WCU NURS 491L - Integration of Nursing Practice - 2014fall - I - 8-4-14

NURS 491L Integration of Nursing Practice
Revision Date: Month, Year (i.e. February, 2010) Page 1

We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
Revision Date: July 31, 2014
Page 1
Fall I, 2014

Section A:
Instructors Name
I. Instructors Contact Information, Course Pre and Co-Requisites
WCU Phone Number:
WCU E-mail:
Office location:
Office hours:
Course Prerequisites: NURS 480 and 481L
Course Co-requisites: NURS 493

II. Mission and Outcomes
University Mission: At West Coast University, we embrace a student-centric learning
partnership that leads to professional success. We deliver
transformational education within a culture of integrity and personal
accountability. We design market-responsive programs through
collaboration between faculty and industry professionals. We
continuously pursue more effective and innovative ways through which
students develop the competencies and confidence required in a
complex and changing world.
Institutional Learning
Outcomes:
Institutional learning outcomes are designed by the University as a
whole, taking into account the role that both instruction and student
services play in contributing to a students success. Institutional learning
outcomes assume achievement of the stated programmatic learning
outcomes of ones discipline. Upon graduating from a degree program
offered by West Coast University, students will be able to:
1. Develop intellectual and practical problem-solving skills through
information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with ones
chosen career field.
6. Explain why knowledge of and respect for the societal contributions
of diverse cultures and perspectives is an important quality in ones
discipline.
Program Mission: The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing
nurses to provide quality and compassionate care that is responsive to
the needs of the community and the global society.
Course Name: Integration of Nursing
Practice
Course Number: NURS 491L
Campus:
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Fall I, 2014
II. Mission and Outcomes
Program Philosophy: The philosophy of the College of Nursing is that education is a
continuous process occurring in phases throughout an individuals
lifetime. Nurses are lifelong learners and critical thinkers.
Program Learning
Outcomes:
1. Support professional nursing practice decisions with concepts and
theories from the biological, physical, and social sciences.
2. Plan preventative and population focused interventions with
attention to effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families
in a variety of healthcare and community settings using evidence
based practice.
4. Apply nursing process and critical thinking when providing holistic,
patient centered nursing care to diverse populations.
5. Design health care education for individuals, families, and
communities.
6. Comply with the professional standards of moral, ethical, and legal
conduct in practice.
7. Develop an effective communication style to interact with patients,
families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care;
coordinating the healthcare team; and when tasked with oversight
and accountability for care delivery.
9. Use patient care technology and information systems when
providing nursing care in a variety of settings.

III. Course Information
Term/Semester:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Class Length: 9 weeks
Credit Hours: 2 semester credits/10 contact hours per week/90 hours per term
Study Hours: For every 1 hour in a skills lab or clinical class, it is expected that
students complete 1 hour of study in preparation for class. For this
course; it is expected that a minimum of 10 hours of study, outside of
class, is completed each week.
Class Required Texts,
Learning Resources:
No new required texts, learning resources.
Class Required Texts,
Learning Resources from
Previous term(s):
American Psychological Association. (2009).Publication manual of the
American Psychological Association (6
th
ed.).Washington, DC:
American Psychological Association.
Class Recommended Texts,
Learning Resources:
All textbooks used in nursing courses.
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Fall I, 2014
III. Course Information
Course Catalog Description: This is the last in a series of nursing practicum courses whose purpose is
to prepare students for the real life work environment of an RN. This
course includes the Nursing Process in providing therapeutic care and
evidenced based practice using therapeutic communication,
teaching/learning principles and role development. The student will
work side by side with a pre-approved RN preceptor or a West Coast
University faculty member in a pre-approved clinical setting and will
assume all assignments and responsibilities of a registered nurse under
supervision.
Course Learning Outcomes:
Course outcomes are
comprised of the knowledge,
skills, values and/or behaviors
that students should be able
to demonstrate upon
completion of the course.
Course outcomes map to the
Program Learning Outcomes
Must be assessed in the
course to determine if
learning outcomes are met
1. Apply the Nursing Process in a consistent, systematic, effective, and
integrated manner.
2. Evaluate patients and determine priority problems.
3. Perform within ethical, legal, and regulatory nursing practice
guidelines, including patient/client confidentiality, at all times.
4. Demonstrate critical thinking skills needed to provide safe and
effective nursing care.
5. Demonstrate effective communication skills when dealing with
patients, family, and members of the interdisciplinary team.
6. Demonstrate beginning leadership skills, attitudes, and behaviors.
AACN Essentials for
Baccalaureate Education
For Professional Nursing
Practice:
The purpose of this section of the syllabus is to guide the student in
understanding how the AACN 9 Essentials are incorporated into their
education and to provide guidance to them in developing their
individual portfolios.

