Janice Dean, EdD(c), msn, apn-bc clinical Assistant Professor & Course Coordinator Office: ed II, 5/134c Pager: (501) 688-9423




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НазваниеJanice Dean, EdD(c), msn, apn-bc clinical Assistant Professor & Course Coordinator Office: ed II, 5/134c Pager: (501) 688-9423
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UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES

COLLEGE OF NURSING


SYLLABUS


NUSC 5383: CLINICAL MANAGEMENT OF ADULT
& FAMILY PRACTICUM



Janice Dean, EdD(c), MSN, APN-BC


Clinical Assistant Professor & Course Coordinator

Office: ED II, 5/134c

Pager: (501) 688-9423


Fax: (501) 686-8695

Office Hours: By Appointment

E-mail: DeanJaniceC@uams.edu


Christina Anderson,

Clinical Assistant Professor

Office: ED II, 5/134b

Office Phone: (501) 686-7967

Fax: (501) 686-8695

Office Hours: By Appointment

E-mail: AndersonChristinaM@uams.edu


Leonie DeClerk,

Clinical Instructor

Office: ED II, 5/134d

Office Phone: (501) 526-7847

Fax: (501) 686-8695

Office Hours: By Appointment

E-mail: DeclerkLeonieC@uams.edu


Claudia P. Barone, EdD, RN, LNC, CPC, CCNS

Dean & Professor

Office: ED II, 5/104


Office Phone: (501) 686-7997

Office Hours: By Appointment

E-mail: BaroneClaudiaP@uams.edu


FALL, 2007


© Copywritten, UAMS College of Nursing. Reuse with written permission only.


UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES

COLLEGE OF NURSING



NUSC 5383: Clinical Management of Adult & Family Practicum


CATALOG DESCRIPTION


Application of expanded knowledge and clinical skills in the advanced nursing management of selected health care problems of adults. Clinical experiences focus on the primary health care concerns of adults and their families.


PRE-REQUISITES


NUSC 5323: Clinical Management of Young Family Theory

NUSC 5353: Clinical Management of Young Family Practicum


CO-REQUISITE


NUSC 5363: Clinical Management of the Adult & Family


COURSE CREDIT


Three (3) semester hours


CLASS SCHEDULE


The seminar portion of this practicum course meets one time per week for 15 weeks on Thursdays. Clinical contact time is 270 hours.


COURSE OBJECTIVES


1. Integrate advanced knowledge of normal development in the physiologic, psychological, social, and spiritual domains, into the clinical management of adults.


2. Integrate an advanced knowledge of pathology into the clinical management of adults.


3 Use critical thinking and diagnostic reasoning skills for the management of selected health care concerns of adults.


4. Analyze management techniques for acute and chronic conditions in adults.


5. Demonstrate comprehensive care with adults with acute and chronic conditions, providing for appropriate referrals and follow-up.


6. Incorporate strategies of risk analysis, screening, disease and injury prevention, and health promotion, as appropriate, into the clinical management plan of adults.


7. Collaborate with other members of the health care team in the management of the health care of adults and their families.


8. Document competency as a beginning family nurse practitioner based on standards of care relevant to adults and their families.


9. Use relevant research findings in the clinical management of adults with selected health conditions.


10. Apply legal, socioeconomic, cultural and ethical concepts related to an advanced scope of nursing practice in the care of adults and their families.


11. Demonstrate the role of the advanced practice nurse in clinical practice through initiative, appropriate judgment, and independent decision-making.


REQUIRED TEXTS


Buttaro, , T. M., Trybulski, J., Bailey, P.P., Sandberg-Cook, J. (2003). Primary Care. St. Louis,
MO: Mosby.


Johnson, R.A., Wolff, K., & Suurmond, D. (2005). Fitzpatrick’s Color Atlas and Synopsis
of Clinical Dermatology
(4th ed.). New York: McGraw-Hill Professional.


Pender, N. J., Murdaugh, C.L., Parsons, M.A. (2006). Health promotion in nursing practice.
(5th ed.). Upper Saddle River, NJ: Prentice Hall.


Uphold, C., & Graham, V. (2003). Clinical guidelines in family practice. (4th ed.). Gainesville,
FL: Barmarrae Books Inc.


RECOMMENDED TEXTS


Buppert, C. (2004). Nurse practitioner’s business practice and legal guide (2nd ed.). MA: Jones
and Bartlett Publishing.


Goroll, A.H. & Mulley, A.G. (2005). Primary care medicine (4th ed.). Philadelphia: Lippincott.


GRADING SCALE


90 – 100%

A

80 – 89.99%

B

75 –79.99%

C

70 – 74.99%

D

Below 70%

F


TEACHING METHODS


Case study, group discussion of clinical experiences, student presentations utilizing audiovisuals that have been developed by the student, expert guest presentations, clinical site visits, weekly review of documentation from clinical practice, and faculty evaluations.


APA FORMAT


The publication manual from the APA serves as the official guide for papers, scholarly works, etc. for both faculty and students here in the College of Nursing. Students are held accountable for following these guidelines in scholarly works/papers for grading and academic honesty purposes.


