NURS 100Z - Foundations of Nursing Clinical

3 CR

Clinical component for NURS 100X. Students gain experience in rehabilitation facilities correlating with and implementing nursing theory.

Prerequisite(s): Acceptance into program.

Course Outcomes

Implement the nursing process in the provision of nursing care in the following areas by
- Assessment
  - Collecting pertinent data by assessing a client using the Functional Assessment Data Collection Guide
  - Collecting pertinent data from other sources
    - information from charts
    - records
- Identifying normal and abnormal assessment data
- Validating abnormal data
- Organizing assessment data according to Maslow’s basic needs
  - Nursing diagnosis
- Identifying basic needs using Maslow’s hierarchy
- Beginning to identify nursing diagnoses based on meeting basic needs
  - Planning
    - Prioritizing unmet basic needs
    - Beginning to collaborate with the client to formulate expected outcomes that are
      - related to basic needs
      - measurable
      - client-focused
- Selecting nursing interventions that address basic needs, e.g.,
  - vital signs
  - oral care
  - turning schedule
  - oxygenation
  - safety

Providing rationales for medications and therapeutic interventions Incorporating the agency’s plan of care Implementation Performing nursing interventions that address basic needs (with occasional cuing*) Providing for physical safety of clients in long-term care settings, for example during: feeding bathing transfers
Documenting relevant care provided such as recording intake and output vital signs hygiene mobility Evaluation Identifying client progress toward meeting basic needs as related to expected outcomes (with occasional cuing*)
Demonstrate cognitive, psychomotor and affective skills to ensure safe practice by Identifying rationales for nursing interventions Performing psychomotor skills learned in N100 safely with occasional cuing applying principles of medical and surgical asepsis performing skills on time performing in a reasonable amount of time demonstrating organizational skills beginning to demonstrate dexterity Reviewing medications of client, utilizing the “Rights of Safe Medication Administration” Using effective communication techniques with clients, instructors, peers and health care team begins to participate in and support constructive interactions with peers in the clinical setting and during conferences recognize a therapeutic relationship between student and client modify environment to enhance nurse-client interactions Beginning to develop oral presentation skills by reporting clear, concise and relevant data to staff and instructor Demonstrating competency in mathematical calculations of basic conversions in administering PO medications Beginning to develop professional writing skills by writing formal college level papers
As a manager of care, the student will: Begin to demonstrate organizational skill in the management of care for a client in the long-term setting by Completing care for assigned clients Practice in a cost effective manner by organizing care to conserve time, energy and resources.
As a member within the discipline of nursing, the student will: Practice within the legal and ethical framework of nursing by Following established policies as outlined in the College and Nursing Program Student Handbook Following established agency policies and procedures Documenting basic nursing care given with occasional cuing using agency format meeting legal standards clearly and concisely in a timely manner legibly with correct grammar and spelling Reporting pertinent data promptly to appropriate staff /instructor Respecting and supporting the resident’s rights such as privacy confidentiality right to refuse care
Exhibit professional accountability Preparing for clinical assignment using appropriate resources Seeking assistance when clinical situation is beyond knowledge and experience Seeking opportunities in the clinical setting to enhance learning and pursuing professional growth Following established lines of communication with the assigned clinical setting Demonstrating reliability in completing client/clinical assignments Evaluating own performance accurately accepts responsibilities for own decisions/behaviors/actions while in clinical settings accepts feedback and makes appropriate changes in behavior identifies own strengths and areas for growth in assigned settings
Definition of cuing No cuing: student will perform independently with no intervention by the instructor Minimal cuing: instructor will provide no more than 2 prompts Occasional cuing: instructor will provide no more than 4 prompts

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