jefferson college of nursing nurse anesthesia program ... · nursing nurse anesthesia program...

Jefferson College

of

Nursing

Nurse Anesthesia Program

Student Handbook

201 8 – 201 9

1

Table of Contents

Jefferson College of Nursing

Thomas Jefferson University

Nurse Anesthesia Program

Student Handbook

2018-2019 Section 1: Welcome ................................................................................................................. 5

Frequently Asked Questions ................................................................................. 6

Academic Advising ................................................................................................ 6

Section 2: Acknowledgement of Receipt of Nurse Anesthesia Program Student Handbook ..... 9

Section 3: Program Outcomes .............................................................................................. 13

Section 4: Curriculum Design .............................................................................................. 17

Section 5: MSN Plan of Study .............................................................................................. 21

Entry-Level BSN to DNP Plan of Study (Class of 2019) .................................... 22

Entry-Level BSN to DNP Plan of Study (Class of 2020) .................................... 23

Section 6: Methods of Instruction ........................................................................................ 27

Section 7: Plan for National Certification Examination Success MSN & Entry-Level

BSN to DNP ........................................................................................................ 31 Prodigy and APEX

Apex Anesthesia Software Program Plan ............................................................ 40

Section 8: End-of-Course Evaluation: Course ..................................................................... 49

End-of-Course Evaluation: Faculty .................................................................... 52

Section 9: Policy on Clinical Supervision/Instruction ......................................................... 55

Section 10: Policy on Licensure of Nurse Anesthesia Students and Licensure and

Certification/Recertification of Nurse Anesthesia Program Faculty and

Clinical Faculty by the NBCRNA ....................................................................... 59

Section 11: Policy for Clinical Assignment ............................................................................ 63

Policy for Clinical Re-Assignment ...................................................................... 65

Section 12: Anesthesia Care Plan .......................................................................................... 69

Section 13: Policy and Procedures for Conducting Pre-Operative Rounds ........................... 77

Policy and Procedure for Conducting Post-Operative Rounds ........................... 78

Section 14: Guidelines for On-Call Rotation ......................................................................... 81

Section 15: Formative Evaluation Level I (NU 651) ............................................................. 85

Formative Evaluation Level II (NU 652) ............................................................ 87

Formative Evaluation Level III-VIII (NU 653 – NU 657) .................................. 89

2

Section 16: Policy on Assessment of Student Clinical Performance............................................. 93

Section 17: Clinical Progression Scale by Level (semester) in the Program ........................ 99

Section 18: Summative Evaluation Forms

First Semester Clinical Outcome Assessment/Summative Evaluation .............. 103

Second Semester Clinical Outcome Assessment/Summative Evaluation .......... 105

Third Semester Clinical Outcome Assessment/Summative Evaluation............. 111

Fourth Semester Clinical Outcome Assessment/Summative Evaluation .......... 117

Fifth Semester Clinical Outcome Assessment/Summative Evaluation .............. 123

Sixth Semester Clinical Outcome Assessment/Summative Evaluation ............. 129

Seventh Semester Clinical Outcome Assessment/Summative Evaluation ........ 134

Eighth Semester Clinical Outcome Assessment/Summative Evaluation .......... 140

Section 19: Student Summative Self-Evaluation Forms

First Semester Clinical Outcome Assessment/Summative Evaluation .............. 149

Second Semester Clinical Outcome Assessment/Summative Evaluation .......... 151

Third Semester Clinical Outcome Assessment/Summative Evaluation............. 157

Fourth Semester Clinical Outcome Assessment/Summative Evaluation .......... 163

Fifth Semester Clinical Outcome Assessment/Summative Evaluation .............. 169

Sixth Semester Clinical Outcome Assessment/Summative Evaluation ............. 175

Seventh Semester Clinical Outcome Assessment/Summative Evaluation ........ 180

Eighth Semester Clinical Outcome Assessment/Summative Evaluation .......... 186

Section 20: Guidelines for Specialty Rotations

OB Rotation ....................................................................................................... 195

Pediatric Rotation ............................................................................................. 196

Neuro-Anesthesia Rotation ............................................................................... 198

Cardiac Rotation ............................................................................................... 199

Section 21: Clinical Faulty Assessment Tool Evaluation Form .......................................... 203

Off-Campus Clinical Coordinator Evaluation Form......................................... 205

Rotation Evaluation - Clinical Site Assessment Tool ....................................... 206

Section 22: Student Time Commitment .............................................................................. 209

Policy for Sick Time ........................................................................................... 210

Section 23: Policy Relative to Students Working Outside of Program Commitment ............ 213

Section 24: DNP Handbook .................................................................................................. 217

3

Section 1

5

Welcome!

Welcome to the Doctor of Nursing Practice (DNP) Program at Jefferson’s (Philadelphia

University + Thomas Jefferson University) College of Nursing! This program-specific student

handbook was created to supplement the Jefferson College of Nursing Student Handbook and

the Jefferson College of Nursing Course Catalog. This JCN Nurse Anesthesia Program

Student Handbook is revised annually. Any changes made throughout the academic year will

be announced in class and changes made to the electronic copy posted on the JCN website.

The JCN Nurse Anesthesia Program is rigorous and requires discipline and self-direction. The

best way to succeed is to immerse oneself in the educational process. All students must stay

current with course work and keep informed by maintaining close contact with the course

faculty and by checking the course board(s) and Jefferson email at least daily.

The JCN Nurse Anesthesia MSN program is a 30-month, eight-semester program comprised

of 74-credits within 3 cores of study: 1) nursing that includes a research component, 2)

anesthesia and 3) clinical. It is a full-time curriculum integrating didactic coursework with

over 2,000 hours of clinical rotations, ensuring that students will administer more than 600

anesthetics to patients undergoing a wide variety of surgical and/or diagnostic procedures.

The JCN Nurse Anesthesia Entry-Level BSN to DNP program is a 36-month, nine-semester

program comprised of 92-credits. The Doctor of Nursing Practice (DNP) is a practice doctorate

designed to prepare professional nurses for scholarly practice as clinical and health systems

experts who will lead and inspire health care improvement and reform which focuses on

leadership, systems thinking, reflective practice, health policy, implementation science and

evidenced-based clinical practice. It includes three special focus practicums (I, II, III), a

Practice Inquiry Project and provides the opportunity for application of knowledge gained in

all the courses. It is a full-time curriculum integrating didactic coursework with over 2,000

hours of clinical rotations, ensuring that students will administer more than 600 anesthetics

to patients undergoing a wide variety of surgical and/or diagnostic procedures.

6

Frequently Asked Questions (FAQs)

Can students walk in the University’s May graduation ceremony, even if he/she does not

finish the program until July (MSN) or August (DNP)?

While MSN & DNP Students are permitted to walk in the University’s May graduation

(at the end of the spring semester), completion of degree requirements occurs in the

summer semester.

Can students stop recording their cases in Typhon or Medatrax after they finish their

600th case?

No. Students are required to record ALL cases in the Typhon or Medatrax system.

Students must complete the specific number of credits and all course requirements in

the program of study and achieve a cumulative grade point average of at least (B) 3.0 on

all attempted work to qualify for graduation from the University.

Academic Advising

Upon enrollment, students are assigned a nurse anesthesia faculty member as an academic

advisor. The academic advisor will assist students in interpreting program and policy

requirements, as well as monitoring students’ academic and clinical progress. Students

shall arrange a meeting with their academic advisor as soon as possible after being

assigned, as well as communicate with their advisor at least once per semester and keep

the advisor informed regarding current or anticipated plans, goals, and progression issues.

Students should initiate meetings with advisors. Students having questions about academic

advisors should contact the Program Director, Dr. Marian Feil at [email protected].

7

Section 2

9

THOMAS JEFFERSON UNIVERSITY

JEFFERSON COLLEGE OF NURSING

NURSE ANESTHESIA PROGRAM

STUDENT HANDBOOK

ACKNOWLEDGEMENT OF RECEIPT OF


STUDENT HANDBOOK

My signature below acknowledges receipt of the Jefferson College of Nursing Nurse

Anesthesia Program Student Handbook. I understand that I am responsible for reading and

abiding by the materials contained within the Jefferson College of Nursing Student

Handbook, the Jefferson College of Nursing Nurse Anesthesia Program Student Handbook,

and the Jefferson College of Nursing Course Catalog. All these materials contain important

information needed during my student experiences here. Student Signature: Print Name: Date:

11

Section 3

13




STUDENT HANDBOOK

PROGRAM OUTCOMES

Program Outcome Criteria

The curriculum of instruction for the Jefferson College of Nursing (JCN) Nurse Anesthesia

Program is designed to equip each student with the skills and knowledge necessary to

demonstrate cognitive, psychomotor, and legal and research outcomes. Program Didactic Outcomes

All students will:

a) Demonstrate a solid background in the basic sciences, especially those related to the

specialty of nurse anesthesia.

b) Maintain a GPA of B (83) for the nurse anesthesia program.

c) Pass the national certification examination.

Program Clinical Outcomes

All students will:

a) Perform a comprehensive pre-anesthetic assessment and chart review.

b) Select appropriate pre-operative medications.

c) Formulate an anesthetic care plan for patients scheduled to undergo a wide variety

of surgical/diagnostic procedures.

d) Protect patients from iatrogenic complications associated with anesthetic-related

drugs or procedures.

e) Position or supervise the positioning of patients to protect them from iatrogenic injury.

f) Employ current and appropriate anesthetic techniques, agents, adjuvant drugs and

equipment while administering anesthesia.

g) Conduct a comprehensive and appropriate pre-anesthetic machine and equipment

check.

h) Identify and take appropriate remedial action when confronted with anesthetic

equipment-related malfunctions.

i) Maintain an accurate, factual, contemporaneous and neat anesthetic record.

j) Administer general anesthesia to patients of all ages and physical conditions for a

wide variety of surgical/diagnostic procedures.

