U

Name of Department: Instructor Name Office Location Office Hours E-mail Telephone Class Meeting Days/Times Location

Nursing Michelle Kellywood-Yazzie RN, BSN GNCC 162 Thursday and Friday 0900-1600 myazzie6@unm.edu Office: 505-863-7516, Cell: 505-862-3557 Wednesday 0830-1530 Starting October 19, 2011 GNCC 133 Fall 2011 Syllabus

Title of Course Credit Hours and Contact Hours

NURS - 232 4 credit hours (3-1-4); Theory 3 hours/week; Lab 48 hours/semester Focuses on the application of the nursing process to care for the child and family. Students will care for clients in a variety of inpatient and community settings NURS 130 (3-2-5), NURS 131 (3-1-4) Psych 220 (3-0-3), and HCHS 125 (3-0-3); NURS 234 (3-2-5) and NURS 230 (3-1-4); NURS 115 Analyze assessment data considering the physiologic, cultural and spiritual needs of the pediatric client and family.

Course Description

Pre-requisites/co-requisites Learning Objectives and Outcomes

Apply the nursing process, utilize critical thinking skills and incorporate knowledge of norms and deviations when planning and implementing care for pediatric clients. Demonstrate knowledge of growth and development when utilizing the nursing process to care for pediatric clients. Implement nursing actions for selected complex clients, based on assessment of actual/potential pediatric health problems. Demonstrate proficiency in verbal, written and electronic communication and documentation to plan, deliver and evaluate care to pediatric clients/families in a variety of health care environments. Evaluate personal beliefs and values related to legal and ethical issues and professional responsibilities

Disabilities Policy: In accordance with University Policy 2310 and the Americans with Disabilities Act (ADA), any student needing academic accommodations should first contact Accessibility Services at 863-7660 (Gurley Hall 1133). It is also imperative that you take the initiative to bring such needs to the instructors attention, as your instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow.

Teaching Methods: NURS 232 will use a variety of approaches to meet the course outcomes. These instructional methods may include, but are not limited to lecture, audio-visual materials, guided discussions, group projects, role playing, self evaluation, written assignments, computer and on-line activities, decision-making exercises, skills, clinical laboratories and experiences. Evaluation/Grading Methods: Please see Grading Policies in the Nursing Student Handbook. Theory Grading Policy: Tests administered in the nursing courses and used to calculate course grades are multiple-choice. These exams will constitute 90% of the students final grade. There will be a minimum of four (4) theory tests in each nursing course. There are no exam retakes, dropping of the lowest grade or extra credit. Other methods of evaluation will amount to no more than 10% of a students total grade and will not substitute for a passing grade in the testing component of the grade calculation. A students test average must be at least 75% in order to progress to the next semester. A failing grade will not be rounded to a passing grade (example: 74.99% does not round to 75%, however a 79.99% will round to 80%). Assignment Grading Policy: Assignments will be lowered 10% of the total possible points for each day the assignment is late. No points will be awarded if the assignment is more than three (3) days late. Assignments are to be turned in to the course instructor either in person or submitted electronically. Clinical/Lab Grading Policy: All clinical/lab rotations will be graded with a Pass/Fail. To pass, a student must successfully complete 75% of the stated objectives located in the clinical evaluation tool and complete all of the hours required. Failure to pass the clinical/lab component will result in a failure of both theory and clinical components. ATI Exam: A standardized examination developed by Assessment Technologies Institute (ATI) is 5% of the grade for this course. The student must achieve an 80% or greater on a practice exam and bring proof of that grade to the proctored exam when it is scheduled. If the student achieves a Proficiency Level 2 or higher on the proctored exam, he or she will receive the 5%. If not, the student is required to remediate by making a 3X5 index card for each item listed under Topics for Review on the test report and score 90% or greater on a second practice exam. The test report from the first proctored test, the index cards and proof of 90% or greater on the second practice test are required at the time of the second proctored exam. If the student achieves a Proficiency Level 2 or higher on the second proctored exam, the student will receive the 5% at that time. The student must complete the ATI component of the course to pass the course. See the student nurse handbook for the complete ATI policy. Successful completion of NURS 232 requires the student achieve: 1. A cumulative average of all theory tests at 75% or better and 2. A cumulative average of all test and all written work/projects at 75% or greater. (Comprehensive) and 3. Pass in both the campus laboratory (including assigned online skills modules) and clinical experiences and 4. Completion of all components of the course. Academic Dishonesty: Academic dishonesty is a serious situation that will not be tolerated. The nursing program adheres to the campus policy that includes possible dismissal from the program for incidents of cheating. Please refer to the UNM-Gallup Student Handbook policy on Academic Dishonesty. Required Textbooks and Materials: McKinney, E.S., James, S.R., Murray, S.S., & Ashwill, J.W. (2009) 3rd. ED. Maternal-Child Nursing. Saunders-Elsevier

