N210 Control Lab/Clinical Folder
Table of Contents
______
Student preparation for Scenario Days / 2Clinical Folder Contents / 3
Clinical Absence Make-up guidelines / 4
Weekly Journal Assignment / 5
Journal Questions / 6
Time Management Schedule / 7-8
Laboratory Learning Outcomes
Environment/Safety/Asepsis/Infection
Control / 9
Vital Signs / 10
Activity and Rest / 11
Personal Hygiene Measures / 12
Documentation and Reporting / 13
Bandages/Binders/Restraints, Thermal
Therapy, TED / 14
Urinary & Bowel Elimination / 15
Critical Thinking / 16
Physical Assessment 3 / 17
NGT intubation / 18
Nutrition lab / 19
Foley catheterization / 20
Wound Management (Wound Care) / 21
Control Lab Sheets
Skills Video Demonstrations / 22-25
Nursing Skills Peer Check Off Sheet / 26-28
Environment/Isolation/medical asepsis
Control Lab Sheet (Infection Control, Fall
Risk Assessment, ) / 29-32
Vital Signs Skills Check Off Stations / 33-34
Bandages/Binders Restraints, antiembolism
Stockings Thermal Therapy Critical
Thinking Questions / 35-36
Elimination practice check off sheet / 37
PA Documentation Guide- general survey / 38
PA Documentation Guide-skin,hair, nails / 39
PA Documentation Guide-head and neck / 40
PA Documentation Guide-chest and lungs / 41
PA Documentation Guide-heart and
peripheral vascular / 42
PA Documentation Guide-abdomen / 43
PA Documentation Guide- musculoskeletal / 44
PA Documentation Guide-neurological / 45-46
Physical Assessment Practicum grading
sheet / 47-48
Nasogastric Tube Critical Thinking
Questions / 49
Nasogastric Tube Removal / 50
Urinary Catheterization Critical Thinking
Questions / 51
Catheter Removal / 52
Wound care practice check off sheet / 53-54
N210 Clinical References
NPW Assessment guide Guidelines / 55-56
RAM reference for Assessment guide / 57
NPW/ AG Blank form / 58-63
NPW/ AG Example / 64-69
Concept Mapping/Nursing CareMap
guidelines / 70-72
How to Use Your Nursing Caremap / 73
N210 Clinical Course Evaluation / 74-81
Guidelines for Clinical Performance
Evaluation Tool / 82-86
Approved abbreviations / 87-89
Unapproved abbreviations / 90
N210 Clinical Schedule Long TermCare / 91-93
CPE Sheet / 94-101
Student Preparation for Control Lab/Scenario Days in Skills Lab
· Review all previously taught skills
· Bring Taylor’s Fundamentals of Nursing textbook
· Wear complete uniform and name tag
· References for documentation (class notes, abbreviation list, pen, etc.)
Personal Hygiene Measures Control Lab Day (Week 1 Wednesday)
· Bring:
o 2 towels, 1 washcloth
o 1 soap (bar or liquid)
o 1 lotion
o plastic bag
o sports bra and shorts (for females)
o shorts (males)
Scenario Day #1
· Bring:
o Shorts and tank top or sports bra
o Soap
o Lotion
o Toothbrush
o Toothpaste
o Stethoscope
o Washcloth
o Patient gown
Scenario Day #2
· Bring:
o Shorts and tank top or sports bra
o Stethoscope
o Isolation gown and mask
o Patient gown
Clinical Folder Contents
The clinical folder is a record of your accomplishments throughout N210 and will continue to be used in N212. You are creating a quick reference resource for use at the clinical site. Insert any documents you think may be useful.
It should consist of the following elements:
1. Facility information and handouts
2. Skills checklists (optional) or notes to assist in skill performance in clinical
3. Clinical Evaluations
4. Nursing Process Worksheet (NPW): guidelines, blank copies, examples, completed NPW assignments
5. Clinical Absence Make-Up Guidelines
6. References: Charting examples, abbreviations (approved and unapproved); Resident’s bill of rights.
7. N210 Clinical Schedule – Long Term Care
Please place in a 1” 3 ring binder.
Clinical Absence Make-Up Guidelines
Make-up for any clinical absence in N210:
1. The student will be assigned by the instructor to write a paper on one of the diagnoses of the patient(s) that the student would have cared for on the missed day.