14

k) Provide anesthesia care for neonatal, pediatric, adult and geriatric patients with or

without major pathologic conditions and/or traumatic injuries.

l) Administer/manage the anesthesia care of obstetrical patients.

m) Provide anesthesia/monitor service for patients undergoing surgical/diagnostic

procedures in a variety of settings within the hospital or free-standing surgical-

center.

n) Administer and/or manage a variety of regional techniques, including subarachnoid,

epidural, Bier blocks and a variety of peripheral nerve blocks.

o) Interpret and apply data obtained from both noninvasive and invasive monitoring

modalities to insure the proper management of patients receiving anesthesia.

p) Insert invasive monitor probes such as arterial lines, central venous catheters, and

triple-lumen catheters.

q) Calculate, initiate and manage fluid and blood replacement therapy therapies as per

prescription.

r) Prevent/recognize and/or intervene appropriately to correct anesthetic-related

complications that may occur throughout the perioperative period.

s) Collaborate with anesthesiologists, other physicians, and other healthcare providers

to insure optimum peri-operative patient care.

t) Apply universal precautions and other appropriate infection-control measures.

u) Function as a resource person in airway and ventilator management of patients

undergoing cardiopulmonary resuscitation.

v) Participate in quality improvement (CQI) protocols.

Program Legal/Social Outcomes

All students will:

a) Function within the scope of practice of a nurse anesthesia student; accept

responsibility and accountability for personal and professional behaviors.

b) Demonstrate personal and professional integrity and the ability to interact at a

professional level with a wide variety of health care providers.

c) Demonstrate academic, fiscal and social accountability, especially as they relate to

the repayment of guaranteed student loans.

d) Value the cultural diversity of patient populations.

15

Section 4

17

THOMAS JEFFERSON UNIVERISTY



STUDENT HANDBOOK

CURRICULUM DESIGN

The Jefferson College of Nursing’s Nurse Anesthesia curriculum awards students who

complete the program a Master of Science in Nursing degree or a Doctor of Nursing

Practice Degree.

MSN

The JCN Nurse Anesthesia MSN program is a 30-month, eight-semester program comprised

of 74-credits within 3 cores of study: 1) nursing that includes a research component, 2)

anesthesia and 3) clinical. It is a full-time curriculum integrating didactic coursework with

over 2,000 hours of clinical rotations, ensuring that students will administer more than 600

anesthetics to patients undergoing a wide variety of surgical and/or diagnostic procedures.

Entry-Level BSN to DNP

The JCN Nurse Anesthesia Entry-Level BSN to DNP program is a 36-month, nine-semester

program comprised of 92-credits. The Doctor of Nursing Practice (DNP) is a practice doctorate

designed to prepare professional nurses for scholarly practice as clinical and health systems

experts who will lead and inspire health care improvement and reform which focuses on


evidenced-based clinical practice. It includes three special focus practicums (I, II, III), a

Practice Inquiry Project and provides the opportunity for application of knowledge gained in

all the courses. It is a full-time curriculum integrating didactic coursework with over 2,000

hours of clinical rotations, ensuring that students will administer more than 600 anesthetics

to patients undergoing a wide variety of surgical and/or diagnostic procedures.

19

Section 5

21




STUDENT HANDBOOK

MSN PLAN OF STUDY

First Semester (Spring) Second Semester (Summer)

NU-568 Basic Principles of Nurse Anesthesia 3-Credits NU-560 Advanced Pharmacotherapeutics 3-Credits

NU-569 Basic Principles of Nurse Anesthesia

Simulation Lab 1-Credits NU-557

Physiology for Advanced Practice

Nursing 3-Credits

NU-600 Pharmacokinetics and Dynamics of

Anesthetic Agents 3-Credits NU-658

Advanced Principles of Nurse

Anesthesia I 3-Credits

NU-624 Chemistry and Physics related to

Anesthesia 2-Credits NU-659

Advanced Principles of Nurse

Anesthesia Simulation Lab I 1-Credits

NU-650 Orientation to Clinical Practice NC NU-651 Clinical Practice I 3-Credits

Third Semester (Fall) Fourth Semester (Spring)

NU-668 Advanced Principles of Nurse

Anesthesia II 3-Credits NU-605 Role of the Advanced Practice Nurse 3-Credits

NU-669 Advanced Principles of Nurse

Anesthesia Simulation Lab II 1-Credits NU-570 Pathologic Aspects of Human Disease 3-Credits

NU-625 Epidemiology-Health Professions 3-Credits NU-653 Clinical Practice III 3-Credits

NU-652 Clinical Practice II 3-Credits

Fifth Semester (Summer) Sixth Semester (Fall)

NU-575 Pathologic Aspects of Human Disease

II 3-Credits NU-602

Health Policy, Ethical Dimensions of

Care 3-Credits

NU-672 Informatics for Advanced Nursing

Practice 3-Credits NU-670 Senior Seminar 3-Credits

NU-654 Clinical Practice IV 3-Credits NU-603 Research for Advanced Practice Nursing

I 3-Credits

NU-655 Clinical Practice V 3-Credits

Seventh Semester (Spring) Eighth Semester (Summer)

NU-604 Research for Advanced Practice

Nursing II 3-Credits NU-657 Clinical Practice VII 3-Credits

NU-679 Clinical Correlation Conference 3-Credits

NU-656 Clinical Practice VI 3-Credits Total Credits 74

22




STUDENT HANDBOOK

ENTRY-LEVEL BSN TO DNP PLAN OF STUDY (Class of 2019)

First Semester (Fall) Second Semester (Spring)

NU-560 Advanced Pharmacotherapeutics 3-Credits NU-673 Comprehensive Assessment for

Clinical Decision-Making 3-Credits

NU-603 Research for Advanced Practice Nursing

I 3-Credits NU-570 Pathophysiology of Human Disease 3-Credits

NU-625 Epidemiology-Health Professions 3-Credits NU-568 Basic Principles of Anesthesia &

Advanced Health 3-Credits

NU-706 Quality Measurement & Outcomes

Analysis in Healthcare (40 Hours) 3-Credits NU-600

Pharmacokinetics & Dynamics of

Anesthesia Agents 3-Credits

NU-624 Chemistry & Physics Related to

Anesthesia 2-Credits

NU-650 Orientation to Clinical Practice 0-Credits

Third Semester (Summer) Fourth Semester (Fall)


II 3-Credits NU-668 Advanced Principles of Anesthesia II 3-Credits

NU-658 Advanced Principles of Anesthesia 3-Credits NU-652 Clinical Practice II 3-Credits

NU-651 Clinical Practice I 3-Credits NU-702 Practice Inquiry: Designs, Methods,

and Analyses (40 Hours) 3-Credits

NU-707 Leadership & Interprofessional

Collaboration (40 Hours) 3-Credits

Fifth Semester (Spring) Sixth Semester (Summer)

NU-605 Role of the Advanced Practice Nurse 3-Credits NU-654 Clinical Practice IV 3-Credits

NU-653 Clinical Practice III 3-Credits NU-701 Scientific Underpinnings for Nursing

Practice (40 Hours) 3-Credits

NU-703

Theoretical Foundations for

Organizational Change in Healthcare

Systems (40 Hours)

3-Credits NU-708

Clinical Prevention and Population

Health for Improving the Nation’s Health

(40 Hours)

3-Credits

NU-704 Philosophy, Foundations and Methods

for Evidence-Based Practice (40 Hours) 3-Credits

Seventh Semester (Fall) Eighth Semester (Spring)

NU-655 Clinical Practice VI 3-Credits NU-656 Clinical Practice VI 3-Credits

NU-709

Current Issues in Health & Social

Policy: Planning, Participating, and

Policymaking (40 Hours)

3-Credits NU-705 Advanced Topics in Health Informatics

(40 Hours) 3-Credits

NU-710 Practicum I (60 Hours) 3-Credits NU-711 Practicum II (60 Hours) 3-Credits

Ninth Semester (Summer)

NU-657 Clinical Practice VII 3-Credits

NU-712 Practicum III (60 Hours) 3-Credits Total Credits 92

24




STUDENT HANDBOOK

ENTRY-LEVEL BSN TO DNP PLAN OF STUDY (Class of 2020)

First Semester (Fall) Second Semester (Spring)

NU-560 Advanced Pharmacotherapeutics 3-Credits NU-673 Comprehensive Assessment for

Clinical Decision-Making 3-Credits

NU-603 Research for Advanced Practice Nursing

I 3-Credits NU-570 Pathophysiology of Human Disease 3-Credits

NU-625 Epidemiology-Health Professions 3-Credits NU-568 Basic Principles of Anesthesia &

Advanced Health 3-Credits

NU-706 Quality Measurement & Outcomes

Analysis in Healthcare (40 Hours) 3-Credits NU-600

Pharmacokinetics & Dynamics of

Anesthesia Agents 3-Credits

NU-624 Chemistry & Physics Related to

Anesthesia 2-Credits NU-650 Orientation to Clinical Practice 0-Credits

Third Semester (Summer) Fourth Semester (Fall)


II 3-Credits NU-668 Advanced Principles of Anesthesia II 3-Credits

NU-658 Advanced Principles of Anesthesia 3-Credits NU-652 Clinical Practice II 3-Credits

