Edith jacobson guided reflection questions

Edith jacobson guided reflection questions DEFAULT

vSim Health Assessment Case 9 Sample Assignment

vSim Health Assessment Case 9

Documentation Assignments

  1. Document your findings related to the focused assessment regarding Mrs. Jacobson’s neurologic status. Include her responses to your assessment.
  • When I checked her pupils, they were round and reactive to light.
  • During her mini-cog assessment, she did great. She was able to repeat the words I told her to remember and drew the correct time on the clock.
  • While checking her GCS assessment, she got a 15, which is normal.
  1. Document your findings related to the Mini-Cog and falls assessments of Mrs. Jacobson. Include her responses to your assessments.
  • She was aware of her risks for falling. She showed me that she understood by telling me that she will use the call light when trying to go to the bathroom or to get out of the bed at all. She was able to recall the 3 words I asked her to remember and was able to draw the accurate time on the clock.
  1. Referring to your feedback log, document all nursing care provided and Mrs. Jacobson’s response to this care.
  • I assessed her pain level (which was a 2 in her left leg that worsens with movement); I educated her on fall risks and asking for help to get up, pain management and plan of care; She had previous knowledge on each of the things I educated her on.
  • I performed a focused neuro assessment (mini-cog & GCS), and she was able to recall the words I asked her to remember and drew the correct time on the clock. She got a 15 on her GCS, which is normal.
  1. Document all patient teaching regarding assessments and safety issues provided to Mrs. Jacobson, and her response to the teaching.
  • I educated her on use of her call bell for assistance to get out of bed for any reason, and she showed previous knowledge on that. I told her I had to perform some assessments on her, which initially she seemed anxious about, but after I explained what I was doing, it seemed to ease her anxiety.
  1. Document your handoff report in the SBAR format to communicate Mrs. Jacobson’s future needs.
  • S: This is Edith Jackson, year-old female who was admitted after having a dizzy spell, resulting in a fall where she fractured her hip and hit her head. An x-ray has been taken and shows a left hip fracture. She also had a CT of her head, and those results showed that there was no intracranial bleeding. There was a concern regarding her orientation during the previous night, when she had a score of 14 on the Glasgow Coma Scale.
  • B: She has a 10 year history of osteoporosis and history of dizzy spells
  • A: Her vital signs remained stable throughout the shift, as well as her pain. She has morphine prescribed q 4 hrs for pain. I educated her on fall risks and safety, which she had previous knowledge on. I did a mini-cog and GCS on her also and she was normal on both. She has been A&Ox4 for my shift.
  • R: I would recommend continuing the neuro assessments on her as well as keeping her pain under control.

vSim Health Assessment Case 9:

Guided Reflection Questions

Opening Questions

How did you feel throughout the simulation experience?

  • I felt good throughout this experience; I had done this in the real life clinical setting before.

What do you think went well?

  • I think it all went pretty well, but especially the patient education. I felt like I educated her properly to help keep her safe.

Scenario Analysis Questions*

EBP        What priority assessment needs did you identify for Edith Jacobson?

  • Her neuro/cognitive state to priority over the other assessments because she had a GCS score of 14 over the night before, so she really needed to be reassessed to see if something was going on.

S              Describe assessment findings that might concern you regarding the use of morphine.

  • I would be concerned about her decreased LOC with the use of morphine.

EBP        Why is it important to continue doing neurologic assessments in a patient with an unremarkable computed tomography (CT) scan?

  • You want to continue to reassess because it could be a slow bleed that maybe didn’t show up when the scan was done but could be slowly happening and assessments could help find that.

EBP        Describe assessment findings specific to Edith Jacobson’s situation that would indicate significant alteration in neurologic status.

  • If she didn’t know where she was, the date, couldn’t move certain body parts, got confused, etc, these findings would all be very concerning.

           Describe the safety measures that should be incorporated in Edith Jacobson’s care.

  • I would put the bed alarm on, just in case she forgot to use her call bell, keep the call bell within reach, have a walker nearby, have her bed in a low position, and check in on her periodically to see if she needs anything.

S             What is the rationale for increased safety measures for Edith Jacobson?  

  • She has a history of falls and dizziness, plus already has an injury related to a fall; we need to be cautious so this doesn’t happen again.

