COURSE SYLLABUS – Summer 2015

Clinical-Registered Nurse

RNSG 2262 Number

0 0 12 2

Lecture – Lab - Ext - Credit

Pre-Requisites RNSG 1343, RNSG 2361,

BIOL 2401 and BIOL 2402

This syllabus has been reviewed and is current on the date indicated.

Prepared By: Date

Pam McCullough, MSN, BSN, RN 08/10/2015 ADN Faculty Approved By:

Kate Woehl, MSN, BNSc, RN 08/12/2015 ADN Director/DC

I. Instructor Information

Name Contact Information Position Office Hours Pam McCullough, MSN, BSN, RN 325-518-6477

pjmccullough@tstc.edu Faculty By Appointment

II. Class Times, Location

Community Clinical As Assigned Observation Clinical Scheduled in conjunction with preceptor

III. Course Description & Introduction

Patient care experiences to accompany RNSG 2121. This course provides a health-related work-based learning experience that enables the student to apply nursing theory, skills, and concepts to nursing leadership roles. Emphasis is placed on the student functioning within the three roles of nursing:

1. Apply the theory, concepts, and skills involving specialized materials, equipment, procedures, regulations, laws, and interactions within and among political, economic, environmental, social, and legal systems associated with the particular occupation and the business/industry.

2. Demonstrate legal and ethical behavior, safety practices, interpersonal and

teamwork skills.

3. Communicating in the applicable language of the occupation and the business or industry.

Learning experiences are designed to allow students to apply decision making, problem-solving and advanced skills in the development of the associate degree nursing role. The student will demonstrate the application of advanced concepts of leadership and management skills within the clinical experience. Special attention is directed to the development of the roles of coordinator of care and member of a profession. Direct supervision is provided by the clinical professional nurse in the preceptor role.

IV. Learning Outcomes

The student will be able to apply theory, concepts, and skills involving specialized materials, tools, equipment, procedures, regulations, laws, and interactions within and among political, economic, environmental, social, and legal system associated with the occupation and the business industry. The student will also be able to demonstrate legal/ethical behavior, safety practices, interpersonal and teamwork skills and provide appropriate written and verbal communication utilizing the terminology of the occupation

and the business/industry. The student will demonstrate the ability to utilize critical thinking skills to make safe and ethical clinical decisions; use a systematic problem-solving process; develop and implement a plan of care for the diverse client/family across the life span with chronic healthcare; teaching, health maintenance and health restoration needs in a variety of healthcare settings; demonstrate a working knowledge of the implications of the Nurse Practice Act; apply therapeutic communication skills with diverse clients and families; recognize opportunities for client advocacy and professional development activities; and collaborate in multidisciplinary planning to provide care for client/families with chronic healthcare needs.

Emphasis is placed on the role of the Associate Degree nurse in the care of patients in varying health care environments. Applications of critical thinking, problem solving, and advanced technical skills to the development of the associate degree nursing roles is the focus. Special attention is directed to the development of the roles of coordinator of care and member of the profession in complex acute care settings.

The focus of this course is to incorporate technical skills and advanced nursing knowledge across the life span in a variety of complex healthcare settings. Knowledge will build upon the previous semester while learning advanced concepts involving critical thinking, evidenced based practice, decision making and problem solving processes. A. As provider of patient-centered care, the student will be able to:

Use clinical reasoning and knowledge, from the program of study, in conjunction with evidence-based practice outcomes as basis for decision making in nursing practice

Integrate theoretical and practical knowledge from nursing, physical and behavioral sciences into the nursing care for clients with complex health care needs. Integrate characteristics, concepts, and processes related to clients and families, including anatomy and physiology; physical and psychosocial growth and development; pathophysiology and psychopathology; ethical reasoning; and cultural and spiritual beliefs and practices related to health, illness, birth, death, and dying

Collect an in-depth comprehensive assessment for clients demonstrating health care problems or issues

Correlate the nursing process in implementing and evaluating care for clients with complex health care needs