The Essentials that are met in NURS 491L Integration of Nursing
Practice include the following:

Essential VI, Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes
Discussion and application of interprofessional and intraprofessional
communication, collaboration and socialization, with consideration of
principles related to communication with diverse culture.
Teaching and Learning
Strategies
Updated per course reflecting
the instructional strategies
appropriate to the subject
area.
Examples: simulation
laboratory, clinical
experience, discussion, case
studies, blended learning, on
line assignments, quizzes or
other electronic teaching
devices, lecture, guest
speakers, community
projects, class presentations,
videos/DVD, kinesthetic
learning activities
Clinical practicum will consist of providing the highest quality patient
care in an RN role under the guidance of an RN preceptor of
University faculty member.
Skills review and/or validation
Simulation experience
Completion of Advanced Cardiac Life Support (ACLS) certification.
Concept Map

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Fall I, 2014
IV. Evaluation Methods, Grading
Formative Assessment of
Student Learning:
Examples -- Evidenced-
based Research,
presentations, Case Studies,
Specific class projects, Weekly
quizzes, homework
assignments, clinical or lab
assignments/assessment,
practice exams

Summative Assessment
of Student Learning:
Will not count more than
30% of final grade
Examples Final Exam,
Term Paper or Term Project

Signature Assignment
Examples- Term Paper or
Project
Assignment/Assessments Due Date Points Weights/
Percent
Formative Assessment:
Med Math Exam (Must achieve 85% to pass
the course)
Week 1 P/NP P/NP
Concept Map Week 2 - 8 44 10
Clinical Report
(1 for each clinical day.)
Objectives
Activities
Preceptor Evaluation
Note
Week 2 - 8 36 30
Skills Validation Week 2 - 8 10 10
Nursing Process Worksheet: Student will
develop a nursing process outline for one patient
of their choice. To be done throughout the shift
and not taken home. To be discussed in post
conferences with the faculty.
Each
Clinical Day
P/NP P/NP
Summative Assessment:
Final Practicum Evaluation Week 9 30 30
Simulation Week 2 - 8 20 20
Total: 140 100
Additional Information:
Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.

*This is a Pass/Not Passed course. Only students who earn a minimum of 76% cumulative score on points designated
for course assignments will be given a Pass (P) for the course. Students who fail to earn a minimum of 76% will be
given a Not Passed (NP) grade and will need to repeat the course before moving forward in the program.

**The Medication Math Exam must be passed by week 3 of the term.

***Competency validations will occur throughout the term as determined by the faculty member. Validation may
occur in skills lab, clinical sites, or the simulation center. Students must achieve 76% or greater on each competency
validation to pass the course. If the student does not achieve the required 76% on the first validation attempt, a
second or third attempt will be offered.

****Students must obtain a Passing P grade on all clinical core competencies at the final evaluation to pass the
course.

All midterm and final evaluations are to be uploaded by the student to e-college after they have been completed and
signed by the student and faculty. The document to be uploaded must include all pages including any student and
faculty comments and the final grade of P/NP. Once the final evaluation form has been uploaded by the student the
final grades may be released. If a student does not upload the evaluation forms, the student will receive an
incomplete (I) until the form has been uploaded

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Fall I, 2014

V. Policies and Procedures
West Coast University
Grading Scale (reflective
of final course grade. See
associated policy in
Catalog)
Grade Points WCU Grading Scale
A 4 93-100
A- 3.7 90-92
B+ 3.3 87-89
B 3.0 83-86
B- 2.7 80-82
C+ 2.3 76-79
C* 2.0 73-75
C-* 1.7 70-72
D+ 1.3 66-69
D 1.0 63-65
D- 0.7 60-62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
NP 0.0 Not Passed
I 0.0 Incomplete
TC 0.0 Transfer Credit
W 0.0
Withdrawal
(Before Drop Deadline)
WF 0.0
Withdrawal
(After Drop Deadline)
Note: AU, CR, I, P, NP,TC, W, and WF are used on the Academic Record but have no point
values and are not computed in the Cumulative Grade Point Average (CGPA) .

C+ is the minimum passing grade in Nursing, Dental Hygiene, and Occupational
Therapy.

C* and C-* grades in Nursing, Dental Hygiene, and Occupational Therapy courses
reflect that the course has not been successfully completed.

P/"NP" will be the only grade issued in the following courses: Developmental
Pathway, Nursing Clinicals, Global Studies/Symposium, and Capstone courses and
NURS 493.
Grade Rounding At West Coast University, scores are not rounded to the whole number until
the end of the term. All student assignments, quizzes, and examinations will be
rounded to the first decimal point. At the end of the terms final course grades
will be rounded to the nearest whole point. For programs that use the exam
average to determine whether other course assignments are included in the
final scoring (e.g., Nursing), the end-of-term exam average may be rounded
(using the above rules) to make that determination.
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Fall I, 2014
Attendance Policy Attendance in class lectures and clinical experiences, including hospital
and community rotations, simulation and skills laboratory, is mandatory.
Failure to attend, arriving late or leaving early will impact the ability of the
student to achieve course objectives. Tardiness to or a failure to call an
agency and clinical instructor prior to missing a scheduled clinical
experience is unprofessional, reflects poorly on the student and the
university, and will be reflected in the clinical evaluation. A referral to the
Conduct Committee may be made. All absences will require
documentation of an extenuating circumstance. All missed clinical hours
will need to be made up. Documentation of an extenuating circumstance
does not change the need to make up the hours.
West Coast University has a clear requirement for students to attend
courses. Students should review the Attendance Policy in the Academic
Policies and Procedures section of the University Catalog.
Academic Integrity
Policy
Students are expected to approach their academic endeavors with the highest
academic integrity. They must cite sources, and submit original work.
Academic honesty is central to the institution/student partnership towards
student success. Students are accountable for adhering to the Academic
Integrity and Academic Dishonesty policies in the Academic Policies and
Procedures section of the University Catalog.
Academic Dishonesty Students should review the Academic Dishonesty Policy in the Academic
Policies and Procedures section of the University Catalog.
Reasonable
Accommodations
West Coast University strives to provide reasonable accommodations to
students who have a defined need and who follow the appropriate steps
towards seeking the accommodation. The Reasonable Accommodations Policy
is found in the Academic Policies and Procedures section of the University
Catalog.
West Coast University
Make-up Work Policy
In order to meet course objectives, students may be allowed to make up
assignments and work missed as a result of absences. The faculty may
assign additional make-up work to be completed for each absence.
Students are required to be present when an examination is given. If
unexpectedly absent for a documented emergency situation (i.e. death in
the immediate family), it is the students responsibility to arrange for a
make-up date by contacting the faculty member within 48 hours of the
original assessment date. The make-up work must be completed within five
(5) school days of the originally assigned date. Students who do not take
the exam on the scheduled make-up date or who do not contact the
instructor within 48 hours will receive a zero score for that assessment
activity.
The highest score possible on a make-up examination is passing grade (e.g.,
if a student obtained a perfect score (100%) in the make-up examination,
the grade will still be recorded as a passing grade). In order to meet course
objectives, students may be required to make up all assignments and work
missed as a result of absences. The faculty may assign additional make-up
work to be completed for each absence.
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Fall I, 2014
Classroom Policies Students are expected to dress professionally during class time as required
by the Code of Conduct in the Catalog and any rules in your programmatic
handbook.
No children are allowed in classes or to be unattended on campus.
Use of cell phones, smart phones, or any other electronic devices in the
classroom during class time is strictly prohibited. Unauthorized use may
lead to faculty member confiscation of the device for the remainder of the
class.
Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A
student responsible for disruptive behavior may be required to leave the
class.
Late Work Policy