Concluding Questions

Describe how you would apply the knowledge and skills that you acquired in Edith Jacobson’s case to an actual patient care situation.

  • I would do all of the same interventions that I did for Edith as I would for another patient in her situation. I know what fall precautions to take and how to appropriately assess someone’s neuro state.

What opportunities for improvement should you address?

  • I feel like I could improve on my assessment skills by just continually doing assessments and just getting the practice in.

* The Scenario Analysis Questions are correlated to the Quality and Safety Education for Nurses (QSEN) competencies: Patient-Centered Care (PCC), Teamwork and Collaboration (T&C), Evidence-Based Practice (EBP), Quality Improvement (QI), Safety (S), and Informatics (I). Find more information at: http://qsen.org/

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Edith Jacobson

Guided Reflection Questions

Opening Questions

How did the simulated experience of Edith Jacobson’s case make you feel? I felt nervous about

repositioning her but overall it was ok.

Talk about what went well in the scenario. Having a second nurse there to help position was good.

When I asked about her pain and she said it was not to bad. That gave me confidence that I did all the

right things.

Reflecting on Edith Jacobson’s case, were there actions that you would do differently if you were to

repeat this scenario? If so, how would your patient care change? I would have planned ahead before

going in and known I needed another nurse to reposition her. The care would have been the same but

having another person with me initially would have allowed me more time to address any further

questions or concerns about her surgery she was having in the morning.

What feelings were you experiencing during your interaction with Edith Jacobson? I was initially feeling

nervous about her pain level but then I was feeling confident as I kept moving on with the exam.

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Lamar State College - Port Arthur

House Bill

Spring Course Syllabus

RNSG - Health Assessment Lifespan

 
Printer Friendly Syllabus
 
Faculty Information
SemesterSpring
InstructorMacNeill, Shirley Beth
Phone()
E-mail[email protected]
Department
Chair:Shirley MacNeill
Phone:()
E-mail:[email protected]
Office
Hours:M-F by appointment (may be online)
Building:Allied Health (AH)
Room:
MyLamarPA Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you�ve logged in, click the email icon in the upper right-hand corner to check email, or click on the �My Courses� tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA. Course InformationCourse NumberCourse DescriptionDevelopment of skills and techniques required for comprehensive nursing health assessment of clients across the lifespan:?pediatric, adult and geriatric. Includes assessment of patients� health promotion and maintenance, illness and injury prevention and restoration, and application of the nursing process within a legal/ethical framework Course Prerequisites BIOL () and BIOL () Human Anatomy and physiology. Required Textbooks Lippincott CoursePoint+
For registration and purchase of Course+Weber:
•    Registration directions:
http//lippincottdirect.lww.com/LamarStateCollegePortArthur-Spring
•    If you experience difficulties purchasing your bundle online call Customer Service at
•    This bundle includes ebook of the required text:
Weber, J., and Kelly, J. Health Assessment in Nursing, 6e. Philadelphia:
Lippincott Williams & Williams,

*This is an integrated curriculum, which means that all books are used beginning with the first semester throughout other courses.
NOTE:    Students must have access to a PC laptop or desktop with:
o    Ready access to a PC or Macintosh laptop or desktop with:
o    Windows 7 or higher; or MacOSX or later
o    Latest version of Mozilla FireFox, Google Chrome browser, and/or Internet Explorer
o    Standard browser plug-ins: Adobe Flash, Adobe Acrobat Reader, Apple Quicktime, Java
o    Computer hardware less than three years old with working webcam and microphone; Recommended 4GB RAM
�    Students must have High Speed Internet Connection:
o    Wired DSL or Cable Broadband access
o    Wireless or Wireless Mobile Broadband connections are not recommended for use during testing but may be used during course browsing
�    Mobile Devices and the Blackboard Mobile App:
o    Students cannot complete a course using only a mobile device or the Blackboard Mobile App
o    Blackboard does not support browsers on mobile devices (iOS or Android)
�    Students must have access to Microsoft Office or higher.
�    Students must have access and use of a scanner
•    vSim for Nursing is an online product. To use this product, you must have access to the Internet and an up-to-date browser. Go to thepoint.lww.com/system requirements for the current system requirements for this product. Attendance Policy Research has shown a cause and effect relationship between attendance and college success. Policies for this course are described below:
Students cannot meet the objectives of the course without completing course assignments. Students put at risk their success in the course if they miss any assignment deadlines.
It is the student's responsibility to notify the instructor if they are unable to meet an assignment deadline.
A student who is absent from course activities for more than three (3) days may be dropped from the program by the Program Director.