Incorporate rules and regulations of the NPA as they relate to the implementation and evaluation of the nursing process, established theories, models, and approaches that guide nursing practice

Provide safe, compassionate, and comprehensive nursing care to patient and their families through appropriately assigned health care services

Formulate, implement, and evaluate a client specific appropriate plan of care based on scientific rationales for clients with predictable or unpredictable health care needs and in accordance with developmental stage

Utilize current technology to gather evidence based information to assist in

clinical decision-making in nursing actions, benchmarking, and practice outcomes

Function in role of educator to the patient and their family, addressing health promotion, maintenance and restoration

Identify client unmet needs from a holistic perspective B. As member of a profession, the student will be able to:

Perform within the legal and ethical guidelines of the nursing profession, agency policy, school policy and NPA

Assume responsibility and accountability for the quality of nursing care provided to patients and their families

Identify when and how to report errors or injuries in the clinical setting Evaluate behaviors that support advocacy for clients Formulate safe cost-effective nursing care in collaboration with members of health

care team using critical thinking, problem solving and the nursing process in a variety of settings through direct care, assignment, or delegation of care to other members of the health team

Integrate actions that promote quality nursing care into professional practice Actively seek knowledge necessary to provide quality patient care and new

learning experiences

C. As a patient safety advocate, the student will: Identify potential safety concerns and implement patient “safe zones” as indicated

by the NPA and Texas Board of Nursing Rules, as well as local, state, and federal safety requirements and standards

Reduce patient risks through the formulation of goals and objectives based on evidence-based practices

Identify examples of communication skills and remove potential blocks for patients and their families

Actively seek out instruction, supervision, and education related to the implementation of nursing procedures and practices

Discuss cultural considerations regarding human behavior Comply with the reporting requirements of the NPA Accept and make assignments along with delegation of tasks that focus on patient

safety and organizational policy

D. As a member of the health care team, the student will: Coordinate, collaborate, and communicate with patients, their families, and the

interdisciplinary health care team to plan, deliver, and evaluate patient-centered care

Serve as patient advocate in monitoring and promoting quality care and access to resources not only for the patient, but also their family members

Act a referral source in the promotion of continuity of care, health promotion, maintenance and restoration of health status for the patient

Ensure confidentiality Maintain timely communication and collaboration with members of the

interdisciplinary health care team for optimal patient health status Utilize technology as a means to communication and manage patient information

to improve delivery of care Make assignments and/or delegate care to other members of the interdisciplinary

health care based on patient assessment and information analysis Supervise nursing care provided by others for whom the nurse is responsible by

using evidence-based nursing practice

E. 21st Century Skills Set/Essential Competencies The student will: Solve problems and building employability skills such as listening, attitude,

critical thinking, adaptability and work ethic Use critical thinking skills to complete assignments correctly and on time Exhibit professional principles to perform skills on time within due dates Use adaptability skills to complete assignments and perform skills in a timely

manner along with other course work Use listening skills to complete assignments correctly as per requirements Exhibit a positive attitude in completing class work on time and correctly Exhibit professional principles by coming to class on time and calling in as

required when absent Use critical thinking skills to identify methods, requirements, and standards to

enhance and develop vocational nursing practice Students may vary in their competency levels on these abilities. You can expect to acquire these abilities only if you honor all course policies, attend online class activities regularly, complete all assigned work in good faith and on time, and meet all other course expectations of you as a student.

The Differentiated Essential Competencies (DEC), as indicated above, are fully integrated throughout the curriculum for the A.D.N. student. The DECs relate to the entry level skills each student will acquire as they relate to the working world and the competencies required by the Board of Nurse Examiners for the state of Texas.

