NURS 1124 Sp17

HARRISON, ARKANSAS
Maternal-Neonatal Nursing
Nursing 1124
Syllabus
Spring 2017
March 2017
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
March 6 March 7 March 8 March 9 March 10
TEST #1
Unit 1 – Online Unit 1 – Online
Unit 5
Unit 2 Preclinical Lab Unit 2 Preclinical Lab Chapters 7
8:30 A102 08:30 A102

Unit 3, Chapters 3 & 4
Clinical Clinical Unit 4, Chapter 5
Unit 5, Chapter 6
Spring Break Spring Break Spring Break Spring Break Spring Break

TEST #2
Clinical Clinical
Unit 6, Chapter 8
1
April 2017
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
April 1
April 3 April 4 April 5 April 6 April 7

Unit 6
Clinical Clinical
Chapter 10
Breast Disorders Chapter 19

TEST #3
Clinical Clinical
Unit 7, Chapters 12-14, 18, 19

Unit 8
Clinical Clinical
Chapters 15-17

MAKE-UP CLINICAL (for TEST #4
Clinical Clinical missed clinical time)
Review for Final
May 2017
May 1 May 2 May 3 May 4 May 5
ATI Proctored Exam as

Clinical Clinical Final Exam
2
Department of Registered Nursing
Course Title: Maternal-Neonatal Nursing
Course Number: NURS 1124
Course Description: Maternal Neonatal Nursing is an 8 week course focusing on nursing care of the child-
bearing family. The Student Learning Outcomes serve as the basis for course outcomes
and are incorporated into experiences in theory and clinical. Emphasis is placed on the
role and practice of the nurse in assisting the patient and family during the antepartal,
intrapartal, postpartal, and neonatal periods. Pre-requisite: NURS 1107 and 1114.
Credit Hours: 4 semester credit hours
Weekly Course Schedule: Thursday 8:30-12:30, 8 Weeks

12 hours of clinical each week
Location: A106
Course Instructor(s): Jennifer Feighert, MSN, RN Carla Jacobs, MSN, RN, CNE
Office: A100F M178
Hours:
Monday: Clinicals Site (NARMC)
Tuesday: 8:30am – 3:00 pm
Wednesday: 8:30 am – 3:00 pm
Thursday: 8:30am – 3:00 pm
Friday: By Appointment only
Phone: 870-391-3261 870-391-3535
E-Mail: [email protected] [email protected]
Rationale: In the clinical component of Nursing 1124, students develop and expand skills and
behaviors needed to assist clients and their families in various phases of the health-illness
continuum. The students utilize all steps of the nursing process and apply principles,
concepts and nursing skills learned in this and in prerequisite courses to the care of
clients and families during the childbearing cycle. The settings for clinical experience
include: newborn nursery, labor and delivery, postpartal unit, and prenatal clinic
Audience for the Course: First Level, 2nd semester Traditional RN students.
Course Student Learning Outcomes: Core Competencies

Outcomes/Objectives/ Human Flourishing Communication
Competencies: Patient-Centered Care
Cultural Diversity
Nursing Judgment Safety/Quality Improvement
Evidence-Based Practice
Managing Care
Collaboration/Teamwork
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Spirit of Inquiry Clinical Decision-Making
Clinical Reasoning
Course Outcomes /
Objectives/Competencies Professional Identity Professional Behavior
(continued) Legal/Ethical
Teaching/Learning
Informatics
Upon successful completion of this course, the student will be able to:
Human Flourishing
9. Provide patient-centered care incorporating effective communication and
respect for cultural diversity. Measured by clinical practice and exam.
Nursing Judgment
2. Incorporate evidence-based practice to provide competent care based on client
responses to physiological and psychological adaptations during antepartum,
postpartum and newborn periods. Measured by clinical practice, exam and
written assignments.
3. Identify safety measures employed in maternal-neonatal health care settings.

Measured by exam and clinical practice.
4. Discuss the nurse’s role in promoting quality improvement in maternal-neonatal

health care settings. Measured by discussion.
5. Collaborate with the health care team in managing the care of maternal-
neonatal patients. Measured by written exam and clinical discussion.
Spirit of Inquiry
6. Demonstrate clinical decision-making to plan and prioritize for a family-centered
approach in meeting the needs of childbearing clients. Measured by clinical
written assignment.
7. Apply clinical reasoning based on the nursing process to the care of patients in
maternal-neonatal health care settings. Measured by exam: Develop a Concept
Map related to an actual or potential health problem that might occur during the
childbearing cycle.
Professional Identity
8. Model professional behaviors including teaching/learning and use of informatics
in the provision of nursing care. Measured in clinical practice and discussion.
9. Examine legal and ethical aspects of maternal-neonatal nursing. Measured by

written exam and clinical discussion.
Northark General 1. Apply critical thinking and problem solving skills across disciplines.
Learning Outcomes: 2. Apply life skills in areas such as teamwork, interpersonal relationships, ethics, and
study habits.
3. Communicate clearly in written or oral formats.
4. Use technology appropriate for learning.
5. Discuss issues of a diverse global society.
6. Demonstrate math and/or statistical skills.
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Required Textbooks: Chapman, L. & Durham, R. (2014). Maternal-newborn nursing: The critical components
of nursing care (2nd ed.). Philadelphia, PA: F.A. Davis.
Ignatavicius, D. D., & Workman, M. L. (2017). Medical surgical nursing: Patient-centered
collaborative care (8th ed.). St. Louis. Elsevier Saunders.
Syllabus for Nursing 1124 — Maternal-Neonatal Nursing

ATI RN Maternal-Newborn Nursing, 8th Ed.
Elsevier Adaptive Quizzing
Supplemental/Suggested Current nursing journals and textbooks other than required for this course are
Books: available in the library or on-line via Portal.
Available Nursing Northark, Campus Libraries, Videos

Resources:
Other Available Northark’s Jenzabar Portal is like a “digital commons”, or a student and staff center on
Resources: the web. This new portal connects students to instructors, counselors, and staff with a
single point of access. You will be able to find your classes, connect to BlackBoard, and
find groups that you are involved in, like Honors, PBL, Rodeo or other clubs. With one
login and password, you have 24/7 access to your campus e-mail, calendars, chat rooms
or on-line exams. Without any other login, you can see your Campus Connect services.
You can customize your home page as well!
SMARTHINKING is a web-based tutoring system that connects students to qualified
einstructors (on-line tutors) anytime, from any internet connection. This service
supplements on-campus courses, distance-education courses and the Northark Learning
Assistance Center. This service is FREE to currently enrolled students. Find the link to
SMARTHINKING on the Northark Web page, student tab. When you click on this link,
instructions for starting your own account are provided. This is a service purchased by the
Title III grant.
Atomic Learning provides web-based software training for more than 100 applications
that students and educators use every day. The web-site has short, easy-to-understand
tutorial movies and resources that can be used like a help-desk for computer questions.
This is a FREE service to students and staff (it even answers questions about i-Pods!). Go
to: http://highed.atomiclearning.com. Northark students should type in:
Username: northark
Login: pioneers.
Learn about your personal preference for taking in new information, and how you can
study differently to get the most out of your education. Students who take this
assessment find out how they prefer to learn, how teachers may prefer to teach, and
how to meet in the middle! Students can maximize their time and success in school by
following some time-tested strategies for “Studying Without Tears (SWOT)”.
 Personal computer – The student is expected to have access to a computer with these
system requirements. If you have any problems with your computer, i.e., computer
crashes, internet goes down, or etc., it is your responsibility to have a backup plan.
 E-Mail Account – A Northark e-mail account was issued to you automatically when you
enrolled in your classes. To access your e-mail, navigate to Northark’s Web site at
www.northark.edu. On the Students tab, you should see a link to Student E-mail. You
may also access your e-mail from web.mail.northark.edu. Your email address will be your
[email protected]
 Available On-Campus Resources
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o Computers:
Other Available  JPH business Building – Computers are available in rooms B206, 207, 208,
Resources: 209 & 302. (See schedule on the wall beside Mary Bausch’s Office on the
(continued) 2nd Floor.
 Libraries – There are computers available for all Northark students on the
south campus.
 South Campus: Monday-Thursday, 7:30 a.m.-9:00 p.m.; Friday, 7:30
a.m.-5:00 p.m.; Saturday, 8:00 a.m.-5:00 p.m.
 South Campus Library houses the Testing Center. Call 391-3533 for
hours.
o Learning Resources Center has computers/printers, tutors and writing help.
o Assistance Available for the Course – If you are having any issues in your on-
line course, the first person you should contact is your instructor by e-mail. If
you need technical assistance for log-on issues, contact Brenda Freitas
(Northark IT Department) at [email protected] or 870-391-3275.
Instructional/Teaching The instructor will utilize a variety of teaching strategies to actively engage the student to
Method: enhance learning and critical thinking including Lecture, Class Discussion, PowerPoint
Presentations, Case Studies, Audiovisual presentations, Demonstrations, Nursing Skill
Laboratory Practice, Critical Thinking Exercises, Games, Student response systems
(clickers), muddiest point, one minute papers, think-pair-share, etc.
Course Content: Unit 1: Trends and Issues in Maternity Care

Ethics and Standards of Practice Issues
Unit 2: Maternal-Neonatal Nursing Skills
Unit 3: Preconception Health Care
Genetics
Conception
Fetal Development
Infertility
Assessment of the Reproductive System
Woman’s Well Health
Unit 4: Pre-natal care
Unit 5: Antepartal Testing
Pregnancy at risk
Unit 6: Processes of Labor and Birth
Promoting Comfort During Labor and Delivery
Labor Related Complications
Breast Disorders
Unit 7: Postpartal Adaptations
Postpartum at Risk
Alterations in Women’s Health
Unit 8: Adaptation to Extra-uterine Life
Nursing Assessment of the Neonate
Nursing Intervention
Nutritional Needs and Feeding
Newborn Care
Legal/Ethical Care
Unit 9: Newborns at Risk
Newborn Birth Related Stressors
Perinatal Loss
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Course Evaluation A. Unit Examinations
Procedures: Test I: Chapters 1, 2 & 9 Chapman
Test II: Chapters 3-7 Chapman
Test III: Chapters 8-11 Chapmen
Test IV: Chapters 12-19 Chapman
Test V: ATI Comprehensive Final Exam
B. Completion of Miscellaneous Homework and Assignments (pop quizzes,
individual and group reports, study guide assignments, etc.)
Method of Evaluation: Unit Examinations 70%

Homework Assignments 10%
Comprehensive Final 20%
Clinical Component Pass
Grading Scale: A------------------------------ 91-100

B-------------------------------84-90
C-------------------------------79-83
D-------------------------------70-78
F-------------------------------69 & below
Students must be passing with a 79% on unit tests and the final, or the student will not
progress. Credit for Homework Assignments will not be added unless the student is
passing with a 79%.
Clinical Evaluation: A clinical evaluation by the clinical instructor will be given a "satisfactory/unsatisfactory"
rating. Formative evaluations will be given by the clinical instructor each week. A
summative evaluation is completed at the end of the semester. Upon request by an
instructor, the director and the faculty may require a student to be evaluated by another
instructor. Students must pass the clinical component of the course in order to progress
in the program. If the student fails the clinical component, the theory grade drops to a
"D" and the student cannot progress. Clinical component is Pass/Fail.
S = Satisfactory
Students meet minimum requirements for the program outcomes.
N = Needs Improvement
Students did not meet minimum requirements for 1 or more core competency for
that program outcome. If an N is received then the student and instructor are
expected to:
1. Discuss the issue during the clinical rotation.
2. The instructor will document the discussion on the clinical formative
evaluation tool.
3. The instructor will fill out the clinical improvement form.
4. The student will formulate a simple remediation plan to be presented to
the clinical instructor and course coordinator. (if applicable)
5. If after remediation, the student receives another N, the process will be
repeated once more.
6. If the student receives 3 N’s in the same program outcome category, such
as Human Flourishing, on separate occasions during a course clinical
rotation then they will receive a U for that clinical rotation and will be
dismissed from the program.
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Clinical Evaluation: U= Unsatisfactory (3 N’s)
(continued) Student did not demonstrate essential skills for patient safety, professional
behavior etc., as stated on page 37 in the RN Handbook. If the student
participates in any of the reasons for dismissal as listed under “Unsafe Clinical
Practice” in the RN Handbook they will receive a U on the clinical formative
evaluation tool.
General Policies: Refer to the Registered Nursing Program Handbook for policies concerning daily
assignments, clinical policies and evaluation, tardiness, make-up work, dress code,
academic integrity, student responsibilities and ADA Statement.
Attendance Policy: Students are expected to attend all class meetings. Tardiness will not be tolerated. A
pattern of tardiness will result in disciplinary action at the discretion of the instructor.
Student’s that miss excessively will be counseled with regard to likelihood of program
failure. Excessive absences are defined as 15% or more of class time (see Northark
catalog).
Tardiness Policy: Students are responsible for the content in class when absent. Lecture content missed
will not be repeated. Check the Portal for course materials.
Make-up Exams: 1. All exams should be taken at the scheduled time.

