NURS 101L Fundamentals of Nursing Skills Lab

NURS 101L
Course Name:
Course Number:
Fundamentals of Nursing
Practicum
NURS 101L
Section A
I. Instructors Contact Information, Course Pre and Co-Requisites
Instructors Information
Refer to Virtual Office
Course Prerequisites
Required general education courses; admission to core nursing
Course Co-requisites
NURS 100
University Mission:
II. Mission and Outcomes

At West Coast University, we embrace a student-centric learning partnership that
leads to professional success. We deliver transformational education within a
culture of integrity and personal accountability. We design market-responsive
programs through collaboration between faculty and industry professionals. We
continuously pursue more effective and innovative ways through which students
develop the competencies and confidence required in a complex and changing
world.
Institutional Learning
Outcomes:
Institutional learning outcomes are designed by the University as a whole, taking into
account the role that both instruction and student services play in contributing to a
students success. Institutional learning outcomes assume achievement of the stated
programmatic learning outcomes of ones discipline. Upon graduating from a degree
program offered by West Coast University, students will be able to:
1. Develop intellectual and practical problem-solving skills through information
assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with ones chosen
career field.
6. Explain why knowledge of and respect for the societal contributions of diverse
cultures and perspectives is an important quality in ones discipline.
Nursing Mission:
The mission of the College of Nursing is to provide evidence-based and innovative

nursing education to culturally diverse learners; preparing nurses to provide quality
and compassionate care that is responsive to the needs of the community and the
global society.
Nursing
Philosophy:
The philosophy of the College of Nursing is that education is a continuous process

occurring in phases throughout an individuals lifetime. Nurses are lifelong learners
and critical thinkers.
Official West Coast University Course Syllabus

Revision Date: January 16, 2014
Page 1
Term: Jan 2014
NURS 101L
Program Learning
Outcomes:
Class Credit Length:

Class Credit Hours:
Study Hours:
Class Required Texts,

Learning Resources:
1. Support professional nursing practice decisions with concepts and theories

from the biological, physical, and social sciences.
2. Plan preventative and population focused interventions with attention to
effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families in a variety
of healthcare and community settings using evidence based practice.
4. Apply nursing process and critical thinking when providing holistic, patient
centered nursing care to diverse populations.
5. Design health care education for individuals, families, and communities.
6. Comply with the professional standards of moral, ethical, and legal conduct in
practice.
7. Develop an effective communication style to interact with patients, families,
and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care; coordinating the
healthcare team; and when tasked with oversight and accountability for care
delivery.
9. Use patient care technology and information systems when providing nursing
care in a variety of settings.
III. Course Information

9 weeks
2 semester credits/10 contact hours per week/90 hours per term.
For every 1 hour in a skills lab or clinical class, it is expected that students complete 1
hour of study in preparation for class. For this course; it is expected that a minimum
of 10 hours of study, outside of class, is completed each week.
Buchholz, S. (2011). Henkes med-math: Dosage calculation, preparation, and
administration (7th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Carpenito-Moyet, L.J. (2012). Nursing diagnosis: Application to clinical practice. (14th
ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.
Vallerand, A.H., & Sonoski, C.A. (2012). Davis drug guide for nurses + resources kit
CD. (13th ed.). Philadelphia, PA: F. A. Davis.
Class Previously
Purchased Required
Texts; Learning
Resources
Class Recommended
Texts, Learning
Resource:
American Psychological Association. (2009).Publication manual of the American

Psychological Association (6th ed.).Washington, DC: Author.
Potter, P. A. and Perry, A. G. (2013). Fundamentals of nursing (8thed.). Maryland
Heights, MO: Mosby Elsevier. Package with Text, Study Guide, and Mosbys
Nursing Skills DVD
Assessment Technologies Institute, LLC (2013). Fundamentals for nursing 8.0:
Content mastery series review module. Overland Park, KS: Author.
Doenges, M.E., Moorhouse, M.F. & Murr, A. C. (2010). Nursing care plans:
Guidelines for individualizing client care across the life span (8th ed.).
Philadelphia, PA: F.A. Davis Company.

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NURS 101L
Fischbach, F. & Dunning, M.B. (2008). Manual of laboratory & diagnostic tests (8th
ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Course Catalog
Description:
This is a clinical skills laboratory course designed to teach the basic nursing skills for
delivery of nursing care. This includes performing basic skills in assessment, patient
care across the admission discharge continuum, documentation, teaching, and
infection control. Nursing process is utilized in the management of care.
Course Learning
Outcomes:
1. Apply the nursing process during care and in the Interdisciplinary Care Plan.
2. Demonstrate professional and therapeutic communication with patients, peers,
and the healthcare team.
3. Apply safety and infection control principals when practicing nursing.
4. Demonstrate competence in performing fundamental nursing skills including
but not limited to; sterile technique, head to toe patient assessments, restraint
use, wound care, NGT management, specimen collection, and medication
administration.
5. Demonstrate knowledge of pain management.
6. Apply legal principles, communication skills, and computer skills to nursing
documentation including; physicians orders, the medication administration
record (MAR), shift assessment forms, fall and skin risk screens, and
interdisciplinary notes.
7. Assess the learning needs of patients and apply effective teaching/learning
principles during patient education.
Are comprised of the

knowledge, skills,
values and/or behaviors
that students should be
able to demonstrate
upon completion of the
course.
Map to the Program
Learning Outcomes.
Must be assessed in the
course to determine if
learning outcomes are
met.
AACN Essentials for

Baccalaureate Education
For Professional Nursing
Practice:
The purpose of this section of the syllabus is to guide the student in understanding
how the AACN 9 Essentials are incorporated into their education.
The Essentials that are met in NURS 101L Fundamentals of Nursing Skills Lab include
the following:
Essential II, Basic Organizational and Systems Leadership for Quality Care and Patient
Safety
Outcome 7 Promote factors that create a culture of safety and caring
Students perform basic procedures such as bathing, bed making, maintaining
skin integrity, personal hygiene, vital signs, body mechanics and positioning,
exercise and ambulation, documentation, safe client environment and use of
restraints.
o Discuss admission and discharge procedures
Essential III, Scholarship for Evidenced-based Practice
Outcome 8 Acquire an understanding of the process for how nursing and
related healthcare quality and safety measures are developed, validated and
endorsed.
o Demonstrate and understanding of Evidence-based Practice in the
formulation of a nursing diagnosis, plan of intervention, and evaluation
of outcomes.

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NURS 101L
Essential IV, Information Management and Application of Patient Care Technology
Outcome 6-Evaluate data from all relevant sources, including technology, to
inform the delivery of care.
o Extensive use of computerized resources such as library online
databases to validate patient care interventions via research
articles, standards of practice, and evidence-based practice
guidelines; DVDs, online testing and remediation, computerized
manikins and IV equipment and other equipment and electronic
monitoring devices will be used by students to learn skills and
procedures common to professional nursing practice
Teaching and Learning
Strategies
Reflect the instructional
strategies appropriate
to the subject area.
Interactive, computer based learning modules and post tests

Skill demonstration, return demonstration, and competency validation
Role play/simulation/case scenario practice
Peer group discussion
Written care planning

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NURS 101L
Formative Assessment of
Student Learning:
Examples are practice
tests, weekly quizzes,
lab assignments,
homework, group
exercises, simulation,
presentations, case
studies, some types of
written assignments
Summative Assessment
of Student Learning:
Examples are in class
quizzes, proctored
exams, competency
validations, clinical
evaluations, term
papers, and term
projects term projects
IV. Evaluation Methods, Grading

Assignment/Assessments
Due Date
Percent
Week 4
2
10
Week 4
Week 4
Week 5
Week 6
Week 6
(2)
(2)
(2)
(2)
(2)
16
Week 1
Week 2
Week 2
Week 2
Week 2
Week 3
Week 4
Week 4
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
Week 5
Week 7
2
70
Week 6
P/NP
Formative Assessment:
*ATI Pharmacology Made Easy (Must show proof of 1 hour
spent on the module and complete the post-test to earn points
toward the grade.)
Introduction to Pharmacology...
*ATI Dosage Calculation: Dimensional Analysis Tutorials
(Must spend the assigned number of minutes on each lesson
and complete post-tests to earn points toward the grade.)
Safe Dosage (60 minutes)

Medication Administration (15 minutes).
Oral Medications (15 minutes)
Injectable Medications (25 minutes).
Powdered Medications (10 minutes)...
*ATI Skills Modules (Must show proof of 1 hour spent on
each module and complete pre and post-tests to earn points
toward the grade.)
Infection Control.
Ambulation, Transferring, & ROM..
Specimen Collection..
Personal Hygiene..
Enemas
Nutrition, feeding, & eating
Airway Management..
Oxygenation.
*ATI Achieve
Preparing for Clinical Experiences (40 minutes).
*Nursing Care Plan
Summative Assessment:
**Medication Math Exam (Must score 85% or above to pass
the course)
***Skills Competency Validation: (Must show proof of 1
Weeks 1-9
hour spent on each skills module and complete pre and posttests prior to validation to be able to attend validation. Failure
st
to do so will constitute an NP on the 1 validation attempt.)
Vital Signs/Pain Management (ATI Skills Modules:

Vital Signs/Pain Management due week 1) ...
Head to Toe Assessment (ATI Skills Module: Physical
Assessment Adult (Terminology Enunciator, Practice
Challenges, and FAQs due week 2)......
Sterile Dressing Change (ATI Skills Module: Wound
Care due week 2)...
NGT Management (ATI Skills Module: Nasogastric
Intubation due week 3)...
Medication Administration (ATI Skills Modules:
Medication Administration 1, 2, 3 due week 9) .