V. Assessment Methods & Grading Policy

Teaching Methodologies:

Online Lecture methods/Group Interactions coinciding with RNSG 2121 Labs/Hands on Demonstration/Team Activities Video Online Learning Environments Online resources Quizzes Simulation-Lab

Direct Patient Care Settings COURSE/CLINCIAL ASSIGNMENTS:

Due to the nature of the Nursing program, it is essential that the student recognize the imperative nature of his/her commitment to be present for all planned experiences. The student is expected to be present for all scheduled clinical experiences—See Nursing student handbook regarding absentee policy for clinical. Clinical evaluations are the basic component of the clinical experience and clinical grade. Evaluations will be completed on every student. The weekly clinical activities will be compiled to formulate midterm evaluations and the final evaluation score in a progressive rubric. A student must meet minimal scores as set in the clinical evaluation tools by the final to successfully pass the course. No extra credit or points is given at any time. The formative Clinical Rubrics are progressive in nature leading to a competency level for successfully passing the clinical course.

SEE HANDBOOK FOR ATTENDANCE POLICIES

HOSPITAL CLINICAL ROTATIONS In some clinical facilities, students will be required to review their assigned client’s chart by going to the hospital/clinic agency with their assigned clinical instructor’s permission wearing clinical uniform according to the Nursing Student Handbook wearing your name badge for identification. Clinical attire for this clinical is polo shirt with TSTC approved logo and khaki slacks or capris and dress shoes or standard uniform of TSTC. Discussions and activities will be held regarding clinical experiences. Hours for clinical are dependent upon the site. Any orientations set up for clinical facilities are mandatory, failure to be present at an orientation will result in clinical failure, as facilities will only hold one orientation for students. Orientations, if any, will be in the clinical schedule.

COURSE ASSIGNMENTS/EVALUATION METHODS Clinical courses are considered to be a progressive competency. The expectation of students is growth from a beginning/developing level at the beginning of the course, to a competent or accomplished level at the end of the course. As part of ongoing formative student evaluations, each week the student is in the clinical facility, he/she will complete a weekly clinical evaluation form. On the left side of the form, the student will evaluate their views/observations of clinical and report any new skills completed, (along with having it signed off using the skills check-sheet). On the right side of the form the instructor or preceptor will provide feedback to the student. Formal midterm and final evaluations will be completed with each student. If a student receives 2 weekly evaluations with Developing or below in two or more areas, a student action plan will be initiated to formally notify the

student of expected improvements and a timeline to allow for remediation. As part of the clinical assignments, each week the students will submit a packet of clinical paperwork after participating in clinical. All written work is expected to be turned in on time. Clinical evaluation rubrics are used at midterm and at the end of course to evaluate and provide a summary of student progress based on weekly evaluations, clinical simulation learning experiences and assignments. Upon completion of each clinical course, the student must have demonstrated mastery of the competencies laid out in the clinical evaluation meeting 75% of total points possible in each section of the clinical evaluation rubric to receive a “Satisfactory” for the course. The student must pass this course with a “B” or better to progress in the LVN-RN Transition program. 90.0-100 = A 80.00-89.00 = B 70.0-79.99 = C 60.00-69.99 = D BELOW 60 = F Students will develop various clinical paperwork packets with each various clinical activity, i.e.-lab/simulation or direct patient care. The clinical instructor will expect to see growth throughout the semester in each student’s thought processes and critical thinking skills. Students who fail to achieve growth will be identified and will be required to spend time with an instructor to remediate and become successful.

OTHER CLINICAL ASSIGNMENTS

Case Studies are clinical in nature, and are part of the total clinical hours of the nursing program. Failure to submit these assignments as scheduled and on time, will result in MISSED CLINICAL HOURS.

20% Weekly Assignments/Discussion forums

60%Clinical site performance/Clinical weekly summary log/Clinical evaluation

20% Project

Continually late or no submissions for these assignments can fail a student.

Please note: All written work is expected to be turned in on time. Any work turned in after the designated date will be late and points or clinical hours deducted accordingly. All written/typewritten work must be legible with correct spelling and grammar and must be written in APA format as applicable. Although some assignments won’t receive an actual ‘letter/number’ grade, their assigned ratings will be part of the evaluation process for weekly, mid-term and final evaluations. Review plagiarism and copyright guidelines prior to writing the paper.