NU-651 Clinical Practice I 3-Credits NU-702 Practice Inquiry: Designs, Methods,

and Analyses (40 Hours) 3-Credits

NU-707 Leadership & Interprofessional

Collaboration (40 Hours) 3-Credits

Fifth Semester (Spring) Sixth Semester (Summer)

NU-605 Role of the Advanced Practice Nurse 3-Credits NU-654 Clinical Practice IV 3-Credits

NU-653 Clinical Practice III 3-Credits NU-701 Scientific Underpinnings for Nursing

Practice (40 Hours) 3-Credits

NU-703

Theoretical Foundations for

Organizational Change in Healthcare

Systems (40 Hours)

3-Credits NU-708

Clinical Prevention and Population

Health for Improving the Nation’s Health

(40 Hours)

3-Credits

NU-704 Philosophy, Foundations and Methods

for Evidence-Based Practice (40 Hours) 3-Credits

Seventh Semester (Fall) Eighth Semester (Spring)

NU-655 Clinical Practice VI 3-Credits NU-656 Clinical Practice VI 3-Credits

NU-709

Current Issues in Health & Social

Policy: Planning, Participating, and

Policymaking (40 Hours)

3-Credits NU-705 Advanced Topics in Health Informatics

(40 Hours) 3-Credits

NU-710 Practicum I (60 Hours) 3-Credits NU-711 Practicum II (60 Hours) 3-Credits

Ninth Semester (Summer)

NU-657 Clinical Practice VII 3-Credits

NU-712 Practicum III (60 Hours) 3-Credits Total Credits 92

26

Section 6

28




STUDENT HANDBOOK

METHODS OF INSTRUCTION

Classroom Instructions:

Nurse Anesthesia Faculty employs a variety of teaching-learning strategies and AV

teaching aids to present the didactic curriculum. These include lecturer presentations

utilizing PowerPoint, film, classroom assignments, and return demonstration in the

simulation lab, Internet assignments, and participation in online discussions with

classmates and/or classroom instructors.

Clinical Instruction:

Students are assigned to administer anesthesia at off-campus clinical sites under the direct

supervision of an anesthesiologist and/or CRNA clinical instructor. Students are expected to

accomplish a set of outcomes at the end of each semester listed on the semester’s

summative evaluation form.

30

Section 7

32

PLAN FOR NATIONAL CERTIFICATION EXAMINATION (NCE) SUCCESS

MSN & ENTRY-LEVEL BSN TO DNP

POSITION STATEMENTS

A. The Purpose of the NCE Plan for MSN students

1. Plan for MSN students

The NCE plan for success is designed to facilitate the student’s readiness for the NBCRNA

certification process and to insure success for all students. It is an essential component of

the pre-certification program and all components of the plan are considered to be valuable

in transitioning students through program completion and the certification process. It is

considered to be an effective adjunct to all other learning experiences that are planned and

implemented for students in the pre-certification curriculum. Prodigy Anesthesia and

APEX Anesthesia Review will be integrated in select courses throughout the Nurse

Anesthesia Program. Another component of the NCE success plan is the requirement that

students take the Self-Evaluation Examination (SEE) by November 30th during their

second year and by April 30 during their third year. The SEE is a computerized adaptive

test that is intended to help both students and programs to identify their respective

strengths and weaknesses before students take the NCE. The four content areas on the

SEE are (1) Basic Sciences (25%;) (2) Equipment, Instrumentation, and Technology (15%);

(3) Basic Principles of Anesthesia (30%); and (4) Advanced Principles of Anesthesia (30%).

(NBCRNA Self-Evaluation Exam Handbook) 2016.

2. Plan for Entry-Level BSN to DNP students

The NCE plan for success is designed to facilitate the student’s readiness for the NBCRNA

certification process and to insure success for all students. It is an essential component of

the pre-certification program and all components of the plan are considered to be valuable

in transitioning students through program completion and the certification process. It is

considered to be an effective adjunct to all other learning experiences that are planned and

implemented for students in the pre-certification curriculum. APEX Anesthesia Review will

be integrated in select courses throughout the Nurse Anesthesia Program. Another

component of the NCE success plan is the requirement that students take the Self-

Evaluation Examination (SEE) during the spring semester of their second year and for the

second time during the spring semester of their third year. The SEE is a computerized

adaptive test that is intended to help both students and programs to identify their

respective strengths and weaknesses before students take the NCE. The four content areas

on the SEE are (1) Basic Sciences (25%); (2) Equipment, Instrumentation, and Technology

(15%); (3) Basic Principles of Anesthesia (30%); and (4) Advanced Principles of Anesthesia

(30%). (NBCRNA Self-Evaluation Exam Handbook) 2016.

B. Role of the Faculty

Faculty members assume a key role in the implementation and evaluation of the pre-

certification plan. In this role, course faculty is responsible for supervising the students as

they progress to full readiness for the NCE. Inherent in the faulty role is active

participation with students in the design and implementation of individualized plans to

insure success. It is of critical importance that the activities undertaken to assist students

with the NCE testing competence are documented. While the strategies that are utilized to

33

achieve these outcomes are at the discretion of the faculty member, the individual student

outcomes in relation to the NCE are directly attributable to the rigor with which elements

of the plan are upheld by the faculty. Course faculty members are responsible for

determining if a student has met the plan requirements for a given course.

C. Role of the Student

All elements of the NCE plan apply to nurse anesthesia students and all students are

expected to participate fully in its multiple dimensions and to comply fully with its

expectations. Inherent in the role that students assume in carrying out the parameters of

this plan is the responsibility to frequently communicate/interact with the academic advisor

in order to document progress and to define plans to improve outcomes. Students accept full

responsibility for assuming an active role in completing all components of the NCE success

plan and for following through with all recommendations given and requirements

determined. Students acknowledge that failure to adhere to the plan’s components will

have academic implications. Students will submit to the course faculty the required

elements of the NCE success plan for each course listed below. Specific criteria for

acceptable completion of requirements will be established by program faculty. Completion

of all NCE success plan elements is required for successful course completion. Failure to

complete the required elements in the specified time frame will result in course failure.

D. Courses with NCE Success Plan Requirements

Courses with NCE success plan elements are:

SPRING SEMESTER-FIRST YEAR

NU 568 Basics of Anesthesia

NU 600 Pharmacokinetics & Dynamics of Anesthesia Agents

NU 624 Chemistry & Physics Related to Anesthesia

SUMMER SEMESTER-FIRST YEAR

NU 658 Advanced Principles of Anesthesia I

NU 575 Pathologic Aspects of Disease II

FALL SEMESTER-FIRST YEAR

NU 668 Advanced Principles of Anesthesia II

SPRING SEMESTER-SECOND YEAR

NU 653 Clinical Practice III

SUMMER SEMESTER-SECOND YEAR

NU 654 Clinical Practice IV

FALL SEMESTER-SECOND YEAR

NU 655 Clinical Practice V

SPRING SEMESTER-THIRD YEAR

NU 656 Clinical Practice VI

NU 679 Senior Seminar

SUMMER SEMESTER-THIRD YEAR

NU 657 Clinical Practice VII

34

The following statement is included in the course syllabus:

Compliance with all aspects of the NCE Success Plan is required.

Where the NCE success plan components are graded as part of a course, if the student has

not met the required parameters of the plan, a letter grade of “F” will be assigned.

E. End-of the NCE Success Plan Requirements

NCE Success Plan (Individual Courses)

The NCE Success Plan includes the following elements:

1. Focused review of the four major content areas of the NCE: 1) Basic Sciences,

2) Equipment, Instrumentation and Technology, 3) Basic Principles of Anesthesia,

4) Advanced Principles of Anesthesia

2. Remediation is critical to improving student performance and achieving a level of

proficiency that equates to success on the NCE. Students who review the remediation

rationale for all questions, those answered correctly and incorrectly. MSN students may be

asked to repeat Prodigy Anesthesia or Apex Anesthesia Review generated quizzes or

examination following faculty review. Post BSN to DNP students may be asked to repeat

Apex Anesthesia Review generated quizzes or examination following faculty review.

3. The NCE success plan begins in the spring semester of the first year.

Throughout the course of the program, each MSN student will successfully complete

content specific Prodigy Anesthesia or Apex Anesthesia Review quizzes or examinations

selected by course faculty. These quizzes or examinations will mirror the content presented

in each class during each semester. This is a required component in designated courses.

Throughout the course of the program, each Entry-Level BSN to DNP student will

successfully complete content specific Apex Anesthesia Review quizzes or examinations

selected by course faculty. These quizzes or examinations will mirror the content presented

in each class during each semester. This is a required component in designated courses.

4. MSN Students will take the SEE Exam for the first time during the Fall semester of

their second year.

5. DNP Students will take the SEE Exam for the first time during the Spring semester of

their second year.

6. MSN Students will take the SEE Exam for the second time during the Spring semester of

their third year.

7. DNP Students will take the SEE Exam for the second time during the Spring semester of

their third year.

8. Consistent with the NCE Success Plan, an onsite structured review requirement has

been added to assure a passing board score.

35

The MSN Students in NU 657 will be required to attend an onsite structured review

provided by the nurse anesthesia faculty. The student will be required to sign in on campus.

This review is scheduled for one day a week.

The Entry-Level BSN to DNP Students in NU 657 will be required to attend an onsite

structured review provided by the nurse anesthesia faculty. The student will be required to

sign in on campus. This review is scheduled for one day a week.