P/NP
P/NP
P/NP
P/NP
P/NP
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Term: Jan 2014
NURS 101L
****Clinical Evaluation
Additional Information:
Week 9
P/NP
Each student must complete and turn in ALL course assignments, as instructed, in
order to pass the course.
*This is a Pass/Not Passed course. Only students who earn a minimum of 76%
cumulative score on designated course assignments will be given a Pass (P) for
the course. Students who fail to earn a minimum of 76% will be given a Not
Passed (NP) grade and will need to repeat the course before moving forward in the
program.
**The Medication Math Exam must be passed by week 8 of the term.
***Competency validations will occur throughout the term as determined by the
faculty member. Validation may occur in skills lab, clinical sites, or the simulation
center. Students must achieve 76% or greater on each competency validation to
pass the course. If the student does not achieve the required 76% on the first
validation attempt, a second or third attempt will be offered.
****Students must obtain a Passing P grade on all clinical core competencies at
the final evaluation to pass the course.

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NURS 101L
West Coast University
Grading Scale (reflective
of final course grade. See
associated policy in
Catalog)
Note: A passing grade in

nursing courses is a
minimum of a C+.
Grade Rounding
V. Policies and Procedures

Grade
Points
WCU Grading Scale
A
4
93-100
A3.7
90-92
B+
3.3
87-89
B
3.0
83-86
B2.7
80-82
C+
2.3
76-79
C*
2.0
73-75
C-*
1.7
70-72
D+
1.3
66-69
D
1.0
63-65
D0.7
60-62
F
0
59 or below
AU
0
Audit
CR
0
Credit
P
0
Pass
NP
0
Not Passed
I
0
Incomplete
TC
0
Transfer Credit
W
0
Withdrawal
At West Coast University, scores are not rounded to the whole number until the
end of the term. All student assignments, quizzes, and examinations will be
rounded to the first decimal point. At the end of the terms final course grades will
be rounded to the nearest whole point.
For programs that use the exam average to determine whether other course
assignments are included in the final scoring (e.g., Nursing), the end-of-term exam
average may be rounded (using the above rules) to make that determination.
Attendance Policy
West Coast University has a clear requirement for students to attend courses.
Students should review the Attendance Policy in the Academic Policies and
Procedures section of the University Catalog.
Academic Integrity Policy
Students are expected to approach their academic endeavors with the highest
academic integrity. They must cite sources, and submit original work. Academic
honesty is central to the institution/student partnership towards student success.
Any assignment submitted for credit in one course cannot be submitted for any
other course.
Students are accountable for adhering to the Academic Integrity and Academic
Dishonesty policies in the Academic Policies and Procedures section of the
University Catalog.
Academic Dishonesty
Students should review the Academic Dishonesty Policy in the Academic Policies
and Procedures section of the University Catalog.

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NURS 101L
Reasonable
Accommodations
Classroom Policies
Clinical Policies
West Coast University strives to provide reasonable accommodations to students

who have a defined need and who follow the appropriate steps towards seeking the
accommodation. The Reasonable Accommodations Policy is found in the
Academic Policies and Procedures section of the University Catalog.
Students are expected to dress professionally during class time.
No children are allowed in classes or to be unattended on campus.
Use of cell phones, Blackberries or any other electronic devices in the classroom
during class time is strictly prohibited. Unauthorized use may lead to faculty
member confiscation of the device for the remainder of the class.
Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A
student responsible for disruptive behavior may be required to leave the class.
CLINICAL EVALUATION:
Clinical performance will be evaluated at the end of the term using the clinical
evaluation tool. Students should complete the self-evaluation at the end of each
day and consult with instructor about any questions or concerns regarding
performance or clinical opportunities. The clinical evaluation is kept as a
permanent record in the student file. The total time spent by the student in
achieving the clinical course objectives is included in the clinical evaluation.
Evaluation of simulation performance will be based on the Quality and Safety
Education for Nurses (QSEN) Competencies and this in turn is reflected on the
Simulation Learner Outcomes form and the Clinical Evaluation Tool.
CLINICAL PREPARATION:
Preparation for clinical and simulation is required for all class days. Because each
clinical setting has different requirements and options for acute care, outpatient,
and community experiences; clinical faculty will direct the students as to the
appropriate preparation.
CLINICAL ATTENDANCE:
Students are accountable for demonstrating all behavioral objectives of the
course. Clinical and simulation evaluation is based on demonstrated ability to
achieve all course objectives no later than the last day of classes in the current
semester. Course expectations include attendance and experiential learning.
A maximum of 20% of total class minutes of absence is permitted. Tardiness is
counted towards the total minutes required for class attendance. Absence from
simulation counts towards total absence from clinical time. All absences can
potentially affect a student's ability to successfully complete the course
objectives and consequently their grades and ability to pass the course. If
absences due to illness are ongoing, and the student is therefore unable to
complete the clinical objectives, the student will be advised to withdraw from
the course.
CLINICAL COURSE COMPLETION:
Each clinical nursing practicum course must be taken concurrently with the

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theory course of that subject. Clinical practicum classes are important in order to
learn how to apply nursing theory learned to the actual practice of nursing. Each
students ability to apply that knowledge is evaluated using the clinical
evaluation tool designed to assess achievement of learning outcomes..
Nursing skills are learned in the skills lab under supervision. When performed
for the first time on a patient, it must be observed by the instructor who will
determine if the student has performed it safely. If the performance is
satisfactory, the instructor will initial in the section of the skills checklist.
This checklist is to be carried by the student each day she/he is at clinical or in
skills lab to insure all skills are signed off prior to moving on to another class.
Students should keep a copy in a safe place. The information on this checklist is
part of the grading for the class and without this checklist; there is no verification
that a skill has been successfully completed. Therefore, it is crucial the student
keep this checklist safe throughout the entire nursing program, as it is a record of
skills achieved and a required reference by the Board of Registered Nursing that
skills were obtained first in the skills lab and later in the clinical practicum.
The final grade is cumulative and includes clinical performance, and other
evaluation methods.
MEDICATION MATH EXAMINATION:
West Coast University nursing students will be required to take standardized
medication math exams throughout the BSN program to establish competency.
Medication math exams are DEPARTMENTAL exams (not created by individual
faculty members). The exams will be sourced from the approved WCU test bank,
and each will consist of 20 items that are designed to assess the students
mastery of mathematical computations that are essential for safe nursing
practice at each designated level. They will be administered to student cohorts
by faculty members and/or proctors in the classroom setting. Students will have
a time limit of 45 minutes to complete the medication math exams and may use
University-issued calculators.
Students may not administer medication in the clinical setting until after having
passed the course medication math competency exam. Once a student has
successfully passed the exam s/he may administer medications with a WCU
faculty member or licensed nurse employed by the clinical facility present, and in
keeping with facility policy.
Students will be given a total of 3 attempts to pass each course medication math
competency exam. A mandatory Letter of Concern will be generated with each
unsuccessful attempt. Students must attend math workshop(s) and/or tutor
with an instructor, and use the math resources assigned prior to second or third
attempts. Documented remediation must be presented prior to these exams.
Second and third attempts will be scheduled outside of class time. Subsequent
attempts will be not be given any sooner than 5 calendar days after the previous
attempt.
Failure of the medication math exam the third time constitutes a failure in the
clinical course for that term. In this case, the student must withdraw from the
corresponding theory course since the BRN requires theory and clinical courses
to be taken concurrently. The student may not progress in the program until the
clinical course is successfully passed.