TIPS TO ENSURE TIMELY SUBMISSIONS A student should always copy his/her self on an email, this will send a copy of the email back the student who originated it, (and whomever you have sent it to) so that it verifies that it was sent. If the student did not receive his/her own email, the student can assume neither did the recipient they were trying to get it to. Please resend. Follow up all submissions that are concerning with an email request or phone call for verification; also follow up all faxes with email verification as well. This helps ensure the student does not receive a zero if there is a technology issue. ATI TESTING AND BENCHMARKS All students purchase ATI Mastery Series (CARP) books and/or ebooks that assist in remediation and follow through the entire Nursing program. In all levels, the students also purchase the Virtual ATI system. This is an assessment and remediation system that follows the student after completion of a Nursing program and assists in preparation for NCLEX-PN or NCLEX-RN as appropriate. Research has shown with correct utilization, if the student gets the “green light” during their remediation, pass rates on NLCEX are around 99%. ATI Assessments-Course Specific Assessments

Specific ATI Proctored assessments will be administered during the course and followed based on course schedule.

Students failing to meet the benchmark will do remediation per instructions of the assigned ATI coach. The required Benchmark for the ATI Mastery Series Exam can be found in the individual Syllabus/Course Guides.

The ATI program was designed and adopted to help the student become as prepared as possible to enter the role of the Professional Nurse and successfully complete NCLEX required for licensure. Students should make every effort and attempt to complete the suggested remediation and focused reviews as indicated to help ensure success. Failure to comply with the ATI Program and policies can result in dismissal from the TSTC Nursing Programs.

ATI Benchmarks

See-ATI policies above.

A student meeting the criterion for Proficiency Level 1:

is expected to just meet NCLEX-RN® standards in this content area. should demonstrate the minimum level of knowledge in this content area required to

support academic readiness for subsequent curricular content. should meet the absolute minimum expectations for performance in this content area

. A student meeting the criterion for Proficiency Level 2:

is expected to readily meet NCLEX-RN® standards in this content area. should demonstrate a level of knowledge in this content area that more than adequately

supports academic readiness for subsequent curricular content. should exceed minimum expectations for performance in this content area.

A student meeting the criterion for Proficiency Level 3: is expected to exceed NCLEX-RN®standards in this content area. should demonstrate a high level of knowledge in this content area that confidently

supports academic readiness for subsequent curricular content. should exceed most expectations for performance in this content area.

Note that these definitions were based on the expertise of the nurse educators who participated in the cut score study. No empirical study was conducted relating NCLEX-RN® performance to performance on the Content Mastery Series, nor was any study conducted demonstrating a statistical relationship between Content Mastery Series performance and actual job performance. These Proficiency Level definitions were used by cut score study participants for the purpose of making their empirical ratings of item difficulty.

ATI LEADERSHIP PREDICTOR BENCHMARK

MINIMAL BENCHMARK MUST BE MET TO PASS RNSG 2262 by the end of the course.

(Minimal score is considered a Level 2)

Reference: www.atitesting.com

VI. Textbook/Reference Materials

All text required for corresponding didactic courses will be used to facilitate learning this course and can be utilized as reference resources. VII. Additional Resources & Supplies

The textbooks listed above are primary sources for the student. However, in order for the learner to achieve mastery of particular nursing principles and skills, the faculty may use and/or recommend additional materials. The student has the responsibility to utilize this material for optimum development. Students are encouraged to explore all additional learning resources, including the Internet, which can be accessed in the computer lab/library.