American Psychological Association. (2001). Publication Manual of the American Psychological
Association
. (5th ed.). Washington, DC: American Psychological Association.


COURSE/FACULTY EVALUATION POLICY


All students registered for a course in the College of Nursing each semester or summer session, as a part of the course requirements, must complete the course/faculty evaluation form to ensure ongoing quality improvement in the educational program.

As members of the student body enrolled in a professional program of study, all students are required to complete the course/faculty evaluations as a part of their preparation for their professional role. The College of Nursing Scholastic Non-Cognitive Performance Standards guides the student in an understanding of these expectations. Failure to complete the evaluation process will result in a review, based on these standards, of the students’ performance by administration.


EVALUATION


% of Grade Dates


Clinical Performance 95%

Seminar Presentation 5% As assigned




100%




ASSIGNMENTS



Seminar Presentation


The seminar presentation provides an opportunity to discuss a case study on an assigned topic.


Directions


1. Prepare for your presentation using references from both the clinical and research
literature.

2. Prepare a one-page handout summarizing patient assessment, diagnosis, and
management plan.

3. The student may wish to distribute additional materials that support any aspect of the
clinical process.

4. Lead the group in discussion.


Evaluation Criteria


1. Presentation: clear, organized, logical

2. Handouts were appropriate and useful.

3. Content of presentation:

a. Summary of pertinent clinical data

b. Evaluation of patients readiness to change based on application of conceptual/ theoretical framework

c. Discussion of interventions, as planned, and/or implemented

d. Discussion of related research

4. Seminar leader stimulated discussion among peers

5. Identify potential national certification questions.


CLINICAL GUIDELINES


The clinical portion of this course is a faculty facilitated, preceptored, learning experience. Clinical settings throughout the state, including Little Rock, will be utilized. All clinical preceptors and sites will be developed and approved by faculty. However, students are encouraged to identify appropriate clinicians and settings for learning experiences. A student's work site is not eligible for consideration as a clinical site.


Selection of Preceptors & Sites


Clinicians are evaluated as preceptors based on the following criteria: educational and professional qualifications, interest in nursing education, clinical skill and expertise and aptitude for clinical instruction, and understanding of the roles of different professionals in health care. Master's prepared nurses and nurse practitioners and physicians will serve as preceptors.


Roles & Responsibilities

The faculty, preceptor, and student will discuss respective responsibilities and expectations at the beginning of each clinical experience. The student, preceptor, and faculty will communicate as often as necessary between planned faculty visits.


Clinical Time


Students are required to complete 270 hours of clinical time during the 15 weeks of the semester. One or two hours of this time will be dedicated each week to a clinical conference.


Clinical Logs & Documentation


Clinical logs will be maintained by each student, with a copy submitted to faculty every week. A format for the log is included in the syllabus. Level of care is indicated by the following code system:


1 = observation only

2 = partial care by student

3 = comprehensive care with consultation


Two write-ups of clinical interaction with patients will be submitted for faculty review on a weekly basis. They are to be submitted with the clinical logs.


Clinical Evaluation & Grading


The clinical evaluation instrument reflects the evaluation criteria. At midterm, the form is used to ascertain progress to date and to identify any areas needing practice or intensified attention. The faculty is responsible for the final evaluation, but rely on input from the clinical preceptor.

The student must pass the clinical performance evaluation with a “B” in order to pass the course.

Student Name:

CLINICAL EVALUATION TOOL




1. Integrate advanced knowledge of normal development in the physiologic,
psychological, social and spiritual domains, into the clinical management of adults.


a. incorporates age and developmental changes into the assessment and
management plan










b. differentiates normal from abnormal changes










Comments:




2. Integrate an advanced knowledge of pathology into the clinical management of adults.

Comments:



3. Use critical thinking and diagnostic reasoning skills for the management of selected
health care concerns of adults.


a. establishes effective rapport with patient










b. utilizes effective interviewing skills










c. elicits a relevant history










d. performs a relevant physical exam










e. makes a logical synthesis of data










f. offers a sound rationale for clinical decisions










g. develops and implements a therapeutic plan










1. consistent with the identified needs of the patient










2. within the time and activity limits of the setting










3. utilizing family, colleagues, and community resources










h. performs procedures accurately










Comments:




4. Analyze management techniques for acute and chronic conditions in adults.

a. initiates management plan consistent with acceptable standard of care or
protocol










b. assesses response to a management plan on follow-up visits










c. suggests appropriate alterations to a management plan










Comments:






5. Demonstrate comprehensive care with adults with acute and chronic conditions,
providing for appropriate referrals and follow-up.


a. incorporates physiologic, psychological, social, and spiritual domains, as
appropriate, into management plan










b. consults, refers, and advises follow-up, as appropriate










Comments:



6. Incorporate strategies of risk analysis, screening, disease and injury prevention, and
health promotion, as appropriate, into the clinical management plan of adults.


a. demonstrates the ability to assess the health education needs of patients
and families










b. demonstrates the ability to formulate a health education plan for disease
prevention, health promotion, or health restoration or rehabilitation










Comments:



7. Collaborate with other members of the health care team in the management of the
health care of adults and their families.


a. seeks and accepts consultation










b. identifies own learning needs and negotiates clinical experience to meet
those needs










c. share knowledge with other professionals










d. demonstrates independence in clinical decision making










e. articulates scope of practice










Comments:



8. Document competency as a beginning family nurse practitioner based on standards
of care relevant to adults and their families.


a. documentation reflects consistency and rationale between assessment,
diagnosis, and plan










b. documentation is organized, thorough, succinct, and accurate










c. documentation reflects current standards of practice










Comments:



9. Use relevant research findings in the clinical management of adults with selected
health conditions.


Comments:






10. Apply legal, socioeconomic, cultural, and ethical concepts related to an advanced
scope of nursing practice in the care of adults and their families.


Comments:



11. Demonstrate the role of the advanced practice nurse in clinical practice through
initiative, appropriate judgment, independent decision-making, and appropriate
presentation of self.


Comments:





EVALUATION KEY OF STUDENT PERFORMANCE


Not Observed



Deficient Level




D

a. consistently omits pertinent parts of the history or exam

b. management plans are incorrect, incomplete, or undertaken without adequate supervision

c. unsatisfactory or unsafe

d. marginal to minimal competence in technical skills or psychosocial areas

e. unsafe*

Progressing Level


C

a. beginning level of practice, safe with close supervision, inconsistent performance

Intermediate Level


B

a. intermediate skills and beginning role integration, safe with less than close supervision,
consistent performance

Achieved Level



A

a. superior level of practice, interventions and role integration, consistent performance, safe
with minimal supervision, plus creative and integrative approach to assessment and management




*Unsafe behavior constitutes a failing grade, and can result in discontinuation of the clinical experience.





At completion of each semester, the student must be at “B” level to progress to the next level. Any objective in which a student has been evaluated as performing at a “C” level or below must be achieved at “B” level prior to progression to the next level of course work.




Faculty Signature Date


PRECEPTOR EVALUATION FORM


(To be completed by student at end of practicum.)


In this inventory there are statements which reflect some of the ways preceptors can be described. For EACH statement, circle the number on the scale that indicates how DESCRIPTIVE the behavior is. The scale ranges from 1 for not at all descriptive to 5 for very descriptive. Check () if the behavior is not applicable.


In rating, respond to each item carefully and thoughtfully. Avoid letting your response to some items influence your response to others.



CLINICAL SUPERVISION

Not At All Descriptive

Very Descriptive

Not Applicable

1. Communicates role expectations to student

1

2

3

4

5

( )

2. Guides student's development of clinical skills

1

2

3

4

5

( )

3. Provides specific practice opportunities

1

2

3

4

5

( )

4. Prepares students for difficult clinical
situations

1

2

3

4

5

( )

5. Offers special help when difficulties arise

1

2

3

4

5

( )

6. Observes students' performances frequently

1

2

3

4

5

( )

7. Identifies students' strengths and limitations
objectively

1

2

3

4

5

( )

8. Makes specific suggestions for improvement

1

2

3

4

5

( )

9. Seems well prepared for teaching contacts with
students

1

2

3

4

5

( )

10. Questions students in a non-threatening manner

1

2

3

4

5

( )


COMMENTS:


UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES

COLLEGE OF NURSING


EVALUATION OF CLINICAL LEARNING SITES


Clinical Site and/or Preceptor:



Course Number & Title:


Semester:


This evaluation was developed to provide information about the appropriateness of this clinical facility for student learning experiences. Thank you for your assistance.


Instructions:


  • Mark your answers in the appropriate space.

  • Use one form per agency.

  • Use additional comments area to address positive/negative comments about a particular unit.







5

Definitely Yes

4

Mostly

Yes

3

Mostly

No

2

Definitely

No

1

N/A


1. The client census was adequate to meet course

objectives.


















2. There was adequate variety of client conditions

to provide continued learning experiences.

















3. The student was able to apply assessment and
intervention strategies according to level
capabilities.


















4. The clinical site provided the types of
experiences necessary for the student to meet
course objectives.

















5. The clinical site staff assisted the student when
approached.


















6. The preceptor demonstrated responsibility and
accountability in client care.

















7. The preceptor used appropriate teaching skills
with the student.






















5

Definitely Yes

4

Mostly

Yes

3

Mostly

No

2

Definitely

No

1

N/A


8. The preceptor demonstrated a knowledge base
appropriate to client needs.

















9. The student could engage in self-directed
learning activities.

















10. The preceptor demonstrated application of
evidence-based research findings in clinical care.

















11. References for student learning were available.

















12. This clinical agency is recommended as a

teaching site.


















ADDITIONAL COMMENTS:


AHL/lhs

Revised: 7/14/03

C: FA03-5383-syl.doc


AHL/mc

Revised 8/3/04

C: FA04-5383 syl-Lewis.doc


AHL/lhs

Revised: 8/7/06

C: FA06-5383-syl-Lewis.doc


JD/lhs

Revised: 8/21/07

P: FA07-5383-syl-Dean.rtf

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