Teaching Plan
Teaching Plan
Teaching Plan
AREA:
BAGUIO MEDICAL CENTER (a secondary hospital that caters to a variety of cases - general medicine, surgical, obstetrics and gynecology, pediatrics, emergency and disaster, and those that requires intensive care)
PRE - ENTRY COMPETENCIES: 1. CLINICAL INSTRUCTORS: An adequate amount of knowledge on concepts regarding: a. Medical, Surgical, Maternal and Child, Emergency and Disaster, and Critical Care Nursing b. BMC protocols, policies, records, and personnel c. Anatomy and Physiology d. the nursing process e. aseptic technique and principles f. instruments, equipments, and supplies used in the care of clients g. bioethical principles and nursing jurisprudence h. health education and communication i. research, organization, and management 2. STUDENTS: Ample knowledge on NCM 104, NCM 105, OR, ER, DR, NURSERY, and other related concepts, as well as their pre requisites; in the management of clients of all ages, with varied conditions, in the institution DESCRIPTION OF LEARNERS: The learners are level 4 nursing students, who are currently taking NCM 104 and NCM 105 concepts in their lectures and will be applying knowledge of those concepts, as well as skills and proper attitude in the different areas of the Baguio Medical Center. They are graduating students who may or may not have had their duty in BMC previously, and are therefore still being prepared to become competent nurse practitioners. GOALS: 1. Timely performance of rotational activities in accordance to College and Institutional guidelines 2. Case - to - case application of NCM 104, NCM 105, OR, DR, NURSERY, and other related concepts in the management of clients of all ages, with varied conditions, in the institution
3. Unsurpassed polishing of the students skills, reinforcement and supplementation of their knowledge, and promotion of the application of proper attitude in the management of clients of all ages, with varied conditions, in the institution ROTATIONAL REQUIREMENTS (variable) 1. Journal 2. NCP 3. Case study 4. Teaching plan 5. 6. 7. 8. Quizzes OR write - up Rotational examination Performance Evaluation Checklist
INTERMEDIAT E COMPETENCY
SAFE AND QUALITY NURSING CARE
METHODS
brief discussions with focus on concepts applicable in the: WARDS/ICU: Perception and Coordination (Brain attacks, Myasthenia Gravis, Guillain Barre Syndrome, Multiple Sclerosis, Parkinsons, and Bells Palsy) , Immunity and Inflammation (please refer to Communicable diseases discussed in the community), Critical Care
Provide
Listen
participate discussions
and
actively Orientation during Pre/mid/post conferences Pep talks Supervised assessment NCP Skills checklist Supervision during procedures Performance evaluation checklist
2. apply
the nursing process in achieving quality care and outcomes a. perform comprehensive and systematic assessment
(Neurologic assessments including Glasgow coma scoring and Cranial nerve assessment), Oxygenation, Fluid and Electrolytes, Cardiovascular (Myocardial ischemia and infarction, Basic ECG tracing, treatment modalities and cardiac medication), and Oncologic Nursing (different types of cancer as well as the different treatment modalities - chemo drugs, radiation, and surgeries) ER: Emergency and Disaster Nursing (Triage, Poisoning and antidotes, Pain patterns, Burns), Trauma nursing (Brain, Spinal cord, Thoracic, and Abdominal injuries) SURGERY/OR: (please refer on the concepts stated below) OB/DR/NUR: (please refer on the concepts stated below)
Receive endorsements
Apply
principles
the
bioethical
Conduct comprehensive assessment of clients, applying the concepts discussed to them in the past with confidence and minimal supervision
b. provide
sound decision making and set priorities based on clients needs c. formulate a plan of care with the client and other members of the health team
Assist
students in assessing the clients, allotting a niche for independence to prepare them as independent nurse practitioners in the future by providing only minimal or required supervision Assist students in identifying and prioritizing health strengths and problems Conduct bedside NCP to: check the congruence of formulated and prioritized diagnoses to the clients condition check with the students and clients the plan of care
d. relate concepts of diseases in the textbook or classic sense as discussed in the classroom or as encountered or read; in performing comprehensive assessment and implementing planned care e. evaluate progress towards expected outcomes
Timely explain interventions prior implementation to promote safety and comfort Act as a client advocate Promote client independence
the of
3. have an idea on
preparations prior to
Check the effectiveness of nursing interventions and revise care plans as necessary to achieve expected
operations or procedures
Provide
brief discussions on OR concepts such as Informed consent, skin preparations, pre operative orders and teachings, types of surgery, the pain experience, pain management -- pharma and non - pharmacologic, the different anesthesia used during operations, the different sutures used during operations and their indications, types of drains, physical preparations on the client including standing orders (diet, fluids, enema, and drugs for prep), positioning and draping, CDC guidelines on handwashing, Proper scrubbing, gowning, and