Laptop/Computer Access Internet Access (High Speed recommended)

VIII. Class Participation Policy & Student Conduct REMEDIATION AND STUDENT ACTION PLANS Student action plans are communication tools used within the TSTC nursing programs for various reasons. These documents serve as a communication method for remediation, absenteeism, status in course, and disciplinary issues. Therefore, these documents should not be necessarily viewed as a “negative” focus unless it is of discipline in nature. These tools help identify areas of concern and/or weakness with a plan or action to assist the student to remediation on such issues. A student action plan that is labeled “Unprofessional Conduct” is disciplinary and is reserved for offenses as identified by the Texas Board of Nursing, Nurse Practice Acts, or within the standards of nursing that constitutes a serious concern or offense. A student written up on Unprofessional Conduct more than once (two times) will be dismissed from the program. See excerpt from student handbook below: Per LVN-RN Student Handbook:

Any student a receiving formal counsel designated and states “UNPROFESSIONAL CONDUCT” on a Student Action Plan for 2 occurrences of any type of unprofessional conduct for the duration of their time as student in the nursing program will be immediately dismissed by the Director and will not be allowed to reapply to the nursing program.

SCHOLASTIC and ACADEMIC DISHONESTY

The College expects every student to engage in all scholastic pursuits in a manner that is beyond reproach. Students are required to maintain complete honesty and integrity in the

classroom and/or laboratory. Any student found guilty of dishonesty in scholastic work is subject to disciplinary action.

The TSTC Nursing program sets the same minimum standards as set forth in the TSTC Student Handbook regarding scholastic honesty. See the TSTC Student Handbook for further details.

A. Scholastic dishonesty includes, but is not limited to, cheating on scholastic

work, plagiarism and collusion. Any submitted assignment, having a 25% or greater plagiarism rate or similarity index, will result in a grade of 0 and disciplinary action including possible dismissal from the program.

B. Cheating on scholastic work includes:

Copying from another student’s test paper or other scholastic work. Using, during a test, materials or equipment not authorized by the person

administering the test. Collaborating, without authority, with another student during an

examination or in the preparation of scholastic work. Knowingly using, buying, selling, stealing, transporting or soliciting, in

whole or in part, the contents of an un-administered test. Soliciting, bribing or coercing an instructor or student grader to alter the

score or grade achieved on a test or other scholastic work. Substituting for another student, or permitting another student to substitute

for one-self, to take a test or prepare other academic work or laboratory assignments/experiments.

Soliciting, bribing or coercing another person to obtain an un-administered test/examination or information about an un-administered test/examination.

Using thoughts, words, or expressions of other’s works, including web-based information, as one’s own (plagiarism).

ACADEMIC DISHONESTY WITHIN THE NURSING DEPARTMENT

All student conduct will support academic honesty. Any student who is cheating on an exam or uses the thoughts or words of others without proper citation/reference in a written assignment will receive an “F” or zero grade. Academic Dishonesty constitutes unprofessional conduct and lack of good professional character in the judgment of the Texas Board of Nursing. Any student participating in any form of academic dishonesty will be required to see the Director of the program and may be dismissed from the program. Please refer to Student conduct in the Nursing Student Handbook. The department goal is that each student completes his or her own work in order to master the skills needed to compete in the job market.

NETIQUETTE—PROPER ONLINE ACTIVITY BEHAVIOR

All students are expected to maintain professional demeanor and behavior in all TSTC nursing online activities. Postings are to be constructive and non-judgmental. Please do not type in ALL CAPS as this represents someone shouting a response. Please be mindful of the variety of different cultural and personal communication styles within any group. Always think before posting and carefully read responses. A posting that demonstrates unprofessional conduct will result in the student being notified and given a Student Action Plan with remediation assignments. Any student receiving two Unprofessional Conduct—Student Action Plans will be required to see the Director of the program and may be dismissed from the program—see student handbook. CLINICAL AND CLINICAL-LAB DRESS CODES

For all clinical and lab experiences the official student uniform must be worn. Name pins and ID tags are to be worn at all times when in uniform. Nametags should be firmly affixed to left side of chest, not hanging from the

waist. (needs to be eye level) Hair must be clean, neat and off the collar. All hair must be contained in a bun, twist etc. No loose hair allowed. Nails must be manicured, short and without polish. Artificial nails are prohibited in the clinical setting. A watch and plain wedding band are the only jewelry allowed in clinical. No

raised stones, no body jewelry, all body jewelry will be removed for clinical/lab settings.