2. The student is to research the diagnosis using the library or internet to find a recent nursing journal (within last 5 years) about the diagnosis.
3. The article should include the following information related to:
§ An explanation of the diagnosis
§ Signs and Symptoms
§ Risk factors/causes
§ Diagnostic tests/measures
§ Medical and Nursing treatment
§ Evaluation of Outcomes
4. The student is to summarize the article, including in the summary all of the data stated in #3 (if possible).
5. The paper is to be typed. The paper and a copy of the article are to be turned in to the clinical instructor.
§ If the absence is due to illness, the paper is to be turned in on the Monday after the illness.
§ If the absence is due to being sent home for not being prepared, the paper is to be turned in the next day (ie: for a Tuesday absence, the paper is due on Wednesday)
6. The student may be asked to present the paper in post conference.
Weekly Journal Assignment
Definition:
A reflective paper used to assist the student in identifying strengths and weaknesses.
Purpose:
1. Assist the student to identify and analyze his/her behaviors that may advance or interfere with student learning.
2. Assist the student with evaluating problem solving skills.
3. Provide a one to one communication between student and instructor.
4. Allow the student the opportunity to have questions answered or concerns addressed.
5. Find meaning in the activities experienced in lab and clinical.
Procedure:
1. Structure
§ Each entry must be dated.
§ You may handwrite or use computer. If handwritten, it must be legible and you must use a pen and a full sheet of lined paper.
§ Minimum length is one page.
§ Staple all pages together
2. Content
§ Journal questions are provided on the next page.
§ Your journal entry should address only the question asked. Your response should show reflection and insight into the clinical experience.
3. Grading
§ Turn in your journal on Tuesday. Your instructor will return it to you during the week.
§ Journals will not be graded based on content, but are an indicator of your growth.
§ Journals are a requirement of this course and a component of your grade. All five journals must be turned in and must follow guidelines in order to receive full credit (Pass). If you fail to submit 1 journal, a verbal warning will be given to you by your clinical instructor. If you fail to submit 2 or more journals, you will be given an advisement note and you will fail the Journal Submission portion of the clinical component.
Journal Questions
The student should respond to all aspects of the question and turn in his/her journal entry on the following Tuesday to his/her clinical instructor.
Question
Journal 1 You have learned several nursing skills (vital signs, PHM, activity and rest) and were able to practice these skills. Discuss how it felt to practice these skills with your peers as well as your challenges in applying critical thinking skills with learned nursing skills. Discuss how you overcame these challenges?
Journal 2 Communication is a crucial aspect of the nurse-client relationship. Discuss your communication style. What are your strengths and what could you improve regarding communication. Describe what challenges you may face when communicating with a person who is ill, angry due to a terminal illness, or depressed due to a chronic disease.
Journal 3 You have now completed several weeks of nursing school. Based on your experience thus far, what do you think is the most challenging part of being a nurse and/or nursing as a profession?
Journal 4 Part of the role of a nurse is to provide end of life care. Discuss how you feel about this aspect of nursing, the challenges you might
encounter and how you will overcome those challenges.
Journal 5 What was your first impression of long term care? Discuss both the positive and negative impressions of the facility, environment, staff and patients. Now that you have spent some more time in LTC, how has your first impressions changed? Discuss how your impression of nursing may have changed.
Time Management Schedule
Time management will be a key issue for you if you are to successfully transition to nursing school. Complete the two assignments listed below as tools to assist you in planning for this new adventure. Think about the connection between time management and prioritizing tasks.
1. Time Management Schedule
Fill in the prototype weekly calendar. This is what you “plan” to do every week. (Not what you did last week).
Hints:
§ Begin by filling in all inflexible times (classes, work)
§ Guide for study time: 2 hours of study per 1 hour of lecture and 1 hour of study per 1 hour of laboratory/clinic)
§ Write in your place of study (home, library, skills lab)
§ Use color or design if this helps you organize
§ Remember to add:
Sleep (particularly the night before clinical)
Travel time (to and from school, work, childcare)
Personal hygiene time
Grocery shopping, cooking, eating
Family responsibilities
Family togetherness time
Exercise
“Don’t forget your spouse/significant other” time
Relaxing time
Telephone/internet
2. Mantra
Mantra have been used throughout time, beginning in India many centuries ago, as a method of focusing the mind. Mantras are considered to have powerful effects on those who use them. Literally the word mantra means “the thought that liberates or protects”. Repeating a mantra can help you overcome fear, increase your creativity, give you energy when you are tired, and inspire you to keep going when you want to quit.