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NURS 101L
UNIFORMS:
In the clinical and simulation settings, students are expected to wear clean
pressed school uniforms, clean white shoes, watches with a second hands, their
school ID badges and whatever other identification the facilities require. In
community experience settings; students wear the community oxford shirt with
the blue blazer and blue pants. Do not wear sandals, backless or high-heeled
shoes. Do not wear jewelry, dangling earrings or necklaces. Do not wear heavy
perfumes or cologne. Do not wear scarves, ties, thick necklaces or lanyards.
See the RN Student Handbook for additional clinical course guidelines.
Late Work Policy
Written assignments must be turned in when due. Assignment turned in after

the due date will be penalized at 10% per day. As an example, a paper turned in
4 days late will have 40% of the points earned deducted.
No late work will be accepted that is more than 3 calendar days late, unless preapproval from faculty has been obtained within 24 hours. Note due dates and
time in syllabus or posted by faculty.
Proof of submission includes collection by faculty in class, date noted by staff or
faculty on assignment when submitted after class, FAX (ensure date and time are
correct), or email submission as an attachment.
Threaded Discussions and Online Exams must be completed during the week in
which they are assigned. They cannot be made up after the end of the online
week (Monday-Sunday). Participation points will be assessed according to the
Threaded Discussion Grading Rubric in this syllabus, and late postings, if
accepted, will be graded down.
** Be sure to contact the faculty if you believe you must turn in an assignment after
the due date.
Testing and Examination

Policy
The university testing policy stipulates that no phones or other electronic

devices, food or drink, papers or backpacks can be taken into the examination
area. In specific courses the faculty may have additional requirements. Talking
during testing or sharing of information regarding the test questions is not
allowed.
Students are expected to be on time for all classes and it is important that
students arrive on time when tests are being administered.
No student will be admitted to a testing environment (whether it is a scheduled
teacher-made examination or a proctored standardized examination) if they
arrive more than 10 minutes after an examination begins.
If a student arrives late, but within the 10 minute time frame, the student will be
permitted to take the examination. However, no additional time will be
permitted for the examination. For example, if the examination is 60 questions
and the test time permitted is 1 minute per question or 60 minutes, the late
arriving student will be asked to stop taking the examination at the time the
examination is scheduled to end for the students who were on time.
If a student arrived later than 10 minutes after the beginning of an examination
as determined by the Testing Coordinator, the assigned test proctor(s) and/or

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NURS 101L
the Lead faculty; the student will be denied entrance to the examination. The
student would then be required to submit a request for a make-up examination
and the Make-Up Examination Policy would be enforced.
Once the exam results are available, students may schedule reviews of their
exams with their instructors during scheduled office hours or by appointment.
Students must request in writing the opportunity to review the unit, chapter or
weekly examination within 1 week of the date the examination results have been
made available for students to review, and before the date of the next
examination and/or final examination. The review must be completed within
this 1 week same time period.
Students must request in writing and complete the review of any final
examination by the end of week 1 of the following term (e.g., within the
add/drop period).
In order to maintain academic integrity of the examination and student
confidentiality, the faculty member will meet with each student individually in an
office, a cubicle or other private area such as a study room or classroom on the
WCU campus.
The student will be directly supervised by the faculty member and shall be
permitted to review the actual examination and any Scantron forms or other
documents used to obtain the student response to the examination.
Any exception to this proposal must be authorized by the Campus Nursing Dean
or Associate Dean of Nursing, Academics.
Make Up Examination
Policy
Students are required to be present for all examinations (e.g., quizzes, tests and
exams). If an unexpected emergency situation occurs (e.g., death in the
immediate family, sudden illness or an accident) the student must notify the
appropriate faculty member within forty-eight (48) hours of the date and time of
the examination of the pending students absence. (This may be 48 hours prior
or 48 hours after the determined test date.)
If the student wishes to take a make-up examination (take the examination
either early or late), the student must complete and submit the Exam Date
Change Request Form found in the RN Student Handbook, with the required
documentation, to the faculty member. The faculty member will review and sign
the request for a make-up examination before submitting the forms and the
documentation to the Dean and/or Associate Dean of Nursing for Academics
(ADON) (aka Campus Nursing Leadership) for review and approval or denial of
the request for the make-up examination.
The Campus Nursing Leadership will make a determination regarding student
eligibility to take an alternate form make-up examination. If the student is able
to demonstrate extenuating circumstances (such as inclusion of healthcare
provider documentation, copy of obituary notice or death certificate, copy of
police report for automobile accidents) the Dean/ADON may permit an alternate
form make-up examination. The student may earn up to 100% on this make-up
examination based upon the review of the supporting documentation of the
extenuating circumstances. Please note that prescheduled vacations, weddings,
or school events for children and significant others are not considered
extenuating circumstances.
If the student is not able to provide acceptable documentation and/or the

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NURS 101L
reason for the make-up examination request is NOT due to extenuating
circumstances, the Dean/ADON may permit the student to take an alternative
make-up examination. However, the maximum score that the student may earn
under these circumstances is 76% - the minimal passing grade for nursing
classes.
The make-up examination must be taken within five (5) business days or before
the date of the next class. The make-up examination shall NOT be the same
examination, but shall be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment,
scheduled by the Testing Coordinator.
Course Completion
Requirements:
Students are expected to participate in class. Participation includes being

present in the class, participation in discussions, and active engagement in the
lecture/learning activities.
Students must achieve a passing grade of C+ or better, submit all required
assignments, complete all required quizzes and examinations, and meet the
standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes
may include previously covered content and/or content to be covered during the
current days class session.
Unless designated as a group project by the instructor, all student papers and
assignments must be completed by the individual student and represent the
students own original work. Group projects are designated as such so that all
other assignments are individual assignments and are to be completed by the
student and NOT as a group assignment.
Each student must complete and turn in ALL course assignments, as instructed,
in order to pass the course.
Each student is responsible for his or her own learning which includes all aspects
of the work required for a class. In order to maintain security and confidentiality,
student assignments must be submitted directly to the instructor via the
method(s) approved by the instructor. Do not fax papers to the campus. Do not
e-mail papers to instructors without written permission from the instructor.

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NURS 101L
CLINICAL FACILTY EXPERIENCE
During the clinical facility experience; students begin applying the nursing process, using therapeutic
communication, practicing assessment skills, and providing basic care while adhering to safety
standards as they interact with patients/clients/residents in a real world setting.
Objectives:
1. Utilize client safety standards within the clinical setting to maintain a safe environment for the
client, nurse, and health care team.
Perform an environmental check in the clinical setting
2. Demonstrate the use of therapeutic communication in interactions with clients, staff, peers,
clients families, and instructors.
Demonstrate active listening and various communication techniques, such as open ended
questions and clarification.
3. Demonstrate accurate measurements of temperature, pulse rate, respiratory rate, and blood
pressure.
Identify normal versus abnormal values and describe factors that affect the vital signs
4. Recognize core culturally competent nursing practice related to the geriatric population.
Explore clients cultural view of their illness or current status.
Journal in eCollege, on your experience in the clinical setting and what you learned.
Expectations: (These apply to all clinical experiences; including skills lab, simulation and facility
experiences.)
The Learner will
1. Be on time and respect the space. Notify instructor of tardiness or absences.
2. Arrive dressed in appropriate professional attire.
3. Arrive prepared for the clinical experiences. You will also be taking blood pressures, so bring
equipment.
4. Adhere to facility and university policies and procedures.
5. Be open and use good manners. Display a positive professional attitude in actions and speech.
6. Introduce yourself as a nursing student.
7. Try to have several one-on-one interactions with clients.
8. Show interest in clients and their stories. Listen to what has kept them active and healthy.
9. Adhere to HIPPA standards.
10. Do not take notes in front of the clients. Find a private place to take notes.
11. Expect to participate in activities such as exercise classes, bingo, cards, etc...
12. Relax, smile and have fun!
*See Clinical Policies for additional clinical expectations.
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NURS 101L
WEST COAST UNIVERSITY
PSYCHOMOTOR SKILLS CUMULATIVE CHECK LIST
Student Name___________________________________________ Date entered first term ___________________
A = Absolute assessment / Instructor observes student for achievement of critical elements of the skill.
R = Random assessment / Instructor randomly selects students to check for skill critical elements.
R or A SEMESTER SKILLS
DEMONSTRATES
CRITICAL SKILLS
Skills Lab
Clinical
SELF REPORT OF SKILLS FREQUENCY IN CLINICAL AGENCY