The clinical uniform is the required scrub set with the TSTC patch and rocker displayed on the left sleeve.

Students may wear a solid plain, white cotton turtleneck or t-shirt with instructor approval.

Uniform shoes are solid white leather/vinyl, closed heel and toe with white soles. Shoes and laces must be clean. No open-toed shoes. Clinical uniform must not be wrinkled. Any visible tattoos or self-inflicted body markings must be concealed to where

they are not visible. Students are not allowed to wear earrings or tongue rings, eyebrow rings, etc. Hair coloring must be natural in appearance. No off colors are allowed (purple,

green, orange, hot pink). Chewing gum/candy while in uniform is not permitted.

Failure to adhere to the clinical dress code will result in zeros in areas of professionalism on weekly evaluations and can result in failure of the course.

SMOKING POLICY

Smoking is not allowed in any of the TSTC buildings or any of the clinical sites. Designated smoking areas are provided outside of the buildings at TSTC for breaks

during classes. Smoking is not allowed during any clinical rotations or during clinical hours. Any student smoking at a clinical site will be written up for unprofessional conduct.

TELEPHONE AND ELECTRONIC DEVICES

Students are not permitted to have cell phones, beepers, or any electronic messaging device turned on while in the classroom or clinical setting, unless designated by the instructor. If this occurs the student will be asked to leave the classroom and or clinical site. Class breaks are generally 10-15 minutes, students can be reached during those times. Students will not be allowed to interrupt class or clinical time. Students are not to receive personal phone calls or texts in the clinical setting. Instruct your family and day care providers to contact the Nursing secretary or Program Director at TSTC to reach the instructor during clinical hours for any emergency.

IX. Safety

Campus building occupants are required to evacuate buildings when a fire alarm activates. Alarm activation or announcement requires exiting and assembling outside.

Familiarize yourself with all exit doors of each classroom and building you may occupy while receiving instructions. The nearest exit door may not be the door you used when entering the building.

Students requiring evacuation assistance should inform the instructor during the first week of class.

In the event of evacuation, follow the faculty’s or class instructor’s instructions. Do Not re-enter a building unless given instructions by the Fire Department,

Campus/Local Police, or Fire Prevention Services.

X. Special Needs If you have a documented disability that will impact your work in the class, please contact the ADA Coordinator, so that the appropriate arrangements for your accommodations can be made. The counselor on your campus can assist you in this process. In accordance with the Federal law, a student requesting accommodation must provide documentation of his/her disability to the ADA Coordinator. For more information, call (325) 236-8292 or email amy.freeman@tstc.edu. If you have a condition, such as a physical or mental disability, which will make it difficult for you to carry out the work as outlined, or which will require extra time on examinations, please notify the Counseling and Testing Office during the first week of the course so that appropriate arrangements can be made.

XI. Course Schedule

Online class attendance means you will participate in all scheduled discussion and reply to all assigned discussion and assignments.

Failure to participate in online activities timely may result in dismissal.

**Instructor reserves the right to change the schedule as needed in order to meet the objectives of the course.

WEEKLY OBJECTIVES AND COURSE SCHEDULES

Week Lecture

Content

Required Reading & Assignments

Weekly Objectives

Week 1

Clinicals As Assigned

Mission of BON. Publications: strategic plan of TX BON

Analyze the main function of the BON. Who comprises the BON; what is the background of the individuals?