All textbooks, materials, uniforms, equipment, supplies, fees, insurance and immunizations required in previous nursing courses. Assessment Methods: Tests, Quizzes, ATI test, clinical evaluation tool and course assignments. Guidelines and rubrics for the following assignments are at the end of this syllabus: Clinical Evaluation Tool Child Care Observation/Analysis Tool Primary Clinic Evaluation Tool Attendance Policy: Attendance in both the class and clinical settings is expected of the student. Nonattendance may result in failure of a class. Professional behavior requires the nurse to be accountable for their actions in any setting. Behaviors that are established in the nursing program will prepare the student for the role of graduate and registered nurse. The following policies delineate expected student behaviors: Clinical/Lab: Attendance is mandatory. There are some circumstances under which students should not be in the clinical setting. These include, but are not limited to, hospitalization and communicable illnesses. It is the responsibility of the student to notify the clinical instructor and the course faculty member prior to the time of the absence. If proper notification is not provided, the absence will be considered unexcused. Under no circumstances is a student to leave the clinical setting without first notifying the instructor or instructor designee. If a student leaves clinical any time before the end of the scheduled clinical, the student will not receive credit for this clinical day. This may also result in failure of clinical leading to failure of the course. Any clinical or skills lab make up, in cases of excused absences, is at the discretion of the course coordinator. In addition, extra clinical hours or written work may be required to complete the course or a grade of incomplete may be given for the course. Absences, including leaving clinical early, may prevent successful completion of the course. Theory: Students are expected to attend all classes, including those when tests are scheduled. If a student must miss a test, he/she is required to notify the instructor of the course directly prior to the time of the test. If notification is received prior to the time of the test, the faculty member may reschedule the test or schedule a test over the material in an alternate format, such as an essay test. If notification is not received by the instructor prior to the time the test is scheduled, the test grade will be 0. Any date for, or the format of, a rescheduled test is at the discretion of the instructor. If a student misses more than one test in a semester, the full nursing faculty will meet to discuss the issue and decide on consequences, up to and including failure of the course. Cell phone and pager policy: Cell phone use is not allowed in the classrooms, computer lab or the hallways. Cell phones must be turned off before the student enters any nursing program buildings. Students may not leave the classroom to answer calls on a cell phone. Text-messaging is prohibited in the classroom. Cell phones must be turned off and put away while a student is in the classroom or computer lab. Cell phones are never allowed in the clinical setting. Closures for weather: Check local news sources for UNM-G closures of delays; these are often different from Gallup-McKinley Schools. Please see Inclement Weather Policy in the Nursing Student Handbook. Clinical Schedules will be held as scheduled unless individual students are notified by instructor. If UNM-G classes are delayed, nursing classed will not be cancelled but will start as soon as the campus opens. Example: if there is a 2 hour delay, classes scheduled at 0830 to 1130 will start at 10 AM.

If conditions are more severe at the students location than they are on campus, the student will need to notify the instructor of that fact and give estimated time of arrival. A tardy will not be counted.