Course Grading Scale = A = B = C = D Below 59 = F Determination of Final Grade A final course grade of 75% is necessary for the student to pass this course. The final course grade is calculated as follows:
Exam 1 = 20%, Exam 2 = 20%, Lab grade = 10%, Integrated Physical Assessment = 20 % and Final Exam = 30%.

Lab grade (10% of final course grade) Includes: 1. Required Mastery Level met on all PassPoint assignments (mandatory Pass/Fail assignment) 2. vSim scenarios 3. Online class activities – quizzes, discussion boards etc 4. Video clips of student assessment of assigned system

PassPoint assignments. Complete all PassPoint Mastery Level assignments with required level of five (5) or higher. (mandatory Pass/Fail assignment)

vSim Assignments: These are mandatory assignments.
1. Complete Nursing Student Tutorial.
2. Each scenario includes both pre- and post- simulation activities. The activities include: 1) Suggested Reading; 2) Pre-Simulation Quiz; 3) vSim scenario; 4) Post-Simulation Quiz; 5) Documentation Assignments; 6) Guided Reflection Questions
3. Students are required to complete the pre- and post- simulation quiz. The pre-simulation quiz is for a pass/fail grade if you completed the quiz. The post-simulation grade is the numerical score that will be averaged into lab grade.
4. Students are required to meet an 80% or better on the vSim scenarios. The student is allowed multiple attempts to reach this goal. If 80% is not achieved a grade of zero will be assigned

Integrated Physical Assessment: The integrated physical assessment is a mandatory assignment and counts as 20% of your course grade; any grade on this assignment below a C (75%) is considered failing. Failure of this assignment results in failure of the entire course regardless of the grades for other assignments or exams. You will sign up for a time to complete your assessment with your course faculty. Faculty will complete the required documents and provide to you to submit the documents within the course in the appropriate week. If you are unable to complete the assessment assignment on campus you may have a MSN prepared nurse serve as your Observer. The chosen Observer must be approved by faculty, is required to complete the appropriate documents, and must submit a summary of your assessment via email to the faculty listed on the observer form before end of day on the Tuesday of the week the assignment is due (it is your responsibility to follow up and make sure they have done this). If your assignment comments are not available to the faculty by 10 pm on the Tuesday of the assignment due week then you will receive a zero for the assignment and will fail the course. You will be required to submit the assignment documents within the course.

Assessment Videos: Students will submit a video clip demonstrating designated systems assessment. This is a Pass/Fail assignment. Failure to submit an appropriate video will result in an assignment grade of zero.

Point deductions: Late points, up to ten points per day, will be deducted if an assessment assignment is submitted after the date and time due ** No Exceptions.

Exams: All exams must be taken. Students will be allocated a specific amount of time for each exam. Students unable to take a scheduled exam due to an extreme emergency must notify the instructor prior to the exam. All exams will be taken in the Allied Health Computer Lab or if a makeup exam is required it will be taken in the Student Success Center. If unable to take the exam on campus, a student may be approved to take the exam using ProctorU, an online proctoring service. There is a testing fee of approximately $25 to use ProctorU. More details regarding the use of ProctorU will be provided in the course.