NURS
101L
NURS
121L
NURS
211L
NURS
NURS Faculty*
213L/481 216L/316
Asepsis
A
Universal Precautions
A
Hand washing-surgical
A
Sterile technique
Auscultate
A
Normal (heart, lung, bowel)
R
Abnormal
Basic Care
R
Bed bath
R
Personal care (hair, nails, oral)
R
HS care
R
Massage
R
Occupied bed
R
Unoccupied bed
Body Measurements
A
Adult (girth)
R
Children
A
Infants
BSE and TSE
A
Performed on model
R
Infant testicular exam. perform
CV Procedures
R
TED Hose (on, off, measure)
R
Ace wrap
R
Application of heat and cold
GI procedures
R
Feed by mouth, adult
R
Assist with breast feeding
R
Assist with bottle feeding
R
Gavage feeding, pump
A
Insert NG tube
A
Irrigate or aspirate NG tube
R
Enema
R
Bedpan, fracture pan
R
Ostomycare
.. drain
R
.. change bag
R
.. irrigate
R
Empty drainage containers
GU procedures
R
Urinal
A
Bladder catheterization, insert
R
DC catheter

Page 14
Term: Jan 2014
NURS 101L
DEMONSTRATES
CRITICAL SKILLS
Skills Lab
Clinical

NURS
101L
NURS
121L
NURS
211L
NURS
NURS Faculty*
213L/481 216L/316
Height and Weight

R
Adult
R
Children
A
Infants I and O
A
Intake and Output
Inspection
A
General
A
Skin
IV Skills
A
Changing bag/bottle
A
Discontinue bag/bottle
A
Regulate drip rate
A
Irrigate saline lock
A
Changing IV tubing
A
Infusion pump
A
Blood and blood products
R
PCA pump
Maternal/Infant Assessment
R
Leopold maneuver
A
Uterine contractions on
monitor
A
Fetal heart tones
A
Fetal monitor
A
Palpate fundus, bladder, breast
A
Palpate fontanelles
A
Brazelton &Dubowitz Medications
Medications
A
PO adult
A
PO pediatric
A
Topical
A
NG
R
Rectal
R
Vaginal
R
Sublingual
R
Inhaled - Hand held
R
Inhaled -- Acorn type
A
IM Adult
R
Child
R
Infant
A
Subcutaneous injection
R
Intradermal
A
IV
piggyback
A
Saline lock
A
Volutrol
R
Epidural
A
Eye drops

Page 15
Term: Jan 2014
NURS 101L
DEMONSTRATES
CRITICAL SKILLS
Skills Lab
Clinical

NURS
101L
NURS
121L
NURS
211L
NURS
NURS Faculty*
213L/481 216L/316
R
Eye ointment
A
Ear drops
R
Nose drops
Neuro Responses, Elicit
A
Adult
R
Child
A
Infant
Newborn Care
A
Cord, Suctioning, diapering,
swaddling, dressing, positioning
Palpate
A
Edema, tenderness,
distention, warmth
Pulmonary Procedures
R
Pulse oximetry
R
Administer oxygen
R
Incentive spirometers
R
Deep breath and cough
R
Postural drainage and
percussion
A
Trach care
A
Oral suctioning
R
Nasal suctioning
A
Trach suctioning
A
Use of Ambu Bag
Safety/Mobility
A
Position and turn patients
R
Range of motion
A
Body mechanics
A
Transfer/Transport
techniques
R
Assist with ambulation
A
Environment -- safe,
side rails, comfortable
R
Restraints
.. Adult
R
.. Children
A
.. Infant
Specimens
A
Accucheck
R
Dipstick
Urine, S and A
R
Urine, Blood
R
Urine,
specific gravity
R
Stool, Blood guaiac
R
Sputum for culture
R
Wound culture
R
Urine culture, cath/clean catch

Page 16
Term: Jan 2014
NURS 101L
DEMONSTRATES
CRITICAL SKILLS
Skills Lab
Clinical

NURS
101L
NURS
121L
NURS
211L
NURS
NURS Faculty*
213L/481 216L/316
+ spec to lab
Throat culture
Urinalysis adult
specimen
collection
R
Urinalysis/pediatric
specimen collection
Vital Signs
A
Adult
A
Child
A
Infant
Wound Care
A
Dressing - Dry, sterile,
R
.. Surgical with drain
A
.. Wet to dry
R
.. Irrigation
R
R
Faculty Signatures:
Math Test(s):
____________________________________________________
1. ________
____________________________________________________
2. ________
____________________________________________________
3. ________
____________________________________________________
4. ________
____________________________________________________
5.________
____________________________________________________
6.________
____________________________________________________
7. ________
____________________________________________________
8. ________
* Faculty should initial in last column when student can perform the skill without supervision.
Faculty should sign the last page with full signature at the end of term.

Page 17
Term: Jan 2014
NURS 101L
BSN CLINICAL EVALUATION TOOL - LEVEL I
Type (Check one) ____ Student Self Evaluation
Course (Circle one) NURS 101L NURS 121L
____ Faculty Evaluation
Student Name _________________________________________________________

Faculty Name _________________________________________________________
Fill in appropriate fields to the right & below:
P = Passing, NP = Not passing, R = Remediation needed
Students must obtain a Passing P grade on all clinical core competencies at the final evaluation to pass the course.
MIDTERM
FINAL
CORE COMPETENCIES
P NP R P NP
Focusing on wellness, health promotion, illness and disease management across the lifespan in a variety of
settings while recognizing the diverse uniqueness of individuals, providing directed care to individuals with welldefined health alterations. The student at the end of the clinical course should be able to:
Patient-Centered Care
Develop an individualized plan of care with a focus on assessment and planning
utilizing the nursing process and comprehensive assessment skills
Demonstrate caring behaviors
Conduct a comprehensive assessment while eliciting patient values, preferences and
needs with interpretation of findings
Respect diversity of individuals
Assess the presence and extent of pain and suffering utilizing the appropriate pain
scale
Demonstrate beginning competency in nursing skills following the nursing process
Teach patients/family members regarding basic nursing procedures using therapeutic
communication (Must be demonstrated on actual patients/family members.)
Demonstrate proper utilization and knowledge of patients rights
Teamwork and Collaboration
Develop effective communication skills (verbally, non-verbally and through charting)
with patients, team members, and family
Identify relevant data for communication in pre and post conferences with proper use
of the ISBARR format
Identify intra and inter-professional team member roles and scopes of practice and
seeks assistance for concerns out of the RN/students scope of practice
Establish appropriate relationships with team members
Identify need for help when appropriate to situation
Evidence-Based Practice
Locate evidence-based literature related to clinical practice and guideline activities and
incorporate it into written work and/or documentation
Incorporate evidence based practice for nursing care plans and interventions as
appropriate

Page 18
Term: Jan 2014
NURS 101L
CORE COMPETENCIES
MIDTERM
P NP R
FINAL
P NP
Reference clinical related activities with reliable sources from evidence-based

literature
Value the concept of evidence-based practice in determining best clinical practice
Quality Improvement
Deliver care in timely and cost effective manner
Recognize that nursing and other health professions are parts of systems of care and
care processes that affect outcomes for patients and families
Value the significance of variance reporting
Safety
Demonstrate effective use of technology and standardized practices/policies that
support safety and quality
Implement strategies to reduce risk of harm to self or others
Demonstrate appropriate clinical decision making
Identify national patient safety goals and quality measures
Use appropriate strategies to reduce reliance on memory
Communicate observations or concerns related to hazards and errors to patient,
families, and the health care team
Demonstrate safe, timely administration of medications, stating pharmacologic
implications as they relate to the adult patient
Informatics
Navigate the electronic health record/patient chart for patient information where
appropriate for clinical setting
Document clear and concise responses to care in the electronic health record/patient
chart, where appropriate for clinical setting
Manage data, information, and knowledge of technology in an ethical manner
Protect confidentiality of electronic health records
Professionalism
Demonstrate core professional values (caring, altruism, autonomy, integrity, human
dignity, and social justice) while recognizing own values
Maintain professional behavior and appearance
Comply with the Nursing Code of Ethics, Standards of Practice, and policies and
procedures of West Coast University, Department of Nursing, and clinical agencies as
assigned
Accept constructive criticism and develop plan of action for improvement
Maintain a positive attitude and interact with inter-professional team members,
faculty, and fellow students in a positive, professional manner
Provide evidence of preparation for clinical learning experiences
Arrive to clinical experiences at assigned times
Demonstrate expected behaviors and complete tasks in a timely manner