2. The student MUST personally notify the instructor prior to the exam if the
student is unable to take the exam at the scheduled time. A missed examination
is considered a class absence.
3. Students may make-up one test only per semester at the instructor’s discretion.
4. Missed exams must be taken within 3 days from the original exam date.
5. Failure to comply with the stated requirements omits the privilege of taking a
make-up exam. A zero will be given for a text not taken.
6. Students are expected to remain in their seat during exams. Students needing to
use the bathroom must be recognized and granted permission by the faculty
prior to leaving the room or the exam will be picked up and a zero will be given.
Withdrawal Policy: It is the responsibility of faculty members to advise their classes, in writing of their
attendance policy and make up policies. It is the student’s responsibility to discuss any
absences and the possibility of make-up work with the instructor as soon as possible.
Students are expected to attend all class meetings and officially withdraw from courses
they are no longer attending. Faculty will not drop a student from the course.
Academic Dishonesty: North Arkansas College's commitment to academic achievement is supported by a strict
but fair policy to protect academic integrity. This policy regards academic fraud and
dishonesty as disciplinary offenses requiring disciplinary actions. Any student who
engages in such offenses (as here defined), will be subject to one or more courses of
action as determined by the instructor, and in some cases the Division Chairperson or
Program Director, the Vice President of Instruction, and Institutional Standards and
Appeals Committee as well.
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Academic Dishonesty: Academic fraud and dishonesty are defined as follows:
(continued)
Cheating: Intentionally using or attempting to use unauthorized materials,
information, or study aids in any academic exercise.
Test
Tampering: Intentionally gaining access to restricted test booklets, banks, questions,
or answers before a test is given; or tampering with questions or answers
after a test is taken.
Plagiarism: Intentionally or knowingly representing the words and ideas of another as

one's own in any academic exercise.
Facilitating
Academic
Dishonesty: Intentionally or knowingly helping or attempting to help another commit
an act of academic dishonesty.
Statement of Student The stated schedule, assignments, and procedures in this course are subject to change in
Responsibilities: the event of extenuating circumstances. Students will be notified verbally or in writing of
changes by the instructor.
A. Read the college catalog and all materials you receive during registration. These
materials tell you what the college expects from you.
B. Read the syllabus for each class. The syllabus tells you what the instructor
expects from you.
C. Attend all class meetings. Something important to learning happens during every
class period. If you must miss a class meeting, talk to the instructor in advance
about what you should do.
D. Be on time. If you come in after class has started, you disrupt the entire class.
E. Never interrupt another class to talk to the instructor or a student in that class.
F. Be prepared for class. Complete reading assignments and other homework
before class so that you can understand the lecture and participate in discussion.
Always have pen/pencil, paper, and other specific tools for class.
G. Learn to take good notes. Write down ideas rather than word-for-word
statements by the instructor.
H. Allow time to use all the resources available to you at the college. Visit your
instructor during office hours for help with material or assignments you do not
understand; use the library; tapes, computers, and other resources in Learning
Commons.
I. Treat others with respect. Part of the college experience is being exposed to
people with ideas, values, and backgrounds different from yours. Listen to others
and evaluate ideas on their own merit.
J. If at midterm your examination grade point average is below 79%, schedule an
appointment to meet with your instructor.
K. Cell phones are not permitted in the classroom or clinical area. No text
messaging in class/clinical.
L. No food/drink in classroom.
M. Must use simple calculator. Do not share with friends.
N. Please review the Nursing Program inclement weather policy (870) 743-7669
(SNOW), Information, Policies, and Standards Manual.
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ADA Statement: North Arkansas College complies with Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990. Students with disabilities who need special
accommodations should make their requests in the following way: (1) talk to the
instructor after class or during office hours about their disability or special need related to
classroom work; and/or (2) contact Special Services in Room M154H and ask to speak to
Kim Brecklein.
Provision for changing The stated schedule, assignments, and procedures in this course are subject to change in
syllabus: the event of extenuating circumstances. Students will be notified verbally or in writing of
changes by the instructor.
Syllabus Syllabus acknowledgement will be submitted as an online assignment. See portal,

Acknowledgement: coursework.
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Unit 1: Maternal-Neonatal Overview
Course Objectives: 1, 2, 6 & 8
Unit Outcomes Content Learner Activities

1. Identify key Internet sites/resources that I. Trends and Issues Read Chapman Chapter 1
provide statistical information regarding A. Definitions of key terms
maternal-newborn health-care issues. B. Factors affecting maternal-newborn Watch Echo Capture
2. Discuss current trends in management outcomes
of pregnancy, labor and birth. C. Health disparities
3. Review current maternal-newborn
health outcomes and the implications of
these trends for expectant couples,
parents, and health-care providers.
D. Maternal and Infant health goals
E. Role of the nurse in perinatal care
4. Collaborate with the primary provider II. Ethics and Standards of Practice Issues
and health-care team to promote A. Ethical issues in maternal-newborn Read Chapman Chapter 2
positive outcomes for the childbearing care.
family. B. Standards of practice for maternal- Watch Echo Capture
5. Discuss ethical dilemmas that may be newborn nursing
encountered in the care of mothers and C. Legal issues Professional Identity:
neonates. D. Evidence-based practice Perform an internet search for articles related
6. Describe the standards of practice to ethical/ legal issues in Maternal-Newborn
related to the care of families during the nursing.
antepartum, intrapartum, and
postpartum periods.
7. Discuss potential legal issues
confronting maternal-newborn nurses.
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Unit 2: Pre-Clinical Skills Lab
Course Outcomes: 2, 3, 4, 5, 7 & 8
1. Calculate the estimated date of delivery. III. Maternal-Neonatal Nursing Skills Read Chapman p. 53 Calculation of Due Date
2. Use Leopold’s maneuver’s to determine fetal A. Calculation of due date Box 8-3, p. 208, Leopold’s Maneuvers
position. B. Leopold’s maneuver’s
3. Apply the electronic fetal monitor (EFM) to C. Fetal heart rate assessment Read Chapter 9
assess fetal heart rate. 1. Ultrasound transducer
2. Tocotransducer
3. Interpretation of fetal heart rate
pattern
4. Nursing interventions
4. Compare and contrast non-stress test and D. Non-stress test Read Chapman p. 125-126, Non-Stress Test
contraction stress test to assess fetal status. 1. Purpose Clinical Decision-Making:
5. Discuss the components of fetal heart rate 2. Procedure Practice interpreting EFM strips and planning
patterns essential to interpretation of 3. Interpretation interventions.
monitor strips. 4. Actions
6. Identify correct nursing actions based on
interpretation of EFM strips.
7. Analyze contraction duration, frequency, E. Contraction stress test Read Chapman p. 126, Contraction Stress Test
and intensity. 1. Purpose
2. Procedure
3. Interpretation
4. Actions
8. Monitor intravenous pitocin infusions for F. Pitocin induction/augmentation Read Chapman p. 275, Labor Augmentation
induction or augmentation of labor. 1. Dosage
2. Effects
9. Safely perform uterine fundal massage
3. Risks
during postpartum.
G. Postpartum fundal massage Read Chapman p. 358—359 Uterine Atony
10. Explain Apgar scores
H. Newborn Apgar scores Read Chapman p. 216, Neonatal Apgar Score
11. Assess newborn vital signs.
I. Newborn vital signs Read p. 384-85 Table 15-3
12. Plan nursing interventions to maintain Read p. 432-33, Temperature Taking
newborn temperature. J. Thermoregulation in the newborn Read p. 377-79, Thermoregulatory System
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Unit 3: Antepartum Nursing Care—Preconception Issues; Conception
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8

1. Write a plan for preconception health I. Preconception Health Care Read Chapman Ch. 3
care. A. Promoting health before pregnancy
B. Anticipatory guidance/education
2. Define key inheritance patterns. II. Genetics

A. Inheritance patterns
3. Explain the relevance of genetics in
providing care to childbearing families.
B. Relevance to the Nursing role
4. Discuss the impact of genetic research
and cloning C. Genetic cloning
5. Discuss the process of conception.
6. List milestones of fetal development. III. Conception ATI Chapter 1
7. Identify factors posing a risk to normal IV. Fetal Development
development of the fetus. A. Milestones
B. Placental function
C. Amniotic fluid function
8. State common causes of infertility. D. Risks to normal development ATI Chapter 2
9. Explain various diagnostic tests related
to infertility. V. Infertility
A. Common causes Concept Map: Infertility
10. Compare assisted fertility technologies.
11. Advocate for the patient desiring B. Testing
assisted reproduction. C. Assisted fertility technology
12. Discuss the emotional/social aspects of
infertility.
Read Chapman Chapter 18.
13. Perform a focused physical assessment
of the patient with a female VI. Well Woman’s Health
reproductive system problem. A. Health Promotion
14. Develop a teaching plan for B. Changes across the life span
recommended reproductive screening C. Osteoporosis
tests. D. Adolescent Health
E. Lesbian Health
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Unit 4: Antepartal Nursing Care—Physiological and Psych-Social-Cultural Aspects of Pregnancy
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8
UNIT OUTCOMES CONTENT LEARNER ACTIVITIES

1. List subjective and objective signs and I. Pregnancy Read Chapman Ch. 4
symptoms of pregnancy. Chapter 4 Prenatal Worksheet
2. Discuss methods of diagnosing A. Diagnosis
pregnancy. 1. Signs and symptoms
2. Pregnancy tests
3. Calculate the estimated date of delivery. 3. Estimated date of delivery
4. Use appropriate terminology in
describing a woman’s obstetrical status. B. Assessment terminology
5. Link anatomical and physiologic changes
of pregnancy to the signs and symptoms
and common discomforts of pregnancy. C. Physiologic changes Concept Maps: Cardiovascular Adaptations
6. Educate the patient for each trimester. 1. Anatomical changes Respiratory Adaptations
7. Describe expected emotional changes of 2. Discomforts of pregnancy Integumentary Adaptations
pregnancy. a. Nursing interventions
8. Identify major developmental tasks of b. Patient/family education
pregnancy as they relate to maternal, c.
paternal, and family adaptation. D. Psycho-Social-Cultural Aspects Chapter 5 Case Study
9. Apply ethnic and cultural considerations 1. Maternal tasks
to the nursing care of the childbearing 2. Variables affecting adaptations Human Flourishing: Cultural Diversity
family. 3. Paternal tasks In-Class Discussion:
4. Family tasks Independent Research: Examine cultural
10. Analyze factors which influence 5. Interventions meanings of childbirth as reflected in the
plans/preparations for birth. 6. Cultural considerations population of this geographical area (Rural
11. Participate in providing childbirth Caucasians and Hispanics).
education. E. Planning for birth Areas to consider: terminology related to
1. Provider customs and beliefs; behaviors expected
2. Place during pregnancy; restrictive behaviors; what
3. Plan is taboo.
4. Education
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UNIT 5 -- Pregnancy at Risk
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8
OUTCOMES CONTENT LEARNER ACTIVITIES