Examinations are based on course objectives. Course content from the biological and behavioral sciences as well as previous nursing knowledge is included on exams, as appropriate.
Final Exam DateMay 3, - AM   Through  May 3, - AM Major Assignments Week 1 01/16/
•    Course Orientation
•    Nurse’s role in Health Assessment - Chapter 1
•    Collecting Subjective Data - Chapter 2
•    Collecting Objective Data - Chapter 3
•    Validating and Documenting Data – Chapter 4
•    Thinking Critically to Analyze Data and Make Informed Nursing Judgments – Chapter 5
•    vSim for Nursing Student Tutorial (in lab)
•    Pass Point Quizzes – Mastery level 5
Week 2 01/22/
•    Assessing Mental Status and Substance Abuse – Chapter 6
•    Assessing Psychosocial, Cognitive and Moral Development – Chapter 7
•    Assessing General Status and Vital Signs - Chapter 8
•    Assessing Pain: the 5th Vital Sign – Chapter 9
•    Assessing for Violence – Chapter 10
•    vSim for Nursing – Case 9: Edith Jacobson; Case 3 Sara Lin
•    Pass Point Quizzes – Mastery Level 5
Week 3 01/29/
•    Assessing Culture – Chapter 11
•    Assessing Spirituality – Chapter 12
•    Assessing Nutritional Status – Chapter 13
•    Assessing Skin, Hair, and Nails – Chapter 14
•    vSim for Nursing – Case 1: Josephine Morrow
•    Pass Point Quizzes – Mastery Level 5
Week 4 02/05/
•    Assessing Head and Neck – Chapter 15
•    Assessing Eyes – Chapter 16
•    Assessing Ears – Chapter 17
•    Assessing Mouth, Throat, Nose and Sinus – Chapter 18
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of HEENT
Week 5 02/12/
•    Exam 1 – Thursday February 15, , (Covers Weeks 1 – 4)
Week 6 02/19/
•    Assessing Thorax and Lungs – Chapter 19
•    Assessing Breasts and Lymphatic System – Chapter 20
•    vSim for Nursing – Case 2: Christopher Parrish
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Thorax and Lungs
Week 7 02/26/
•    Assessing Heart and Neck Vessels – Chapter 21
•    Assessing Peripheral Vascular System – Chapter 22
•    vSim for Nursing – Case 1: Josephine Marrow; Case 6: Mona Hernandez and Case 7: Jared Griffin
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Heart, Neck Vessels, and Peripheral Vascular System
Week 8 03/05/
•    Assessing Abdomen – Chapter 23
•    Assessing Musculoskeletal System – Chapter 24
•    vSim for Nursing – Case 4: Vernon Russel and Case 5 Marvin Hayes
•    Pass Point Quizzes – Mastery Level 5
Week 9 03/12/
•    Spring Break
Week 10 03/19/
•    Assessing Neurological System - Chapter 25
•    vSim for Nursing – Case 8: Kim Johnson and Case 9: Edith Jacobson
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Neuro
Week 11 03/26/
Exam II – Thursday March 29, at (Covers weeks 6 )
Week 12 04/02/
•    Assessing Male Genitalia and Rectum – Chapter 26
•    Assessing Female Genitalia and Rectum – Chapter 27
•    Assessing Childbearing Women – Chapter 29
•    Assessing Newborns and Infants - Chapter 30
•    Assessing Children and Adolescents - Chapter 31
•    Pass Point Quizzes – Mastery Level 5
Week 13 04/09/
•    Assessing Older Adults – Chapter 32
•    Assessing Families – Chapter 33
•    Assessing Communities – Chapter 34
•    Pulling It All Together – Chapter 28
•    vSim for Nursing – Case 9: Edith Jacobson and Case Rashid Ahmed
•    Pass Point Quizzes – Mastery Level 5
•    Mandatory Integrated Physical Assessment Practice on campus or with approved MSN-prepared Observer
Week 14 04/16/
•    Integrated Physical Assessment Check-offs
Week 15 04/23/
•    Integrated Physical Assessment Check-offs
•    Submit Integrated Physical Assessment Documents
•    Complete any remaining Mastery Level assignment
•    Complete any remaining vSim assignments
Week 16 04/30/