Page 19
Term: Jan 2014
NURS 101L
CORE COMPETENCIES
MIDTERM
P NP R
FINAL
P NP
Accept individual responsibility and accountability for nursing interventions, outcomes,

and other actions and implements change based on feedback
Engage in self-evaluation
Assume responsibility for learning while seeking innovative learning experiences to
enhance own learning
Demonstrates proper leadership styles for level

Page 20
Term: Jan 2014
NURS 101L
BSN CLINICAL EVALUATION TOOL - LEVEL I
Midterm Comments (Address strengths and opportunities for improvement)
Faculty
Student
Student Signature ____________________________________________________ Date _______________

Faculty Signature _____________________________________________________ Date _______________
Final Comments (Address strengths and opportunities for improvement)

Faculty
Student
Student Signature ____________________________________________________ Date _______________

Faculty Signature _____________________________________________________ Date _______________

Page 21
Term: Jan 2014
NURS 101L
BSN CLINICAL REMEDIATION PLAN - LEVEL I
Upon the midterm evaluation, faculty and student must complete documentation for remediation of unsatisfactory
areas using the Academic Letter of Concern. The Academic Letter of Concern must also be utilized for any incidents
of concern.
Unsatisfactory Area
Remediation Strategy
Student Signature ____________________________________________________ Date ___________________

Faculty Signature _____________________________________________________ Date ___________________

Page 22
Term: Jan 2014
NURS 101L
NURSING CARE PLAN TEMPLATE

STUDENT_______________________________________COURSE___________ DATE______________ FACULTY __________________________
Patient Initial ____________ Age _____________ Ht/Wt_________________ Unit _____________________________ Room#______________
Code Status_____________ Allergies______________________________________________________________________________________
Temp (C/F Site)
Pulse (Site)
Respiration
Pulse Ox (O2 Sat)
Blood Pressure
Pain Scale 1-10
History of Present Illness Including Admission Diagnosis

Relevant Physical Assessment Findings (normal & abnormal)
Relevant Diagnostic Procedures/Results & Surgeries

(include dates. If not found, state so.)
Past Medical & Surgical History,

Pathophysiology of Medical Diagnoses
(with APA citations)
Pertinent Lab Tests/ Values (with normal ranges),

with Dates and Rationales
Eriksons Developmental Stage with Rationales

(with APA citation)
Socioeconomic/Cultural/Spiritual Orientation
& Psychosocial Considerations
Potential Health Deviations, Predisposing & Related Factors,

Interventions to Assess or Prevent Potential Health Deviations
(AT LEAST TWO)
Interprofessional Consults, Discharge Referrals, & Current Orders

(include diet, activity, tests, and treatments) with Rationales
(with APA citations)

Page 23
Term: Jan 2014
NURS 101L
Diagnostic
Label
Prioritized
Nursing Diagnoses
(at least 2)
Rela
ted to
Planning
(outcome/goal)
Measureable goal
during your shift
(at least 1 per Nursing
diagnosis)
Contributing
Factors
Signs and
Symptoms
As
evidenced by
Prioritized
Independent & Collaborative
Nursing Interventions; include
further monitoring, intervention,
and teaching
(at least 4 per goal)
Evaluation
Goal Met, Partially
met,
or Not Met
& Explanation
Rationale
(use APA citations)
MEDICATION LIST
Medications
(with APA
citations)
Class/Purpose
Route
Frequency
Dose & Range

(If out of range,
why?)
Mechanism of
Action
Onset of Action
Common Side
Effects

Nursing
Considerations
(Specific to this
patient)
Page 24
Term: Jan 2014
NURS 121L
NURSING CARE PLAN RUBRIC

NAME:
_______ COURSE:
CLIENT INITIALS:
Criteria
__________________________DATE: ________________
CLIENT DISEASE/DISORDER:
_____________________
1-0
History of Present
Illness, Physical
Assessment, &
Diagnostic tests/
procedures
HPI explained in detail

with accurate and indepth understanding of
chief complaint and
presenting
signs/symptoms
supported by physical
assessment;
Identifies 5-6 key
assessments parameters
relevant to medical
diagnoses with APA
references.
HPI explained in some

detail with moderate
understanding of chief
complaint and presenting
signs/symptoms
somewhat supported by
physical assessment;
Identifies 3-4 key
relevant to medical
diagnosis with references.
HPI explained in limited

detail with marginal
understanding of chief
complaint and presenting
signs/symptoms vaguely
supported by physical
assessment;
Identifies 1-2 key
relevant to medical
diagnosis, no references
cited.
HPI details limited with

poor understanding of
chief complaint and
presenting
signs/symptoms does not
support medical
diagnosis,
Identifies assessments
parameters not relevant
to medical diagnoses, no
references cited.
Past Medical &

Surgical History,
Pathophysiology
Past medical history

detailed with full
explanation of
Pathophysiology for each
diagnosis & accurate
details with specific detail
related to the clients
history and symptoms.
APA references cited.
Past medical history given

with partial explanation of
identified preexisting
medical diagnoses&
explanation accurate with
some detail related to the
clients history and
symptoms.
References cited
Past medical history

given with minimal
explanation of identified
preexisting medical
diagnoses & few details
related to the clients
history and symptoms
without references.
No past medical history

given without
explanation; no
preexisting medical
diagnosis identified or
explanations inaccurate
and not related to the
clients history and
symptoms without
references.

Page 25
Term: Nov 2013
Score
NURS 121L
Criteria
Eriksons
Developmental
Stages &
Socioeconomic/
Psychosocial
Assessment
Identifies and defines

correct stage with
examples of meeting/not
meeting tasks with APA
references. Describes
socioeconomic and
cultural background in
complete detail.
Identifies 3 psychosocial
concerns
Identifies and defines

correct stage with
examples of meeting/not
meeting tasks with
references. Describes
Socioeconomic and
cultural background in
some detail.
concerns
Interprofessional
Consults & Discharge
Referrals
Lists 3 or more
appropriate collaborative
issues/concerns
Rationale demonstrates
excellent understanding
of interventions
Potential Health
Deviations
Identifies TWO prioritized

risk factors according to
NANDA format& identifies
3 signs and symptoms
associated with the at
risk diagnosis.
Writes 3 independent
nursing interventions
TWO (2) diagnoses written
correctly per NANDA
format with proper
etiology &sufficient data
to support diagnosis
Lists 2 appropriate
collaborative
issues/concerns
satisfactory
understanding of
interventions
Identifies 1 prioritized risk
factor according to
NANDA format& identifies
2 signs and symptoms
associated with the at
risk diagnosis
nursing interventions
Written correctly without
sufficient data to support
diagnosis
Identifies correct stage

without adequate
definition or example of
meeting/not meeting
tasks without references.
Describes Socioeconomic
and cultural background
in vague detail without
references
concern.
Lists 1 appropriate
collaborative
issue/concern
vague understanding of
interventions
Priority NANDA
Nursing Diagnosis
Identifies 2 prioritized
risk factors but not
NANDA format&
identifies 1 sign or
symptom associated with
the at risk diagnosis
pertinent intervention
Written incorrectly with
sufficient data to support
diagnosis
1-0
Identifies incorrect stage
without definition or
inappropriate examples
given, no references.
Describes socioeconomic
and cultural background
with no detail without
references
Identifies no psychosocial
concerns
Lists inappropriate
collaborative
issues/concerns
unsatisfactory
understanding of
interventions
Does not identify
prioritized risk factors or
signs & symptoms not
identified or not related
to at risk diagnosis
intervention not
pertinent
Written incorrectly
without sufficient data to
support diagnosis

Page 26
Term: Nov 2013
Score
NURS 121L
Criteria
1-0
Goal is not measureable,
not realistic, not related
to the problem;
Data does not support if
goal is met, not met with
inappropriate revisions
Identifies 1 independent
interventions with
teaching;
Scientific rationale is not
relevant &not supported
from textbook
Planning/Goals &
Evaluation
Goal is measureable,
realistic, related to the
problem;
Data supports if goal is
met, not met with
appropriate revisions

realistic, related to the
problem;
Data somewhat supports if
appropriate revisions

not realistic, related to
the problem;
Data vaguely supports if
inappropriate revisions
Implementation and
Rationale
interventions with
teaching;
Scientific rationale is
supported textbook
citation. [Evidence Base
Information]
Lists all MAR medications
with relevant side effects
and nursing considerations
specific to patient and
reasons why patient is
receiving drug.
interventions with
teaching;
somewhat relevant &
supported with citation
interventions with
teaching;
vaguely relevant & not
supported from textbook
Lists all MAR medications

but does not include
relevant side effects and
nursing considerations
specific to patient and why
patient is receiving drug.
Accurate APA format,