Written assignments must be turned in when due. Assignment turned in
after
the due date will be penalized at 10% per day.

No late work will be accepted that is more than 3 calendar days late, unless
pre-
approval from faculty has been obtained within 24 hours. Note due
dates and time in syllabus or posted by faculty.
** Be sure to contact the faculty if you believe you must turn in an assignment
after the due date.
Testing and
Examination Policy
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers or backpacks can be taken into the
examination area. Other restrictions/policies may apply in certain courses,
as determined by the instructor. Any form of communication between
students and students and faculty during the examination period is strictly
forbidden.
Results will be posted to eCollege no later than one week after the exam.
The instructor will review topics, key concepts and themes for learning
improvement. The instructor will NOT review the exam item by item.
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Fall I, 2014
Clinical Policies CLINICAL EVALUATION:

Clinical performance will be evaluated at the end of the term using the
clinical
evaluation tool. Students should complete the self-evaluation at the
end of each day and consult with instructor about any questions or concerns
regarding performance or clinical opportunities. The clinical evaluation is
kept as a permanent record in the student file. The total time spent by the
student in achieving the clinical course objectives is included in the clinical
evaluation.

Evaluation of simulation performance will be based on the Quality and
Safety
Education for Nurses (QSEN) Competencies and this in turn is
reflected on the Simulation Learner Outcomes form and the Clinical
Evaluation Tool.

CLINICAL PREPARATION:

Preparation for clinical and simulation is required for all class days. Because
each
clinical setting has different requirements and options for acute care,
outpatient, and community experiences; clinical faculty will direct the
students as to the appropriate preparation.

CLINICAL ATTENDANCE:

Students are accountable for demonstrating all behavioral objectives of the
course. Clinical and simulation evaluation is based on demonstrated
ability to achieve all course objectives no later than the last day of classes
in the current semester. Course expectations include attendance and
experiential learning.
Attendance in class lectures and clinical experiences, including hospital and
community rotations, simulation and skills laboratory, is mandatory. Failure
to attend, arriving late or leaving early will impact the ability of the student
to achieve course objectives. Tardiness to or a failure to call an agency and
clinical instructor prior to missing a scheduled clinical experience is
unprofessional, reflects poorly on the student and the university, and will
be reflected in the clinical evaluation. A referral to the Conduct Committee
may be made. All absences will require documentation of an extenuating
circumstance. All missed clinical hours will need to be made up.
Documentation of an extenuating circumstance does not change the need
to make up the hours.

CLINICAL COURSE COMPLETION:
Nursing practicum course must be taken concurrently with the theory
course of that subject.
Nursing skills are learned in the skills lab under
supervision. When performed
for the first time on a patient, it must be
observed by the instructor who will determine if the student has
performed it safely. If the performance is satisfactory, the instructor will
initial in the section of the skills checklist.

This checklist is to be carried by the student each day she/he is at clinical
or in
skills lab to insure all skills are signed off prior to moving on to
another class.
Students should keep a copy in a safe place. The information on this
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Fall I, 2014
checklist is part of the grading for the class and without this checklist; there
is no verification that a skill has been successfully completed. Therefore, it
is crucial the student keep this checklist safe throughout the entire nursing
program, as it is a record of skills achieved and a required reference by the
Board of Registered Nursing that skills were obtained first in the skills lab
and later in the clinical practicum.

The final grade is cumulative and includes clinical performance, and
other
evaluation methods.

MEDICATION MATH EXAMINATION:
Medication math exams are ATI Dosage Calculation Proctored Assessments
in NURS 121L, 210L, 211L, 223L, 316L, 317L, and 481L (not created by
individual faculty members) and are administered online. Each medication
math exam consists of 5 unscored practice questions and 20 items that are
designed to assess the students mastery of mathematical computations
and fundamental knowledge of medication administration that are
essential for safe nursing practice at each designated level. The majority of
item types are fill-in-the-blank with alternate and multiple choice item
formats used for some non-calculation items. The math exam will be
administered to student cohorts by faculty members and proctors in the
computer lab setting. Students will have a time limit of 60 minutes to
complete the medication math exams and may use University-issued
calculators

Students may not administer medication in the clinical setting until after
passing the course medication math exam. Once a student has successfully
passed the medication math exam, s/he may administer medications with a
WCU faculty member or with faculty approval a licensed registered nurse
employed by the clinical facility who is present on the clinical unit, and in
keeping with facility policy.