•    Final Exam – May 3, Time: (Comprehensive Exam) Calendar of Lecture Topics and Major Assignment Due Dates Week 1 01/16/
•    Course Orientation
•    Nurse’s role in Health Assessment - Chapter 1
•    Collecting Subjective Data - Chapter 2
•    Collecting Objective Data - Chapter 3
•    Validating and Documenting Data – Chapter 4
•    Thinking Critically to Analyze Data and Make Informed Nursing Judgments – Chapter 5
•    vSim for Nursing Student Tutorial (in lab)
•    Pass Point Quizzes – Mastery level 5
Week 2 01/22/
•    Assessing Mental Status and Substance Abuse – Chapter 6
•    Assessing Psychosocial, Cognitive and Moral Development – Chapter 7
•    Assessing General Status and Vital Signs - Chapter 8
•    Assessing Pain: the 5th Vital Sign – Chapter 9
•    Assessing for Violence – Chapter 10
•    vSim for Nursing – Case 9: Edith Jacobson; Case 3 Sara Lin
•    Pass Point Quizzes – Mastery Level 5
Week 3 01/29/
•    Assessing Culture – Chapter 11
•    Assessing Spirituality – Chapter 12
•    Assessing Nutritional Status – Chapter 13
•    Assessing Skin, Hair, and Nails – Chapter 14
•    vSim for Nursing – Case 1: Josephine Morrow
•    Pass Point Quizzes – Mastery Level 5
Week 4 02/05/
•    Assessing Head and Neck – Chapter 15
•    Assessing Eyes – Chapter 16
•    Assessing Ears – Chapter 17
•    Assessing Mouth, Throat, Nose and Sinus – Chapter 18
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of HEENT
Week 5 02/12/
•    Exam 1 – Thursday February 15, , (Covers Weeks 1 – 4)
Week 6 02/19/
•    Assessing Thorax and Lungs – Chapter 19
•    Assessing Breasts and Lymphatic System – Chapter 20
•    vSim for Nursing – Case 2: Christopher Parrish
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Thorax and Lungs
Week 7 02/26/
•    Assessing Heart and Neck Vessels – Chapter 21
•    Assessing Peripheral Vascular System – Chapter 22
•    vSim for Nursing – Case 1: Josephine Marrow; Case 6: Mona Hernandez and Case 7: Jared Griffin
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Heart, Neck Vessels, and Peripheral Vascular System
Week 8 03/05/
•    Assessing Abdomen – Chapter 23
•    Assessing Musculoskeletal System – Chapter 24
•    vSim for Nursing – Case 4: Vernon Russel and Case 5 Marvin Hayes
•    Pass Point Quizzes – Mastery Level 5
Week 9 03/12/
•    Spring Break
Week 10 03/19/
•    Assessing Neurological System - Chapter 25
•    vSim for Nursing – Case 8: Kim Johnson and Case 9: Edith Jacobson
•    Pass Point Quizzes – Mastery Level 5
•    Assessment Video of Neuro
Week 11 03/26/
Exam II – Thursday March 29, at (Covers weeks 6 )
Week 12 04/02/
•    Assessing Male Genitalia and Rectum – Chapter 26
•    Assessing Female Genitalia and Rectum – Chapter 27
•    Assessing Childbearing Women – Chapter 29
•    Assessing Newborns and Infants - Chapter 30
•    Assessing Children and Adolescents - Chapter 31
•    Pass Point Quizzes – Mastery Level 5
Week 13 04/09/
•    Assessing Older Adults – Chapter 32
•    Assessing Families – Chapter 33
•    Assessing Communities – Chapter 34
•    Pulling It All Together – Chapter 28
•    vSim for Nursing – Case 9: Edith Jacobson and Case Rashid Ahmed
•    Pass Point Quizzes – Mastery Level 5
•    Mandatory Integrated Physical Assessment Practice on campus or with approved MSN-prepared Observer
Week 14 04/16/
•    Integrated Physical Assessment Check-offs
Week 15 04/23/
•    Integrated Physical Assessment Check-offs
•    Submit Integrated Physical Assessment Documents
•    Complete any remaining Mastery Level assignment
•    Complete any remaining vSim assignments
Week 16 04/30/
•    Final Exam – May 3, Time: (Comprehensive Exam) General Education/Core Curriculum Student Learning Outcomes
Communication skills:Students will demonstrate effective written, oral and visual communication.