actively during
gloving, Mayo and back table preparations, and the different instruments used 5. become sentient on the responsibilities of the scrub or circulating nurse, and the actual or assist nurse
Provide
brief discussions on OB - DR NUR concepts such as the reproductive system and sexuality, embryonic and fetal development, fetal milestones, Leopolds maneuver, pregnancy - discomforts and risk, delivery per se, immediate post - partum care, detection of complications, the importance of newborn screening, proper nutrition for the mother and the baby, and the importance of breastfeeding and proper breastfeeding techniques
Provide
brief discussions on the responsibilities of a scrub, circulating, actual, and assist nurse; before, during, and after a procedure
COMMUNICATION
1. familiarize themselves
with the set - up as well as the different medical and nursing personnel
an orientation on: the different areas of the institution the PRC guidelines in relation to the completion of cases
Conduct
visit usually scheduled a Orientation day prior to official duty Pre/mid/post conferences Listen attentively Pep talks Performance during the orientation evaluation checklist
2. establish rapport with clients and significant others, as well as the medical and nursing personnel 3. utilize formal and informal channels of communication
Introduce students to
the clients, significant others, and different medical and nursing personnel Inform the students regarding the use of the BMC mobile phone and telephones Utilize therapeutic communication techniques and recognize psychosocial concerns of clients and significant others
Spend time in interacting with the clients, significant others, and personnel to create trust and confidence Utilize the BMC mobile phone and telephone to support the delivery of care Utilize therapeutic communication techniques and recognize psychosocial concerns of clients and significant others
Provided opportunities, the students will be able to establish collaborative relations with colleagues and other members of the health team
Facilitate collaboration between students and professional members of the health team
Actively perform as a team player and a client Performance advocate Espouse their views evaluation checklist regarding the provision of nursing care and
participate in the decision making process Carry out timely and proper referrals
HEALTH EDUCATION
Provided opportunities, the students will be able to: 1. apply the nursing process in providing health teachings to clients a. assess learning needs of the client and significant others b. prioritize needs using critical thinking and decision - making skills
Discuss the importance of health education in achieving outcomes and as a rotational requirement for the course Validate with clients and significant others their learning needs through interview and observation
Supervised assessment Teaching plan Pamphlets or brochures Performance Assess the learning evaluation checklist needs of their clients simultaneously with the comprehensive assessment and prioritize them properly Listen and actively participate during the orientation and conferences Develop plan a teaching
c. develop
teaching plans and materials for delivery of health education d. implement teaching plan e. evaluate effectiveness teaching the
Discuss the format of the teaching plan, the specific contents, and the grading system Be with the students in the rendition of health teachings to avoid erroneous data Apply the planned methods of evaluation with the students Conduct health teachings at the bedside on the clients convenient time Check the clients understanding by applying the planned method of evaluation
the of
2. demonstrate knowledge on the different concepts and topics for health teaching
NOTE: Please refer to the different concepts stated above regarding the different topics that the Clinical Instructor and the students will be teaching
LEGAL RESPONSIBILITY
Provided discussions and orientations, the students will be able to: 1. be guided accordingly by the nursing law
Provide discussions on
NCM 105 (Organization, Management, Jurisprudence) concepts and
2. be
acquainted with their responsibilities in the area 3. have an idea on institutional processes pertinent to admission, documentation, endorsement from one area to another, and discharge of clients 4. adhere to local and national policies
Conduct an orientation regarding the: institutional policies regarding affiliation institutional processes being practiced (admission, documentation, endorsement, and discharge)
actively Pre - visit during Orientation and Pre/mid/post conferences Pep talks Performance evaluation checklist
Act in accordance to affiliation guidelines Complies with institutional procedures with focus on the legal aspect of nursing care informed consent, proper identification of clients, documentation of care, etc.