Students will be given a total of 3 attempts to pass each course medication
math
competency exam. A mandatory Letter of Concern will be
generated with each unsuccessful attempt. Students must attend math
workshop(s) and/or tutor with an instructor, and use the math resources
assigned prior to second or third attempts. Documented remediation must
be presented prior to these exams. Second and third attempts will be
scheduled outside of class time. Subsequent attempts will not be given
any sooner than 3 calendar days after the previous attempt.

Failure of the medication math exam the third time constitutes a failure in
the
clinical course for that term. In this case, the student must withdraw
from the corresponding theory course since the BRN requires theory and
clinical courses to be taken concurrently. The student may not progress in
the program until the clinical course is successfully passed.

UNIFORMS:

In the clinical and simulation settings, students are expected to wear clean
pressed school uniforms, clean white shoes, watches with a second hand,
their school ID badges and whatever other identification the facilities
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Fall I, 2014
require. In community experience settings; students wear the community
oxford shirt with the blue blazer and blue pants. Do not wear sandals,
backless or high-heeled shoes. Do not wear jewelry, dangling earrings or
necklaces. Do not wear heavy perfumes or cologne. Do not wear scarves,
ties, thick necklaces or lanyards.

See the RN Student Handbook for additional clinical course guidelines.
Additional Program or
Accreditation
Requirements
NURSING:
Nursing students may repeat no more than one failed or unsuccessfully
completed course. Any Nursing student who fails or unsuccessfully
completes any two courses or the same course twice, with the exception of
NURS 492 will be dismissed from the program. Please see the university
catalog for more information under Course Withdraw and Dismissal
Policies.
A student who previously withdrew from a course may not subsequently
withdraw from the same course. In addition, a student who fails a course
may not subsequently withdraw from the same course. In either case, if a
student chooses to withdraw from a course being repeated before
successfully completing the course, the student will receive a grade of F in
the course. Please see the university catalog for more information under
Course Withdraw and Dismissal Policies.

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Fall I, 2014
Nursing Process Worksheet

Each clinical day each student will develop a nursing process outline for one patient of their choice. These
are quick writes and should be done throughout the shift and not taken home. These will be discussed in
post conferences with the faculty.

The outline will be as follows:

Assessment (Based on systems: cardio, resp, GI/GU, mobility, Neuro, Safety, skin, pain, psychosocial)
Obj:_____________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Subj:____________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
_____________________________________________________________________________________

Nursing Diagnosis (2) Must be prioritized. Must be Nanda using three part statement (Based on systems:
cardio, resp, GI/GU, mobility, Neuro, Safety, skin, pain, psychosocial)
Stem (DX): Etiology (Cause): as evidenced by (Signs and symptoms) Abnormal Assessment Findings.
(1)______________________________________________________________________________________
________________________________________________________________________________________
__
(2)______________________________________________________________________________________
________________________________________________________________________________________

Planning (Patient goals) Must be SMART goals
Pt. will (verbalize, demonstrate, be able to, increase & maintain, or decrease & maintain) by the: (end of
shift, end of day, discharge day) or within: (two hours; 12 hours, etc.)
________________________________________________________________________________________
________________________________________________________________________________________
Implementation (Specific nursing interventions that were performed during your shift): Must contain the
following: Assess {observe, palpate, percuss}; Monitor; Administer; Collaborate w/ specific multi-disciplinary
team; & Teach
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Fall I, 2014
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Evaluation (What was the outcome: Goal; Met or Not met or Partially met and How to revise.)
_________________________________________________________________________________________
_________________________________________________________________________________________

Nursing Application Assessment
Include activities throughout the day performed in relation to the following NCLEX content categories. See
content category examples below as cited by NCSBN

Management of Care
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Safety and Infection Control
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Basic Care and Comfort
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Management of Care: providing and directing nursing care that enhances the care delivery setting to
protect clients and health care personnel.
Related content includes but is not limited to: Advance Directives. Advocacy, Assignment, Delegation and
Supervision, Case Management, Client Rights, Collaboration with Interdisciplinary Team, Concepts of
Management, Confidentiality/Information Security, Continuity of Care, Establishing Priorities, Ethical
Practice, Informed Consent, Information Technology, Legal Rights and Responsibilities, Performance
Improvement (Quality Improvement), Referrals

Safety and Infection Control: protecting clients and health care personnel from health and environmental
hazards.
Related content includes but is not limited to: Accident/Error /Injury Prevention, Emergency Response
Plan, Ergonomic Principles, Handling Hazardous and Infectious Materials, Home Safety
Reporting of Incident/Event/Irregular, Occurrence/Variance, Safe Use of Equipment,
Security Plan, Standard Precautions/Transmission- Based Precautions/Surgical Asepsis, Use of
Restraints/Safety Devices

Basic Care and Comfort: providing comfort and assistance in the performance of activities of daily living.
Related content includes but is not limited to: Assistive devices, Elimination, Mobility/Immobility, Non-
Pharmacological Comfort Interventions, Nutrition and Oral Hydration, Personal Hygiene, Rest and Sleep

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Fall I, 2014

N221L/N493L Emergency Case Simulation Rubric
Primary Survey (Initial signs of problem) 1 = Met
0 = Not Met
Recognizes problem and conducts an appropriate focused assessment
Positions patient appropriately (high Fowlers, flat, side lying, feet up, etc.)
Performs initial supportive interventions (suction, oxygen, stimulate to breath, etc.)
CPR (Loss of adequate pulse, ventilation, or both) 1 = Met
0 = Not Met
Establishes unresponsiveness with shake & shout and trapezius squeeze within 1 minute
of loss of consciousness

Directs 2
nd
rescuer to call for help
Uses emergency HOB release if patient not already flat. Lowers bed. Lowers rails.
Correctly performs head tilt chin lift, within 1 min of loss of consciousness.
Pillow must be removed.