Critical Thinking Skills:Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.

Empirical and Quantitative Skills:Students will demonstrate applications of scientific and mathematical concepts.

Teamwork:Students will demonstrate the ability to work effectively with others to support a shared purpose or goal and consider different points of view.

Social Responsibility:Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities.

Personal Responsibility:Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.

Program Student Learning Outcomes The Upward Mobility Nursing Program provides educational experiences that offer opportunities for the student to:
PSLO Alpha: Reading Skills – Demonstrates comprehension of content-area reading materials.
PSLO 1.    Adhere to standards of practice within legal, ethical, and regulatory frameworks of the professional nurse while promoting safety and quality improvement as an advocate and manager of nursing care.
PSLO 2.    Use a systematic problem-solving process to provide individualized, evidence-based nursing care and coordinate care for a limited number of patients who have complex needs in various health care settings demonstrating knowledge of delegation, management, and leadership skills.
PSLO 3.    Use clinical reasoning and knowledge based upon the nursing program of study, evidence-based practice outcomes, and research based policies and procedures for decision-making, demonstration of skills with patient care technologies and information systems, and providing comprehensive, safe patient care.
PSLO 4. Coordinate, collaborate and communicate with diverse patients, families and the interdisciplinary health care team to plan, deliver, and evaluate evidence-based safe care that reflects the value and ethics of the nursing profession.
Course Student Learning Outcomes In accordance with the mission of Lamar State College - Port Arthur, this course encourages the student to develop the particular skills, knowledge, and attitudes needed for success in the field of Associate Degree Nursing. Upon completion of RNSG , the student will have the opportunity to:
1. Demonstrate techniques utilized in the health assessment of individuals across the lifespan. (PSLO 1, PSLO 2, PSLO 3)
2. Perform systematic physical assessment using appropriate equipment and techniques for all body systems. (PSLO 1, PSLO 2, PSLO 3)
3. Utilize cognitive and psychomotor skills in assessing clients' physiologic health and psychosocial status. (PSLO 1, PSLO 2, PSLO 3, PSLO 4)
4. Document findings utilizing appropriate terminology and legal/ethical format. (PSLO 1, PSLO 3, PSLO 4)
5. Identify legal and ethical standards related to health assessment. (PSLO1, PSLO 4)
6. Identifies all main ideas, supporting details, and vocabulary in reading material; demonstrates a full understanding of the reading. (PSLO Alpha, PSLO3) Academic Honesty Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty. Facility Policies
  • No food or tobacco products are allowed in the classroom.

  • Only students enrolled in the course are allowed in the classroom, except by special instructor permission.

  • Electronic devices (including but not restricted to cell phones, MP3 players, and laptop computers) shall not be used during examinations unless specifically allowed by the instructor.

  • Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions.

  • Turn your cellphones to vibrate when you enter the classroom.

    According to the Lamar State College policy unauthorized use of college computer account(s), computer data files, and/or computer facilities, is considered a breach of conduct, and is not in keeping with the educational aims, purposes, and philosophy of the college and subjects student(s) to disciplinary action. No cell phones should be visible during testing or while completing lab assignments. Additional classroom policies include:� The following behaviors will result in the student being asked to cease the action, lose five (5) points on the next exam, and/or leave the classroom or labs: using cell phones, talking while the instructor is giving instructions or during class discussions/presentations; or displaying a rude or negative attitude/behavior to the instructor or other students.
Additional Information Grades are not discussed over the phone or by personal email. If you would like to discuss your grades please make an appointment and come to my office. If you are unable to come to my office you may email me from your Lamar State College - Port Arthur email account and other arrangements may be made. As a reminder, your grades are available in your BlackBoard course. Important InformationADA Considerations The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room , in the Madison Monroe Building. The phone number is () Copyright Violations Some material in this course may be copyrighted. They may be used only for instructional purposes this semester, by students enrolled in this course. These materials are being used fairly and legally. No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class, including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or painting or performing copyrighted material for public display.

Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.

Copyrighted material can be used if permission from the material�s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare�s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.

If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at () Assessment Statement Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching and testing methods in your classes, and it helps each department understand and improve degree and certificate programs.

Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.

If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won�t use your data.

What�s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA�s assessment efforts include class grades, surveys, standardized tests, and other tools. Privacy Notice Federal privacy laws apply to college students. This means that college employees, including instructors, cannot divulge information to third parties, including parents and legal guardians of students. Even if the students are minors, information about their college work cannot be shared with anyone except in very limited circumstances.

Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.

Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.

Circumstances under which information may be released:

An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of information. The note must specify what information may be divulged, and it must specify the name of the person to whom the information may be given.

A parent or guardian may be given access to information about a student by providing a copy of a filed tax return that shows that the student was listed as a dependent of that parent or guardian. The tax return must be for last complete tax year. Again, this documentation must be submitted to the Registrar�s Office.