F. End-of Program NCE Success Plan Elements

1. An individualized plan of study will be based on each student’s SEE results. The results of

the SEE help the student to identify their strengths and weaknesses before taking the NCE.

2A. For the MSN students, results from Prodigy Anesthesia and Apex Anesthesia Review

assessments will provide further detail enabling students and faculty to tailor personalized

plans of study based on the content areas of the NCE.

2B. For the Entry-Level BSN to DNP students, results from Apex Anesthesia Review

assessments will provide further detail enabling students and faculty to tailor personalized

plans of study based on the content areas of the NCE.

Content elements of the NCE are identified below:

(Adapted from the NBCRNA NCE Handbook, 2016)

Basic Sciences A. Anatomy, Physiology and

Pathophysiology 1. Cardiovascular a. Dysrhythmias b. Ischemic heart disease, angina c. Myocardial infarction d. Hypertension e. Congestive Heart Failure f. Endocarditis g. Valvular heart disease h. Cardiomyopathy i. Peripheral Vascular Disease j. Congenital Heart Disease k. Pericardial diseases 2. Respiratory a. Bronchitis b. COPD/emphysema c. Asthma d. Pneumonia e. Tuberculosis f. Pulmonary embolism g. COR Pulmonale h. Pulmonary hypertension i. Upper respiratory tract

infection j. Acidosis

Equipment, Instrumentation & Technology A. Anesthetic delivery

systems 1. High/low pressure gas

sources 2. Regulators/manifolds 3. Flowmeters, valves,

floats 4. Vaporizers 5. Proportioning systems 6. Pressure failure safety

devices 7. Fall safe devices 8. Ventilator 9. Carbon dioxide

absorbent 10. Anesthetic circuits a. Rebreathing, circle

system b. Non-rebreathing c. Modified non-

rebreathing 11. Pneumatic and

electronic alarm devices

Basic Principles of Anesthesia A. Preoperative

assessment and preparation of patient

B. Fluid/blood replacement

1. Fluid therapy (crystalloids and

colloids) 2. Hemotherapy

(blood component therapy)

C. Positioning (technique, physiologic alterations, complications)

1. Prone 2. Supine 3. Lithotomy 4. Lateral 5. Sitting 6. Beach Chair 7. Trendelenburg

Advanced Principles of Anesthesia A. Surgical procedures and

procedures related to organ systems

1. Intra-abdominal a. Gall bladder b. Liver c. Pancreas d. Spleen e. Stomach f. Renal g. Diaphragm h. Intestine i. Herniorrhaphy j. Bladder k. Abdominal/GYN l. Prostatectomy m. Laparoscopy n. Bariatrics 2. Extra thoracic a. Breast biopsy b. Mastectomy c. Plastic and/or

reconstructive 3. Extremities a. Lower

36

k. Adult respiratory distress l. Epiglottitis m. Sleep Apnea 3. Central Nervous System a. Seizures b. CVA c. Hydrocephalus d. Parkinson’s e. Multiple Sclerosis f. Myasthenia gravis g. Alzheimer’s/dementia h. Demyelinating disease i. Intracranial hypertension j. Intracranial tumor k. Intracranial aneurysm l. Autonomic hyperreflexia m. Neuropathy/myopathy n. Psychiatric disorders o. Cerebral palsy p. Spinal cord injury 4. Musculoskeletal a. Fractures b. Rheumatoid arthritis c. Lupus erythematosus d. Muscular dystrophy e. Scoliosis f. Malignant hyperthermia 5. Endocrine a. Diabetes mellitus b. Diabetes insipidus c. Hypo/Hyperthyroidism d. Cushing’s disease e. Addison’s disease f. Pituitary dysfunction g. Parathyroid dysfunction h. Pheochromocytoma i. Acromegaly j. Hypo/hyperaldosteronism 6. Hepatic a. Hepatitis b. Cirrhosis c. Porphyria d. Hepatic failure 7. Renal a. Kidney stones b. Acute renal failure c. Chronic renal failure d. Uremia e. Nephritis 8. Hematologic a. Anemia b. Sickle

cell/hemoglobinopathies c. Polycythemia d. Platelet disorders

B. Airway equipment 1. Face masks 2. Laryngoscope a. Rigid b. Flexible/fiberoptic c. Videoscope 3. Endotracheal tube 4. Endobronchial tube

including double lumen tubes

5. Airways a. Oral b. Nasal 6. Tracheostomy tubes 7. Laryngeal mask airway 8. Intubating laryngeal

mask airway 9. Jet ventilation 10. Lighted stylet 11. Other a. Retrograde wire b. Eschmann catheter c. Combitube d. Cook exchange

catheter C. Monitoring devices 1. Central nervous

system a. Evoked potential b. Intracranial pressure c. Modified EEG monitor

(BIS, PSArray) d. Cerebral oximetry 2. Cardiovascular a. Electrocardiogram b. Arterial pressure

monitoring c. Noninvasive blood

pressure monitoring d. Central venous

pressure monitoring e. Pulmonary artery

pressure monitoring/SvO2

f. Cardiac output g. Precordial/esophageal

stethoscope/Doppler 3. Pulmonary/airway

monitoring a. Capnography b. Airway gas analysis c. Pulse oximetry d. Airway pressure e. Blood gas analysis

8. Reverse Trendelenburg

D. Interpretation of data

1. Lab tests 2. Diagnostic data 3. Intraoperative

monitoring data E. Airway

management, including difficult airway

1. Mask 2. Cricothyrotomy 3. Fiber optics 4. Intubation 5. Supralaryngeal

management F. Local/regional

anesthetics (technique, physiologic alterations, complications)

1. Infiltration 2. Topical 3. Regional blocks a. Subarachnoid

block b. Epidural block c. Combined

spina;/epidural d. Caudal block e. Brachial plexus

block f. Airway blocks g. IV regional (bier)

block h. Retrobulbar/ peribulbar block i. Ankle block j. Digital block k. Wrist block l. Sciatic block m. Femoral block n. Popliteal block 4. Ultrasound

guided nerve block

5. Nerve stimulator guided nerve block

G. Monitored anesthesia care/conscious

b. Upper c. Total joint replacements d. Vein stripping 4. Genital and urologic a. Transurethral resection b. Cystoscopy c. Dilation and curettage d. Hysterectomy e. Hysteroscopy f. Anal/rectal g. Penis/testes 5. Head a. Extracranial (1) Cranioplasty (2) Rhizotomy (3) Ear (4) Eye (5) Face (6) Nose b. Intracranial (1) Decompression (burr holes) (2) Space-occupying

lesion (3) Vascular (4) Transsphenoidal

hypophysectomy (5) Stereotactic

procedures c. Oropharyngeal (1) Fractures (2) Reconstructive (3) Orthodontic/dental (4) Pharynx (5) Reconstructive and/or

plastic surgery 6. Intrathoracic a. diaphragm b. Esophagus c. Heart d. Lung e. Mediastinoscopy f. Thoracoscopy 7. Neck a. Cervical spine (anterior

and posterior approach)

b. Larynx/trachea c. Lymph node biopsies d. Parathyroid/thyroid e. Neck tumors f. Radical neck g. Rigid laryngoscopy h. Tracheotomy i. T & A

37

e. Hemophilia f. Von Willebrand’s disease g. Disseminated intravascular

coagulation 9. Gastrointestinal a. Peptic ulcer disease b. Ulcerative colitis c. Diaphragm atic hernia d. Hiatal hernia e. Gastroesophageal reflux

disorder (GERD) f. Gallstones/gall bladder

disease g. Pancreatitis h. Carcinoid Syndrome i. Pyloric Stenosis j. Bowel obstruction 10. Immune a. Allergic responses and

anaphylaxis b. AIDS/HIV c. Immuno suppression d. Latex allergy e. Sepsis f. Angioedema 11. Other Conditions a. Abnormal tests b. Cancer c. Glaucoma d. Thermoregulation e. Trauma f. Shock g. Substance abuse (alcohol,

tobacco, other) h. Airway difficulties i. Diagnostic data (1) Chest X-Ray (2) Pulmonary function tests (3) Echocardiogram (4) Cardiac catheterization (5) CAT/MRI (6) Ultrasound (7) Electrocardiogram (8) Stress Tests j. Burns B. Pharmacology 1. General Principles a. Pharmacodynamics b. Pharmacokinetics c. Anaphylaxis d. Drug interactions 2. Inhalation Anesthetics a. Nitrous oxide b. Isoflurane