1. Compare and contrast various antepartal I. Antepartal testing Read Chapman Chapter 6.
tests and the information provided by each. A. Biophysical assessment
1. Ultrasound
2. Describe nursing responsibilities related to 2. Doppler studies
key antepartal tests. 3. Magnetic resonance imaging
B. Biochemical assessment
3. Write a teaching plan to explain diagnostic 1. Amniocentesis
techniques and implications of findings to 2. Chorionic villus sampling
clients and their families. 3. Percutaneous umbilical blood sampling
C. Maternal assays
4. Differentiate between reassuring and non- 1. Maternal serum - alpha-fetoprotein
reassuring fetal heart rate patterns. 2. Multiple marker screen
D. Fetal status assessment
5. Examine factors that contribute to changes 1. Daily fetal movement counts
in fetal heart rate patterns. 2. Non-stress tests
3. Vibroacoustic stimulation
6. Identify appropriate nursing interventions 4. Contraction stress test Read Chapman Chapter 7.
for various fetal heart rate patterns. 5. Amniotic fluid index
6. Biophysical profile Chapter 7 Case Study
7. Identify risk factors for preterm labor and II. Pregnancy at risk Maxi Learn: Page 5 magnesium sulfate
birth. A. Gestational complications Page 11 calcium channel blocker
1. Pre-term labor and birth Page 91 beta adrenergic agonist
8. Implement nursing interventions for clients a. Risk factors
at risk for preterm labor and birth. Page 29 glucocorticoids
b. Medical management
Page 121 methotrexate
c. Nursing interventions
9. Collaborate with the heath care team to 2. Premature rupture of membranes
manage the client with premature rupture Concept Maps: Premature Labor
a. Risk factors
of membranes. Placenta Previa
b. Medical Management
c. Nursing interventions Abruptio Placenta
10. Discuss risks to the client and the fetus 3. Incompetent cervix Ectopic Pregnancy
related to a gestational complication. 4. Multiple gestation Hydatiform Mole
5. Hyperemesis gravidarum Gestational Diabetes Case Study
Maxi Learn pages: 31, 32
15
11. Teach the client concerning in-hospital
management of hyperemesis gravidarum
and follow-up care at home.
12. Explain the risks or complications associated
B. Diabetes
with diabetes during pregnancy.
1. Pre-gestational
13. Compare insulin requirements during
2. Gestational
pregnancy, postpartum, and with lactation.
14. Plan care for pregnant clients with a
preexisting disorder, physiologic condition
that complicates the pregnancy. Pregnancy Induced Hypertension Case Study
15. Compare and contrast nursing management
of the client with mild preeclampsia from
that of the client with severe preeclampsia.
16. Evaluate the client's response to
C. Pregnancy-induced hypertension
medications and interventions implemented
1. Classifications
to manage pregnancy induced hypertension,
2. Diagnostics
preeclampsia, or eclampsia.
3. Medical management
17. Define HELLP syndrome and associated risks.
4. Nursing interventions
18. Discuss the diagnoses and management of
disseminated intravascular coagulation. D. Bleeding disorders
19. Plan nursing interventions appropriate to 1. Placenta previa
the safety and care of clients experiencing a 2. Abruptio placenta
bleeding disorder of pregnancy. 3. Placenta accreta
20. Compare and contrast the signs and 4. Spontaneous abortion
symptoms, risks, and management of 5. Ectopic pregnancy
placenta previa and abruptio placenta. 6. Hydatidiform mole
21. Teach about the effects of sexually E. Infections
transmitted diseases on pregnancy and the F. Trauma and abuse emergencies
fetus.
22. Identify priorities in assessing and managing G. Pregestational complications
the pregnant client experiencing surgery or 1. Cardiac disorders
trauma. (Nursing Judgment: Managing 2. Anemia
Care) 3. Pulmonary disorders
23. Identify the maternal and fetal risks related 4. Gastrointestinal disorders
to various pregestational disorders. H. Substance abuse
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UNIT 6 -- Intrapartum Nursing Care
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8
OBJECTICVES/OUTCOMES CONTENT LEARNER ACTIVITIES

1. Identify normal measurements of the I. Processes of Labor and Birth Read Chapman Chapter 8.
diameters of the pelvic inlet, cavity and A. Factors affecting labor, 5 P's
outlet. 1. Passageway Chapter 8 Case Study
2. Assess fetal lie, attitude, presentation, 2. Passenger
station, and engagement.
3. Explain the cardinal movements as part of
the mechanisms of labor.
4. Define involuntary and voluntary powers. 3. Powers
5. Explain how the position of the fetus affects 4. Position
labor.
6. Analyze the psychological response to 5. Psychological response
labor.
7. Identify prodromal signs of labor. B. Process of Labor
1. Signs of labor
8. Differentiate between true and false labor.
2. Stages of labor
9. Describe the stages of labor. 3. Mechanism of labor
10. Explain effacement and dilatation. C. Intrapartal Nursing Assessment
11. Discuss nursing assessment and care of the 1. Fetal
mother and fetus in each stage of labor. 2. Maternal
12. Describe the physiologic basis for pain in II. Promoting Comfort During Labor and Delivery
labor and delivery. A. Nursing process overview for pain relief
13. Compare and contrast the action of local, during childbirth
regional, and general anesthesia as used in B. Factors affecting the experience of
labor and delivery. pain/discomfort during labor and delivery Concept Map: Epidural Anesthesia
C. Management of discomfort/pain
14. Assess the degree and type of pain a 1. Nonpharmacologic
woman in labor is experiencing and her 2. Pharmacologic
ability to cope effectively.
15. List common measures used for pain relief D. Immediate care at delivery
in labor and delivery, including relaxation 1. Safety
methods and pharmacologic management. 2. Fourth stage
17
16. Analyze ways to maintain family-centered
care when analgesia and anesthesia is used
in childbirth.
17. Discuss how the nurse can promote the
mother/newborn/family relationship after
delivery.
18. Describe the nursing care of the mother
immediately after delivery.
19. Cite factors that increase the client's risk for
dysfunctional labor. III. Labor-Related Complications Read Chapman Chapter 10.
A. Dysfunctional labor
20. Explain interventions to manage
dysfunctional labor.
B. Birth-Related Procedures
21. Educate the client scheduled for induction 1. Version Concept Maps: Labor Induction
of labor. 2. Labor induction Shoulder Dystocia
22. Evaluate the effectiveness of and risks of 3. Labor augmentation
pitocin administration for 4. Assisted birth
induction/augmentation of labor.
C. Obstetric emergencies
24. Collaborate with the health care team to
1. Shoulder dystocia
safely manage the client and family
2. Prolapsed umbilical cord
experiencing an obstetric emergency.
3. Uterine rupture
(Human Flourishing: Patient-Centered
4. Amniotic fluid embolism
Care)
25. Describe the three-pronged approach to
early detection of breast masses. IV. Breast Disorders Read Chapman p. 523-527 Breast Disorders
26. Discuss the psychosocial aspects of breast A. Self-Breast Exam
cancer and treatment. B. Mammography Read Iggy Chapter 70, Care of Patients with
C. Clinical Breast Exam Breast Disorders
27. Develop a post-operative plan of care for a D. Fibrocystic Changes
patient with breast cancer. E. Breast Cancer
1. Risk Factors
a. Breast cancer genes
2. Diagnosis
18
UNIT 7 -- Postpartum Nursing Care
Course Outcomes: 1 2, 3, 4, 5, 6, 7 & 8

1. Describe physiologic adaptations during the I. Postpartal Adaptations Read Chapman Chapters 12 & 13
postpartum period. A. Physiological
1. Involution Chapter 12 & 13 Case Studies
2. Identify changes that occur in the uterus, 2. Lochia
cervix, perineum after delivery, and state 3. Cervix
rationale. 4. Perineum
5. Clinical changes
3. Assess and plan nursing care of the
puerperal patient.
4. Document rationales for the use of oxytocic B. Psychological

drugs during the postpartal period. 1. Bonding and attachment
2. Maternal/paternal role behavior
5. List ways to facilitate infant-parent C. Postpartal nursing care
interaction and bonding. 1. Assessment of physiologic status
2. Identification of risk factors
3. Intervention to support adaptation
6. Identify causal factors and appropriate 4. Management of discomfort
comfort measures for minor stressors in the
puerperium: chills, diaphoresis, afterbirth D. Discharge/self-care instructions
pains, episiotomy, hemorrhoids, and 1. Health promotion
engorgement. 2. Contraception
E. Home care/community follow-up for the
7. Collaborate with client and family for self- postpartal family
care. Concept Maps: Oral Contraceptives
F. Psychologic adjustment Rh Isoimmunization
1. Taking-in
8. Explain behaviors of the three phases of 2. Taking-hold
maternal adjustment. 3. Letting-go
4. Postpartum "blues"
9. Contrast the symptoms and prognosis of 5. Depression
postpartum blues, postpartum depression, 6. Psychosis
and psychosis. G. Anticipatory guidance
19
10. Plan teaching to prepare new parents to
care for the infant at home. (Human
Flourishing; Professional Identity)
11. Discuss medical and nursing management II. Postpartum at Risk

of postpartum hemorrhage. A. Postpartum hemorrhage
B. Postpartum infections Read Chapman Chapter 14
12. Summarize care of the client with a C. Childbirth trauma
postpartum infection.
13. Describe sequelae of childbirth trauma. D. Psychological complications
14. Analyze the role of the nurse in the home Concept Maps: Mastitis
care setting in managing the care of the
client with postpartum psychological
complications.
15. Describe evidence-based health promotion III. Alterations in Women’s Health

and maintenance to prevent or detect A. Menstrual Disorders
gynecologic concerns. B. Polycystic Ovary Syndrome Read Chapman Chapter 19
C. Endometriosis
16. Develop a plan of care for a patient D. Infections/STD’s
undergoing a hysterectomy. E. Cystocele & Rectocele
F. Urinary Incontinence
20
UNIT 8 -- Nursing Care of the Newborn
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8

I. Adaptation to Extra-uterine Life Read Chapman Chapter 15.
1. Discuss neonatal physiologic adaptations to A. Immediate adjustments
extra-uterine life. 1. Initiation of respirations
2. Circulatory changes
2. State the normal range of neonate's vital B. Physiological adaptation Chapter 15-17 Case Studies
signs. 1. Respiratory
2. Circulatory Concept Maps: Thermoregulation
3. Collaborate with parents to maintain 3. Thermoregulation Hypoglycemia
thermoregulation in the newborn. 4. Renal system Cold Stress
5. Gastrointestinal system
4. Teach the effects of cold stress on the 6. Neurological system
neonate. 7. Sensory functions
8. Immunologic system
5. Describe the physical examination of the 9. Hemopoietic system
neonate and state the norms. 10. Reproductive system
11. Hepatic system
6. Estimate the gestational age of a newborn. 12. Integumentary system
7. Review the components of the Apgar score. II. Nursing Assessment of the Neonate Audiovisual:
A. Physical •Gestational Age Assessment
8. Apply safety and security measures in the B. Gestational •Normal Newborn Assessment
maternal-neonatal unit. (Nursing C. Neurological
Judgment) D. Behavior
9. Discuss common drugs administered in the

neonatal period and their nursing
implications. III. Nursing Intervention
A. Immediate needs
10. Discuss the nursing care of the newborn 1. Patent airway
during the transition to extra-uterine life. 2. Thermoregulation
3. Protection from infection and injury
11. Write a teaching plan for new parents, 4. Nutrition
include post circumcision care. 5. Parent-infant interaction
6. Security measures
21
12. Explain the rationale and method for B. Observations
screening infants for phenylketonuria (PKU) 1. Vital signs
and hypothyroidism. 2. Signs of distress
3. Elimination
4. Circumcision
C. Metabolic screening
1. PKU
2. Hypothyroidism
13. Compare breast and bottle feeding, IV. Nutritional Needs and Feeding
including advantages and disadvantages. A. Nutrient Needs
B. Types of Feeding
14. Identify community resources for C. Lactation
nutritional concerns. 1. Benefits of
2. Physiology of
3. Instructing mother
4. Community resources
15. Provide newborn care information to V. Newborn Care

parents incorporating safety and cultural A. Safety Read Chapman Chapter 16.
values. B. Parental education
C. Cultural values
16. Communicate legal, ethical concerns in VI. Legal/Ethical Issues

caring for newborns. (Professional Identity)
22
UNIT 9 -- The Newborn at Risk
Course Outcomes: 1, 2, 3, 4, 5, 6, 7 & 8

1. Differentiate characteristics of preterm, I. Newborns at Risk Read Chapman Chapter 17
term, postterm, and postmature neonates. A. Pre-term Neonates
1. Assessment findings
2. Incorporate cultural and spiritual values of B. Post-term Neonates
the family into the care of the neonate with 1. Assessment findings
an acquired or congenital problem. C. Specific disorders
1. Respiratory Distress
3. Summarize assessment and care of the 2. Hyperbilirubinemia Concept map: Hyperbilirubinemia
neonate with an acquired or congenital 3. Substance abuse exposure
problem. 4. Neonatal Infection
D. Care management
4. Communicate to the parents the plan of 1. Oxygen therapy
care for the neonate with an acquired or 2. Nutrition
congenital problem. 3. Parenteral support
4. Cultural issues
5. Identify specific nursing interventions to 5. Spiritual issues
meet the special needs of the parents and
family experiencing perinatal loss. II. Newborn Birth-Related Stressors
A. Birth injuries
6. Differentiate therapeutic and non- B. Respiratory distress
therapeutic responses in caring for the C. Cold stress
parents and family experiencing perinatal D. Hypoglycemia
loss. E. jaundice
III. Perinatal Loss
23
APPENDIX A
GUIDELINES FOR
WRITTEN ASSIGNMENTS
24
NURS 1124: Maternal-Neonatal Nursing
ASSIGNMENT #1
Concept Map
Objective: Prepare a concept map on a selected maternal-

neonatal topic from the list below.
Points possible: 50 (see the grading rubric on the following page).
Topics Date due

