Outcomes:

After completing this class, students should be able to:

• Implement the nursing process in the provision of nursing care in the following areas by
• Assessment
• Collecting pertinent data by assessing a client using the Functional Assessment Data Collection Guide
• Collecting pertinent data from other sources
• information from charts
• records
• Identifying normal and abnormal assessment data
• Validating abnormal data
• Organizing assessment data according to Maslow’s basic needs
• Nursing diagnosis
• Identifying basic needs using Maslow’s hierarchy
• Beginning to identify nursing diagnoses based on meeting basic needs
• Planning
• Prioritizing unmet basic needs
• Beginning to collaborate with the client to formulate expected outcomes that are
• related to basic needs
• measurable
• client-focused
• Selecting nursing interventions that address basic needs, e.g.,
• vital signs
• oral care
• turning schedule
• oxygenation
• safety
• Providing rationales for medications and therapeutic interventions
• Incorporating the agency’s plan of care
• Implementation
• Performing nursing interventions that address basic needs (with occasional cuing*)
• Providing for physical safety of clients in long-term care settings, for example during:
• feeding
• bathing
• transfers
• Documenting relevant care provided such as recording
• intake and output
• vital signs
• hygiene
• mobility
• Evaluation
• Identifying client progress toward meeting basic needs as related to expected outcomes (with occasional cuing*)
• Demonstrate cognitive, psychomotor and affective skills to ensure safe practice by
• Identifying rationales for nursing interventions
• Performing psychomotor skills learned in N100 safely with occasional cuing
• applying principles of medical and surgical asepsis
• performing skills on time
• performing in a reasonable amount of time
• demonstrating organizational skills
• beginning to demonstrate dexterity
• Reviewing medications of client, utilizing the “Rights of Safe Medication Administration”
• Using effective communication techniques with clients, instructors, peers and health care team begins to
• participate in and support constructive interactions with peers in the clinical setting and during conferences
• recognize a therapeutic relationship between student and client
• modify environment to enhance nurse-client interactions
• Beginning to develop oral presentation skills by reporting clear, concise and relevant data to staff and instructor
• Demonstrating competency in mathematical calculations of basic conversions in administering PO medications
• Beginning to develop professional writing skills by writing formal college level papers
• As a manager of care, the student will:
• Begin to demonstrate organizational skill in the management of care for a client in the long-term setting by
• Completing care for assigned clients
• Practice in a cost effective manner by organizing care to conserve time, energy and resources.
• As a member within the discipline of nursing, the student will:
• Practice within the legal and ethical framework of nursing by
• Following established policies as outlined in the College and Nursing Program Student Handbook
• Following established agency policies and procedures
• Documenting basic nursing care given with occasional cuing
• using agency format
• meeting legal standards
• clearly and concisely
• in a timely manner
• legibly with correct grammar and spelling
• Reporting pertinent data promptly to appropriate staff /instructor
• Respecting and supporting the resident’s rights such as
• privacy
• confidentiality
• right to refuse care
• Exhibit professional accountability
• Preparing for clinical assignment using appropriate resources
• Seeking assistance when clinical situation is beyond knowledge and experience
• Seeking opportunities in the clinical setting to enhance learning and pursuing professional growth
• Following established lines of communication with the assigned clinical setting
• Demonstrating reliability in completing client/clinical assignments
• Evaluating own performance accurately
• accepts responsibilities for own decisions/behaviors/actions while in clinical settings
• accepts feedback and makes appropriate changes in behavior
• identifies own strengths and areas for growth in assigned settings
• Definition of cuing
• No cuing: student will perform independently with no intervention by the instructor
• Minimal cuing: instructor will provide no more than 2 prompts
• Occasional cuing: instructor will provide no more than 4 prompts