4. Peripheral nerve stimulator

5. Urinary output monitoring

6. Temperature monitoring

7. Maternal/fetal monitoring

8. Others a. Fluid/blood warmers b. Forced air warming

blanket c. Heat and moisture

exchanger (HME) d. Blood salvage (cell

saver)

sedation H. Pain

management 1. Epidural

analgesia 2. Infiltration nerve

blocks 3. Intrathecal

narcotics 4. PCA management I. Other techniques 1. Hypotensive 2. Hypothermia J. Post-anesthesia

care/respiratory therapy

K. Pain theory (anatomy, physiology and pathophysiology)

8. Neuroskeletal a. Laminectomy b. Fusions c. Spinal cord procedures d. Surgical

sympathectomy e. Vertebroplasty 9. Vascular a. Carotid b. Thoracic c. Abdominal d. Upper extremity e. Lower extremity f. Porto-systemic shunts g. Renal artery h. Vena cava filter i. Endovascular

procedures 10. Diagnostic/ therapeutic a. Venous/arterial

catheterization b. Cardioversion c. CAT scan d. MRI e. Electroconvulsive

therapy f. Interventional radiology g. Electrophysiology h. Steroid therapy i. Radiation therapy k. Bronchoscopy l. Esophagoscopy/ gastroscopy 11. Management of other

complications a. Anesthetic b. Surgical 12. Other surgical

procedures a. Trauma b. Burns c. Resuscitation d. Pacemakers e. Lithotripsy f. Organ transplants g. Organ harvest (1) Living donor (2) Cadaver h. Laser B. Pediatrics 1. Anatomy, physiology

and pathophysiology a. Normal

38

c. Desflurane d. Sevoflurane 3. Intravenous Agents a. Barbiturates (1) Thiopental (2) Methohexital b. Opioid agonists (1) Morphine (2) Fentanyl (3) Alfentanil (4) Sufentanil (5) Meperidine (6) Remifentanil (7) Hydromorphone c. Opioid agonist antagonists (1) Nalbuphine (2) Butorphanol d. Benzodiazepines (1) Diazepam (2) Midazolam (3) Lorazepam e. Other sedative/hypnotics (1) Propofol (2) Ketamine (3) Etomidate f. Dexmedetomidine 4. Dexmedetomidine a. Procaine b. Chloroprocaine c. Tetra Caine d. Cocaine e. Benzocaine f. EMLA g. Bupivacaine h. Lidocaine i. Mepivacaine j. Ropivacaine 5. Muscle Relaxants a. Succinylcholine b. Pancuronium c. Vecuronium d. Atracurium e. Rocuronium f. Cisatracurlum 6. Antagonists a. Edrophonium b. Neostigmine c. Naloxone d. Flumazenil e. Pyridostigmine f. Physostigmine 7. Neuraxial Analgesics a. Opioids b. Clonidine 8. Anticholinergics/Cholinergic

b. Prematurity c. Congenital anomalies 2. Pharmacology 3. Anesthesia

techniques/procedures 4. Management of

complications C. Obstetrics 1. Anatomy, physiology

and pathophysiology 2. Pharmacology 3. Anesthesia

techniques/procedures a. Caesarean section b. Vaginal delivery c. Labor epidurals d. Intrathecal e. Postpartum tubal

ligation f. Vaginal after caesarean

birth g. High risk h. Non-obstetric surgery

in the parturient

39

agonists 9. Nonsteroidal anti-

inflammatory drugs 10. Miscellaneous oral

analgesics a. Acetaminophen b. Codeine c. Oxycodone d. Hydrocodone e. Tramadol 11. Sympathomimetic 12. Digitalis and related drugs 13. Alpha and beta receptor

antagonists 14. Antihypertensive a. Sympatholytic b. Clonidine c. ACE inhibitors d. Angiotensin II receptor

inhibitors e. Nitro vasodilators f. Nitric oxide 15. Antidysrhythmics 16. Calcium channel blockers 17. Bronchodilators 18. Psychopharmacologic

therapy a. Selective serotonin reuptake b. Tricyclic antidepressants c. MAO inhibitors d. Lithium 19. Prostaglandins 20. Histamine receptor

antagonists 21. Serotonin Antagonists 22. Insulin 23. Oral hypoglycemic 24. Diuretics 25. Antacids 26. Gastrointestinal prokinetic

medications 27. Anticoagulants a. Heparin b. Heparin reversal protamine c. Low molecular weight

heparins d. Oral anticoagulants e. Oral anticoagulants reversal f. Thrombolytics g. Thrombin inhibitors 28. Antimicrobials 29. Chemotherapeutics 30. Antiepileptic drugs including

gabapentin 31. Antiparkinsonian drugs

40

32. Drugs used to treat lipid 33. Herbal remedies and dietary

supplements 34. Minerals and electrolytes 35. Dantrolene 36. Corticosteroids 37. Tocolytics 38. Uterotonics C. Applied chemistry,

biochemistry, physics 1. Chemistry a. Aqueous solutions and

concentrations b. Acids, bases and salts 2. Biochemistry a. Hepatic metabolism b. Cellular mechanisms for

action c. Drug receptor interaction 3. Physics a. Units of measurement b. Gases and gas laws c. Solubility, diffusion and

osmosis d. Pressure and fluid flow e. Electricity and electrical safety f. Vaporization and

humidification g. Measurement of oxygen,

carbon dioxide and hydrogen ion

41

APEX ANESTHESIA SOFTWARE PROGRAM PLAN

Purpose

The APEX program is an evidence-based approach that gives the learner the depth of

knowledge needed to answer the toughest questions, and they are taught in a way that

improves recall when it matters most.

Students will be able to apply what they have learned to a wide variety of testing

situations-not just memorized material.

Materials Provided

The software provides students with an organized and structured blueprint that

takes them from SRNA to CRNA

40 Question-Guided Tutorials

40 Printable Workbooks that coincide with each tutorial (over 500 pages total)

36 Review Exams

4 Full-length Practice Exams to complete in Study Mode or Simulation Mode

Over 1,700 questions and 850 pages of high-yield study material

650+ Full Color illustrations and tables

All of the question types on boards: hotspot, drag and drop, calculation, multiple

choice, and multiple response

New content added every few weeks

Crystal clear teaching that enhances understanding

Analytics that identify your strengths and weaknesses

Updated references to the textbooks listed in the NCE bibliography

Computer and tablet access to the entire course

Smartphone access to the review exams and full-length practice exams

42

Course Terminology

Tutorial

Serves as a textbook chapter.

Each topic introduced with a board-type question, then followed with a high-yield

explanation of everything you need to know about the specific topic.

Practice questions come before the review material, these questions serve as a pre-

test the first time they go through them. Their scores reflect baseline knowledge.

Workbook

Workbooks are designed to help students become actively engaged with the material

they learned in APEX.

There is a workbook that corresponds with each tutorial.

Review Exam

Reinforce what students learned in the tutorials, and they also introduce a few new

concepts not covered in tutorials.

Review exams can be done on smartphones, so students have an alternate method

from which to study.

Mock Exams

Comprehensive practice exams that are designed to mimic boards.

Study Mode—Each question followed by a rationale.

Simulation Mode—A realistic representation of the National Certification Exam.

Progress Report

Students can compare scores to over 2,500 other students using APEX.

Use as a gauge to determine how well they understand each content area. If scoring

above mean, they’re doing well.

Recommended that students revisit questions that they missed after they complete a

tutorial, review exam, or mock exam.

Course Content

43

Unit 1: Respiratory

Unit 2: ANS

Unit 3: Cardiovascular

Unit 4: Pharmacology I

Unit 5: Pharmacology II

Unit 6: Equipment and Monitors

Unit 7: Neuro

Unit 8: Regional Anesthesia

Unit 9: Fluids & Blood

Unit 10: Kidney, Liver & Endocrine

Unit 11: Across the Lifespan

Unit 12: Miscellaneous Topics

Unit 13: Mock Exams

Unit 14: Mobile Flashcards: works from smart phone, provides students with essential content

Workbooks

There are 500+ pages of printable worksheets to help students actively engage with

the content their learning in APEX.

Workbooks can be used in two ways:

Complete a workbook as they progress through the corresponding tutorial.

If they have mastered the workbook they can attempt to complete the workbook

from memory.

Progress Report

Students will be able to see all their scores and exam dates on a graph. This will show how

they have performed over time.

Resources

Anesthesia related websites

Help Center

44

Provided on website if problem not resolved can contact the administrators.

School Exams

Password protected exams provided on separate website. Faculty will provide students with

passwords.

Courses with APEX Content

NU 568 Basic Principles of Anesthesia

Unit 1: Respiratory

o Lesson IV: Airway Management

Unit 6: Equipment & Monitors

o Anesthesia Machine

o Breathing Circuits

o Monitoring 1: Respiratory

o Monitoring IV: Misc. Monitors & Equipment

Unit 12: Miscellaneous Topics

o Chemistry & Physics

o Positioning & Nerve Injury

o Complete Unit 1 and 6 Review Exams (10)

o Complete Unit 12 review exams (3)

NU 600 Pharmacokinetics and Dynamics of Anesthesia Drugs

Unit 4: Pharmacology I

o Pharmacokinetics

o Pharmacodynamics

o IV Anesthetics

o Volatile Anesthetics I: Pharmacokinetics

o Volatile Anesthetics II: Pharmacodynamics

Unit 5: Pharmacology II

o Local Anesthetics

o Neuromuscular Blockers

o Neuromuscular Blockers Reversal Agents

o Opioid Agonists and Antagonists

o Complete Units 4 and 5 review exams (8)

45

NU 575 Pathologic Aspects of Disease II

Unit 7: Musculoskeletal Diseases

Unit 10: Kidney, Liver, Endocrine

o Kidney

o Liver

o Complete Unit 7 and 10 review exams (7)

NU 658 Advanced Principles of Anesthesia I


o Endocrine

o Unit 3: Cardiovascular

o Cardiac III: Pathophysiology

o Cardiac II: Valvular Heart Disease

o Unit 8: Regional Anesthesia I: Neuraxial

o Complete Unit 3 and 8 review exams (6)

NU 668 Advanced Principles of Anesthesia II


Unit 11: Across the Lifespan

o Obstetrics

o Neonate I: A&P

o Neonate II Emergencies

o Neonate III Congenital Heart Disease

o Pediatrics

o Geriatrics

Unit 3: Cardiovascular

o Cardiac II: Valvular Heart Disease

o Complete unit 11 review exams (3)

NU 653 Clinical Practice III

Complete workbooks 1, 2, 3, 4

When complete submit to NAP faculty for review

Complete Mock Exam I: Study Mode

NU 654 Clinical Practice IV

46

Complete workbooks 5,6, 7


Complete Mock Exam II: Study Mode

NU 655 Clinical Practice V

Complete workbooks 8, 9


Complete Mock Exam III: Study Mode

Complete password protected mid-term exam

NU 656 Clinical Practice VI

Complete workbooks 10, 11,12


Complete Mock Exam IV: Study Mode

NU 657 Clinical Practice VII

Complete Mock Exams I,2,3,4: simulation mode

Complete comprehensive password protected final exam.