1. Premature Labor ................................................ .3/9
2. Placenta Previa .................................................. .3/9
3. Abruptio Placenta............................................... .3/9
4. Ectopic Pregnancy ............................................. .3/9
5. Hydatiform Mole ................................................. .3/9
6. Infertility ............................................................. 3/16
7. Maternal Cardio/Hematologic Adaptations……..3/16
8. Maternal Respirations Adaptations .................... 3/16
9. Prenatal Nutrition……………………………….…3/16
10. Epidural Anesthesia……………………..………..3/30
11. Labor Induction…………………………….…….…4/6
12. Shoulder Dystocia………………………….……....4/6
13. Oral Contraceptives………………………..……..4/13
14. Rh Isoimmunization………………………….……4/13
15. Discharge Teaching for Mother…………….……4/13
16. Mastitis……………………………………………..4/13
17. Hypoglycemia of the Newborn…………….…….4/20
18. Newborn Safety………………………………..….4/20
19. Hyperbilirubinemia…………………………..…….4/20
CREATING A CONCEPT MAP

25
2 people work together on one topic
1. Select the topic, reading, or client for whom you wish to develop a
map.
2. Identify the most general concepts first and place them at the top (or
middle) of the map.
3. Identify the more specific concepts that are related in some way to
the general concepts.
4. Tie the general and specific concepts together with linking words in
some fashion that make sense or have meaning to you.
5. Look for cross-linkages between the more general and more specific
concepts.
6. Discuss, share, think about, and revise the map.
7. Present to class on assigned day.
26
27
Grading Rubric for Concept Map Assignment
Student Name(s) _______________________________________________________
Topic ________________________________________________________________
If you score poor on more than two categories, then you will receive a failing
grade for this assignment.
Topic Excellent Good Poor Comments

Organization of Content Content Content
Content demonstrated demonstrated fair demonstrated
clear organization organization of poor organization
(10 points) of content – able content – able to of content – not
to follow follow able to easily
relationships relationships with follow
easily between moderate ease relationships
concepts between between concepts
concepts
Eye Appeal Very eye- Moderately eye- Poor eye appeal –
catching – used catching – used lacked color and
(10 points) color and shape some color and shapes to
to enhance shape to enhance concepts
concepts enhance
concepts
Established Clear and Fair Poor
Relationships appropriate demonstration of demonstration of
between demonstration of relationships relationships
Concepts relationships between between concepts
between concepts
(10 points) concepts
Professionalism Presentation was Presentation Presentation was
presented could have been poorly presented
(10 points) professionally – more – lacked
both in professional – preparedness and
appearance and contained some quality
speech aspects of
professionalism
Critical Presentation Presentation Lacked CR and
Reasoning demonstrated demonstrated did not stimulate
(CR) clear CR and some CR and class discussion
stimulated class class discussion
(10 points) discussion
Points_________________ Date_______________________
28
APPENDIX B
CLINICAL OBJECTIVES
GUIDELINES
and
WORKSHEETS
29
NURS 1124 Maternal Neonatal Nursing
Clinical Competencies
Human Flourishing
1. Perform and document accurate assessments expected in the maternal-neonatal unit.
Nursing Judgment
2. Demonstrate competency in performing the following skills:
a. Assessment of the pregnant patient
b. Insertion of peripheral IV
c. Safe administration of medications
d. Correct application of the tocotransducer and ultrasound transducer
e. Basic interpretation of the electronic fetal monitoring strips
Spirit of Inquiry
3. Demonstrate clinical reasoning skills in the following situations:
a. Care of a couple experiencing infertility.
b. Care of an antenatal patient experiencing a complication.
c. Care of a patient experiencing labor.
d. Care of a newborn at delivery.
4. Participate in high and low fidelity simulation and technology available in the nursing simulation
lab.
30
CLINICAL GUIDELINES
1. Preparation for clinical and clinical conferences is required. Clinical rotations will be distributed
to each student and in the appropriate units at the clinical agency assigned. Agency-specific
guidelines will be provided by the clinical instructor.
A. Students are expected to be prepared for clinical. Faculty at each clinical site will make
appropriate assignments. Each student will be observed and evaluated accordingly on
preparation and the ability to perform in the following areas:
1. Verbally relate process of assessment used to identify patient’s stressors and
needs.
2. Verbally relate establishment of priorities based on the patient’s stressors and/or
need.
3. Verbally relate planned nursing objectives and nursing interventions.
4. Verbally relate scientific rationale in the implementation of nursing interventions.
5. Ability to actually implement nursing interventions.
6. Utilization of scientific principles while caring for patients.
7. Evaluation of plan of care and altering it appropriately as needed.
8. Verbally relate knowledge of treatments and nursing procedures.
9. Verbally relate information on drugs and administer drugs safely.
10. Demonstrate personal and professional growth.
B. Standards for written work:

1. No written work will be accepted late.
2. Assignments need not be typed, but should be written legibly.
3. The quality of written work is enhanced by its neatness. Students should not use
paper torn out of a notebook.
4. Never identify a patient by name or other identifying data. Confidentiality is
imperative. Use the patient’s initials or first name, but not surname.
5. Use references where appropriate. Plagiarism in any form violates faculty’s belief
in the importance of honesty in nursing.
6. Proper grammar and spelling are expected.
7. Complete at least one of the three assessments (labor, postpartum or newborn)
2. Evaluation will be based on the student’s ability to successfully achieve clinical requirements
and clinical objectives. Students are encouraged to schedule conferences with their instructor
as often as necessary to review care plans, discuss strengths and weaknesses of clinical
performance and seek guidance to enhance learning.
3. Clinical absences are strongly discouraged because of the limited amount of time in each
rotation and the impossibility of duplicating clinical experiences missed. Refer to the clinical
absence policy in the Registered Nurse Program Handbook.
31
NURSING 1124 – MATERNAL/NEONATAL NURSING
CLINICAL OBJECTIVES
At the completion of this semester, the nursing student should be able to:
Labor and Delivery
1. Accurately monitor uterine contractions manually and electronically.
2. Monitor fetal heart rate with the use of the fetoscope and Doppler.
3. Describe measures to maintain bladder and bowel elimination in the client in labor.
4. Document all pertinent observations and/or activities concerning the patient in labor.
5. Provide supportive care for the patient in labor.
6. Describe the effects of analgesic agents on maternal and fetal behavior.
7. Provide nursing measures for the management of pain during labor and delivery.
8. Provide and/or maintain environment conducive to relaxation of the patient throughout the
labor process.
9. Properly identify the mother and infant before transfer to recovery room and newborn nursery.
10. Safely administer intramuscular and/or IV medications during labor.
11. Observe and report significant changes in the condition of the labor patient.
12. Monitor the uterine contractions of the patient receiving oxtoxic drugs, accurately record your
observations, report any deviations from normal and initiate appropriate nursing action.
13. Evaluate the condition of the newborn with the use of APGAR scoring system.
14. Apply nursing interventions to maintain body temperature and respirations in the newborn
infant.
15. Assess and record pertinent observations during the fourth stage of labor. (i.e. fundus, pain,
vital signs, IV, etc.)
32
Post-Partum
16. Utilize the nursing process in the management of the post-partal patient.
17. Provide perineal care for the post-partal patient, including teaching the patient to do self-care.
18. Assess uterine contractibility and initiate appropriate action.
19. Assess lochia discharge and explain the significance of your findings.
20. Assess learning needs of the client related to care of self and infant and initiate teaching to
meet these needs.
21. Assess behaviors of the mother and father that are indicative of bonding with the infant.
Newborn
22. Monitor temperature, heart rate and respiratory rate of the newborn and compare your reading
to the normal rates of the newborn.
23. Perform an initial examination on the newborn and accurately chart your observations.
24. Perform a gestational age and maturity rating assessment on a newborn.
25. Instill ophthalmic ointment or drops in the newborn eyes.
26. Apply the principles of asepsis to the care of the newborn in the hospital nursery.
27. Provide immediate and daily umbilical cord care on the newborn infant.
28. Provide post-circumcision nursing care and instruct mother in caring for the infant after
discharge.
29. Safely administer an IM injection to the newborn.
33
Registered Nursing Program
Clinical Improvement Form
Definitions & Procedures
S = Satisfactory
Students meet minimum requirements for the program outcomes.
N = Needs Improvement
Students did not meet minimum requirements for 1 or more core competency for that program outcome. If an
N is received then the student and instructor are expected to:
1. Discuss the issue during the clinical rotation.

2. The instructor will document the discussion on the clinical formative evaluation tool.
3. The instructor will fill out the clinical improvement form.
4. The student will formulate a simple remediation plan to be presented to the clinical instructor and course
coordinator. (if applicable)
5. If after remediation, the student receives another N, the process will be repeated once more.
6. If the student receives 3 N’s in the same program outcome category, such as Human Flourishing, on separate
occasions during a course clinical rotation then they will receive a U for that clinical rotation and will be
dismissed from the program.
U= Unsatisfactory (3 N’s)
Student did not demonstrate essential skills for patient safety, professional behavior etc as stated on page 37 in
the RN Handbook. If the student participates in any of the reasons for dismissal as listed under “Unsafe Clinical Practice”
if the RN Handbook they will receive a U on the clinical formative evaluation tool.
34
North Arkansas College Semester: Spring 2017
Revised 4-12 Department of Nursing RN Program
10-24-12 Formative Evaluation Tool Course: 1124
Student Name: ________________ Clinical Rotation: ______________

S = Satisfactory N = Needs Improvement U = Unsatisfactory NA = Not Applicable
Fill in Clinical Dates HERE
Communication
Uses effective therapeutic communication skills with patients, health care team,
faculty and others
Actively participates in pre/post conferences
Human Flourishing
Documents appropriately in either writing or in the electronic health record

Patient Centered Care
Assess/plan for patient-family spiritual needs
Respects the individual’s personal spirituality
Assists the patient to meet their spiritual outcomes
Demonstrates compassion for others
Cultural Diversity
Respects & values diverse cultures
Provides culturally competent care
Safety/Quality Improvement
Uses standard precautions, hand hygiene and sterile technique
Administers medications using the 6 rights
Able to verbalize action, side effects, adverse reactions of medications
Recognizes and intervenes for high risk patients
Provides for a safe environment for self, others and patients
Recognizes their role in a disaster preparedness
“Identifies” quality improvement measurements
Evidence Based Practice
Utilizes the nursing process to provide patient care
Nursing Judgment/Practice
Uses correct assessment techniques

Identifies appropriate nursing diagnosis
Plans patient care using current trends in health care
Performs appropriate nursing interventions
Evaluates patient outcomes and revises care as needed
Managing Care
Prioritizes patient care
Provides timely patient care
Demonstrates organizational skills
Completes assignments on time
Identifies members of the health care team (lower level)
Compares the roles of the health care team (medium)
Plans patient care with the health care team (higher level)
Provides assistance to other health care team members
Functions as a team member by demonstrating cooperativeness & displaying
mutual respect
35
Fill in Clinical Dates HERE
Clinical Decision Making
Makes clinical judgments to ensure safe care
Uses evidence-based information to evaluate patient outcomes
Spirit of Inquiry
Identifies problems, issues, and risks to promote health and safety

Seeks out learning opportunities
Explores alternatives to achieve patient goals
Clinical Reasoning
Questions underlying assumptions
Offers new insight to improve quality of care
Professional Behaviors
Professional appearance (uniform and hygiene)
Preparedness (comes to clinical with stethoscope, name tag, pen, etc.)
Demonstrates positive attitude
Role model for others
Notifies clinical instructor of absence/tardiness per policy
Does not show pattern of tardiness/absenteeism
Accepts criticism and corrects mistakes willingly
Is self-motivated and directed

Complies with agency and program policy
Teaching and Learning
Utilizes evidence-based teaching interventions
Demonstrates mutual goal-setting
Identifies resources (physical, emotional, spiritual, etc.)
Promotes self-determination of patient and self
Informatics
Utilizes technology to provide safe patient care
Access appropriate resources to support positive patient outcomes
Legal/Ethical
Practices with in the identified role of a student nurse
Maintains confidentiality (HIPAA)
Clinical Instructor Initial HERE
Instructor Comments:
Instructor Signature:__________________________________________________ Date:_____________________
Student Comments:
I acknowledge that I have read and understand the above clinical evaluation.
Student Signature:___________________________________________________ Date:_____________________
36
North Arkansas College Semester: Spring 2017
Revised 10-12
Department of Nursing RN Program
10-24-12
Summative Evaluation Tool Course: Med Surg I
Student Name: ___________________________ Clinical Rotation: NARMC – Mondays
S = Satisfactory N = Needs Improvement U = Unsatisfactory NA = Not Applicable
S, N, U, Instructor Comments
Communication NA
Uses effective therapeutic communication skills with patients, health care team, faculty
and others
Actively participates in pre/post conferences
Documents appropriately in either writing or in the electronic health record
Human Flourishing
Patient Centered Care
Assess/plan for patient-family spiritual needs

Respects the individual’s personal spirituality
Assists the patient to meet their spiritual outcomes
Demonstrates compassion for others
Cultural Diversity
Respects & values diverse cultures

Provides culturally competent care
Safety/Quality Improvement
Uses standard precautions, hand hygiene and sterile technique

Administers medications using the 6 rights
Able to verbalize action, side effects, adverse reactions of medications
Recognizes and intervenes for high risk patients
Provides for a safe environment for self, others and patients
Recognizes their role in a disaster preparedness
“Identifies” quality improvement measurements
Evidence Based Practice
Utilizes the nursing process to provide patient care

Nursing Judgment/Practice
Uses correct assessment techniques

Identifies appropriate nursing diagnosis
Plans patient care using current trends in health care
Performs appropriate nursing interventions
Evaluates patient outcomes and revises care as needed
Managing Care
Prioritizes patient care

Provides timely patient care
Demonstrates organizational skills
Completes assignments on time
Identifies members of the health care team (lower level)

Compares the roles of the health care team (medium)
Plans patient care with the health care team (higher level)
Provides assistance to other health care team members
Functions as a team member by demonstrating cooperativeness & displaying mutual
respect
37
Clinical Decision Making
Makes clinical judgments to ensure safe care.