2011 Fall Schedule

WEEK 1 DATE: October 19 CONTENT/ACTIVITIES Class orientation: Questions, comments, concerns? Required reading: McKinney, James, Murray & Ashwill: Chapters 1-4, 32,33,37 Clinical Calculations: Chapters 10-12 2 October 26 Required Reading: McKinney, James, Murray & Ashwill: Chapters 5-8,35,38,39 Clinical Calculations: Chapters 10-12 3 November 2 Required reading: McKinney, James, Murray & Ashwill Chapters: 42, 43, & 45 Required reading: McKinney, James, Murray & Ashwill Chapters: 34,36, 46, 51 Required reading: McKinney, James, Murray & Ashwill Chapters:40, 44, 49, & 50 Required reading: McKinney, James, Murray & Ashwill Chapters: 52, 53, 54 & 55 Quiz: Chapters 42, 43, 45 Exam 2: Chapters 5-8, 35, 38, 39 Quiz: Chapters 34, 36, 46, & 51 Exam 3: Chapters: 42, 43, 45 & Clinical calculations Quiz: 40, 44, 49, & 50 Exam 4: 34, 36, 46, & 51 Quiz: 52, 53, 54, & 55 Student Presentations Exam 5: Chapters 40, 44, 49 & 50 & Clinical Calculations 7 November 30 Required reading: McKinney, James, Murray & Ashwill Chapters 41, 47, 48 ATI COMPREHENSIVE FINAL ATI RETAKES Quiz: 41, 47, 48 Student Presentations Exam 6: 53, 53, 54, 55 ATI COMPREHENSIVE FINAL ATI RETAKES Quiz: Chapters 5-8, 35, 38, 39 Exam 1: Chapters 1-4, 32, 33, 37 PRESENTATIONS/QUIZZES/EXAMS Quiz: Chapters: 32, 33, 37

November 9

November 16

November 23

8 9

December 7 December 14

HAVE A SAFE AND HAPPY HOLIDAY

Schedule subject to change as needed to facilitate learning needs and outcomes

NURS 232 GRADING WORKSHEET Name: _____________________________________________________

Theory Test #1 Theory Test #2 Theory Test #3 Theory Test #4 Theory Test #5 Theory Test #6

_____________ (50) _____________ (50) _____________ (60) _____________ (50) _____________ (50) _____________ (50)

Combined quizzes (7) _________ (105) Average: Other Assignments: (5%) Student Presentation (100) Observation Write-ups (2) & Concept map (1) : (100) Average __________X 0.025=__________ __________ X 0.90 = __________

__________X 0.025= __________

ATI (5%) ATI Standardized Exam

Average

__________X 0.05 = _________ Total=___________

Completion Pediatric ATI A standardized examination developed by Assessment Technologies Institute (ATI) is 5% of the grade for this course. The student must achieve an 80% or greater on a practice exam and bring proof of that grade to the proctored exam when it is scheduled. If the student achieves a Proficiency Level 2 or higher on the proctored exam, he or she will receive the 5%. If not, the student is required to remediate by making a 3X5 index card for each item listed under Topics for Review on the test report and score 90% or greater on a second practice exam. The test report from the first proctored test, the index cards and proof of 90% or greater on the second practice test are required at the time of the second proctored exam. If the student achieves a Proficiency Level 2 or higher on the second proctored exam, the student will receive the 5% at that time. The student must complete the ATI component of the course to pass the course. See the student nurse handbook for the complete ATI policy.

Proficiency level 2 or above for 100 points 0.05%_____________ 1. Practice test 1 score 3. Designated remediation ____ (must be 80%) completed __________ 2. Proctored test 1Level ____ (Level 2 or greater =100 pts.) Grading Scale 98-100 A+ 94-97 A 91-93 A70-74 C-

5. Proctored test 2Level ____ (Level 2 or greater =100 pts.)

4. Practice test 2 score ____ (must be 90%)

88-90 84-87 81-83

B+ B B-

78-80

C+

75-77 C **70-74 C67-69 D+

**67-69 **64-66 **60-63 **0-59

D+ D DF

**Total must be 75% or > to pass the course

MIDTERM CONFERENCE

NURS 232 GRADING WORKSHEET FINAL CONFERENCE Student_________________________ Instructor_______________________

Student_________________________ Instructor_______________________

Date___________________________ Date___________________________ Any disagreement with this grade should be pursued as outlined under Conflict Resolution in the Nursing Student handbook.