48

Section 8

50




STUDENT HANDBOOK

END OF COURSE EVALUATION: COURSE

1. Class content correlated with course objectives.

a. Strongly agree

b. Agree

c. Neither Agree nor Disagree

d. Disagree

e. Strongly Disagree

f. Not Applicable

Answer: _____

2. Course assignments facilitated meeting the course objectives.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

3. Course assignments were clear.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

4. Course readings enhanced my comprehension of the course content.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

51

5. Professional nursing standards and guidelines were fostered.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

6. The course content enabled me to apply theory to practice.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

7. The course content enhanced my critical thinking skills (application and analysis of

information)

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

8. Audio-visual hardware and software, including Blackboard Learn features, were

adequate for learning.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

52

9. Library resources, personnel, and Jeffline were adequate for student learning.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

10. Computer resources such as: Blackboard Learn and Adobe Connect supported student

learning.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

11. Please provide constructive feedback for the course in the space provided below.

Answer:

53



END OF COURSE EVALUATION: FACUTY

Rate the following course faculty statements using the most appropriate answer.

1. The faculty was able to adequately interest and motivates the students to attain knowledge of the subject matter.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

2. The faculty used a variety of instructional strategies.

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

3. The faculty was able to adequately prepare and use instructional materials (including

blackboard learn features and other supplemental media).

a. Strongly agree

b. Agree


d. Disagree


f. Not Applicable

Answer: _____

4. Please provide constructive feedback for faculty in the space provided below.

Answer:

54

Section 9

56




STUDENT HANDBOOK

POLICY ON CLINICAL SUPERVISION/INSTRUCTION

The Jefferson College of Nursing’s Nurse Anesthesia Program complies with the Council on

Accreditation’s 2018 definition of clinical supervision restricting the clinical supervision and

instruction of students in anesthetizing locations to only CRNA’s and/or anesthesiologists with

staff privileges who are immediately available in all clinical areas. The program also restricts

clinical supervision in non-anesthetizing areas to credentialed experts who are authorized to

assume responsibility for the student. Students should never be supervised by a resident or

fellow.

Students who are in the clinical area during their first and second clinical semester will be

under the direct supervision of either a board-certified anesthetist or certified registered nurse

anesthetist (CRNA) in a one-to-one teacher/student ratio. These students may sometimes be

“paired” with students who are completing their last semesters if a particular case is

interesting or complex, but these “older” students will never be there to supervise a “younger”

student. Students may also be assigned to an operating room in which an anesthesiology

resident may also be assigned. On these occasions, the anesthesiologist of record will be

responsible for supervising the nurse anesthesia student. The resident will never be expected

to assume that responsibility.

This policy also limits the maximal student/faculty ratio in the clinical area 2:1. Students will

usually be assigned to a CRNA who has no other responsibility other than to supervise and/or

instruct the student assigned to them. At some of our institutions, students in their last

semesters may be assigned a room with an anesthesiologist who may also be responsible for

another room staffed by a CRNA. When this occurs, the anesthesiologist must be immediately

available to the nurse anesthesia student at all times.

As the student becomes more skilled in delivering anesthesia care, clinical supervision will be

based on the students’ knowledge and ability, the physical status of the patient, the

complexity of the anesthetic and/or surgical procedure and the comfort level and experience of

the instructor.

The program placed great value on the quality of instruction afforded students in the clinical

area and recognizes that mentoring of students very often exceeds the student’s need to be

supervised. Therefore, it encourages CRNA’s to remain in the room with students so they can

observe their problem solving skills, challenge them intellectually, answer their questions and

most importantly, assure the safety of the patient.

58

Section 10

60




STUDENT HANDBOOK

POLICY ON LICENSURE OF NURSE ANESTHESIA STUDENTS AND LICENSURE

AND CERTIFICATION/RECERTIFICATION OF NURSE ANESTHESIA PROGRAM

FACULTY AND CLINICAL FACULTY BY THE NBCRNA The Program Director or his/her designee will ensure that the following documents are current:

Current RN license and CRNA certification card for all nurse anesthesia program

faculty (in the JCN faculty files)

Current RN license for all students enrolled in the program (in the JCN student files)

Current BLS/ACLS certification for all students (in the JCN student files)

Current PALS certification for all students (in the JCN student files)

Current resume, RN license and CRNA certification card for all nurse anesthesia

program clinical site coordinators (in the JCN faculty files)

The program director or his/her designee will rely on the clinical site coordinators to put in

place a mechanism whereby they can periodically assess the currency of the CRNA clinical

faculty RN licenses and CRNA certifications.

No student will be permitted in a clinical site if their license has expired and will be

responsible for making up any clinical time they miss while they are waiting for renewal of

their license.

No student will be permitted to go to their pediatric rotation if their PALS certification is

not current.

Please note it is a JCN and a COA requirement that all licenses and certifications are kept

on file and valid at all times.

62

Section 11

64




STUDENT HANDBOOK

POLICY FOR CLINICAL ASSIGNMENT

1. Students will be placed at clinical sites on an individual basis.

2. Certain clinical sites will require a second interview after the student has been

accepted into the program. The decision of the clinical site does not affect the

student’s enrollment into the program.

a. Determination of acceptance into a clinical site is based upon acuity of the

site and the student’s previous ICU experience.

3. All newly accepted out of state students are required to check with the program

director before making a decision on relocation. The program will make all efforts to

assign a student close to his/her residence; however, students may be placed at a

clinical site up to 1.5 hours away from Jefferson. Please refer to the Jefferson College of

Nursing, Nurse Anesthesia website for a listing of clinical sites and mileage.

4. All students are required to provide their own mode of transportation to and from

the clinical site.

5. All students are required to have current NJ, DE and PA RN licenses prior to the

start of the program. All clinical time missed will need to be made up by the student.

6. All students are required to comply with the clinical site’s rules, regulations, and

hospital policies. This may include, but is not limited to.

a. Departmental meetings

b. Student development activities

c. Additional readings

d. Additional care plans

e. Assignments

f. Pre/Post-Operative Rounds

g. Submission of student formative evaluations as per clinical site protocol

7. All students are required to prepare for clinical by way of anesthesia care plan daily.

a. First year students are required to complete an anesthesia care plan for all

assigned cases for the day.

b. Students will not be held responsible for assignments that are changed on that

day, but may be asked to research a procedure prior to the start of the case.

65

c. Second year students are required to complete at least one anesthesia care

plan daily for specialty cases.

d. Second and Third year students are expected to give a verbal anesthesia care

plan, but may choose to write a daily care plan if they prefer.

e. All students are required to have the clinical faculty complete at least one

formative evaluation daily.

66




STUDENT HANDBOOK

POLICY FOR CLINICAL RE-ASSIGNMENT

If a clinical site deems a re-assignment is necessary, the clinical coordinator must contact the

program director in writing and request a re-assignment for the student, followed by a meeting.

68

Section 12

70




STUDENT HANDBOOK

ANESTHESIA CARE PLAN

DATE PREOP DIAGNOSIS M / F

AGE

ALLERGIES

PROPOSED SURGERY ELECTIVE / ER

ANATOMICAL POSITIONING NPO SINCE ASA

PHYSICAL EXAM: B/P (RANGE) P R T SaO2_______ HT_______WT______kg

AIRWAY: CLASS / MO / TM NECK MOVEMENT DENTAL

SYSTEMS REVIEW:

RESP:

CV:

CNS:

HEP/RENAL:

ENDOCRINE:

GI:

LABS:

Hgb_____Hct______Plat_____

Lytes: Na_____K______

Cl_____CO2_____

Bun_____Creat_____

Other:

BLD TYPE_______T&C_______

EKG

71

OTHER: CXR

PREOP INSTRUCTIONS:

MEDICATIONS:

PRIOR ANESTHESIA HISTORY:

ANESTHETIC IMPLICATIONS

A. PATHOPHYSIOLOGY:

B. SURGICAL PROCEDURE:

C. SURGICAL POSITIONING:

D. OTHER CONCERNS:

72

TECHNIQUE CHOSEN: GEN REG MAC: REASONING:

SPECIAL EQUIPMENT / INVASIVE LINES

REASONING:

73

PHARMACOLOGIC PLAN

INDUCTION

REASONING

INTUBATION

REASONING

MAINTENANCE

REASONING

EMERGENCE

REASONING

FLUID MANAGEMENT

EBV

ABL 30 MAINT DEFICIT 3rd SPACE

74

CASE MANAGEMENT

EBL

FLUIDS BLOOD COMPONENTS

PROBLEMS ENCOUNTERED

PROBLEM SOLUTION/REASONING OUTCOME

1.

2.

POSTOPERATIVE PROBLEMS / CONCERNS:

76

Section 13

78




STUDENT HANDBOOK

POLICY AND PROCEDURE FOR CONDUCTING PRE-OPERATIVE ROUNDS

Policy:

Students assigned to participate in the anesthesia care of a patient are to conduct a

preoperative visit and/or review of the patient’s hospital records whenever possible and

document this activity on their Anesthesia Care Plan. Students are to follow the off-campus

clinical site’s policies concerning making preoperative comments on the student’s form prior

to administering anesthesia to a patient if they did not conduct an appropriate pre-

anesthesia evaluation.