Checks for breathing, within 1 min of loss of consciousness
Must be for a minimum 5 sec; maximum 10 sec

Checks carotid pulse, within 1 min of loss of consciousness
Must be for a minimum 5 sec; maximum 10 sec

Initiates 30 compressions with consistently correct hand placement, depth, and rate
within 1 min of loss of pulse
OR
Gives compressions with consistently correct hand placement, depth, and rate at a rate
of 100/minute within 1 min of loss of pulse
OR
Detects presence of adequate pulse, no compressions needed

Places back board under patient, as soon as it arrives
Attaches resuscitation bag to oxygen at 10L/minute, as soon as it arrives
Gives 2 ventilations (1 sec each) that cause chest rise at end of each compression cycle
If unable to give ventilations, repeats head tilt chin lift, inspects airway, and
reattempts to give 2 ventilations again
OR
Give ventilations continuously at a rate of 1 breath every 5-6 seconds (10-12/minute)
OR
Detects presence of adequate ventilation, no resuscitation needed

Applies pulse oximetry probe and checks oxygen saturation to determine adequacy of
ventilation

Checks pulse and rhythm every 2 minutes/5 cycles
Switches compressor every 2 minutes/5 cycles
OR
No compressions needed

Only interrupts CPR for pulse/rhythm checks and defibrillation/cardioversion
OR
Determines no CPR needed

Communication 1 = Met
0 = Not Met
Explains to patient and/or significant other what is happening
OR
Reassures patient and/or significant other

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Fall I, 2014
N221L/N493L Emergency Case Simulation Rubric
Provides clear and complete iSBAR report on patient status to code team
Documentation clear, complete and accurate
Defibrillator/Cardioverter/Pacemaker/AED 1 = Met
0 = Not Met
Turns on Defibrillator as soon as it arrives
Attaches ECG leads and cables correctly. Continues CPR while attaching them.
Clears patient to analyze rhythm, within 1 min of defibrillator arrival.
Correctly calls out one of 6 rhythms (asystole, PEA, ventricular fibrillation, pulseless VT,
fast rhythm with pulse, or slow rhythm with pulse)

Continues CPR immediately after analyzing rhythm
Defibrillates quickly, safely, and independently (using correct clear process).
OR
Follows orders to cardiovert/pace correctly
OR
No electrical intervention needed

Medication Administration 1 = Met
0 = Not Met
Correctly follows orders to administer medication(s)
Follows medications with correct volume of saline flush
Calls out medication given so that the entire team can hear
Raises IV arm during 1 cycle of compressions immediately after medication given if
compressions are being done.

Secondary Survey 1 = Met
0 = Not Met
Accurately assesses LOC, breathing, and cardiac rhythm after intervention(s)
Accurately obtains vital signs and oxygen saturation after intervention(s)
Total Points Possible =
Total Points Earned =
Score = %
Role: Name
Team Leader (faculty member):
Charge Nurse (with scenario checklist to evaluate team):
Reporting/Documenting Nurse:
Medication Nurse:
Electrical Intervention Nurse:
Respiratory Therapist (oxygen, airway, CPR):
Nursing Assistant (CPR):
Significant Other (with microphone for prompting):
Comments


O f f i c i a l We s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
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Fall I 2014
QSEN COMPENTENCIES
(for students assigned to attend simulation)

BEHAVIORAL OBJECTIVES STRENGTHS
AREAS FOR
IMPROVEMENT
FINAL GRADE
RATING SCALE
(CIRCLE ONE)
A. Patient Centered Care: Recognize the patient or designee as the
source of control and full partner in providing compassionate and
coordinated care based on respect for patient's preferences, values,
and needs.
Met/Not Met
B. Teamwork / Collaboration: Functions effectively within nursing and
inter-professional teams, fostering open communication, mutual
respect, and shared decision-making to achieve outcomes.

Met/Not Met
C. Evidence-Based Practice: Integrates best current evidence with
clinical expertise and patient / family preference and values for
delivery of optimal health care.

Met/Not Met
D. Quality Improvement: Uses data to monitor the outcomes of care
processes and improvement methods to design, and tests changes to
continuously improve the quality and safety of health care systems.

Met/Not Met
E. Safety: Minimizes risk of harm to patients and providers through
both system effectiveness and individual performance.

Met/Not Met
F. Informatics: Used information technology (IT) to communication,
manage knowledge, mitigate error, and support decision making.

Met/Not Met


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Fall I 2014
CLINICAL EXPERIENCE OPPORTUNITIES
Integration of Nursing Practice

Integration of Nursing Practice is the capstone clinical course offering students the opportunity to participate in acute and non-acute
clinical experiences in one of 3 tracks. Students may request a preference but the final track assignment and placement cannot be
guaranteed because of various external factors such as site availability and hosting site requirements. Each track will offer the
learning environment necessary for students to meet course learning outcomes as demonstrated via the course evaluation methods.