Uses evidence-based information to evaluate patient outcomes.
Spirit of Inquiry
Identifies problems, issues, and risks to promote health and safety.

Seeks out learning opportunities
Explores alternatives to achieve patient goals
Clinical Reasoning
Questions underlying assumptions

Offers new insight to improve quality of care
Professional Behaviors
Professional appearance (uniform and hygiene)

Preparedness (comes to clinical with stethoscope, name tag, pen, etc)
Demonstrates positive attitude
Role model for others
Notifies clinical instructor of absence/tardiness per policy
Does not show pattern of tardiness/absenteeism
Accepts criticism and corrects mistakes willingly
Is self-motivated and directed
Complies with agency and program policy.
Teaching and Learning
Utilizes evidence-based teaching interventions

Demonstrates mutual goal-setting
Identifies resources (physical, emotional, spiritual, etc.)
Promotes self-determination of patient and self
Informatics
Utilizes technology to provide safe patient care

Access appropriate resources to support positive patient outcomes
Legal/Ethical
Practices with in the identified role of a student nurse

Maintains confidentiality (HIPAA)
PASS FAIL
Student Comments:
I acknowledge that I have read and understand the above clinical evaluation.
Student Signature:___________________________________________________ Date:_____________________
Instructor Signature:__________________________________________________ Date:_____________________
38
BEHAVIORAL HEALTH ASSIGNMENT
Clinical Objectives
1. Demonstrate increasing competency in using therapeutic communication skills with psychiatric/mental health clients.
2. Demonstrate the ability to observe and describe problematic behavior in a clinical setting.
3. Analyze clinical therapeutic modalities and their effectiveness with clients.
4. Demonstrate professional standards of moral, ethical, and legal conduct.
5. Assume accountability for personal and professional behaviors.
6. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to
professional boundaries with patients and families as well as among caregivers.
7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and
health literacy considerations to foster patient engagement in care.
8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and
promoting health across the lifespan.
9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
10. Create and maintain a safe and effective therapeutic milieu that results in high quality patient outcomes.
ASSIGNMENT
 Using therapeutic communication complete Mental Health Nursing Assessment this will include gathering
information from the chart in addition to performing an abbreviated mental health assessment.
 Complete Maxi-learn cards for medications of that patient
 Complete Concept map
 Each student to answer the below questions related to the ‘nursing’ group
1. Identify and describe the components of a nurse led group/activity. (Are the individual
goals measurable and/or clinically relevant?)
2. Discuss the responsibilities and behaviors of the RN to be included in evaluation of group
processes.
 Complete an interaction analysis while attending a therapeutic group
1. Identify least 3 therapeutic interaction techniques
2. Identification of 2 blocks or barriers to the communication process.
3. Identification of 3 client behavioral responses that characterize defense mechanisms
and/or are indicative of their diagnosis.
39
Mental Health Nursing Assessment
Student’s Name: __________________________________ Date: ____________________________
I. Client Assessment
A. Client’s Demographic Data

Client’s initials: _____ Client’s Age: ____ Client location/room: ___________________
Admit date: ________ Gender: ________ Marital Status: _______ Children: ________
Career: ___________________ Last worked: ___________ Education: _____________
Cultural background: ________________________ Primary language: ______________
Spiritual belief/Religion: ___________________________________________________
Legal status: _____________ Privileges: _______________ Precautions: ____________
Living arrangements: ________________________ ADLs: _______________________
Family/community supports: ________________________________________________
Erikson’s developmental stage: ______________________________________________
B. DSM-IV-TR Admitting Diagnoses

Axis I- (Admitting psychiatric disorder(s)): ____________________________________
Axis II- (Personality disorder(s) or DD: _______________________________________
Axis III- (General medical diagnoses): ________________________________________
Axis IV- (Psychosocial/environmental factors): _________________________________
Axis V- (GAF Score):______________________________________________________
C. Psychopathology Leading to Current Admission

(Behavior, thought processes, dysfunction, crisis event, and past history or mental illness or addictions)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
D. Contributing History or Events (i.e., social, cultural, family, etc.)

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
E. Discharge Plan
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
40
II. Mental Status Exam Flow Sheet
A. Identifying Data
Client initials: ____________ Living arrangements: ________________________
Gender: _________________ Religious preference: ________________________
Age: ____________________ Allergies: _________________________________
Race/Culture: _____________ Special diet: _______________________________
Occupation: _______________ Chief complaints: ___________________________
Significant Other: __________ Medical diagnoses: __________________________
B. General Description
1. Appearance
Grooming/dress: _________________ Hair color/texture: ______________
Hygiene: _______________________ Scars/tattoos: __________________
Posture: ________________________ Appears age?: __________________
Height/weight: ___________________ Level of eye contact: ____________
2. Motor activity
Tremors: ________________________ Rigidity: ______________________
Tics/movements: __________________ Gait: _________________________
Mannerisms: _____________________ Echopraxia: ___________________
Restlessness: _____________________ Psychomotor retardation: _________
Aggressiveness: ___________________ Range of motion: _______________
3. Speech patterns
Slow or rapid pattern: _______________ Volume: ______________________
Pressured speech: __________________ Speech impediment: _____________
Intonation: _______________________ Aphasia: ______________________
4. General attitude
Cooperative/uncooperative: ___________ Interest/apathy: _________________
Friendly/hostile/defensive: ____________ Guarded/suspicious: _____________
C. Emotions
1. Mood
Sad: ___________ Depressed: _____________ Despairing: ____________________
Irritable: ________ Anxious: ______________ Elated: _______________________
Euphoric: _______ Fearful: _______________ Guilty: _______________________
Labile: __________
2. Affect
Congruence with mood: ____________________________________________________
Constricted or blunted: _____________________________________________________
Flat: ____________________________________________________________________
Appropriate or inappropriate: ________________________________________________
D. Thought Processes
1. Form of thought
Flight of ideas: __________________________ Associative looseness: ______________
Circumstantiality: ________________________ Tangentiality: ____________________
Neologisms: ____________________________ Concrete thinking: ________________
41
Clang associations: _______________________ Word salad: _____________________
Perseveration: ___________________________ Able to concentrate: _______________
Echolalia: ______________________________ Mutism: _________________________
Poverty of Speech: _______________________ Attention span: ___________________
2. Content of thought
Delusions: persecutory: __________ Grandiose: __________ Reference: _________
Control: _____________ Somatic: ____________ Nihilistic: _________
Suicidal/homicidal ideas: ___________________________________________________
Obsessions: _____________________________________________________________
Paranoia/suspiciousness: ___________________________________________________
Magical thinking: _________________________________________________________
Religiosity: ______________________________________________________________
Phobias: ________________________________________________________________
Poverty of content: ________________________________________________________
E. Perceptual Disturbances
Hallucinations: Auditory: __________________ Visual: ____________________
Tactile: ____________________ Olfactory: _________________
Gustatory: __________________
Illusions:
Depersonalization: ________________________________________________________
Derealization: ____________________________________________________________
F. Sensory and Cognitive Ability

Level of alertness/consciousness
Orientation: Memory:
Time: ____________________________ Recent: _____________________________
Place: ____________________________ Remote: ____________________________
Person: ___________________________ Confabulation: _______________________
Circumstances: _____________________ Capacity/abstract thought: ______________
G. Impulse Control
Ability to control impulses related to the following:
Aggression: ________________________ Guilt: ______________________________
Hostility: __________________________ Affection: ___________________________
Fear: ______________________________ Sexual feelings: ______________________
H. Judgment and Insight

Ability to solve problems
Ability to make decisions
Knowledge about self: awareness of limitations, awareness of consequences of actions, awareness of
illness
Adaptive/maladaptive use of coping strategies and ego defense mechanisms.
42
Laboratory Data
Write normal value range, exact value for patient, and indicate if this is normal, high, or low.
Sodium White Blood Cells
Potassium Red Blood Cells
Chloride Hemoglobin
Glucose Hematocrit
Blood Urea Nitrogen Total Bilirubin
Creatinine AST
Calcium ALT
Magnesium Alkaline Phosphatase
Phosphorous Lithium/Depakote/Tegretol Level
Total Protein TSH
Albumin UA
Pre-Albumin Drug Toxicology
Cortisol Level
What information can you obtain from these lab values? Why is this information important for this
specific patient?
43
HOSPICE HOUSE CLINICAL ASSIGNMENT
Select one patient to complete the following assignment.
1. What positions are included in the ‘hospice team’?

2. Describe the roles of each position.
3. How was therapeutic communication and empathy used?
4. What was the patient or families view on death and dying?
5. What makes one eligible for Hospice care?
6. Research Arkansas Medicare and describe what is and is not covered (e.g.: level of care, medication,
length of coverage).
7. Write a short paragraph about how this hospice nursing differs from hospital nursing.
HOME HEALTH ASSIGNMENT

1. List four types of home health agencies.
2. Describe health care services that a client could receive at home.
3. Describe how the family is utilized in home health nursing.
4. Identify client criteria that must be met to obtain home health services.
5. Discuss ways to promote safety measure in the home and community.
6. Discuss the roles of a RN versus an LPN in the delivery of home health nursing care.
7. For one visit, describe nursing interventions that the home health nurse implemented.
44
8. Find a recent (within the last 5 years) article based on current research and/or evidence based practice.
CRITICAL REASONING FOR CLINICALS
Patient Age_________ Allergies___________________________________________________________

Date of Patient Admit/Surg _____________________________________ M/F__________
Primary medical diagnosis and brief pathophysiology:

Lab/Diagnostics:
Lab: H & H______________________ WBC_____ K+_____ N+_____ Glucose_____ BUN____________
PT,, PTT, INR ______ RBC______ Blood Cultures______ MIC (S/R)________________________
Cardiac Markers (troponin, CKMB)_____ BNP_____ D-Dimer_____ Creatinine________________
Urinalysis_______________ Ketones_______ Urine Cultures___________ Myoglobin__________
Phenytoin____________ Digoxin_______ Lipase______ Amylase_____ Occult stool___________
H-pylori__________ Liver Enzymes__________ ABGs___________________________________
(try to determine if your patient was alkalotic or acidotic, why is this important?)_________________
HDL__________ LDL__________
*Add other lab values specific to your patient ______________________________________________
Which ones will you continue to monitor R/T medical dx or meds?________________________________
Compare to previous draws or collections? Note any change.____________________________________
Radiology (C-T scans, films, MRI, Ultrasound)? Why were these done? What were the results and how were they
used to diagnose or determine treatment?_______________________________________________
Any PRNs? Just list and note if patient has needed them. ______________________________________
Equipment? Vent, Monitors, Drains, Wound Vac, Foley, Bi-Pap, Pumps, Central Lines, defibrillators, pacemakers,
stimulators, implants, prostheses or reconstructive hardware; Treatments? Respiratory treatments; GI procedures;
stress tests, etc.
45
Name: Diagnosis: Room:
History: Code Status:

Date of Admission:
Iso:
Allergies: Dr.
Nursing Care/Safety: Report:
Education: Resp:
Blood glucose testing: Cardio:
Ca: Cl-: Neuro:

Mg: Glu: (mental status)
Ph: K:
INR: CO2:
GI/GU:
PTT: Hgb:
BUN: Hct:
Na+: Platelets:
Musculo:
WBC:
Diagnostics/Tests: IV: Oxygen:

Incentive Spirometer
Wounds/Incisions/Drains:
Interdisciplinary consults:
Diet:
Intake Output Vitals & Frequency:
T:
P:
R:
BP:
Last BM: O2:
0700 Activity: Tele: Meds: □0700
□0800
0800 □0900
PaiN/Last Pain Med: □1000
0900 □1100
1000 □1200
□1300
1100 TED □1400
SCD’s □1500
1200
46
TIME MANAGEMENT
ROOM 0800 0900 1000 1100 1200 1300 1400 1500
47
48
Related Concepts CONCEPT MAP
Priority Nursing Interventions
Priority Problem(s)
Priority Assessments
Think Out loud
Related Labs
Priority Teaching/ Discharge Goals
49
DIAGNOSTIC PROCEDURE / THERAPEUTIC
PROCEDURE
PROCEDURE NAME
INDICATIONS NURSING INTERVENTIONS OUTCOMES/EVALUATIONS

(pre, intra, post)
POTENTIAL COMPLICATIONS
CLIENT EDUCATION
NURSING INTERVENTIONS
50
OB CLINICAL ASSIGNMENT (9 PAGES)
ASSESSMENT OF CLIENT IN LABOR

Student _____________________________
Date_________________________
Client Initials______ Age_____ G_____ T____ P_____ A______ L____ EDD____
A. Summarize client data from time of admission to the time your observation begins.
Include admission data related to labor status, therapies instituted, any abnormal
findings or developments and labor progress.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
B. Record observations of stage(s) and phase(s) of labor that occur during your clinical
experience.
Textbook Data - expected physical findings, client behavior and duration of specific
stage(s)/phase(s).
Client Behavior - physical findings and client’s response and coping related to the
stage/phase of labor. Include time when a change in stage/phase
occurs. Include pertinent data related to fetal well-being. Also include
behavior of father-of-baby if present.
Interventions - interventions by yourself, the nurse or the physician.
Evaluation - response of patient to interventions – i.e. effectiveness of comfort

measures, response to analgesia, correction of FHR pattern, etc.
51
TEXTBOOK DATA CLIENT BEHAVIOR INTERVENTIONS EVALUATION
Stage/Phase:
52
Student____________________________
Date________________________
ASSESSMENT OF POSTPARTAL CLIENT
I. Patient History:
Age______ Primary Language _____________________________________
Cultural Considerations ______________________________________________
Spiritual Considerations______________________________________________
G______ P______ A______ L_____ c/s______
EDD______ Date/Time of Delivery______________ Method_____________
Total labor time_______ Labor Complications__________________________
________________________________________________________________
Concurrent Medical Conditions________________________________________
Infant: Wt______ Sex______ Apgar______ Br/Bo fdg________________
general condition__________________________________________________
II. Physical Exam
Fundus: position____________________ height____________________
firm/boggy___________________ tenderness___________________
interventions________________________________________________
Lochia: type_______________________ amount_____________________
odor_______________________ clots_______________________
Perineum: episiotomy________________ lacerations__________________
swelling____________________ bruising_____________________
hematoma_________________ discomfort____________________
interventions________________________________________________
53
Breasts: engorgement________________ nipples____________________
lumps__________ redness__________ discomfort__________
interventions________________________________________________
Elimination: Voiding pattern________________________________________
c/o pain/burning________________ bowel sounds______________
date last BM___________________
interventions_________________________________________________
C-Section: incision location_______________ appearance______________
drainage_____________________ discomfort_________________
interventions_______________________________________________
Circulation/Oxygenation: BP______ P______ R______ T______
breath sounds___________________ Pulses__________________
c/o leg pain_________________________________________________
interventions________________________________________________
Nutrition: pre-pg wt______ wt gain______ present wt______
appetite___________________ special diet___________________
past or current eating disorder________________________________
interventions_______________________________________________
Lab Tests (explain significance of results)_______________________________
________________________________________________________________
ABO/Rh________ Rubella________ HBsAg________ GBS________
III. Psychosocial
Marital Status_____________________ Support System_________________
Serious financial problems___________________________________________
Labor/Delivery Experiences as perceived by pt. __________________________
________________________________________________________________
Pt. Interaction with family and staff_____________________________________
________________________________________________________________
Bonding behaviors between parent(s) and infant__________________________
________________________________________________________________
________________________________________________________________
History of Mental Disorder/Depression__________________________________
IV. Learning Needs r/t self-care, newborn care, contraception:
54
Student___________________________
Date_______________________
NEWBORN ASSESSMENT
I. Infant History:
DOB________________ EDD________________ Gestational Age_____
Sex_____ Apgar Scores______ Birthweight___________
Current Weight______
Voiding:_____ Stool_____
Method of Feeding___________________ Last feeding__________________
Assessment of Feeding__________________________ LATCH Score:_____
Delivery Complications______________________________________________
________________________________________________________________
II. Maternal History: Age_______ G____ T____ P____ A____ L____
Length of labor_________________ Delivery Method____________________
Pregnancy Complications: __________________________________________
________________________________________________________________
Newborn Treatments & Procedures:
Newborn Medications/Vaccines:
Family Teaching Needs:
Priority Family Needs:
55
III. Physical Assessment:
ASSESSMENT NORMAL FINDINGS ASSESSMENT
COMPONENT COMMON VARIATIONS FINDINGS
VITAL SIGNS
Temperature
Pulse-Rate
Rhythm
Heart Sounds
Respiration Rate
Rhythm
Breath Sounds
MEASUREMENTS
Head
Chest
Length
Weight
INTEGUMENT
Color
Texture
Turgor
Integrity
Mucus Membrane
56
HEAD
Shape
Hair Texture
Fontanelles
Face
Eyes
Ears
Nose
Mouth
NECK/SHOULDER
Shape
Movement
Trachea
CHEST
Shape
Breasts
57
ABDOMEN
Shape
Tone
Umbilical Cord
Bowel Sounds
Femoral Pulses
GENITALIA
Male
Female
BACK, HIPS, BUTTOCKS
Knee Height
Hip Stability
Spine
Gluteal Folds
Anus
58
EXTREMITIES
Arms (pulses)
Hands & Fingers
Legs (pulses)
Feet & Toes
REFLEX STIMULUS/RESPONSE ASSESSMENT FINDINGS

Babinski
Moro
Stepping
Tonic Neck
Palmar Grasp
Rooting
Sucking
59
RAPID REASONING MED/SURG CLINICAL ASSIGNMENT
I. Data Collection
History of Present Problem:
Personal/Social History:
What data from the histories is important & RELEVANT; therefore it has clinical significance to the nurse?
RELEVANT Data from Present Problem: Clinical Significance:
RELEVANT Data from Social History: Clinical Significance:
What is the RELATIONSHIP of your patient’s past medical history (PMH) and current meds?
(Which medications treat which conditions? Draw lines to connect)
PMH: Home Meds:
Lab/diagnostic Results:
Basic Metabolic Panel (BMP) Current High/Low/WNL? Most Recent:
Sodium (135-145 mEq/L)
Potassium (3.5-5.0 mEq/L)
Glucose (70-110 mg/dL)
Creatinine (0.6-1.2 mg/dL)
Misc. Chemistries:
What lab results are RELEVANT that must be recognized as clinically significant to the nurse?
60
RELEVANT Lab(s): Clinical Significance: TREND: Improve/Worsening/Stable:
Complete Blood Count (CBC) Current High/Low/WNL? Most Recent:

WBC (4.5-11.0 mm 3)
Hgb (12-16 g/dL)
Platelets(150-450x 103/µl)
Neutrophil % (42-72)
What lab results are RELEVANT that must be recognized as clinically significant to the nurse?
RELEVANT Lab(s): Clinical Significance: TREND: Improve/Worsening/Stable:
II. Patient Care Begins:

Current VS: WILDA Pain Scale (5th VS)
T: Words:
P: Intensity:
R: Location:
BP: Duration:
O2 sat: Aggreviate:
Alleviate:
What VS data is RELEVANT that must be recognized as clinically significant?

RELEVANT VS Data: Clinical Significance:
61
Current Assessment:
GENERAL
APPEARANCE:
RESP:
CARDIAC:
NEURO:
GI:
GU:
SKIN:
What assessment data is RELEVANT that must be recognized as clinically significant?

RELEVANT Assessment Data: Clinical Significance:
III. Clinical Reasoning Begins…

1. What is the primary problem that your patient is most likely presenting with?
2. What is the underlying cause/pathophysiology of this concern?
3. What nursing priority(s) captures the “essence” of your patient’s current status and will guide your plan of care?(if
more than one-list in order of PRIORITY)
4. What interventions will you initiate based on this priority?

Nursing Interventions: Rationale: Expected Outcome:
62
5. What body system(s) will you most thoroughly assess based on the primary problem or nursing care priority?
6. What is the worst possible/most likely complication to anticipate based on the primary problem?
7. What nursing assessments will identify this complication EARLY if it develops?
8. What nursing interventions will you initiate if this complication develops?
Medical Management: Rationale for Treatment & Expected Outcomes

Care Provider Orders: Rationale: Expected Outcome:
PRIORITY Setting: Which Orders Do You Implement First and Why?

Care Provider Orders: Order of Priority: Rationale:
Medication Dosage Calculation:

Medication/Dose: Mechanism of Action: Volume/time frame to Nursing Assessment/Considerations:
Safely Administer:
Normal Range: Hourly rate IVPB:

(high/low/avg?)
IV Push Rate Every
15-30 Seconds?
63
9. What educational/discharge priorities will you identify once this patient is admitted to the unit?
Caring & the “Art” of Nursing

10. What is the patient likely experiencing/feeling right now in this situation?
11. What can I do to engage myself with this patient’s experience, and show that he/she matters to me as a person?
It is now the end of your shift. Effective and concise handoffs are essential to excellent care and if not done well can
adversely impact the care of this patient. You have done an excellent job to this point, now finish strong and give the
following SBAR report to the nurse who will be caring for this patient:
Situation:
Background:
Assessment:
Recommendation:
64
1. Define Gerontologic nursing and “aging”.
2. Discuss Erikson’s maturity stage of development. Apply to a specific patient.
3. Define “ageism” and give examples of negative stereotypes observed about the older adult.
4. Identify important mental health issues experienced by older adults and how does this
affect the ability to function?
5. List three medications and environmental factors that combine to alter safety and increase
risk of falls in the elderly population.
6. What is the nurse’s role in health promotion and health maintenance of the elderly?
7. Identify nursing diagnoses that reflect the learning needs of the older adult patient?
65
It has been said that “Often it is not until crisis, illness…or suffering occurs that the illusion (of
security) is shattered…illness, suffering…and ultimately death…become spiritual encounters as
well as physical and emotional experiences.”(Ganstrom)
Spirituality is about hope, strength…giving meaning and purpose to life…forgiveness…love and

relationships. It may be to some a belief and faith in self, others or belief in a deity/higher power.
It might encompass morality, creativity and self-expression. (2011)
Assignment:
1. Identify the point of objective assessment that brought you to the realization that your patient or the
family may have a spiritual need?
2. How did the patient or the family express this need?
3. Interview nursing staff about the resources available to them for meeting the “end of life” needs for
patients.
4. Does the agency have a call list of religious practitioners (Ministers, Chaplain, Priests, Rabbi, Pastors, etc.)?
Ask to see this list. If not available what might you do to develop this need?
5. Describe the approach you (or staff) used to discuss desires of the patient or family concerning end of life
care?
6. Briefly describe the agency policy concerning notification of ARORA. (Arkansas Region Organ Recovery
Agency)
7. Does the patient have a traditional or non-traditional belief or support system?
References:
 Hitchens. E.W. (1988) Stages of faith and values development and their implications for dealing with
spiritual care in the student nurse-patient relationship. Unpublished Ed.D Thesis, Seattle: University of
Seattle.
 Royal College of Nursing (2011). RCN spirituality survey 2010, London: RCN.
 http://www.arora.org/
66
Writing –reflecting on the day’s clinical experience gives you opportunity to recall and possibly allow you to recognize both
your strengths and weaknesses. Are you able to appreciate another’s pain, concerns, fears-can you face your own? Reflections
help you to self-evaluate, develop your skill level, recognize your ability to empathize, and show compassion (or maybe the
need to improve). As you progress in your training you should see a change in your ability to express your experiences and
learn from them.
Some ideas to get you started:

 Describe an experience, observed behavior or perception of the experience during this clinical day.
 Express your feelings or maybe the feeling of others involved in the experience (e.g. staff, patient, patient’s family)
 Do you feel inadequate or better prepared to make decisions, plan care, and evaluate patient care after today’s
encounter? What can you do to improve?
 Any skills you feel you need to improve or develop?
Musculoskeletal
1. How does the patient describe their discomfort? Is complaint muscle or skeletal related?
2. Does the injury/complaint affect the ability to perform ADLs? If so what are the deficits and what interventions might
you suggest to assist or alleviate the problem?
3. How is the patient being treated? What collaborative referrals are made?
4. What medications is the patient receiving? Will these decrease pain? Increase fall risk?
5. Was the patient using any assistive devices prior to injury/surgery? Will they be able to use them on discharge?
6. What is a priority nursing diagnosis for this patient?
7. Complete the physical assessment with focus on musculoskeletal system.
8. Complete Teaching plan for a patient experiencing musculoskeletal problems. (part II-clinical assignments)
CLINIC OFFICE
ROTATION
During the clinical rotation at the physician offices, the student should complete the below:
1. Identify the role of the RN in the practice.