Procedures:

Students are expected to conduct pre-anesthetic visits on patients assigned to them

if the patient is in-house and complete an Anesthesia Care Plan.

Students assigned to patients admitted to the Short Procedure Unit or Same Day

Surgery Unit will conduct a preoperative visit in the particular unit (if their OR

assignment permits) or will conduct the visit and review their charts in the

Operating Room.

Under no circumstances shall students become involved with the anesthetic care of a

patient without having the opportunity to first review the patient’s hospital records.

If students are unable to see their in-house patients, they are to employ the Same

Day Surgery/Short Procedure Unit preoperative protocol.

Students shall utilize the protocol and format of their Anesthesia Care Plan to

conduct all preoperative visits.

79




STUDENT HANDBOOK

POLICY AND PROCEDURE FOR CONDUCTING POST-OPERATIVE ROUNDS

Policy:

All patients receiving any anesthesia service shall be seen by at least one member of the

anesthesia care team within twenty four hours. A note shall be placed in the designated

area of the patient’s chart documenting that this visit has occurred. All nurse anesthesia

students shall make at least one post-anesthesia visit on patient to whom they have

provided anesthesia care.

Procedures:

Post-anesthesia notes are to be written within 48 hours of surgery if a patient is still

hospitalized

Post-anesthesia notes are to be written within 12 hours of surgery if patient is a

23-hour admission

Post-anesthesia notes are written prior to the patient leaving the PACU or Short

Procedure Unit or Same Day Surgery Unit for ambulatory surgical patients.

These notes are to be written on the patient’s chart according to the off-campus

clinical site’s protocol

The patient must be visited and interviewed and the chart reviewed for pertinent

post-operative data

The post-operative note should be written under the title post-anesthetic note and

should contain at least the following information:

Date and time of visit

Number of visit (if appropriate)

State of consciousness (if general anesthesia was administered)

Most recent and/or average range of post-operative vital signs

Pertinent laboratory/medical/x-ray findings which relate to anesthesia recovery

Sequelae associated/related to the anesthesia

Sequelae associated/related to the surgery

Patient Comments/complaints

Patient’s satisfaction/dissatisfaction with anesthesia care

Remedial actions taken (if appropriate)

The post-operative note must be signed by name and title

Abnormal findings are to be reported immediately to either the Anesthesiologist or

CRNA involved in the case

80

Section 14

82




STUDENT HANDBOOK

GUIDELINES FOR ON-CALL ROTATION

Students on-call will always be under the supervision of either and anesthesiologist

or a CRNA

Students may be assigned to a 24-hour call experience; however a student is not

permitted to provide direct patient care for a period longer than 16 continuous hours

Students will not be permitted to undertake any level of anesthesia care without the

expressed knowledge, consent and presence of either and anesthesiologist or CRNA

Students will be expected to function on-call at a level consistent with their level of

nursing and anesthesia ability, as well as the health of the patient and complexity of the

surgical/anesthesia procedures

Students will not be permitted to leave the clinical area unless they have asked and

received permission to do so from the anesthesia clinical director of the operating room

and/or the senior members of the on-call team

Students on-call shall maintain constant tele-communication and/or beeper contact with

the senior members of the on-call team

Students will not be assigned a call shift preceding any class day

Students will not be permitted to leave the institution for any reason while they are on-call

Students will complete tasks assigned by on-call personnel and report any problems

they may encounter to the on-call personnel

Call schedules will be made one month ahead of time so students can plan outside

activities around their call schedules, any schedule conflicts or requests need to be

submitted one month in advance

Students assigned to call on Saturday or Sunday will receive a compensation day

The student’s average time commitment will be monitored by a time activity study

If students become ill and cannot take call, they must inform the program directors and

their CRNA clinical coordinator as soon as possible

If students cannot take their assigned call because of illness, they will be assigned

another on-call day at the discretion of the CRNA clinical coordinator

84

Section 15

86




FORMATIVE EVALUATION LEVEL I (NU 651)

Clinical Progression Scale: Novice Assisted (2)

Acceptable (1)

Dependent (0)

Not Observed (NO)

*Critical Outcomes

CLINICAL OBJECTIVE Rating Comments

A. *Pre-anesthetic assessment: Student conducts and records a patient

interview/assessment and contacts CRNA/MD staff prior to case to discuss

anesthetic plan.

B. Student verbalizes rationale for anesthetic plan of choice and revises this

plan as needed.

C.*Room preparation: Organizes resources, equipment is available, anesthetic

agents and adjuncts selected are available and machine/monitors checked

and functioning.

D. Patient preparation: Skillfully places pre-op IV/ART/CVP/PA

lines/monitors appropriate to their level of clinical experience and needs of

the case.

E.*Positioning: Insures patient safety by properly positioning patient and

continually monitors integrity of positioning throughout the case.

F. Induction: Demonstrates skill in selection of induction agents, administration

of induction agents, and airway management after agents are delivered.

G. Maintenance: Demonstrates skill in delivering anesthetic care based on the

needs of a particular case and appropriately adjust plan as needed.

H.*Fluid management: Prepares hour to hour fluid management strategy prior

to case. Continually monitors and corrects intra-op fluid therapy.

I. Emergence: Demonstrates skill in caring for patient on emergence from

anesthesia including airway management, pain management, and criteria for

extubation as needed.

J. Exit and Report: Demonstrates skill in transporting a patient safely out of OR

to PACU/ICU/CCU. Gives a detailed report of perioperative events to

PACU/ICU/CCU nurses.

K. Monitoring: Maintains accurate and legible anesthetic record

perioperatively. Anesthesia area is clean and organized with adjuncts easily

accessible.

L. Postoperative monitoring: Evaluates outcome of anesthetic. Communicates

with CRNA/MD staff of untoward events or outcomes immediately.

SRNA:

CRNA:

SITE:

87

M. *Personal attributes: Demonstrates professional responsibility as evidenced

by good communication skills with all members of the health care team,

shows up to clinic on time, and participates in clinical lectures or grand

rounds (when appropriate).

Student Evaluation by CRNA/Anesthesiologist:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Student’s Knowledge Gained/Comments (Mandatory):

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Preparation-Summative evaluation

Clinical objectives

Outcomes: 1-7

Preparation Formative Evaluation

Clinical objectives

Outcomes: A-E

Intraoperative- Summative

Clinical Objectives

Outcomes: 1-20

Intraoperative- Formative

Clinical Objectives

Outcomes: C-L

Interpersonal- Summative

Clinical Objectives

Outcomes: 1-10

Interpersonal- Formative

Clinical Objectives

Outcomes: M

*See corresponding Outcomes for the Formative and Summative evaluations found in your student

handbook for detailed descriptions.

Developed & Approved: Curriculum Committee & NEC 11/2007

88




FORMATIVE EVALUATION LEVEL II (NU 652)

Clinical Rating Scale: Advanced Assisted (3)

Novice Assisted (2)

Acceptable (1)

Dependent (0)

Not Observed (NO)

*Critical Outcomes


A. *Pre-anesthetic assessment: Student conducts and records a patient


anesthetic plan.

B. Student verbalizes rationale for anesthetic plan of choice and revises this

plan as needed.

C.*Room preparation: Organizes resources, equipment is available, anesthetic

agents and adjuncts selected are available and machine/monitors checked and

functioning.



the case.

E. Positioning: Insures patient safety by properly positioning patient and


F. Induction: Demonstrates skill in selection of induction agents, administration

of induction agents, and airway management after agents are delivered.

G. Maintenance: Demonstrates skill in delivering anesthetic care based on the


H.*Fluid management: Prepares hour to hour fluid management strategy prior

to case. Continually monitors and corrects intra-op fluid therapy.

I. Emergence: Demonstrates skill in caring for patient on emergence from








accessible.



SRNA:

DR/CRNA:

SITE:

DATE:

89

M. *Personal attributes: Demonstrates professional responsibility as evidenced





__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Student’s Knowledge Gained/Comments (Mandatory):

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Clinical objectives

Outcomes: 1-7


Clinical objectives

Outcomes: A-E


Clinical Objectives

Outcomes: 1-20


Clinical Objectives

Outcomes: C-L


Clinical Objectives

Outcomes: 1-10


Clinical Objectives

Outcomes: M




90




FORMATIVE EVALUATION LEVEL III-VIII

(NU 653-NU 657)

Clinical Progression Scale: Independent (5) Novice Assisted (2)

Advanced (4) Acceptable (1)

Advanced Assisted (3) Dependent (0)

Not Observed (NO)

*Critical Outcomes


A.*Pre-anesthetic assessment: Student conducts and records a patient


anesthetic plan.

B. *Student verbalizes rationale for anesthetic plan of choice and revises this

plan as needed.

C. Room preparation: Organizes resources, equipment is available, anesthetic

agents and adjuncts selected are available and machine/monitors checked and

functioning.



the case.

E.*Positioning: Insures patient safety by properly positioning patient and


F. *Induction: Demonstrates skill in selection of induction agents,

administration of induction agents, and airway management after agents are

delivered.

G. *Maintenance: Demonstrates skill in delivering anesthetic care based on the


H. Fluid management: Prepares hour to hour fluid management strategy prior to

case. Continually monitors and corrects intra-op fluid therapy.

I. *Emergence: Demonstrates skill in caring for patient on emergence from








accessible.



