDENT CLINICAL PERFORMANCE:

Evaluations are summative and cumulative. Summative evaluation is done constantly. The student is expected to
demonstrate continual progress and achieve a grade of "Satisfactory" in all aspects of clinical performance. Student
performance in the clinical area will be evaluated a minimum of three times during the clinical rotation, according to course
clinical performance objectives. A rating of Needs to Improve and/or Unsatisfactory requires a conference and a written
15
plan of action mutually agreed upon by the student in consultation with the instructor following deficits in performance.
The student is expected to demonstrate continual progress and achieve a grade of "Satisfactory" in all aspects of clinical
performance. Final clinical grade will be rated as Satisfactory or Unsatisfactory. The minimal passing grade for clinical
performance is Satisfactory. The final clinical grade is based on satisfactory performance of all clinical course objectives.

Any one act of omission or commission, in any area of patient care or student behavior, that places the client/family/
staff in either physical or emotional jeopardy, may result in the student being dropped from the course with a grade of
"F".

Behaviors that may cause emotional or physical jeopardy include, but are not limited to: omission of care, commission of
errors, particularly when care has not been discussed or approved and/or supervised by faculty or RN responsible for that
patient (independent actions by a student for which that student is not qualified to perform); unwanted touching; invasion
of personal space that causes discomfort; verbal statements that directly state or infer to families or patients that care is
inadequate, or cause families or patients to question competency of care; intrusion, or involvement in any situation that is
inappropriate, or in which the student is not invited; physical or verbal behaviors that create an uncomfortable
environment for staff, classmates, patients, or families.

RATING CLINICAL PERFORMANCE:

Critical performance objectives are indicated by an asterisk (*) on the clinical evaluation tool; these include but are not
limited to:
• Clinical preparation as outlined on clinical course preparation sheets
• Preparation and safe administration of medications according to the "six rights"
• Safe clinical practice and demonstration of knowledge and utilization of QSEN knowledge, skills and attitudes
related to the 6 defined quality and safety competencies for nursing: Patient-centered Care, Teamwork and
Collaboration, Evidence-based Practice, Quality Improvement, Safety, and Informatics.

All other performance objectives listed on the clinical evaluation tool although not deemed "critical" are essential and
expected student behaviors.

Satisfactory Rating (S):

1. To successfully complete the clinical objectives with a passing grade, the student must demonstrate a "Satisfactory" level
of performance at a minimum of 75% of the time i.e., 6 ratings of "Satisfactory" in an 8 week period.

Needs To Improve (NI): Needs to improve rating will be assigned for student performance that does not meet specific
criteria for satisfactory or unsatisfactory performance.
1. Behaviors manifested are safe/correct and caused no harm only because the instructor/staff person intervened with
questions, or data, and student was then able to perform correct actions.
2. Student requires assistance to initiate and complete a procedure or skill, delays in administering care, conducts
inadequate client research, or performs limited therapeutic communication or client teaching.
3. Written assignments submitted one or more days late or with limited/incomplete data.

Note: Needs to improve will be evaluated as Satisfactory if the student's performance improves to a satisfactory level after
instructor counseling.

Unsatisfactory Rating (U):

The student will receive an "Unsatisfactory" weekly rating for clinical performance under the following circumstances:
1. The student receives an "Unsatisfactory" rating for a critical performance objective (*).
2. The student has 4 or more "Needs Improvement" ratings in any performance objective during one week of clinical
experience
3. The student has one "Unsatisfactory" and 2 (two) or more "Needs Improvement" ratings in a non-critical performance
objective.
4. The student in previous clinical days received 2 (two) "Needs Improvement" in any one clinical performance objective- a
third "Needs Improvement" constitutes a rating of "Unsatisfactory".

DESCRIPTORS FOR OTHER TERMINOLOGY USED ON CLINICAL EVALUATION TOOL:

16
Not Applicable (NA): Indicates that specific criteria was not a requirement for current week or extenuating circumstance (s)
not in control of student, prohibited student from meeting criteria. Circumstance will be communicated with instructor
before evaluation submitted.
Not Observed (NO): The nursing procedure or intervention not performed by the student on clinical day
Absent (A): Student did not attend clinical.
Tardy (T): Student late for pre conference, clinical and/or post conference. Indicate minutes/hours late and reason

CLINICAL REASONING/CRITICAL THINKING: Clinical reasoning is a cognitive or mental process that is purposeful, self-
regulated judgment, which results in interpretation, analysis, evaluation, inference, and the formation of conclusions and
decisions to provide client care.

THERAPEUTIC INTERVENTIONS: Therapeutic interventions are nursing actions derived from theory, the nursing process,
and critical thinking which promote optimum wellness for individuals in a variety of situations and settings.