2. Discuss communication methods used in the clinical setting.
3. Pick a specific client’s diagnosis and relate with specific medical interventions.
4. Identify the use of wellness interventions to promote health in the community population.
5. How was the concept of human growth and development applied to different age groups of clients within
the clinic setting?
67
R.T. & P.T. CLINICAL ASSIGNMENT
1. Auscultate at least 3 client breath sounds using appropriate assessment techniques.
Discuss and document your findings with the R.T.
2. Review radiology films/reports of a patient for treatment of COPD/pneumonia, asthma,
and/or flu. What did you find? Any differences?
3. Observe at least one ventilator client. Notice settings. Answer below questions describing
difference (if ventilator was not observed, describe each statement and differences)
a. What classification of ventilator is being used (positive pressure, negative pressure)?
b. What is the ventilator mode (assist-control, intermittent, synchronized – see your
med-surg text book)?
c. What is the tidal volume set at, why is this important?
d. What is the FiO2 setting, why is this important?
e. What is the sensitivity setting, why is this important?
f. What is the sigh setting, why is this important?
g. What is the PEEP, why is this important?
4. Observe the R.T. administering pulmonary treatments (such as updrafts, use of incentive
spirometers, chest percussion). What were the common medications administered? What
route are they being given and why were they being given?
5. Observe the RT drawing ABG’s? What is the purpose of an ABG and what does it assess,
describe?
6. What is/are the reason(s) for using a gait belt?
7. Describe the following tests and measurements (how and why) there were done?
a. Range of motion
b. Manual muscle testing
c. Vital signs
d. Posture analysis
e. Sensory testing
f. Gait assessment
g. Aerobic capacity and endurance
h. Integumentary integrity
i. Balance assessment
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WOUND CARE -
CLINICAL ROTATION
Student Learning Outcomes:
1. Observe nursing process and describe therapeutic communication skills demonstrated by the wound care
nurse.
2. Identify and describe at least two methods for wound care.
3. Identify 3 different types of wounds and the interventions used for each type of wound.
4. Utilize best practice to assess a client’s wound status. Describe how this was done.
5. Relate 3 examples of wound healing to co-morbidities that the client may be experiencing (such as diabetes
or peripheral vascular disease).
6. Identify the services that wound care program provides to the community.
7. How is a patient accepted into the wound care program? Is a referral necessary?
8. Identify safety and infection control practices used during wound care. What PPE (personal protective equipment)
was used?
9. Discuss one patient visit. Include:
a. The assessment involve
b. nursing care provided
c. Education/instructions given to patient or caregiver, (d) documentation.
10. Discuss the nurses’ interdisciplinary collaboration with the healthcare team (i.e. physical therapist, social worker,
occupational therapist, dietitian, physician, etc)
11. Define osteomyelitis? How is it treated? What is the patho involved?
12. How does the Hyperbaric Chamber help with wound healing?
http://youtu.be/ZSl2UeMVdMo
69
Perioperative Clinical Written Assignment
Objectives: Upon completion, completing the assigned reading, and observation in the perioperative area, the student will be
able to:
1. Utilize the nursing process to plan care for the perioperative patient.
2. List priority areas to be included in the instruction of a preoperative patient.
3. Describe the roles of nurses and other members of the operating room team.
4. Identify types of anesthesia and rationales for use in a variety of surgeries.
5. State priority postoperative interventions for selected patients.
6. Describe changes in physiological status which occur as patients recover from anesthesia.
Answer the below:
Preoperative Phase:
 Describe your first interaction with your assigned patient.
 What was the patient’s response to having a student nurse with them?
 If the response was positive, what do you think aided this? If negative, what could have been done differently?
 Discuss your patient’s thoughts and feelings in response to having surgery. Include verbal and non-verbal
observations..
 Explain what pre-operative teaching was done prior to the patient being taken to the operating room. What was
the patient’s response to this teaching?
 Describe the role of the preoperative nurse.
 Describe your overall view of the patient’s preoperative phase.
Intraoperative Phase:
 How was the patient greeted upon entering the operating room?
 What special preparations were done prior to surgery beginning and why?
 Discuss the Time-Out process and its purpose. Must cite reference in the text.
 Discuss the interactions of the OR team.
 Discuss the role of the intraoperative nurse.
 Discuss how you feel the patient was treated during surgery.
PACU Phase:
 Discuss unique aspects of the PACU environment.
 Discuss the role of the PACU nurse.
 Discuss SBAR technique and its purpose. Must cite reference in the text.
 Describe the nurse-to-nurse report when the patient was transferred into PACU. Was it comprehensive? How
did it align or differ from SBAR technique?
 Was the information shared during report appropriate? If not why?
Post-operative Care:
 Describe the nurse-to-nurse report when the patient was transferred onto the postoperative floor. Was it
comprehensive? How did it align or differ from SBAR technique?
 Was the information shared during report appropriate? If not why?
 Discuss how the electronic system used for medication administration impacts patient safety. How does it address
the 10 rights of medication administration?
 Discuss the role of the postoperative nurse.
Evaluation of Surgical Follow Through:
 Choose one of the provided articles. Identify whether the care provided your patient met this evidence based
practice. Discuss why or why not.
70
Appendix C
Post Conference Material
71
Week 1 Maternal-Neonatal
Case Study Antepartum (Prenatal)

13 Maternal and Obstetric Care
Scenario
P.M. comes to the obstetric (OB) clinic because she has missed two menstrual periods and thinks she might be pregnant.
She states she is nauseated, especially in the morning, so she completed a home pregnancy test and the result was
positive. As the intake nurse in the clinic, you are responsible for gathering information before she sees the physician.
1. What are the two most important questions to ask to determine possible pregnancy?
2. You ask whether she has ever been pregnant, and she tells you she has never been pregnant. How would you
record this information?
3. What additional information would be needed to complete the TPAL record?
4. It is important to complete the intake interview. What categories will you address with P.M.?
CASE STUDY PROGRESS

According to the clinic protocol, you obtain the following for her prenatal record: complete blood count, blood type with Rh
factor, urine for urinalysis (protein, glucose, blood), vital signs, height, and weight. Next, the nurse-midwife does a
physical examination, including a pelvic examination and confirms that P.M. is pregnant. P.M. has a gynecoid pelvis by
measurement, and the fetus is at approximately 6 weeks' gestation.
CHART VIEW
VITAL SIGNS
Blood pressure 116/74 mm Hg
Heart rate 88 beats/min
Respiratory rate 16 breaths/min
Temperature 98.9 ° F (37.2 ° C)
5. Do any of these vital signs cause concern? What should you do?
6. P.M. tells you that the date of her last menstrual period (LMP) was February 2. How would you calculate her due
date? What is her due date?
7. What is the significance of a gynecoid pelvis?
8. What specimens are important to obtain when the pelvic examination is done?
Case Study Progress

Nursing interventions focus on monitoring the woman and fetus for growth and development; detecting potential
complications; and teaching P.M. about nutrition, how to deal with common discomforts of pregnancy, and activities of
self-care.
9. A psychological assessment is done to determine P.M.'s feelings and attitudes regarding her pregnancy. How do
attitudes, beliefs, and feelings affect pregnancy?
72
10. P.M. asks you whether there are any foods that she should avoid while pregnant. She lists some of her favorite
foods. Which foods, if any, should she avoid eating while she is pregnant? Select all that apply.
 Hot dogs
 Sushi
 Yogurt
 Deli meat
 Cheddar cheese
11. As the nurse, you know that assessment and teaching are vital in the prenatal period to ensure a positive outcome.
What information is important to include at every visit and at specific times during the pregnancy?
12. After her examination, P.M. states that she is worried because her sister had an ectopic pregnancy and had to have
surgery. She asks you, “What are the signs of an ectopic pregnancy?” Which of these are correct? Select all that
apply.
a. Fullness and tenderness in her abdomen, near the ovaries
b. Pain, either unilateral, bilateral, or diffuse over the abdomen
c. Nausea
d. Dark red or brown vaginal bleeding
e. Increased fatigue
13. P.M. asks the nurse about what should be reported to her doctor. List at least six of the danger signs during
pregnancy.
14. Changes in the body caused by pregnancy include relaxation of joints, alteration to center of gravity, faintness,
and discomforts. These changes can lead to problems with coordination and balance. In teaching P.M. about
safety during pregnancy, what will you include in your teaching?
15. P.M. asks, “Is a vaginal examination done at every visit?” Select the best response and explain your answer
 “Yes, an examination is done with each visit because it allows the examiner to note any possible
infections that may be developing.”
 “Yes, an examination is done with each visit because it offers vital information about the status of the
pregnancy.”
 “No, a vaginal examination will not be done again until you go into labor.”
 “No, vaginal examinations are not routinely done until the final weeks of your pregnancy.”

P.M. makes an appointment for her next checkup. You tell her that an ultrasound may be done at about 8 to 12 weeks'
gestation to check fetal growth
73
Case Study Gestational Diabetes Mellitus
Scenario
You are working as a registered nurse (RN) in a large women's clinic. Y.L., a 28-year-old Asian woman, arrives for her
regularly scheduled obstetric appointment. She is in her 26th week of pregnancy and is a primigravida. After examining
the patient, the nurse-midwife tells you to schedule Y.L. for a glucose challenge test. You review Y.L.'s chart and note she
is 5 feet, 3 inches tall and weighs 143 pounds; her prepregnancy body mass index (BMI) was 25. Her father has type 2
diabetes mellitus (DM), and both paternal grandparents had type 2 DM. You enter the room to talk to Y.L.
1. What is the purpose of a glucose challenge test?
2. When is a glucose challenge test performed?
3. What instructions would you provide Y.L. regarding the test?
Chart View
Laboratory Test Results
Time of test Value Normal Range
0730 109 mg/dL Less than or equal to 92 mg/dL
4. Interpret the results of Y.L.'s test.
5. Y.L. is diagnosed with gestational diabetes mellitus (GDM). What is GDM?
6. List five risk factors for GDM. Place a star or asterisk next to those risk factors that Y.L. has.
CASE STUDY PROGRESS

Medical nutrition therapy is the primary treatment for the management of GDM. Because treatment must begin
immediately, you call the dietitian to come see Y.L. You also schedule Y.L. to meet with other members of the DM
management team later in the week.
7. What is the goal of medical nutrition therapy?
8. Describe the usual diet used in treating GDM.
9. Why is medical nutrition therapy for a woman with GDM higher in fat and protein than for a woman who is not
pregnant?
10. Women with GDM cannot metabolize concentrated simple sugars without a sharp rise in blood glucose. Name
five examples of simple sugars you would teach Y.L. to limit.
11. Complex carbohydrates (CHOs) do not cause a rapid rise in blood glucose when eaten in small amounts. Identify
five foods from this group.
13 Maternal and Obstetric Car
CASE STUDY PROGRESS Study Progress
During the meeting with the dietitian, Y.L. gives a diet history that is high in noodles and rice with little protein. She informs
the dietitian she is lactose intolerant but can have dairy products occasionally in small portions.
74
12. Is it important that Y.L. take a calcium supplement along with her prenatal vitamins?
13. Y.L. is instructed to monitor her fasting blood glucose first thing in the morning and 2 hours after every meal.
What are the purposes of this request?
14. Y.L. is instructed to complete ketone testing using the first-voided urine in the morning. What is the rationale for
this request?
15. Y.L. asks whether having gestational diabetes will hurt her baby. How would you respond?
16. At the conclusion of the visit, you need to evaluate your teaching. Which statement made by Y.L. indicates that
clarification is necessary?
 “I will stay on the diabetic diet described by the dietitian.”
 “I will monitor my glucose levels at least four times each day.”
 “I need to stop exercising because I will need more carbohydrates.”
 “I should immediately report any ketones in my urine.”
17. Y.L. states that she plans to have another child soon and asks you if she will develop GDM with that pregnancy.
Select the best response:
 “Yes, once you develop GDM during a pregnancy, you will develop it with any future pregnancies.”
 “No, there is no further risk for development of GDM if you get pregnant again.”
 “If you lose weight and do not eat any sweets before your next pregnancy, you will not develop GDM
again.”
 “There is a risk for recurrence of GDM in the next pregnancy. Let your health care provider know that
you had GDM with this pregnancy.”
75
Case Study – Intrapartum Assessment & Interventions

