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1. With minimal guidance, collects and records data base for each
client who has an increasing need for assistance in meeting universal
self-care and health deviation needs with predictable outcomes.
2. With guidance, assesses client for manifestations of inability
to meet universal self-care and health deviation needs related to
pathophysiology/psychopathology.
3. With minimal guidance, completes basic assessment tool consistent
with expected level of achievement.
4. With minimum guidance is able to identify actual/potential self-care
deficits and state the deficit in nursing diagnosis terminology.
5. Given a client with less predictable outcomes, with guidance,
develops a written plan of care utilizing a knowledge base consistent
with expected level of achievement and establishes priorities based
on self-care deficits.
6. Given a client with less predictable outcomes, with guidance selects
a nursing system.
7. Develops written nursing care plan (NCP) consistent with Level II
NCP format.
8. With guidance, implements the selected nursing system for 2-3 clients
with less predictable outcomes consistent with expected level of
achievement.
9. With guidance, performs basic nursing skills consistent with
theoretical knowledge base and audit sheet criteria.
10. Applies principles of safety as identified on safety audit sheet.
11. With less guidance, evaluates the appropriateness of the selected
nursing system, the effectiveness of the NCP and therapeutic
interventions at the expected level of achievement.
12. With guidance, assesses client and family's basic self-care needs
for health teaching based on potential/actual self-care deficits
consistent with universal self-care and developmental needs.
Identifies appropriate resources for resolution.
13. With guidance, plans and implements client and family teaching
needs consistent with expected level of achievement and agency
policy incorporating basic principles of pathophysiology,
psychopathology, and developmental and cultural needs.
14. With guidance, evaluates client and family response to teaching
consistent with expected level of achievement.
15. With guidance, communicates:
A. In writing on a client's chart, consistent with audit sheet
criteria.
B. Effectively with assigned clients and health care team members
using problem solving, goal-directed communication skills.
C. Pertinent information to client, family, instructor and health
team members within the agency ensuring client safety.
D. Change of shift report.
16. Identifies educational needs and seeks appropriate guidance.
17. With guidance, demonstrates behaviors consistent with school and
health care agency policies, professional ethics and legal parameters
consistent with expected level of achievement.
18. With guidance, utilizes self-care concepts as they relate to
universal self-care needs, developmental, cultural and spiritual
needs.
19. In the Skills Lab, masters psychomotor skills at level consistent with
safe, competent performance in the hospital setting.
20. In the Skills Lab, masters therapeutic communication and behavioral
intervention skills at a level consistent with safe, competent
performance in hospital and community health care settings.
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1. Preparation for clinical assignments by reviewing patient's chart;
preparing data base, pathophysiology form, assessment tool and
researching medications, treatments and skills - approximately
3-4 hours per week.
2. Written nursing care plans (4 pages per plan), 5 plans per semester.
Includes data collection, data analysis, development of plan for
nursing care with specific interventions and evaluation of
effectiveness.
3. Completion of two-page assessment tool, approximately 30 per semester.
4. Viewing selected videotapes in CHEC, 8-10 per semester.
5. Viewing selected CAI program in CHEC, 6-8 per semester.
6. Present patient situations for discussion in post clinical conferences
(approximately 1 hour presentation per student per semester).
7. Analysis of patient care situations. In group setting, approximately
10-12 per semester.
8. Reading assignments, 70-350 pages per week.
9. Written clinical paper on substance abuse, one per semester, 3 pages
per paper.
10. Written clinical paper on psychiatric day care treatment, one per
semester, 3 pages per paper.
11. Written clinical paper on surgical client, one per semester, 5 pages
per paper.
12. Written clinical paper on Alcoholics Anonymous, one per semester,
1-2 pages per paper.
13. Reading prior to skills demonstration 15-50 pages per week.
14. Attend scheduled skills demonstrations.
15. Practice skills under faculty supervision in simulated clinical
setting.
16. Demonstrate safe and competent skill performance.
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FUNDAMENTALS OF NURSING by Potter and Perry. Mosby Co. 2d ed. 1993
CLINICAL NURSING SKILLS by S. Smith and D. Duell. Appleton & Lange.
1996
LABORATORY AND DIAGNOSTIC TESTS WITH NURSING IMPLICATIONS by J. Kee.
Appleton and Lange. 1995
PATHOPHYSIOLOGY: THE BIOLOGICAL BASIS FOR DISEASE IN ADULTS AND
CHILDREN by McCance & Huether. Mosby. 2d ed. 1994
CRITICAL THINKING IN MEDICAL-SURGICAL SETTINGS: A CASE STUDY APPROACH by
Winningham & Preusser. Mosby 1996
CRITICAL PATHWAYS FOR COLLBORATIVE NURSING CARE by S. Beyea.
Addison-Wesley. 1996
PRINCIPLES AND PRACTICE OF PSYCHIATRIC NURSING by Stuart and Sundeen.
Mosby 1994
MEDICAL-SURGICAL NURSING by LeMone & Beyea. Addison-Wesley. 1996
PHARMACOLOGY IN NURSING by McKenry & Salerno. Mosby 1995