COMMUNICATION: Communication is a dynamic, multidimensional, purposeful process in which an individual or group

imparts/transmits ideas, thoughts, information, knowledge and attitudes to another person or group of persons to assist in
their effective adaptation. The communication may be effected through verbal and non-verbal behaviors, including writing,
computers and other electronic behaviors.

17
 LOS ANGELES CITY COLLEGE
Nursing 107 – Nursing Care of the Pediatric Client

Clinical Evaluation Tool

STUDENT________________________ INSTRUCTOR_________________________ Hospital _________________Overall

Evaluation_______________

KEY: S = Satisfactory Performance: clinical behavior consistently meets stated requirement, student functions independently

N = Needs Improvement: clinical behavior is inconsistently meets stated requirement; student requires assistance to initial and complete
requirement.
U = Unsatisfactory Performance: clinical behavior fails to consistently meet stated requirement, student demonstrates unsafe,
incorrect, and potential-for-causing-harm nursing care
PATIENT CENTERED CARE- Recognizes the patient or designee as the source of control and full partner in providing Initial- Midterm Final
compassionate and coordinated care based on respect for patient’s preference, values, and needs. Student
The student will:
1. Synthesize knowledge and skills from previous nursing courses in the care of pediatric patients and their families
2. Using the Roy Adaptation Model, performs first and second level assessments with physiological and psychological modes for
the pediatric client including determination of milestone achievements, use of growth chart, and applies model to plan of care that
is age-appropriate
3. Uses age-appropriate communication skills with pediatric clients
4.Perform a comprehensive health history, assessing teaching and discharge planning needs for patient/family
5. Analyze data gathered from assessment and chart including H&P, diagnostic studies, and laboratory findings
6. Organize and complete care activities for assigned clients within the time limit
7. Utilize problem-solving techniques to meet expected and unexpected client needs
8. Conduct ongoing assessment and effectiveness of plan of care and revise/ update the care plan to reflect client needs
9. Act as client advocate
COMMENTS:

TEAMWORK & COLLABORATION- Functions effectively within nursing and inter-professional teams, fostering open Initial- Midterm- Final-
communication, mutual respect, and shared decision-making to achieve quality patient care. Student Nurse Faculty
The Student will:
1. Communicate clearly and collaborate with health care team members to foster collaborative relationships that optimize patient
18
outcomes.
2. Follow handoff protocols including use of SBARQ report format
3. Demonstrate problem-solving practices by utilizing reference materials, expert nurses, hospital staff, instructor, or hospital
resources such as rapid response team or emergency codes, as appropriate
4. Delegate aspects of care to team members based on competence level and scope of practice
5. Collaborate, consult, and cooperate with agency interdisciplinary team members and agency policies
6. Contribute to positive learning environment through respect, participation, and cooperation with classmates, instructors and
agency staff.
COMMENTS:

EVIDENCE-BASED PRACTICE- Integrates best current evidence with clinical expertise and patient/family preferences and values Initial- Midterm- Final-
for delivery of optimal health care. Student Nurse Faculty
The Student will:
1. Develop an individualized care plan that prioritizes nursing diagnosis and interventions
2. Utilize core measures, standards of care, and evidence-based interventions in the plan of care
3. Develop goals that lead to measureable, timed, and realistic outcomes and are appropriate for the client
COMMENTS:

SAFETY- Minimizes risk of harm to patients through system effectiveness and individual performance. Initial- Midterm- Final-
Student Nurse Faculty
The Student will:
1. Demonstrate effective use of technology and standardized practices that support safety and quality
2. Correctly and safely perform all approved technical procedures according to institutional and school protocols
3. Prepare and administer prescribed medications accurately and safely: using the 6 rights; prepare drug cards to include
medication class, action, uses, dosages, routes, side effects, adverse reactions, contraindications, nursing considerations, and
appropriate patient teaching; follow institutional and school protocols
4. Safely provide age-appropriate care for the patient in all aspects and seeks guidance when unsure
COMMENTS:

QUALITY IMPROVEMENT- Use data to monitor outcomes of care process and use improvement methods to design and test Initial- Midterm- Final-

19
changes to continuously improve the quality and safety of health care systems. Student Nurse Faculty
The Student will:
1. Recognize the quality improvement activities occurring in the health care agency.
2. Participate in data gathering on quality improvement projects as appropriate
COMMENTS:

INFORMATICS- Uses information and technology to communicate, manage knowledge, mitigate error, and support decision Initial- Midterm- Final-
making. Student Nurse Faculty
The Student will:
1.Apply technology and information management tools to support safe/ effective processes of care
2. Navigate the electronic health record finding pertinent information to develop care plan
3. Utilize appropriate Internet resources to validate health information
4. Use the EMR to document as indicated
Comments:

PROFESSIONALISM- Displays professional behaviors in educational and health care environments as described in the LACC Initial- Midterm- Final-
nursing student handbook, Nursing Standards of Practice, and policies of clinical agency Student Nurse Faculty
The Student will:
1. Accept accountability for assigned client(s)
2. Assume responsibility for self-development, utilize appropriate resources, seek guidance from instructor when indicated
3. Practice within legal framework by maintaining HIPPA, communicating truthfully without omissions, and standard of practice
4. Demonstrate core professional values of caring, altruism, autonomy, integrity, human dignity, and social justice, and act as client
advocate
5. Demonstrate adherence to agency/ school policies regarding, but not limited to, attendance, grooming, uniform, and behavior
standards
6. Provide evidence of preparation for clinical learning experiences and practice appropriate time management
Comments:

WRITTEN WORK Initial- Midterm- Final-

Student Nurse Faculty
The Student will:

20
1. Submit all required papers and care plans in a timely manner and at an acceptable level
2. Written work will demonstrate integration of Roy Model and nursing process to develop priority nursing diagnosis, goals, and
interventions
Comments:

Student Signature Date

Staff Nurse Signature Date
Instructor Signature Date
DAYS ABSENT/ TARDY: ________________
Overall Comments:

21
 ATI Addendum: LACC Policy
What is ATI?
• Assessment Technologies Institute® (ATI) offers an assessment driven review program designed to enhance student NCLEX-PN success.
• The comprehensive program offers multiple assessment and remediation activities. These include assessment indicator for academic success, critical
thinking, and learning styles, online tutorials, online practice testing, and proctored testing over the major content areas in nursing. These ATI tools,
in combination with the nursing program content, assist students to prepare more efficiently, as well as increase confidence and familiarity with
nursing content.
• Data from student testing and remediation can be used for program’s quality improvement and outcome evaluation.
• ATI information and orientation resources can be accessed from your student home page. It is highly recommended that you spend time navigating
through these orientation materials.

Modular Study:
ATI provides online review modules that include written and video materials in all content areas. Students are encouraged to use these modules to
supplement course work and instructors may assign these during the course and/or as part of active learning/remediation following assessments.

Tutorials/Learn:
ATI offers unique Tutorials that teach nursing students how to think like a nurse; how to take a nursing assessment and how to make sound clinical decisions.
Nurse Logic is an excellent way to learn the basics of how nurses think and make decisions. Learning System offers practice tests in specific nursing content
areas that allow students to apply the valuable learning tools from Nurse Logic. Features are embedded in the Tutorials that help students gain an
understanding of the content, such as a Hint Button, a Talking Glossary, and a Critical Thinking Guide.

Assessments:
Standardized Assessments will help the student to identify what they know as well as areas requiring active learning/remediation. There are practice
assessments available to the student and standardized proctored assessments that may be scheduled during courses.

Active Learning/Remediation:
Active Learning/Remediation is a process of reviewing content in an area that was not learned or not fully understood as demonstrated on an assessment. It
is intended to help the student review important information to be successful in courses and on the NCLEX. The student’s individual performance profile will
contain a listing of the topics to review. The student can remediate, using the Focused Review which contains links to ATI books, media clips and active
learning templates.

The instructor has online access to detailed information about the timing and duration of time spent in the assessment, focused reviews and tutorials by
each student. Students can provide documentation that required ATI work was completed using the “My Transcript” feature under “My Results” of the ATI
Student Home Page or by submitting written Remediation Templates as required.

Content Mastery Series Grading Rubric

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 Practice Assessment
12 pts.

Complete Practice Assessment A Complete Practice Assessment B

Remediation: Remediation:
• Minimum one hour Focused Review • Minimum one hour Focused Review
• For each topic missed, complete and • For each topic missed, complete and
submit an active learning template. submit an active learning template.

Standardized Proctored Assessment

Level 3 (78.3% & greater) Level 2 (63.3-76.7%) Level 1 (53.3-61.7%) Below Level 1 (below 53.3%)
12 pts. 9 pts. 3 pt. 0 pts.

Remediation: Remediation: Remediation: Remediation:

• Minimum one hour • Minimum two hour • Minimum three hour • Minimum four hour
Focused Review Focused Review Focused Review Focused Review
• For each topic missed, • For each topic missed, • For each topic missed, • For each topic missed,
identify and submit three identify and submit three identify and submit three identify and submit three
critical points to critical points to critical points to critical points to remember
remember. remember. remember

6 pts. 6 pts. 6 pts. 6 pts.

Proctored Assessment Retake*

Retake
No Retake No Retake Retake Required
Required

Total Points = 30/30 Total Points = 27/30 Total Points = 21/30 Total Points = 18/30

* Students obtaining Level 1 or below level 1 cut score are required to retake a proctored assessment. Students that achieve level 2 on the retake will
receive 3 additional points.

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Disclosure:

I have received the course syllabus for RN 107. I have read the instruction for the course. I have accepted the conditions of
this course and accept responsibility.

Print Name:____________________________________________ Date:_______________

Signature:______________________________________________________________________

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