Provided review of concepts as well as opportunities, the students will be able to: 1. adhere to national and international code of
Abide provisions
by of
Code of Ethics Provide a review of the Clients Bill of Rights and Bioethical principles Assist students in critical thinking and decision making
Philippine of Ethics
3. become accountable and responsible for their own decisions and actions
Code conferences Pep talks Performance Render appropriate evaluation checklist care considering the Clients Bill of Rights as well as the Bioethical principles Apply the decision making process side - by side with critical thinking prior to the performance of certain actions
Nurses
Provided daily conferences and evaluation of activities, the students will be able to: 1. be reminded of their activities as student nurses including proper disposition and decorum expected of a beginning professional nurse 2. identify their own learning needs
Conduct pre/mid/post conferences as applicable to discuss the activities to be done and activities made. Conferences serve as mediums to deliver appraisals, comments, suggestions, and reactions to students and to assist them in constructively absorbing criticisms
Listen and participate actively during pre/mid/post conferences to note on things that should be and should not be done, the needed change for better rendition of care and come to terms with standards of practice expected of a student Be a role model to group and batch mates
Be a role model to
students
RECORDS MANAGEMENT
With instructions made available, the students will be able to: 1. sustain accurate and updated documentation of care 2. document client care outcomes
Check sample chartings and verify data with clients, significant others, and records systems such as Kardex and client charts Conduct chart rounds to check for mistaken entries in the TPR, Medication, IV fluid, and the client progress sheets
Formulate sample NCP and discharge chartings and submit it plans Sample chartings on time Chart rounds Teaching plans Kardexing Have charts ready and Performance available for end - of - evaluation checklist shift chart rounds
Provided conferences and pep talks, the students will be able to: 1. prioritize and organize work activities to maximize time, effort, and supplies
Conduct pre/mid/post - conferences and pep talks to: identify task or activities that has to be done, allotting a niche of independence for the students to plan on their own determine the capabilities of each student for proper delegation of task set time limits for tasks and activities Familiarize students with the different equipments being used
2. manifest technical ability to ensure proper functioning of equipments for care 3. maintain a safe
Listen and participate actively during conferences and pep talks Leader of the day to set daily objectives and prepare the decking of students to assist in surgical procedures and deliveries Take note of the time limits set for certain activities drug recitation, sample chartings, chart rounds, etc. Familiarize themselves with the
environment
in the hospital, and assist them in checking the functionality of equipments with which in cases of malfunction, assist them in basic troubleshooting Conduct instrumentation check
hospital equipments especially those used in the ER, ICU, and OR - DR - NUR complex
QUALITY IMPROVEMENT
Provided opportunities and conferences, the students will be able to: 1. participate in nursing rounds and audit 2. gather data for quality improvement 3. identify and variances refer
Be with the students during nursing rounds and audit procedures Assist students gathering data identify variances in to
Involve self in nursing Nursing rounds and rounds and audit audit Pre/mid/post procedures conferences Journal and Be with clients and experiential sharings timely refer significant Pep talks changes in the clients Performance evaluation checklist condition
Refer variances to involved members of the health team timely Conduct conferences and pep talks to discuss with the students and other members of the health team possible resolution of dilemmas Discuss issues with colleagues and instructors, and communicate possible causes and solutions to manage the situation
RESEARCH
Conduct journal sharing to discuss the content of their pre selected researches or articles as well as their own views Assist students in applying research findings as necessary
Listen and actively participate during journal sharing to update oneself with latest trends and developments Apply research findings as applicable
Pre/mid/post conferences Pep talks Journal and experiential sharings Performance evaluation checklist