Health Perception/Health Management: Contemporary Pediatric Nursing Contemporary Issues/Trends Trend in Nursing Practice Health during childhood Pediatric Nursing Role of the pediatric nurse. Future trends

Community-Based Pediatric Care Community Nursing Process Definition of Community Epidemiologic process Community nursing process Continuum of care

Define the terms mortality and morbidity. Identify two ways that knowledge of mortality and morbidity can improve child health. List three major causes of death during infancy, early childhood, later childhood, and adolescence.. List two major causes of illness during childhood. Outline four events that were significant in the evolution of child health in the United States. Describe five broad functions of the pediatric nurse in promoting the health of children. List the five steps of the nursing process. Define community nursing. Identify a target population. Describe selected aspects of the epidemiologic process. Discuss the pediatric continuum of care. Explain the components of the community nursing process. Discuss definitions of family. Identify different family structures found in the United States. etc

Lecture/class discussion McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Discussion/class participation Quizzes/Examinations

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Quizzes/Examinations

Lecture/class discussion

Roles/Relationships: Family Influences on Child Health Promotion Family roles, relationships, strengths Parenting

Discussion/class participation McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Quizzes/Examinations

Special parenting needs Lecture/class discussion Values and Beliefs: Social, Cultural, and Religious Influences on Child Health Promotion Culture Social roles Cultural/religious influences on health care Health beliefs and practices
Define culture, culture shock, ethnicity, and race.

Discussion/class participation Quizzes/Examinations

Cognitive/Perceptual: Developmental Influences on Child

Describe the sub-cultural influences on child development in the areas of socialization, education, and aspiration. Characterize family life in present-day America. Identify common diseases or disorders that affect certain ethnic or cultural groups. Identify areas of potential conflict of values and customs for a nurse interacting with a family from a different cultural/ethnic group. Describe three religious groups whose beliefs significantly affect their health practices. Describe major trends in growth and development. Explain the alterations in the major body systems that take place during the process of growth and development. Discuss the development and relationships of personality, cognitive, language, moral, spiritual, and self-concept development. Describe the role of play in the growth and development of children.

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Health Promotion
Growth and development Development of personality and mental function Role of play in development Factors that influence Development Heredity Nutrition Socioeconomic status, etc.

Lecture/class discussion Discussion/class participation Quizzes/Examinations ATI

Demonstrate an understanding of the roles of innate and environmental factors in the physical and emotional development of children. Describe guidelines for communication and interviewing. Identify communication strategies for interviewing parents. Identify communication strategies for communicating with children of different age groups. Describe four communication techniques that are useful with children. State the components of a complete health history. Describe two strategies for structural and functional assessment of the family. List three areas that are evaluated as part of a nutritional assessment Prepare a child for a physical examination based on his or her developmental needs. Perform a comprehensive physical examination in a sequence appropriate to the childs age. Recognize expected normal findings for children at various

Health Perception/Health Management: Communication and Health Assessment of the Child and Family Communication Guidelines for communication and interviewing Communicating with families History taking Family assessment Nutritional assessment

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Lecture/class discussion Discussion/class participation Quizzes/Examinations

Physical and Developmental Assessment of the Child General approach to examining the child Physical examination Developmental assessment

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Lecture/class discussion Discussion/class participation ATI Quizzes/Examinations

ages. Record the physical examination according to the head-to-toe format. Perform a developmental assessment using a standard screening test. Identify the major biologic, psychosocial, cognitive, and social developments during the preschool years. List the benefits of imaginary playmates. Prepare preschoolers for preschool or day care experience. Provide parents with the guidelines for sex education. Provide parents with guidelines for dealing with a childs fears, stresses, aggression, and sleep problems. Offer parents suggestions for preventing speech problems. Recognize feeding patterns of preschoolers. Provide anticipatory guidance to parents regarding injury prevention. State three factors thought to be associated with child abuse. State four areas of the history that should arouse suspicion of abuse. Describe the nursing care of the abused child. Identify the major biologic,

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Lecture/class discussion

Nutrition/Metabolic:

The Infant and Family

Promoting optimum G & D Promoting optimum health during infancy Nutrition Immunizations Dental health Injury prevention Anticipatory guidance Feeding difficulties FTT Colic SIDs Apnea of infancy