Week 2

Clinicals As Assigned

Explain six bills amending the NPA

Analyze Senate Bills that have allowed changes in the Nurse Practice Act

Week 3

Clinicals As Assigned

Mantoux information as per CDC

Immunizing the public Protecting the public CDC requirements and updates

Week 4

Clinicals As Assigned

www.bon.texas.gov Governing Nursing Programs Professional Nursing Education 215.1-216.11

Differentiate rules and regulations governing the creation and maintenance of nursing programs

Week 5

Clinicals As Assigned

www.bon.texas.gov DECS

Analyze Differentiated Essential Competencies Patient safety

Week 6

Clinicals As Assigned

Professional Resumes

Developing a resume Be prepared to develop and submit a professional portfolio

Week 7

Clinicals As Assigned

www.bon.texas.gov Online CNE & Jurisprudence/Ethics Continued Competency 216.1-216.11 Licensure

Online continuing Nurse education requirements. New rulings pertaining to jurisprudence and ethical considerations.

Week Lecture Content

Required Reading & Assignments

Weekly Objectives

217.1-217.22

Week 8

Clinicals As Assigned

Mid-Term Clinical Log submission (to email)

Preceptor mid-term evaluation of student preceptorship

Week 9 Clinicals As Assigned

www.bon.texas.gov Nursing Shortage

Work hours Retention and staffing ratios

Week 10 Clinical As Assigned

www.bon.texas.gov Diversity in the workplace

Understanding the ramifications of various cultures, religious beliefs, healthcare practices.

Week 11 Clinical As Assigned

www.bon.texas.gov innovations

Texas Legislative Senate Bill 718

Week 12 Clinical As Assigned

Conflict resolution Conflict management

Read textbook relating to conflict resolution. Google conflict resolution workshops and opportunities.

Week 13 Clinical As Assigned

TPAPN

Options for nurses with substance abuse problems Retaining nursing force

Week 14 Clinical As Assigned

Clinical Time Log/ Clinical reporting log Due

Turn in completed log

Week 15 Final Clinical Evaluation Site and Preceptor Evaluations

Updated on 8/18/2015

XII. Instructor: Pam McCullough, BSN, MSN, RN CV

Education Name of Institution Degree Earned Kaplan University Master of Science in Nursing September 2012 Hardin-Simmons University Bachelor of Science in Nursing May 1997

Certifications

Name of Certification Date Expires Date Earned

ACLS May 2017 CPR May 2017

Industry, Teaching or Training, and Other Experience Relevant To Course

Description of Experience Related To Course Date Began

Texas State Technical College (TSTC) West Texas May 2015 to Current Faculty: ADN Instructor Coordinate online courses: Mental Health and Leadership and Management Supervise Clinical Sites and clinical student rotations for LVN to ADN program

Patty Hanks School of Nursing, Abilene, TX Acute Care Clinical Instructor and Leadership Clinical Instructor Clinical Instructor for Bachelor of Science senior nursing students in their acute care rotation and clinical practicum. Collaborate with faculty for Programs regarding curriculum changes.

Sept 2012 to Feb 2015

Hendrick Medical Center, Abilene, TX Nurse Educator Currently educate students, new nurses, new CNAs, and provide annual competencies for all staff. Work with new staff at the bedside, provide coaches for new nurse training, ensure nurse’s and CNAs meet minimum basic requirements and are capable of providing safe, competent, patient care. Orient all staff to new procedures, equipment, better evidence base practice guidelines, and always available to anyone who needs extra help with any questions, explanations, or patient care. Night Shift Charge Nurse Overseen 6 to 8 staff RN’s,, LVNs, and CNAs to ensure patient care was being delivered fast, safe, effective, and competently. Made staff assignments according to patient acuity and staff education and clinical understanding. Worked with Nurse Manager interviewing potential new staff and ensured new staff were properly trained. Staff Nurse Cared for a variety of patients up to 5 with cardiac problems or a history of cardiac problems. Ensured patients were assessed, bathed, medicated, sent for procedures, and seen by their physicians daily. Explained plan of care to patient and reported and inquired about patient care when was found not doing well.

May 1997 to Current

Student Acknowledgement:

This is to acknowledge that I have received a copy of the syllabus for the course RNSG 2262

Clinical – Registered Nurse. I understand that it is my responsibility to read and understand the

syllabus and to abide by the guidelines presented therein.

__________________________________ ________________________________

Student Printed Name Signature

_______________ Date