Appropriate citations &
references,
No spelling or grammar
errors
1-2 APA format errors,

Some citations,
references are
appropriate,
Minimal spelling or
grammar errors
Lists most of the MAR

medications with
relevant side effects and
nursing considerations
specific to patient and
why patient is receiving
drug.
Many APA format errors,
Inappropriate citations
or references,
Many spelling or
grammar errors
Medications
General Organization
Lists some MAR

medications but does not
include relevant side
effects and nursing
considerations specific to
patient.
No APA formatting,
No citations or
references included,
Many spelling or
grammar errors
/40=
Total
COMMENTS:
FACULTY SIGNATURE
Score
___________________________
_____________________________________________________ DATE: __________________________________________

Page 27
Term: Nov 2013
NURS 121L
SKILLS COMPETENCY RUBRIC

NAME:
DATE:
SKILLS TO BE TESTED:
Criteria
Preparation of
Patient
Preparation of
Supplies
Observation of
Infection Control and
Body Mechanics
4
Performed critical
elements of procedure.
Needed no more than 02 verbal cues by
instructor. Demonstrated
excellent preparation of
patient for procedure.
Explained procedure
satisfactorily. Provided
privacy. Did perform
safety checks on
equipment and
immediate environment
adequately.
Gathered all of supplies
needed. No hesitation
noted.
3
Did critical steps,
however needed more
than 3-4 verbal cues to
perform skill, some
hesitation noted.
Demonstrated good
preparation of patient
for procedure. Explained
procedure moderately.
Provided privacy.
Perform safety checks on
equipment and
immediate environment
but adequate.
Forgot 1-2 items when
gathering supplies. Some
hesitation noted.
2
Needed several cues to
perform procedure.
Asking fellow students
for assistance and
hesitation noted.
Demonstrated poor
preparation of patient
for procedure. Explained
procedure minimally.
Provided privacy but did
not perform safety
checks on equipment
and immediate
environment.
Did not fully gather
supplies. Asking fellow
students for assistance
and hesitation noted.
Incorporated appropriate
infection control
measures more than
adequate. Demonstrated
proper body mechanics in
carrying out procedure
more than adequate.
Incorporated
appropriate infection
control measures
adequately.
Demonstrated proper
body mechanics in
adequately.
Incorporated
control measures but not
adequately.
Demonstrated proper
body mechanics in
minimally.
1-0
Has no clue how to
perform procedure. Did
not demonstrate proper
preparation of patient.
Did not explain
procedure to be
performed. Did not
provide privacy. Did not
performed safety
checks on equipment
and immediate
environment.
Score
X2
Required assistance
from fellow students to
identify supplied
needed. Did not gather
supplies.
Did not incorporate
control measures. Did
not demonstrate proper
body mechanics in
X1

Page 28
Term: Nov 2013
X3
NURS 121L
Criteria
Demonstration of
Procedure
Communication
- Expression of
thought
- Use of correct
terms
- Articulate
4
Performed skill and
critical elements of skill,
needed no more than 02 verbal cues by
instructor.
No difficulty in
expressing thought, no
hesitation noted.
Demonstrated
therapeutic manner of
communication.
3
Did critical steps,
however needed more
than 3-4 verbal cues to
perform skill, some
hesitation noted.
Able to express thought
with 3-4 verbal cues.
Demonstrated
communication.
2
Needed several verbal
cues. Asking fellow
students for assistance
and hesitation noted.
1-0
Did not demonstrate
critical steps. Hesitated
at all times.
Score
X4
Difficulty expressing
thought, hesitation
noted. But demonstrated
communication.
Difficulty expressing
thought noted. Not
using correct terms and
unable to articulate. Did
not demonstrate
communication.
X2
Total
/48=
COMMENTS:
FACULTY SIGNATURE:
DATE: _______________________________

Page 29
Term: Nov 2013
NURS 101L
QSEN COMPETENCIES
(for students assigned to attend simulation)
BEHAVIORAL OBJECTIVES
A.
STRENGTHS
AREAS FOR
IMPROVEMENT
Patient Centered Care: Recognize the patient or designee as the

source of control and full partner in providing compassionate and
coordinated care based on respect for patient's preferences,
values, and needs.
FINAL GRADE
RATING SCALE
(CIRCLE ONE)
Met/Not Met
B. Teamwork / Collaboration: Functions effectively within nursing

and inter-professional teams, fostering open communication,
mutual respect, and shared decision-making to achieve outcomes.
Met/Not Met
C. Evidence-Based Practice: Integrates best current evidence with

clinical expertise and patient / family preference and values for
delivery of optimal health care.
Met/Not Met
D. Quality Improvement: Uses data to monitor the outcomes of care

processes and improvement methods to design, and tests changes
to continuously improve the quality and safety of health care
systems.
Met/Not Met
E. Safety: Minimizes risk of harm to patients and providers through

both system effectiveness and individual performance.
Met/Not Met
F. Informatics: Used information technology (IT) to communication,

manage knowledge, mitigate error, and support decision making.
Met/Not Met

Page 30
Term: Jan 2014
NURS 101L
Section B
Week/Date
Week 1
CLO
1, 2, 3, 4, 5,
7, 8, 9
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Skills Lab (10 hours):
1. Describe the impact of communication on the

helping relationship between nurse and patient.
2. Identify examples of therapeutic and nontherapeutic communication between a nurse and
patient in the following situations:
a. Establishing trust
b. Demonstrating caring
c. Encouraging open communication
d. Enhancing understanding
e. Reducing stress
f. Reinforcing patient centered care
g. Impacting health
3. Demonstrate therapeutic communication during
patient and family introductions.
4. Demonstrate evidenced-based nursing practice as it
applies to environmental safety and infection
control
5. Differentiate between standard precautions and
isolation precautions.
6. Discuss isolation precautions and identify when they
are needed.
7. Compare and contrast use of clean gloves and sterile
gloves.
8. Discuss assessment as it relates to the nursing
process.
9. Demonstrate patient assessment techniques as
they apply to vital signs and pain assessments.
10. Discuss pain management strategies.
11. Apply legal principles, communication skills, and
computer skills to nursing documentation of vital
Review course syllabus

Orientation to Skills Lab
Receive Clinical Pack
Potter & Perry (read

only the purple,
green, and yellow
sections that relate to
Practice introducing self to skills)
the patient and family,
Chapter 24
and establishing a
Communication
therapeutic relationship.
Chapter 26
Documentation
Practice hand hygiene,
pages 348-364
and donning and
Chapter 27
removing PPE (including
Safety
sterile gloves)
pages 392-394
Chapter 28
Practice Assessments,
Infection Control
documenting findings, and
pages 425-437
iSBAR reporting
Chapter 29
Vital Signs
pages 417-418,
419, 467-484
Chapter 43
Pain
Practice conducting a pain
pages 980
assessment and
documenting findings
ATI Skills Module 1
Therapeutic
Communication
Infection Control
Hand Hygiene
PPE
Assessment:
QSEN Environmental
Safety
Initial Patient Survey
(LOC, respiratory
status, signs of distress)
Vital Signs
Pain Management
Focused Pain
Assessment
Massage/Comfort
Measures
Discuss nonpharmacologic
interventions and comfort
measures for a patient in

hour and post tests

DUE at the beginning
of class
Infection Control
Vital Signs
Page 31
Term: Jan 2014
NURS 101L
signs and pain management.
12. Demonstrate evidenced-based nursing practice as it
applies to proper body mechanics while moving
patients.
13. Use correct technique to position patients (padding
bony prominences when needed).
14. Maintain safety when moving and position
Proper body mechanics
patients.
Positioning and
15. Adhere to infection control standards during
transferring
hygiene.
pain and practice their

application
Role play therapeutic
communication for a
patient in pain
Pain Management
Practice for skills
competency
validations
Practice positioning a
patient in bed
Practice transferring a
patient between a bed
and a chair, wheelchair,
and gurney

Page 32
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 2
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Content Outline
Demonstrate therapeutic communication during