Track I
Acute Care Clinical Experience: Pairs students with nurses in Medical-Surgical, Critical Care, or other units for 60 clinical hours.
Students will work with several different nurses throughout the rotation and participate in the care of a full load of patients each
day. Students will attend these sessions in groups on a set schedule. A clinical faculty member will be on-site while students are in
the clinical setting.

Track II
Community Preceptorship: Places students in a community setting such as a School, Outpatient Ambulatory Clinic, or Public Health
Agency for 60 hours under the 1 on 1 direct supervision of an agency designated Preceptor who is a Registered Nurse. Students will
work with their preceptors to create their term schedules. An assigned clinical faculty member will be available to the students
remotely during the times they are with their preceptors.

Track III
Acute Care Preceptorship: Places students in a specialty acute care setting (i.e. Emergency Room, Perioperative Area, or Medical-
Surgical, Critical Care, Mental Health, Pediatric, or Maternal Newborn Unit) for 60 hours under the 1 on 1 direct supervision of an
agency designated Preceptor who is a Registered Nurse. Students will work with their preceptors to create their term schedules. An
assigned clinical faculty member will be available to the students remotely during the times they are with their preceptors.


Page 17
Fall I 2014
DAILY CLINICAL REPORT
Student: Date:
Preceptor or Faculty Name: Signature:
Facility: Unit: # of Patients:
Clinical Day (Circle one): 1 2 3 4 5 Time in: Time out: Total hours completed:
Instructions:
A. The student must identify daily objectives and review them with the preceptor or clinical faculty member each day. (Refer to the Final
Practicum Evaluation form for the types of items that can be included in each category.)
B. The student must outline activities he/she participated in each day, with an emphasis on meeting objectives. (Be specific.)
C. The student must ask the preceptor to provide written feedback about progress toward goals and overall performance.
D. In the note section, the student should discuss any objectives not met and reflect on the clinical learning experience.
E. The student must submit the completed report to the faculty member within 24 hours after the clinical experience.

DAILY OBJECTIVES

ACTIVITIES PRECEPTOR/FACULTY
FEEDBACK
OUTCOME
Leadership/Professionalism:

Met
Not Met
Critical Thinking:

Met
Not Met

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Fall I 2014
DAILY OBJECTIVES

ACTIVITIES PRECEPTOR/FACULTY
FEEDBACK
OUTCOME

Communication:

Met
Not Met

Notes: (Minimum 200 words)


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Fall I 2014
DAILY CLINICAL REPORT RUBRIC

NAME: ___________________________________________ DATE: _ CLINICAL DAY: 1 2 3 4 5 (Circle)

CLINICAL SITE: _____________________________________________ PRECEPTOR/FACULTY: ____________________________
Criteria 4 3 2 1-0 Score
1. Student/Unit
Information
Student and Facility
information is completed with
accurate information
information is somewhat
completed with one missing
data
completed with two missing
data
completed with more than two
missing data

2. Leadership
Objectives
Must have four (4) Leadership
objectives which are written in
complete sentences with
emphasis on but not limited to
patient management;
Assessments; professionalism
and taking initiatives
Must have three (3)
Leadership objectives which are
written in complete sentences
with emphasis on but not
limited to patient management;
professionalism and taking
initiatives
Must have two (2) Leadership
patient management;
initiatives
Must have one (1) Leadership
patient management;
initiatives

3. Critical Thinking
Objectives
Must have four (4) Critical
Thinking objectives which are
with emphasis on but not limited
to prioritization, performing
critical interventions; monitoring
patient findings; diagnosing; and
performing follow ups.
Must have three (3) Critical
limited to prioritization,
performing critical
interventions; monitoring
Must have two (2) Critical
performing critical
Must have one (1) Critical
performing critical

4. Communication
Objectives
Must have four (4)
communication objectives which
are written in complete
sentences with emphasis on but
not limited to reporting;
delegating, collaborating; giving
patient and or family education.
Must have three (3)
communication objectives
which are written in complete

Must have two (2)
Must have one (1)


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Fall I 2014

COMMENTS: __________________________

__________________________

FACULTY SIGNATURE: __________________________________________________________________________ DATE: ________________
5. Activities Activities are written
specifically to demonstrate
tasks/duties performed in clinical
Activities are written
specifically to support objectives
identified, but does not give
specific tasks or duties
completed
Activities are written
somewhat related to but not
specific to the objectives
identified
Activities are not written
specifically to support objectives
that are identified.
6. Preceptor/
Faculty
Feedback
Complete preceptor or faculty
feedback for each of the
identified objectives.
Somewhat complete
preceptor or faculty feedback
for each of the identified
objectives with one missing
component.
Somewhat complete
objectives with two (2) missing
component.
Somewhat complete
objectives with three (3) missing
component.

7. Outcome Met or not met must be noted
with complete list of what
activities are accomplished and
modifications to accomplish
objectives which are not met.
Met or not met must be noted
with somewhat complete list of
activities accomplished and
objectives which are not met.
Met or not met must be noted
without minimal list of activities
done or modifications to
accomplish objectives which are
not met.
Met or not met noted list of
activities accomplished nor
objectives which are not met

8. Journal Notes Journal is written in complete
sentences with a minimum of
four hundred words
Journal is written in complete
three hundred words
Journal is written in complete
two hundred words
Journal is not written in
complete sentences with less
than two hundred words.

9. Journal
Reflection
Journal must be written as a
complete recount of what
student experienced in clinical for
12 hours with at least four (4)
highlights of his or her
experience.
student experienced in clinical
for 12 hours with at least three
(3) highlights of his or her
experience.
for 12 hours with at least two
(2) highlights of his or her
experience.
for 12 hours with at least one (1)
highlights of his or her
experience.