Child Care Observation

Discussion/class participation Quizzes/Examinations

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

10

The Toddler and Family

Promoting optimum G & D Promoting optimum health during toddlerhood Nutrition Injury prevention Dental health Sleep and activity Anticipatory guidance

psychosocial, cognitive, and social developments during the toddler years. Relate separation anxiety and negativism to developmental tasks. Recognize readiness for toilet training and offer parents guidelines. Provide parents with the guidelines for handling temper tantrums. Outline a preventive dental hygiene plan for toddlers. Provide anticipatory guidance to parents regarding injury prevention based on the toddlers developmental achievements. Provide parents with feeding recommendations. Identify the major biologic, psychosocial, cognitive, and social developments during the preschool years. List the benefits of imaginary playmates. Prepare preschoolers for preschool or day care experience. Provide parents with the guidelines for sex education. Provide parents with guidelines for dealing with a childs fears, stresses, aggression, and sleep problems. Offer parents suggestions for

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Lecture/class discussion Quizzes/Examinations

ATI

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Quizzes/Examinations Lecture/class discussion

The Preschooler and Family

Promoting optimum G & D Promoting optimum health during the preschool years Nutrition Dental health

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Injury prevention Anticipatory guidance Communicable diseases Child maltreatment Child neglect Physical abuse Sexual abuse

preventing speech problems. Recognize feeding patterns of preschoolers. Provide anticipatory guidance to parents regarding injury prevention. State three factors thought to be associated with child abuse. State four areas of the history that should arouse suspicion of abuse. Describe the nursing care of the abused child. Describe the physical, cognitive, and moral changes that take place during the middle childhood years. Describe ways to help a child develop a sense of accomplishment. Discuss the role of the peer group in the socialization of the school-age child. Discuss the role of schools in the development and socialization of the school-age child. Demonstrate an understanding of the types, causes, and prevention of sports injuries in middle childhood. Outline an appropriate health teaching plan for the schoolage child. Plan a sex education session for a group of school-age children.

The School-Age Child and Family Promoting optimum G & D Promoting optimum health during the school years Nutrition Dental health Sex education School health Injury prevention Anticipatory guidance Overuse syndromes Altered growth and maturation Behavioral disorders ADHD

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Discussion/class participation Quizzes/Examinations

Lecture/class discussion

12

Enuresis/encopresis School phobia

Identify the causes and discuss the preventive aspects of injury in middle childhood. Discuss the manifestations and nursing management of selected emotional and behavioral problems Describe the physical changes that occur at puberty. Discuss the reactions of the adolescent to physical changes that take place at puberty. Demonstrate an understanding of the process by which the adolescent develops a sense of identity. Discuss the significance of the changing interpersonal relationships and the role of the peer group during adolescence. Outline a health teaching plan for adolescents. Identify the causes and discuss the preventive aspects of injuries during adolescence. Demonstrate an understanding of health problems related to sexuality. Outline a plan of care for the child or adolescent with an eating disorder. Discuss the manifestations and nursing management of selected emotional and/or behavioral problems

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Quizzes/Examinations Lecture/class discussion

The Adolescent and Family

Promoting optimum G & D Promoting optimum health during adolescence Immunizations Nutrition Dental health Personal care Stress reduction Sexuality education and guidance Eating disorders Disorders of the reproductive

13

system Health problems with a behavioral component Smoking Suicide Substance abuse

Values/Beliefs: Chronic Illness, Disability, and Death Care of children with special needs Family of the child with special needs The child with special needs Nursing care of the family and child with special needs Nursing care of the family and child at the end of life

Identify the scope of and changing trends in care of children with special needs. Identify the major reactions of and effects on the family with a child with special needs. Define the stages of adjustment to the diagnosis of a chronic condition. Recognize the impact of the illness or disability on the developmental stages of childhood. Outline nursing interventions that promote the familys optimum adjustment to the childs chronic disorder. Outline nursing interventions that support the family at the time of death. Define the usual symptoms of normal grief. Define the classifications of mental retardation. Outline nursing interventions for the child with cognitive impairment that promotes optimum development, including during hospitalization. Identify the major biologic and cognitive characteristics of the child with Down syndrome. Outline nursing interventions for the child with Down syndrome. Identify the major characteristics associated with

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Lecture/class discussion Quizzes/Examinations ATI

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

14


Cognitive/Perceptual:

Cognitive and Sensory Impairment Cognitive impairment Down Syndrome Fragile X Syndrome Sensory impairment Hearing impairment Visual impairment Deaf-blind children Retinoblastoma

fragile X syndrome. List the general classifications of hearing impairment and the effect on speech. Outline nursing interventions for the child with hearing impairment, including during hospitalization. List the common types of visual disorders in children. Outline nursing interventions for the child with visual impairment, including during hospitalization. Differentiate home care from hospice care. List at least three factors contributing to the increasing emphasis on home care services. Describe case management coordination and its importance in home care. List general principles of a family-centered assessment and planning process. Describe six areas in need of attention for promoting safety in home care. Identify the stressors of illness and hospitalization for children during each developmental stage. List the admission procedures for a child on admission to the hospital.