Many of us are familiar with mantras but may not realize it. Our lives are filled with such mantras as “No pain, no gain”, or “The teacher is out to get me”, or “This is too hard, I might as well quit now” or “Practice, makes perfect”.
In some spiritual traditions, mantras are given to students by their teachers. However, it is possible to make up your own mantra and use it as an antidote to other negative mantras you may already be using.
Design a mantra for your personal use in nursing school. This mantra will be a simple phrase that you will recite over and over. Be creative and have some fun. Be inspired.
Time Management Schedule and Mantra
Student Name______Lab Group______
Time / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday04
05
06
07
08
09
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
01
02
03
Add up Hours / Study:
Work:
Sleep: / Study:
Work:
Sleep: / Study:
Work:
Sleep: / Study:
Work:
Sleep: / Study:
Work:
Sleep: / Study:
Work:
Sleep: / Study:
Work:
Sleep:
Mantra: ______
1
Laboratory Learning Outcomes: Environment/Safety/ Asepsis/Infection Control
After studying this content, you should be able to:
1. Outline strategies to provide a safe patient environment
2. Identify clients who are at high risk of falls
3. Identify nursing actions in the event of a fire
4. Describe and draw the six steps in the chain of infection
5. List and describe conditions that predispose clients to infection
6. Describe what is meant by the term nosocomial infection (now known as hospital acquired infection) and discuss one intervention that will help prevent it
7. List the major organisms responsible for nosocomial infections
8. Define the term surgical asepsis and medical asepsis
9. Describe how and when personal protective equipment should be used.
10. Demonstrate and outline the steps in donning and removing personal protective equipment according to the Centers for Disease Control
11. Describe the practice of standard precautions and transmission based precautions.
12. Discuss the purpose of neutropenic precautions/ isolation and the measures that should be followed with this type of isolation.
13. Discuss multidrug resistant organisms and nursing implications
14. List interventions that might be used to meet psychological needs of a patient in isolation.
15. Describe the contents and care of an isolation room.
Skill: Application and Removal of personal protective equipment
Laboratory Learning Outcomes: Vital Signs
After studying this content, you should be able to:
1. Define the terminology relating to vital signs
2. Explain physiologic processes involved in homeostatic regulation of temperature, pulse, respirations, and blood pressure.
3. Compare and contrast factors that increase or decrease body temperature, pulse, respirations, and blood pressure.
4. Identify sites for assessing temperature, pulse, and blood pressure.
5. Discuss the steps to accurately obtaining temperature, pulse, respirations, and blood pressure.
6. Discuss the normal ranges for body temperature, pulse, respirations, and blood pressure.
7. Demonstrate documentation of vital signs.
8. Discuss the steps to obtaining an orthostatic blood pressure and pulse as well as their indications.
Skills: blood pressure, orthostatic blood pressure, radial pulse, apical pulse, respirations and oral temperature, pulse oximetry
Laboratory Learning Outcomes: Activity and Rest
After studying this content, you should be able to:
1. State nursing guidelines and rationale for use of proper body mechanics.
2. Identify variables that influence body alignment.
3. Describe common patient positions.
4. Demonstrate supine, lateral and Fowler’s positions.
5. Discuss positioning and protective devices and indications for use.
6. List nursing guidelines and rationales for patient transfer and ambulation.
7. Demonstrate patient transfer using a gait belt: bed to wheelchair and wheelchair to bed.
8. Describe the effects of exercise and immobility on major body systems
9. Assess body alignment, mobility, and activity tolerance, using appropriate interview questions and physical assessment skills.
10. Relate nursing guidelines and rationales for performing range of motion exercises.
11. Demonstrate appropriate range of motion exercises to all body joints.
12. Document range of motion procedure.
13. Compare comfort, rest and sleep.
14. Relate spiritual needs to comfort.
15. Differentiate between NREM and REM sleep.