TOTAL: /36= %

Page 21
Fall I 2014
FINAL PRACTICUM EVALUATON

NAME: __________________________________________________________________________________ DATE:_____________________________

PRECEPTOR NAME/SIGNATURE: ______________________________________________________________ UNIT: _____________________________

FACULTY SIGNATURE: _______________________________________________________________________ DATE: ____________________________

Instructions:
This form is used by the preceptor and/or faculty member to summarize the performance of the student at the end of the clinical experience and to
provide direction for further development. Please check that box next to each statement that most accurately reflects the students overall
performance. Failure to consistently demonstrate any of the criteria with an asterisk (*) may result course failure.

Objectives
Consistently
done with no
or minimal
prompting
(1)
Inconsistent
performance
and/or needing
repeated
prompting (0)
Leadership & Professionalism
1. Represents West Coast University and the profession of nursing well by maintaining professional appearance
and demeanor at all times. Wears the appropriate West Coast University uniform and ID badge in the clinical
setting.

2. *Performs within ethical, legal, and regulatory nursing practice guidelines, including patient/client
confidentiality, at all times.

3. Acts as a patient advocate by ensuring that the patient/client receives holistic care that includes attention to
his/her individual biological, psychological, social, and spiritual needs, preferences, and goals.

4. Uses effective organizational strategies to maintain efficiency and to ensure that care is provided on time.
5. *Maintains a focus on safety, and adequately reports and addresses any safety concerns that arise.
Comments:


Page 22
Fall I 2014
Objectives
Consistently
done with no
or minimal
prompting
(1)
Inconsistent
performance
and/or needing
repeated
prompting (0)
Critical Thinking
6. *Recognizes changes in patient/client status, and reports complete and accurate information to the
appropriate health care providers in an appropriate timeframe.

7. Makes decisions about carrying out orders for medications, tests, and treatments based on patient assessment
findings and knowledge of such topics as pharmacology, lab values, and facility specific protocols.

8. *Performs evidence based, therapeutic nursing interventions safely in accordance with standard of care and
based on individual patient/client needs.

9. Identifies potential complications and takes steps to prevent them.
10. Identifies and meets patient/client and significant other learning needs using appropriate principles of patient
education.

Comments:

Communication
11. Upon receiving report, is able to verbalize a complete and correct understanding of the patients/clients
problems, level of priority, care needs, and goals of care.

12. *Keeps Registered Nurse updated on any changes in patient/client status, new orders, or changes in the plan
of care throughout the shift.

13. Initiates communication with patients/clients primary care providers regarding patient care needs and
correctly processes orders (reading back telephone orders, accurately entering/transcribing orders, submitting
paperwork to other departments, etc.).

14. *Documents findings, interventions and outcomes accurately, legibly, using appropriately
terminology/abbreviations and in accordance with facility standards.

15. Prepares and gives end of shift report (with preceptors input) that includes each patients/clients problems,
level of priority, care needs, and goals of care.

Comments:

Page 23
Fall I 2014
Page 24
Fall I 2014
Page 25
Fall I 2014
CONCEPT MAP RUBRIC
NAME: COURSE: ________ DATE: ___________ ________
PATIENT INITIALS: PATIENT DISEASE/DISORDER:_____________________
1.Pathopysiology for
admitting diagnosis,
S/S, Diagnostic test
and proposed
treatment
Pathophysiology is
explained in complete
detail with accurate and in-
depth understanding of
chief complaint and
presenting signs/symptoms
supported by diagnostic
test and proposed
treatment plan; APA
references.
Pathophysiology is explained
in some detail with some
understanding of chief
complaint and presenting
signs/symptoms somewhat
test and understanding to
proposed treatment plan;
with references.
Pathophysiology is
explained vaguely with
marginal
Understanding of chief
signs/symptoms vaguely
tests and vague
understanding to
proposed treatment
plan; no references cited.
Pathophysiology details
limited with poor
understanding of chief
signs/symptoms does not
support medical
diagnosis,
Not supported by diagnostic
test and with no
proposed treatment
plan, no references cited.
2. History of other
health problems,
hospitalizations and
surgeries
Complete details given of
other health problems with
full understanding in
relation to present health
problem explanation and
provides detailed history of
previous hospitalizations
and surgeries.
Some details given of other
health problems with
partial explanation in
relation to present health
problem with some history
provided for clients
previous hospitalization
and surgeries.
Vague details given of
other health problems
with minimal explanation
in relation to present
health problem and
and any surgeries
No details given of other
health problems, without
explanation in relation to
present health problem
With no history provided for
and surgeries
3. Family, Culture
and Ethnic
background
Complete information
provided about client
family, provides cultural
point of view in illness and
wellness and connects
Ethnicity to health
problems, APA references
Some information provided
about client family and
cultural point of view in
illness and wellness,
somewhat connects
Ethnicity to health
problems, with references
Vague information
provided about client
family and cultural point
of view in illness and
wellness, vaguely
connects Ethnicity to
health problems, no
references cited
No information provided
about client family and
cultural point of view in
illness and wellness,
establishes no connect to
Ethnicity and the health
problems, no APA
references
Page 26
Fall I 2014
4. Discharge Planning Complete information
provided about discharge
planning
about discharge planning
Vague about the
information on discharge
planning
on discharge planning
5. Identify
complications
occurred with
present medical
diagnosis using
priority assessments
specific to patients
status
Complete information
provided with present
medical diagnoses using
priority assessment specific
to patients status. Example
stroke patient with priority
assessment can identify
paralysis as a complication
or inability to swallow
with present medical
diagnoses using priority
assessment specific to
patients status
Vague information
provided with present
medical diagnosis using
priority assessment
specific to patients
status
with present medical
diagnosis using priority
assessment specific to
patients status
6. Use clinical &
psychosocial
assessment data to
validate selection of
nursing diagnoses
Completely able to provide
rationale for chosen
nursing diagnosis using
clinical and psychosocial
assessment data
Somewhat able to provide
assessment data
Vague in providing
assessment data
Not able to provide
assessment data
7. Priority NANDA
Nursing Diagnosis 1
at risk and 2 actual
TWO (2) Actual nursing
diagnoses written correctly
per NANDA format with
proper R/T and Evidence
for actual Nursing diagnosis
and R/T for at risk Nursing
diagnosis
Written correctly without
sufficient data to support
diagnosis
Written incorrectly with
sufficient data to support
diagnosis
Written incorrectly
without sufficient data to
support diagnosis
8.Planning/Goals&
Evaluation
Goal is measureable,
realistic, related to the
problem
Goal is not measureable,
realistic, related to the
problem
not realistic, related to
the problem
not realistic, not related
to the problem
9. Data Provided for
Evaluation
Data supports if goal is met,
not met with appropriate
revisions
Data somewhat supports if
goal is met, not met with
appropriate revisions
Data vaguely supports if
inappropriate revisions
Data does not support if
inappropriate revisions
10. Medications
(Attach MAR)
Lists all MAR medications
with relevant side effects
and nursing considerations
specific to patient and
Lists all MAR medications
but does not include
relevant side effects and
nursing considerations
Lists most of the MAR
medications with
relevant side effects and
nursing considerations
Lists some MAR
medications but does not
include relevant side
effects and nursing
Page 27
Fall I 2014
COMMENTS: ___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
FACULTY SIGNATURE: __________________________________________________________________________ DATE: ________________
reasons why patient is
receiving drug.
specific to patient and why
patient is receiving drug.
specific to patient and
why patient is receiving
drug.
considerations specific to
patient.
11. General
Organization
(Attach Reference
Page)
Accurate APA format,
Appropriate citations
&references, No spelling
or grammar errors
One (1) to two (2) APA
format errors, Some
citations, references are
appropriate, Minimal
spelling or grammar errors
Many APA format errors,
Inappropriate citations
or references, Many
spelling or grammar
errors
No APA formatting, No
citations or references
included, many spelling
or grammar errors
TOTAL: /44= %
Page 28
Fall I 2014
Section B: Course Outline
Weekly Class objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning
outcomes as identified in Section A.
Content outline provides the student with a course roadmap. Which topics are intended to be covered each week?
Specific course activities outline the teaching strategies used
Student assignments identify the learning and assessment requirements that students are to fulfill throughout the duration of the course.
Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments
Week 1 Complete all MANDATORY on campus
and clinical orientation activities and
validations.
Course Orientation
Specific Clinical Site
Requirements
Syllabus Review
Medication Math Exam
Skills Practice and Validation
Review Medication Math
Review ATI Skills Modules
Weeks 2-8 Determine individualized daily clinical
objectives within the 3 objective
categories.
Complete activities to meet daily clinical
objectives.
Function in the clinical setting to meet
Final Practicum Evaluation objectives.
Clinical Experience Attend 60 hours of time in
the Clinical Setting with
satisfactory performance
Attend Simulation
Complete Skills Validation prior to
scheduled simulation day
Complete Concept Map as assigned
Complete Daily Clinical Reports and
submit to DropBox
TM
within 24
hours of the end of each clinical day
Week 9 Submit completed Practicum
Evaluation as assigned
Submit completed Student
Evaluation of the Clinical Experience
Revision Date: August 4, 2014
Page 29
Summer I 2014
STUDENT EVALUATION OF THE CLINICAL EXPERIENCE
Preceptor: ________________________________________ Term: ___________________________
Facility: ___________________________________________ Unit/Dept.: _____________________
INSTRUCTIONS: Please choose one number which best describes your experience:
Rating Scales: 4- Strongly Agree 3- Agree 2- Disagree 1-Strongly Disagree
The facility environment was appropriate to your learning needs:
1. Orientation to clinical site was sufficient for me to begin my rotation 4 3 2 1
2. I consistently had the opportunity to care for a full load of patients 4 3 2 1
3. The type & variety of patients/clients was conducive to learning 4 3 2 1
4. Supply & equipment availability was consistent with quality care 4 3 2 1
5. Unit resources were adequate to support learning 4 3 2 1
The preceptor facilitated learning:
1. Knowledgeable 4 3 2 1
2. Role Modeled Professionalism 4 3 2 1
3. Encouraging 4 3 2 1
4. Available to Assist 4 3 2 1
5. Fostered independence 4 3 2 1
6. Clearly Communicated Feedback 4 3 2 1
The program is appropriate in meeting your learning needs:
1. The amount of clinical hours was appropriate 4 3 2 1
2. The clinical objectives were met 4 3 2 1
3. The experience benefited my learning 4 3 2 1
4. The overall experience was positive 4 3 2 1
Additional suggestions or comments regarding your clinical experience for both the student and the program
development:
Thank you for your feedback! CONGRATULATIONS you have completed N491 course.

WCU NURS 491L - Integration of Nursing Practice - 2014fall - I - 8-4-14

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