Therapeutic
patient assessments and care.
Communication
Demonstrate evidenced-based nursing practice as
it applies to proper body mechanics while assisting Proper body mechanics
patients with activity.
Exercise and
Maintain safety when assisting patients with
ambulation
activity.
Use assistive devices correctly (cane, crutches,
walker, wheelchair,
Discuss the roles of Physical Therapist and
Occupational Therapist
Discuss indications for, and ethics and legalities
related to restraint
Discuss alternatives to restraint.
Review elements of a restraint order.
Maintain safety during restraint use.
Restraint use
Discuss physical and psychosocial considerations
during restraint use.
restraint
Discuss how the nursing process (ADPIE) is applied
during restraint use.
Discuss the difference between a 5 shift
assessment and an admission history and physical.
Demonstrate evidenced-based nursing practice as
it applies to the 5head to toe assessment.
Assessments
Discuss actual and potential problem recognition
History taking
through a history and physical assessment as it
5 Head to Toe
relates to the nursing process (diagnosis and
Assessment
planning).
(maintaining patient
Demonstrate iSBAR reporting of abnormal
privacy/modesty)
assessment findings

Practice assisting with

range of motion exercises
and ambulation
Practice conducting a fall
risk screen and
documenting findings
Practice using assistive
devices (i.e. crutches, gait
belt)
Practice applying
restraints
Practice therapeutic
communication during
restraint use.
Practice documenting
about restraints
Practice Assessments,
documenting findings, and
iSBAR reporting
assessments

Student Assignments
only the purple,
green, and yellow
skills)
Chapter 27
Safety
pages 388-392
Chapter 30
Assessment
Chapter 38
Activity & Exercise
Chapter 39
Hygiene
pages 787, 789,
795, 796-817
Chapter 46
Elimination
pages 1112-1114,
1116-1124
Chapter 47
Mobility
pages 1150, 1151,
1159-1173
Chapter 48
Skin & Wound
pages 1209-1229
Chapter 49 Sensory
Alterations
Chapter 50
Surgical Patients
pages 1287-1292
Page 33
Term: Jan 2014
NURS 101L
computer skills to nursing documentation of a
patients history and physical assessment.
16. Demonstrate a bed bath
17. Demonstrates care of assistive devices such as
hearing aids, dentures, and eyeglasses
18. Discuss respect for patient privacy/modesty
during, bed making, bed bath, and hygiene.
19. Maintain safety when moving and position
patients.
bathing.
computer skills to nursing documentation on the
shift assessment form, fall risk screen, and skin risk
screen, and restraint form.
22. Discuss factors that put a patient at risk for
alterations in tissue integrity.
23. Demonstrate a skin risk screen.
24. Differentiate between a routine skin assessment
and a focused skin assessment.
25. Demonstrate a focused skin assessment.
26. Identify abnormalities and their significance
(including signs of infection, stages of pressure
ulcers)
27. Review elements of a wound care order.
28. Demonstrate aseptic and sterile wound care
techniques
29. Apply teaching learning principals during patient
education related to skin and wound care.
computer skills to nursing documentation of skin
risk screen, assessment, and care.
31. Discuss how nursing process (ADPIE) is applied
during skin care.
Bed making (occupied and

unoccupied)
Practice making an
occupied and unoccupied
bed.
Practice positioning a
patient in bed during a
bed bath.
Practice transferring a
patient between a bed to
gurney
Bathing & Hygiene

(perineal, oral, denture,
hair and nail care)
Practice providing
personal care
Skin Care
Focused Skin
Assessment & Pressure
Ulcer Staging
Skin/Wound Care
Heat and cold therapy
Sterile Dressing Change
Practice conducting a skin

risk screen and a focused
skin assessment and
documenting findings in
interdisciplinary notes.
Potter & Perry Skills

DVD Module quizzes
DUE:
Bed Making
Restraints
Elimination
Assistance
ATI Skills Module 1
hour and post tests
of class
Ambulation,
Transferring and
Range of motion
Enemas
Personal Hygiene
Specimen Collection
Wound Care
Practice for skills

competency
Practice aseptic and sterile validations
wound care and
documenting
Practice teaching related
to skin and wound care
and documenting
Toileting
Practice assisting with a

bedpan, urinal, and
commode.

Page 34
Term: Jan 2014
NURS 101L
32. Discuss the role of a WOCN.
toileting.
34. Discuss respect for patient privacy/modesty during
toileting.
35. Comply with body mechanics and safety principals
when assisting with toileting.
36. Discuss physicians orders as they relate to
enemas
37. Correctly administer an enema and document
administration.
38. Demonstrate specimen collection (stool, clean
catch urine, wound, sputum)
39. Discuss the implications of errors related to
specimen collection and measures to prevent
them
40. Accurately label the specimen at the bedside
education related to specimen collection.
42. Discuss the role of UAP.
Enema
Practice administering an
enema
Specimen Collection
Practice collecting and

labeling specimens
a. Expectorated Sputum
b. Clean Catch Urine
c. Stool
d. Wound
Practice teaching a patient
to collect a clean catch
urine specimen and an
expectorated sputum

Page 35
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 3
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

patient care.
Differentiate between a Nutritionist and a
Registered Dietitian
Discuss the significance of diet preferences,
intolerances, and food allergies.
Measuring weight and height, and calculating BSA.
Discuss aspiration precautions
Demonstrate feeding a patient
Calculate and document patient intake
Demonstrate safe NGT insertion and verification of
placement
Discuss elements of an NGT feeding order.
Demonstrate NGT residual checks, lavage,
intermittent feeding, and continuous feeding.
Discuss elements of an NGT medication order.
Demonstrate taking an NGT medication order over
the phone
Correctly perform medication calculations
Demonstrate gastric tub care.
Apply teaching learning principals during patient
education related to diet and gastric or nasogastric
tubes.
Apply legal principles, communication skills, and
computer skills to nursing documentation about
diets and gastric or nasogastric tubes.
Discuss how nursing process (assessment,
intervention, and evaluation) is applied for the
patient with a gastric or nasogastric tube.
Content Outline

Student Assignments
Therapeutic
Communication
Practice measuring weight

and height, and
calculating BSA

only the purple,
green, and yellow
skills)
Chapter 44
Nutrition
pages 1120, 10261035
Nutrition
Practice feeding a patient
Oral Feedings
Aspiration Precautions
*Nasogastric Tube
Enteral Suction and

Feedings
Gastric Tube
Role play therapeutic

communication for a
patient in needing an NGT
Practice inserting and NGT
and verifying placement,
initiating NGT suction
(intermittent and
continuous), initiating
NGT feedings
(intermittent and
continuous), checking
residuals, flushing, and
lavage, and calculating
patient intake
Practice gastric tube care
Practice teaching related
to diet and GTs, and
documenting teaching in
the interdisciplinary notes
Nursing Process & Care

Planning
Practice Care Planning

Practice medication math

Buchholz & Henke

Chapters 1, 2, 3
Potter & Perry Skills
DVD Module quizzes
DUE:
Aspiration
Precautions
Intake and Output
ATI Skills Module 1
hour and post tests
of class
Nutrition, feeding,
eating
Nasogastric
Intubation
Enteral Tube
Feedings
Practice for skills
competency
validations
Page 36
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 4
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

patient care.
Differentiate between a routine cardiorespiratory
assessment and a focused cardiorespiratory
assessment
Demonstrate a focused cardiorespiratory
assessment (heart & lung sounds, VS, pulse
oximetry, sputum, skin color & temperature, LOC)
Identify cardiorespiratory abnormalities and their
significance
Discuss factors that put a patient at risk for
alterations in cardiorespiratory status and
prevention measures (TCDBLE,
percussion/vibration, mobility, fluids, IS, sterile
technique with suctioning).
Discuss elements of an oxygen order and
indications for different modes of delivery.
Demonstrate oxygen administration
Demonstrate placement of an oral airway
Discuss indications for oro/nasopharyngeal
suctioning
Discuss the impact of respiratory alterations on
comfort, communication abilities, and
psychosocial wellbeing; and strategies to support
the patient
Discuss the role of a Respiratory Therapist
Apply teaching learning principals during patient
education related to cardiorespiratory
management.
Apply legal principles, communication skills, and
computer skills to nursing documentation of
respiratory assessments and interventions.
Content Outline

Therapeutic
Communication
Focused Cardiorespiratory
Assessment
Practice a focused
cardiorespiratory
assessment
Oxygen Delivery
Practice placing an oral

airway
Practice administering
oxygen using nasal canula,
mask with humidifier, and
BVM
Respiratory Support
Practice teaching a patient

to perform incentive
spirometry
Practice percussion &
vibration with proper
patient positioning
communication for
patients needing
suctioning
Practice
oro/nasopharyngeal
suctioning.