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Discussion/class participation Quizzes/Examinations

Lecture/class discussion SMASE CLINICAL

ATI

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO Discussion/class participation Lecture/class discussion Quizzes/Examinations

Roles/Relationships:

15

Family-Centered Home Care

General concepts of home care Family-centered home care Safety issues in the home

Self-Perception/Self-Concept:

Reaction to Illness and Hospitalization Stressors of hospitalization Separation anxiety Loss of control Bodily injury and pain Stressors and reactions of the family of the hospitalized child Care of the child and family in special hospital situations Ambulatory/outpatient Isolation Emergency admission ICU

Outline nursing interventions that prevent or minimize the stress of separation during hospitalization. Outline nursing interventions that minimize the stress of loss of control during hospitalization. Outline nursing interventions that minimize the fear of bodily injury during hospitalization. Describe methods of assessing and managing pain in children. Outline nursing interventions that support parents and siblings during a childs illness and hospitalization. Describe nursing interventions needed when children are admitted to special units. Identify instances in which informed consent is required and those in which minors may be considered emancipated. Formulate general guidelines for preparing children for procedures, including surgery. Implement play in therapeutic procedures. Outline general hygiene and care procedures for hospitalized children. Implement feeding techniques that encourage food and fluid intake. Describe methods of reducing the temperature of the child

McKinney, E.S., James, S.R., Murray, S.S., Ashwill, J.W., 2009. Maternalchild nursing. 3rd Ed., Saunders/Elsevier St. Louis, MO

Discussion/class participation Quizzes/Examinations

Lecture/class discussion

16

17

CLINICAL OBSERVATION

Instructions: After completing your day care observation, submit this completed form to your Instructor. It is due one week following your initial experience.

1. Identify three fine motor and 3 gross motor skills observed for each age group. CHILD FINE MOTOR SKILLS ADOLESCENT ADDITIONAL OBSERVATION

GROSS MOTOR SKILLS

18

2. What type of play did you observe for each age group? Describe what you saw. TYPE OF PLAY OBSERVED CHILD ADOLESCENT ADDITIONAL COMMENTS

3. Describe any safety factors observed.

4. What type of hygiene was practiced with the children?

5.

Describe the anticipatory guidance you would give to the parents of each group.

19

CHILD Injury Prevention

ADOLESCENT

ADDITIONAL COMMENTS

Nutrition

Sleep/Activity

Dental Health

Immunizations

20

6. What are the necessary requirements for the children to participate in this day care?

7. Personal observations/views on this observation.

Student: __________________________ Preceptor Signature:________________________________

Date: ____________________

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CLINICAL (OUTPATIENT) EXPERIENCE) Instructions: After completing your clinic/office experience, submit this completed form to your instructor. It is due one week following your initial experience. Objectives: By the end of the clinical observation experience the student will be able to: 1. Briefly describe the various roles of the health care team that you observed.

2. Describe the parents and childs response to illness as it relates to the clinic you visit.

3. Briefly describe the type of clients seen in the clinic today.

4. What type of health education did you observe? You may add samples if you obtained Handouts/brochures, etc.

5. Describe what you observed related to health promotion, disease prevention.

6. Personal observations re: clinical experience. Student:___________________________ Date: ___________________

Signature of Preceptor: _______________________________________

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Clinical Evaluation Tool The questions below are to help you to think about your experiences in pediatrics. Any experience that helped you to grow spiritually? Assessment of infant, toddler, school age, and adolescent: Which group are you most comfortable with the least comfortable with? Organizational skills: Writing skill: How have you grown professionally during this semester? What experiences did you like the most / the least? Did you get do procedures? Which do you feel most comfortable with / least comfortable with? How did you like the leadership role as primary care nurse? Did you feel like you were a contributing member of the health team this semester? Give an example of when you felt good about something you did? Or an experience that you learned how you might have done it better? Do you feel you were able to be a child / family advocate in any way? Any teaching project or discharge plan you developed and implemented?