A parent or guardian may be given access to information about a student if the student logs on to My.LamarPA.edu and sends an email to the Registrar granting permission. The email must specify what information may be given and the name of the person to whom it may be given.

Co-enrollment students are protected by the same privacy laws as adult students.

The Registrar�s office is located in the Student Center room B, and can be reached at ()

College-Level Perspectives This course helps add to the students� overall collegiate experience in the following ways:
  • Establishing broad and multiple perspectives on the individual in relationship to the larger society and world in which s/he lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.

  • Stimulating a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.

  • Developing a capacity to use knowledge of how technology and science affect their lives.

  • Developing personal values for ethical behavior.

  • Developing the ability to make aesthetic judgments.

  • Using logical reasoning in problem solving.

  • Integrating knowledge and understand the interrelationships of the scholarly disciplines.
Degree Plan EvaluationA Degree Plan Evaluation will help you determine which classes you need to complete your program.
  1. Sign in to your my.lamarpa.edu account.

  2. Click on the �My Services� tab.

  3. Click on the �Student� tab.

  4. Click on Student Records.

  5. Click on Degree Evaluation.

  6. Select the term you are planning on registering for (i.e. Summer I, Summer II, Fall, or Spring)

  7. Verify that the Curriculum Information (your MAJOR) is correct

  8. Click on �Generate New Evaluation� at the bottom of the screen.

  9. Click the radio button next to Program

  10. Click on the Generate Request button.

All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a �NO� will be listed on the right next to the required class.

HB This syllabus is part of LSC-PA�s efforts to comply with Texas House Bill

Lamar State College - Port Arthur

Mission

Lamar State College - Port Arthur, a member of The Texas State University System, is an open-access, comprehensive public two-year college offering quality and affordable instruction leading to associate degrees and a variety of certificates. The College embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life.

Core Values

  • Shared commitment by faculty, staff and administration to a mission characterized by student learning, diversity, and community involvement

  • General education/core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community

  • Academic and technical programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, using a variety of delivery methods, on and off campus

  • Technical education programs that provide for the acquisition of the knowledge, skills and behavior necessary for initial and continued employment

  • Student achievement characterized by attainment of individual goals and measured by successful accomplishments and completion of curriculum

  • Co-curricular opportunities that develop social, financial and civic acuity

Principles

Lamar State College - Port Arthur operates in the belief that all individuals should be:
  • treated with dignity and respect;

  • afforded equal opportunity to acquire a complete educational experience;

  • given an opportunity to discover and develop their special aptitudes and insights; and,

  • provided an opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.
 
Printer Friendly Syllabus
 
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Questions reflection jacobson edith guided

FundamentalsCase - Edith Jacobson - GRQ

Guided Reflection Questions


Opening Questions
How did the simulated experience of Edith Jacobson’s case make you feel?
Talk about what went well in the scenario.

Reflecting on Edith Jacobson’s case, were there actions that you would do differently if you were to
repeat this scenario? If so, how would your patient care change?

What feelings were you experiencing during your interaction with Edith Jacobson?

Scenario Analysis Questions


T&C Discuss the role of teamwork related to Edith Jacobson’s care.

T&C List some ways that teamwork and collaboration can be improved. Discuss how you would
implement your suggestions.

S Describe your role in ensuring Edith Jacobson’s safety.

EBP Discuss two evidence based practices that you incorporated into your care of Edith Jacobson
and how these practices impact patient outcomes.

Concluding Questions
Describe how you would apply the knowledge and skills that you obtained in Edith Jacobson’s case to an
actual patient care situation.


The Scenario Analysis Questions are correlated to the Quality and Safety Education for Nurses (QSEN)
competencies: Patient-Centered Care (PCC), Teamwork and Collaboration (T&C), Evidence-Based Practice
(EBP), Quality Improvement (QI), Safety (S), and Informatics (I). Find more information at:
http://qsen.org/

From vSim for Nursing | Fundamentals: For Australia and New Zealand. © Wolters Kluwer.

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Guided Reflection Video

To the more successful and promising, who always spent the night at home, and did not disappear for days in the hospital, to whom the. Patients did not call: The successful and promising did a good business and left for Canada for permanent residence. With family, of course.

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