Student Assignments
only the purple,
green, and yellow
skills)
Chapter 23
Legal Implications
pages 298-299
Chapter 40
Oxygenation
pages 843-844,
847, 855-861, 873878
Chapter 36
Loss & Grief
Pages 726
Chapter 23
Legal Implications
pages 298-299
Buchholz & Henke
Chapters 4, 5
ATI Dosage
Calculation time and
post tests DUE at the
beginning of class
Safe Dosage
Medication
Administration
ATI Pharmacology
Page 37
Term: Jan 2014
NURS 101L
14. Discuss how nursing process (assessment,
intervention, and evaluation) is applied during
care of a patient with respiratory alterations.
15. Discuss patient and family considerations related
to end of life.
16. Describe the nurses role in end of life care
end of life situations.
18. Discuss the role of a Social Worker.
19. Discuss the role of Hospice Nurse.
20. Identify the Code Status of a patient.
21. Demonstrate Post Mortem Care.
communication for
patients with respiratory
alterations
Made Easy time and

post test DUE at the
beginning of class
Into to
Pharmacology
Practice using a
communication board
End-of-Life Care
ATI Skills Module 1

hour and post tests
Practice patient and family DUE at the beginning
centered therapeutic
of class
Oxygen Therapy
end of life situations
Airway
Management
Practice most mortem
care
Practice for skills
competency
Practice medication math validations

Page 38
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 5
Clinical (10 hours):
CLO
1, 2, 3, 4, 5,
6, 8, 9
1. Become familiar with the healthcare setting and

team.
2. Adhere to infection control standards.
3. Adhere to safety standards.
4. Adhere to HIPAA guidelines.
5. Demonstrate therapeutic and professional
communication (verbal and non-verbal) during
patient care.
6. Demonstrate correct use of iSBAR
7. Perform assessments
8. Provide comfort measures
9. Assist patients with hygiene
10. Assist patients with transfer/mobility
11. Assist patients with nutrition and eating
12. Demonstrate knowledge of nursing process
formulating 2 appropriate nursing diagnoses and
identifying at least 2 interventions for each.
Content Outline

Student Assignments
Clinical Orientation
Practice skills learned in

weeks 1-4
ATI Dosage
beginning of class
Oral Medications
Competency Validations &

Skills Check-offs
Practice medication math

skills
Care Plan Q & A

ATI Achieve time DUE

on first clinical day
Preparing for
Clinical Experiences
Begin working on
Care Plan
Page 39
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 6
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.
Adhere to infection control standards.

Adhere to safety standards.
Adhere to HIPAA guidelines.
Demonstrate therapeutic and professional
patient care.
Content Outline

Student Assignments
Clinical Practice

weeks 1-4
ATI Dosage
beginning of class
Injectable
Medications
Powdered
Medications

Skills Check-offs
Care Plan Q & A

MATH EXAM (See

professor for
schedule)
Page 40
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 7
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.

patient care.
Content Outline

Student Assignments
Clinical Practice

weeks 1-4
Math Remediation

Skills Check-offs

Care Plan DUE
Page 41
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 8
CLO
1, 2, 3, 4, 5,
8, 9
1.
2.
3.
4.

patient care.
Content Outline

Clinical Practice

weeks 1-4
Student Assignments

Skills Check-offs

Page 42
Term: Jan 2014
NURS 101L
Week/Date
Class Objectives
Week 9
medication administration.
2. Review elements of a medication order.
3. Discuss medication errors and strategies to prevent
them.
4. Demonstrate taking a medication order over the
phone.
5. Review the elements of medication orders (one
time, routine, PRN, stat, sliding scale)
6. Discuss the 6 rights of medication administration
7. Correctly perform medication calculations
8. Use information in the drug guide to safely
administer oral, nasogastic tube, otic, ophthalmic,
nasal, transdermal, vaginal, rectal, inhalation,
intradermal, subcutaneous, and intramuscular
medications
education related to medication administration.
computer skills to nursing documentation of
medication administration on the MAR and
narcotics forms.
11. Discuss how nursing process (assessment,
intervention, and evaluation) is applied during
medication administration.
Content Outline

Student Assignments
Therapeutic
Communication
Practice taking a
medication telephone
order

only the purple,
green, and yellow
skills)
Chapter 31
Medication
Administration
pages 594-599, 604,
611-631
Medication administration
Oral
NGT
Sublingual
Inhalation
Nasal
Otic
Ophthalmic
Topical
Vaginal
Rectal
Intradermal
Subcutaneous
Intramuscular
Practice looking up
medications in the drug
guide including;
indications, actions,
contraindications, side
effects, administration
guidelines
Practice preparing
medications using a
variety of equipment
including; pill, pill splitter,
Mortar & pestle or
crusher, enteric coated
pill, capsule, troche, ODT,
lozenge, oral spray, oral
syringe, inhalers, spacers,
& hand held nebulizers,
nasal sprays, eye and ear
drops, topical ointments,
creams, & patches, vaginal
& rectal suppositories, ID,
Sub-Q, and IM needles
and syringes, ampules,
powder and liquid vials,
Carpujects.
ATI Skills Module 1

hour and post tests
of class
Medication
Administration 1, 2,
and 3
Medication
Administration
Competency
Validations
Practice safely

Page 43
Term: Jan 2014
NURS 101L
administering medications
using the 6 rights and
checking them 3 times
Practice various routes of
medication
administration.
Practice documenting
medication administration
on the MAR including;
routine, one time/STAT,
PRN, late, held,
discontinued
Practice administering and
documenting oral and IM
narcotics
Practice mixing insulins
Practice administering
heparin and insulin based
on sliding scale orders
Practice patient teaching
related to medication
administration and
documenting teaching in
the interdisciplinary notes.
In addition to this document, all applicable policies in the University Catalog, student handbook and any related addenda comprise the entire syllabus for
this course. Please refer to these documents for important information regarding your rights and responsibilities as a WCU student.

Page 44
Term: Jan 2014

NURS 101L Fundamentals of Nursing Skills Lab

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NURS 101L

II. Mission and Outcomes

The mission of the College of Nursing is to provide evidence-based and innovative

The philosophy of the College of Nursing is that education is a continuous process

Official West Coast University Course Syllabus

Class Credit Length:

Class Required Texts,

1. Support professional nursing practice decisions with concepts and theories

III. Course Information

American Psychological Association. (2009).Publication manual of the American

Official West Coast University Course Syllabus

Are comprised of the

AACN Essentials for

Official West Coast University Course Syllabus

Interactive, computer based learning modules and post tests

Official West Coast University Course Syllabus

IV. Evaluation Methods, Grading

Safe Dosage (60 minutes)

***Skills Competency Validation: (Must show proof of 1

Vital Signs/Pain Management (ATI Skills Modules:

Official West Coast University Course Syllabus

Official West Coast University Course Syllabus

Note: A passing grade in

V. Policies and Procedures

Academic Integrity Policy

Official West Coast University Course Syllabus

West Coast University strives to provide reasonable accommodations to students

Official West Coast University Course Syllabus

Official West Coast University Course Syllabus

Written assignments must be turned in when due. Assignment turned in after

Testing and Examination

The university testing policy stipulates that no phones or other electronic

Official West Coast University Course Syllabus

Official West Coast University Course Syllabus

Students are expected to participate in class. Participation includes being

Official West Coast University Course Syllabus

SELF REPORT OF SKILLS FREQUENCY IN CLINICAL AGENCY

Official West Coast University Course Syllabus

SELF REPORT OF SKILLS FREQUENCY IN CLINICAL AGENCY

Height and Weight

Official West Coast University Course Syllabus

SELF REPORT OF SKILLS FREQUENCY IN CLINICAL AGENCY

Official West Coast University Course Syllabus

SELF REPORT OF SKILLS FREQUENCY IN CLINICAL AGENCY

Official West Coast University Course Syllabus

____ Faculty Evaluation

Student Name _________________________________________________________

Official West Coast University Course Syllabus

Reference clinical related activities with reliable sources from evidence-based

Official West Coast University Course Syllabus

Accept individual responsibility and accountability for nursing interventions, outcomes,

Official West Coast University Course Syllabus

Student Signature ____________________________________________________ Date _______________

Final Comments (Address strengths and opportunities for improvement)

Student Signature ____________________________________________________ Date _______________

Official West Coast University Course Syllabus

Student Signature ____________________________________________________ Date ___________________

Official West Coast University Course Syllabus

NURSING CARE PLAN TEMPLATE

Pulse Ox (O2 Sat)

Pain Scale 1-10

History of Present Illness Including Admission Diagnosis

Student Signature ______________________________________ Date _

Student Signature ______________________________________ Date _

Student Signature __________________________________ Date _