Scenario
As the nurse, you admit Margarite Sanchez to the labor and delivery unit. She arrived in the triage unit at
midnight in early labor. She presented with uterine contractions that were 5 minutes apart for 3 hours. The
patient is a 28-year-old G3 P1 Hispanic woman. She is at 39 weeks’ gestation. José, her husband, has
accompanied her to the unit. Two years ago, she had a normal spontaneous vaginal delivery after an 18-hour
labor for a baby girl, Sonya, who weighed 7 lb, 3 oz. Margarite’s cervix is now 4 cm/80%/0 station, and the
fetal position is left occiput anterior.
Prenatal Labs:
- Blood type O+
- RPR NR
- GBS negative
- Hgb
- Hct
- Hepatitis negative
Vital signs:
- Blood pressure 110/60
- pulse 84 bpm
- respiratory rate 18
- temperature 98.6°F (37°C)
Margarite received regular prenatal care, beginning at 10 weeks of gestation. She gained 22 lb during
pregnancy, and her current weight is 164 lb. She is 5 ft, 4 in. tall. She has no prior medical complications and
has experienced a normal pregnancy. Her first pregnancy ended in miscarriage at 8 weeks’ gestation. She has
no allergies to food or medication. She does not have a birth plan and says, “I just hope for a normal delivery
and a healthy baby.”
1. What stage and phase of labor is Margarite in?

2. Detail the aspects of your initial assessment.
Electronic fetal monitoring reveals an FHR baseline in the 140s, with moderate variability and accelerations
to the 160s  20 seconds. Margarite is uncomfortable with the contractions and rates her pain at 5. She
requests ambulation, because she feels more comfortable walking.
At 1:20 a.m., she has a spontaneous rupture of membranes (SROM), releasing a large amount of clear
amniotic fluid. FHR baseline is in the 130s, with moderate variability, and accelerations and contractions are
every 3 minutes and feel moderate when palpitated. Her sterile vaginal examination (SVE) reveals that her
cervix is 5 cm/90%/0 station. She is very uncomfortable with the contractions but does not want pain
medication at this time. José appears anxious and at a loss as to how to help his wife.
3. What is your priority assessment after rupture of membranes and rationale?
4. What teaching would you include?
5. Discuss nursing diagnosis, expected outcome, and interventions related to managing Margarite’s care.
6. What are appropriate nonpharmacological interventions for managing Margarite’s labor pain?
76
At 2 a.m., Margarite is increasingly uncomfortable with contractions and cries out that she can no longer take the pain. Her cervical
examination reveals that her cervix is 6 cm/100%/0 station. She requests pain medication and is given a dose of Nubain at 2:15 a.m.
for pain relief in active labor. José asks how much longer the labor will be and when the baby will be born.
7. Detail the assessment that should be done before giving pain medication.
8. What are your current priorities in nursing care for Margarite Sanchez?
Discuss the rationale for your priorities.
At 4:10 a.m., Margarite is very uncomfortable with contractions and cries out that she feels more pressure. She vomits a small
amount of bile-colored fluid and is perspiring and breathing hard with contractions. Her cervical examination reveals that her
cervix is 8 cm/90%/0 station. She requests pain medication and is given a dose of Nubian at 4:40 a.m. for pain relief in transition.
9. What stage and phase in Margarite in now?
10. What are additional interventions for this phase?
At 6:30 a.m., Margarite reports a strong urge to bear down and push with contractions, is very uncomfortable with contractions,
and cries out that she feels more pressure. Her SVE reveals that her cervix is 10 cm/100% and +1 station. Contractions are
occurring every 2 minutes and are strong when palpitated. The fhr is in the 130s, with moderate variability, and drops to 90 bpm for
40 seconds with pushing efforts.
11. What stage is she in now?
12. What are your immediate priorities in nursing care for Margarite Sanchez?
13. What does the FHR indicate?
Margarite continues to bear down, pushing with contractions, and the fetal head is descending with contractions. The fetal heart
rate is in the 130s, with moderate variability, and the FHR drops to 90 bpm for 40 seconds with pushing efforts. At 7:30 a.m.
Margarite is increasingly unfocused with contractions and states, “I can’t push...call my doctor to get the baby out!” José is at her
side, holding her hand and encouraging her pushing efforts.
At 8:15 a.m., Margarite continues to bear down with contractions, and the fetal head is descending with contractions. The FHR is in
the 130s, with moderate variability, and the FHR drops to 90 bpm for 40 seconds with pushing efforts. Margarite is focused on
contractions. The fetal head is starting to crown with pushing efforts.
Her doctor comes into the labor and delivery room, and she delivers a baby boy at 8:39 a.m., with a second-degree perineal
laceration. Margarite’s son weighs 3,800 g and 1- and 5-minute Apgar scores are 8 and 9, respectively. Both Margarite and José
begin to cry when their son is born, and José holds his son and hugs his wife. The placenta is delivered apparently intact at 8:45
a.m. Both Margarite and her son are stable, and you initiate immediate postpartum and transition care for the mother and baby.
77
Week 4
Priority Nursing Interventions /
PATHO & ETIOLOGY Cesarean Birth Primary Nursing Diagnosis
(Pre, Intra, Post)
PRIORITY/FOCUSED ASSESSMENT
RISK FACTORS
INTERPROFESSIONAL TREATMENT
Priority Nursing Diagnosis
Related Labs / DIAGNOSTICS

MEDICATIONS/IVF (pertinent to dx)
Potential Complications
78
Case Study POSTPARTUM
Scenario
T.N. delivered a healthy male infant 2 hours ago. She had a midline episiotomy. This is her sixth pregnancy. Before this
delivery, she was para 4014. She had an epidural block for her labor and delivery. She is now admitted to the postpartum
unit.
1. What is important to note in the initial assessment?
2. You find a boggy fundus during your assessment. What corrective measures can be instituted?
3. The patient complains of pain and discomfort in her perineal area. How will you respond?
4. The nurse reviews the hospital security guidelines with T.N. The nurse points out that her baby has a special
identification bracelet that matches a bracelet worn by T.N., and reviews other security procedures. Which
statement by T.N. indicates a need for more teaching?
 “If I have a question about someone's identity, I can ask about it.”
 “If someone comes to take my baby for an examination, that person will carry my baby to the
examination room.”
 “Nurses on this unit all wear the same purple uniforms.”
 “Each staff member who takes my baby somewhere will have a picture identification badge.”
5. An hour after admission, you recheck T.N.'s perineal pad and find that there is a very small amount of drainage on
the pad. What will you do next?
 Ask T.N. to change her perineal pad
 Check her perineal pad again in 1 hour
 Check the pad underneath T.N.'s buttocks
 Document the findings in T.N.'s medical record
6. That evening, the nursing assistive personnel assesses T.N.'s vital signs. Which vital signs would be of concern at
this time?
Chart View
Vital Signs
Temperature 99.9 ° F (37.7 ° C) oral
Pulse rate 120 beats/min
Blood pressure 100/50 mm Hg
Respiratory rate 16 breaths/min
7. What will you do next?
8. After your prompt intervention, you need to document what happened. Write an example of a documentation
entry describing this event.
9. Two hours later, you perform another perineal pad check and note the findings in the diagram. How will you
describe the amount of drainage in your note?
 Scant
 Light
 Moderate
 Heavy
10. T.N.'s condition is stable and you prepare to provide patient teaching. What patient teaching is vital after
delivery?
11. T.N. tells you she must go back to work in 6 weeks and is not sure she can continue breastfeeding. What options
are available to her?
utcome
CASE STUDY OUTCOME
T.N. is discharged to home and plans to consult a lactation specialist before returning to work.
79
WEEK 6
POST-CONFERENCE
Plan a discharge teaching for a patient who had a

1. Vaginal delivery of a healthy newborn
2. Then discuss how teaching is altered for the patient
experiencing a cesarean delivery
3. What additional teaching is needed for a newborn that
experienced distress/or is at risk for following discharge.
4. Discharge teaching for a parent who is breastfeeding
5. Discharge teaching for a parent that is bottle-feeding
80

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HARRISON, ARKANSAS

March 13 March 14 March 15 March 16 March 17

March 20 March 21 March 22 March 23 March 24

March 27 March 28 March 29 March 30 March 31

April 3 April 4 April 5 April 6 April 7

April 10 April 11 April 12 April 13 April 14

April 17 April 18 April 19 April 20 April 21

April 24 April 25 April 26 April 27 April 28

ATI Proctored Exam as

Course Title: Maternal-Neonatal Nursing

Course Number: NURS 1124

Credit Hours: 4 semester credit hours

Weekly Course Schedule: Thursday 8:30-12:30, 8 Weeks

Course Student Learning Outcomes: Core Competencies

3. Identify safety measures employed in maternal-neonatal health care settings.

4. Discuss the nurse’s role in promoting quality improvement in maternal-neonatal

9. Examine legal and ethical aspects of maternal-neonatal nursing. Measured by

Syllabus for Nursing 1124 — Maternal-Neonatal Nursing

Available Nursing Northark, Campus Libraries, Videos

Course Content: Unit 1: Trends and Issues in Maternity Care

Method of Evaluation: Unit Examinations 70%

Grading Scale: A------------------------------ 91-100

Make-up Exams: 1. All exams should be taken at the scheduled time.

Plagiarism: Intentionally or knowingly representing the words and ideas of another as

Syllabus Syllabus acknowledgement will be submitted as an online assignment. See portal,

Unit Outcomes Content Learner Activities

Unit Outcomes Content Learner Activities

2. Define key inheritance patterns. II. Genetics

UNIT OUTCOMES CONTENT LEARNER ACTIVITIES

OUTCOMES CONTENT LEARNER ACTIVITIES

OBJECTICVES/OUTCOMES CONTENT LEARNER ACTIVITIES

OBJECTICVES/OUTCOMES CONTENT LEARNER ACTIVITIES

4. Document rationales for the use of oxytocic B. Psychological

11. Discuss medical and nursing management II. Postpartum at Risk

13. Describe sequelae of childbirth trauma. D. Psychological complications

15. Describe evidence-based health promotion III. Alterations in Women’s Health

OBJECTICVES/OUTCOMES CONTENT LEARNER ACTIVITIES

9. Discuss common drugs administered in the

15. Provide newborn care information to V. Newborn Care

16. Communicate legal, ethical concerns in VI. Legal/Ethical Issues

OBJECTICVES/OUTCOMES CONTENT LEARNER ACTIVITIES

III. Perinatal Loss

Objective: Prepare a concept map on a selected maternal-

Points possible: 50 (see the grading rubric on the following page).

Topics Date due

CREATING A CONCEPT MAP

6. Discuss, share, think about, and revise the map.

7. Present to class on assigned day.

Student Name(s) _______________________________________________________

Topic Excellent Good Poor Comments

B. Standards for written work:

Labor and Delivery

1. Accurately monitor uterine contractions manually and electronically.

5. Provide supportive care for the patient in labor.

6. Describe the effects of analgesic agents on maternal and fetal behavior.

10. Safely administer intramuscular and/or IV medications during labor.

18. Assess uterine contractibility and initiate appropriate action.

24. Perform a gestational age and maturity rating assessment on a newborn.

25. Instill ophthalmic ointment or drops in the newborn eyes.

29. Safely administer an IM injection to the newborn.

Student Name: __ Clinical Rotation:

Instructor Signature:______________________________ Date:_

Student Signature:_______________________________ Date:_

Instructor Signature:______________________________ Date:_

Student’s Name: ______ Date:

Patient Age_ Allergies___________________________________________________

Age Primary Language _______________________________

G P A L_ c/s____

EDD Date/Time of Delivery Method_____

Total labor time_ Labor Complications____________________

Infant: Wt Sex Apgar Br/Bo fdg__________

Fundus: position height

Lochia: type___ amount_

Perineum: episiotomy lacerations__

DOB____ EDD Gestational Age_