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Student Name:___________________________________________ Semester:________________________________ Clinical Evaluation Tool Pediatrics 1. Continue with transition into the role of professional nurse, as evidenced by ability to: Initiate communication with members of the health care team Manage care for one to two pediatric clients with acute and/or chronic health problems 2. Analyze assessment data considering the physiologic, cultural and spiritual needs of the pediatric client and family. Reviews current diagnostic tests in the client record Completes physical assessment of pediatric client and analyzes findings Uses therapeutic communication in assessing needs of the pediatric client/family Collaborates with client, families significant others, and members of the health care team appropriately in providing care to the client 3. Apply the nursing process, utilize critical thinking skills and incorporate knowledge of norms and deviations when planning and implementing care for pediatric clients. Seeks appropriate health care team members when planning/implementing client care Analyzes individual beliefs and values in relation to provision of care for pediatric clients Identifies barriers in provision of patient care, and initiates problem solving 4. Demonstrate proficiency in verbal, written and electronic communication and documentation to plan, deliver and evaluate care to pediatric clients/families in a variety of health care environments. Completes and appropriately documents physical assessments of pediatric clients Organizes plans of care for one pediatric client Implements and appropriately documents plan of care for one pediatric client with acute illness Evaluates and appropriately documents effectiveness of plan of care for one pediatric clients with acute, problems Uses therapeutic communication when providing care for clients Identifies teaching opportunities when interacting with the client and families Provides information that is meaningful to clients and families in maintaining or restoring wellness for clients 5. Demonstrate knowledge of growth and development when utilizing the nursing process to care for pediatric clients Provides care utilizing knowledge of cognitive development of infants and children Evaluates Tanner staging as appropriate 24 X N/A O

Notes (number to correlate with front) ____________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Clinical Pass/ Fail (circle one) Signature of student:___________________________________________________ Date:__________________ Signature of Clinical Instructor:___________________________________________Date:__________________

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University of New Mexico Gallup Nursing Program Student Evaluation of Clinical Facility Facility and Unit being evaluated: _________________________________________ Semester:____ Course:______________Clinical Facility:___________________________ Key: Circle one 5 Excellent 4 Above Average 3 Average 2 Below Average 2 Poor X Dont Know Na Not applicable

Item 1. Adequate Orientation to the facility was provided 2. Nursing staff functioned as a role model 3. Nursing staff offered assistance to students 4. Nursing staff alerted students to learning opportunities 5. Hospital staff was receptive to students 6. Nursing staff was receptive to students 7. Nursing staff exhibited professional behaviors 8. The clinical setting was conducive to learning 9. Student was able to collaborate effectively with nursing and other staff

NA

List the strengths of this facility:

What suggestions do you have, if any, that could improve the clinical experience at this facility

Other comments

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University of New Mexico Gallup Nursing Program Student Evaluation of Clinical Instructor Instructor being evaluated: _____________________________ Semester__________Course___________________________ Key: Circle One 5. Excellent 4. Above average 3. Average 2. Below average 1. Poor X. Dont know NA. Not applicable Item 1. Knowledgeable about the professional field of practice 2. Exhibits professionalism when dealing with students 3. Creates an environment conducive to learning 4. Motivates me to do my best work 5. Gives clear directions for clinical assignments 6. Keeps me aware of my progression 7. Relates the theory content to the clinical practice 8. Works well with clinical staff 5 4 3 2 1 X NA

List the strengths of the clinical instructor:

What suggestions do you have, if any that could improve the clinical experience?

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Group presentation Create a case study to present to the class. Situations in the case study need to be related: ~ a pediatric patient ~ acute/chronic pediatric disease ~ use vital signs ~ use lab values Consider what you want to do, what do you want the class to learn? Include a hand out. And a concept map. Use power point to present material. Presentation limited to 30 minutes. Turn in copy of case study, hand out and concept map to instructor.
Grading: Content: Presentation: Concept Map: Hand outs: Total: 35% 35% 15% 15% 100%

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