SRNA:

DR/CRNA:

SITE:

DATE:

91

M.*Personal attributes: Demonstrates professional responsibility as evidenced





__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Student’s Knowledge Gained/Comments (Mandatory): __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Clinical objectives

Outcomes: 1-7


Clinical objectives

Outcomes: A-E


Clinical Objectives

Outcomes: 1-20


Clinical Objectives

Outcomes: C-L


Clinical Objectives

Outcomes: 1-10


Clinical Objectives

Outcomes: M




92

Section 16

94




STUDENT HANDBOOK

POLICY ON ASSESSMENT OF STUDENT CLINICAL PERFORMANCE

Clinical Semester Performance

Students will receive a pass/fail grade for the clinical semester. This grade is based on

Semester I, II, III, IV, V, VI, VII & VIII (graduating classes of 2018 & 2019) clinical and

specialty rotations’ Outcome Assessment tool which is completed by the staff CRNAs and

staff Anesthesiologists. This grade is based on Semester I, II, III, IV, V, VI, VII & VII

(graduating class of 2020) clinical and specialty rotations’ Outcome Assessment tool

which is completed by the staff CRNAs and staff Anesthesiologists. Information obtained

provides the faculty with information on whether a student has successfully met the

clinical learning outcomes expected at the end of the semester. Student’s grade will also

be based on information completed by the preceptors from the student’s daily formative

and end of semester summative evaluations, which includes preparation of a daily

Anesthetic Care Plan and rated on a progression scale of 0 to 5 for the clinical

learning outcomes.

If throughout the program a student receives formative and/or summative evaluations

that have a progression scale that is below what is required for their time in the

program, the student will be counseled and placed on clinical jeopardy. By the end of the

semester, the student must achieve the clinical learning outcomes required for both the

formative evaluations and summative evaluation of the semester in jeopardy, and the

current semester. If the student has not accomplished these outcomes, the student will

receive a failing grade in the clinical area which constitutes dismissal from the program.

A student can receive a failing grade (and be dismissed) for the clinical component if the

student does not meet 80% of the *critical outcomes highlighted specifically for their

level in the program.

Levels of progression

Clinical Semester I (First Year, Spring Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 1. Below a score of

1 is unacceptable and the student will placed on clinical jeopardy and have one semester to

improve. The student must also meet the learning outcomes for the current semester.

Clinical Semester II (First Year, Summer Semester) – Forms for both formative and


2 is unacceptable and the student will placed on clinical jeopardy and have one semester

to improve. The student must also meet the learning outcomes for the current semester.

A score of 1 or below constitutes failure to progress and dismissal from the program.

95

Clinical Semester III (Second Year, Fall Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 3 for this level

in the program. Below a score of 3 is unacceptable and the student will be placed on

clinical jeopardy and have one semester to improve. The student must also meet the

learning outcomes for the current semester. A score of 2 or below constitutes failure to

progress and dismissal from the program.

Clinical Semester IV (Second Year, Spring Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 3 for level in the

program. Below a score of 3 is unacceptable and the student will be placed on clinical

jeopardy and have one semester to improve. The student must also meet the learning

outcomes for the current semester. A score of 2 or below constitutes failure to progress

and dismissal from the program.

Clinical Semester V (Second Year, Summer Semester) – Forms for both formative and






Clinical Semester VI (Third Year, Fall Semester) – Forms for both formative and






Clinical Semester VII (Third Year, Spring Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 4 to 5 for level



learning outcomes for the current semester. A score of 3 or below constitutes failure to

progress and dismissal from the program.

Clinical Semester VIII (Third Year, Summer Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 4 to 5 for level in the

program. Below a score of 4 is failure to progress and requires dismissal from the program.

(DNP – Class of 2020)

Clinical Semester I (First Year, Summer Semester) – Forms for both formative and




96

Clinical Semester II (Second Year, Fall Semester) – Forms for both formative and




A score of 1 or below constitutes failure to progress and dismissal from the program.

Clinical Semester III (Second Year, Spring Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 3 for this level



learning outcomes for the current semester. A score of 2 or below constitutes failure

to progress and dismissal from the program.

Clinical Semester IV (Second Year, Summer Semester) – Forms for both formative and






Clinical Semester V (Third Year, Fall Semester) – Forms for both formative and summative

evaluation must have an average equal to or greater than 4 for level in the program. Below a

score of 4 is unacceptable and the student will be placed on clinical jeopardy and have one

semester to improve. The student must also meet the learning outcomes for the current

semester. A score of 3 or below constitutes failure to progress and dismissal from the program.

Clinical Semester VI (Third Year, Spring Semester) – Forms for both formative and






Clinical Semester VII (Third Year, Summer Semester) – Forms for both formative and

summative evaluation must have an average equal to or greater than 4 to 5 for level in

the program. Below a score of 4 requires dismissal from the program.

Specialty Rotations ( begins the second academic year) – Forms for both formative and

summative evaluation must have an average equal to or greater than 4 to 5 for level in the

program. Below a score of 3 is unacceptable and the student will be placed on clinical jeopardy.

A score of 2 or below is failure to progress and requires dismissal from the program.

97

Clinical Progression Scale and Definitions:

Independent (5): Demonstrates a high level of independence in managing cases without

cues from staff. Demonstrates excellence in integrating didactic knowledge with the clinical

setting and verbalizing rationale. Able to formalize an anesthetics care plan specific to meet

the physiologic needs of the patient for ASA 3 & 4. Provides safety, accuracy, organization

and confidence in the delivery of anesthesia. Able to take ownership of the case.

Advanced (4): Demonstrates some independence with managing cases with the minimal

cues from staff. Able to integrate didactic knowledge toward type of surgery, patient’s

physiologic state, and formalize an advanced anesthetic care plan for ASA 3 & 4. Able to

take ownership of the case. Provide safety, accuracy, organization and confidence in the

delivery of an anesthetic.

Advanced Assisted (3): Provides care that is safe and accurate but may lack organization.

Able to integrate didactic knowledge specific to surgical procedures, patients’ physiological

state, and formalize a plan which includes ASA 1 & 2. May require some direction with

prioritizing tasks, but is able to complete the task in a timely manner. Starting to take

ownership of the case.

Novice Assisted (2): Provides care that is safe and accurate but not necessarily organized or

efficient. Requires some verbal or physical direction in performing tasks. May not complete

the task despite direction. Focuses on the skill being performed rather than on direct

patient care. Requires some cues from staff in performing tasks. Develops care plans that

show beginning understanding of anesthetic or surgical procedure.

Acceptable (1): Safe under direct supervision. Able to verbalize basic knowledge about the

case based on readings. Student lacks confidence, organization and proficiency. Is task

oriented and lacks focus on the patient. Requires verbal and physical demonstrative cues

from the staff. Develops care plans that may lack understanding of anesthetic or surgical

procedure.

Dependent (0): Unsafe clinical functioning by evidence of lack of knowledge and/or

preparation. Unsafe clinical function regarding demonstration of tasks and/or basic skills.

Requires supervision and frequent verbal and demonstrative cues by the staff. Care plans are

inadequate in demonstrating understanding of surgical procedure or anesthetic techniques.

98

Section 17

100




STUDENT HANDBOOK

CLINICAL PROGRESSION SCALE BY LEVEL (SEMESTER) IN THE PROGRAM

LEVEL SCALE SUPERVISION

I Acceptable

(1) Continuous

II Novice Assisted

(2) Continuous

III Advanced Assisted

(3) Continuous-Intermittent

IV Advanced Assisted

(3) Continuous-Intermittent

V Advanced

(4) Intermittent

VI Advanced

(4) Intermittent

VII Advanced-Independent

(4-5) Intermittent

VIII Advanced-Independent

(4-5) Intermittent

Specialty Rotation* Advanced Assisted-Independent

(3-5) Intermittent

*Specialty rotations start in January after the first year. Students during this rotation are

expected to perform at the level that corresponds with their semester.

(eg., students can be at a specialty rotation from clinical semester IV to clinical semester VIII)

102

Section 18

104




STUDENT HANDBOOK

FIRST SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION

Student Name: Instructors Name: Date: _______________

Site:

Number of Clinical Months Completed: 2

Approximate Number of Cases Done at this site: None

6-10

0-5

11-15

15 or more

Clinical Progression Scale Independent (5) Advanced (4)

Advanced Assisted (3) Novice Assisted (2)

Acceptable (1) Dependent (0)

Not Observed (NO)

ALL SCORES below the expected level of performance must be accompanied by a comment

105

AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE

FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of I are expected to

demonstrate an average score equal to or greater than 1 , but may achieve a score greater than 1.

Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical

Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level

will be dismissed from the program.

The purpose of the clinical orientation program is to introduce students to their clinical settings while they

are taking Basic Principles of Anesthesia course.

Student Observations Accomplished Not

Accomplished

1. Observe anesthesia personnel setting up for an

uncomplicated anesthetic

2. Observe a variety of anesthesia providers administering

anesthesia for uncomplicated surgical/diagnostic

procedures

3. Observe fluid management of the anesthetized patient

4. Observe monitoring of the anesthetized patient

5. Engage in discussion of the pharmacology of the

commonly employed anesthetics and anesthetic related

drugs with the anesthetic staff

6. Examine anesthetic related equipment and equate it to

classroom discussion

7. Observe pharmacological reversal of opioids and

neuromuscular blocking agents

8. Accompany patients to PACU

9. Observe transfer of care between anesthesia and PACU

personnel

10. Become familiar with anesthetic/PACU records

11. Locate critical areas of the anesthesia environment

12. Locate storage sites for anesthesia monitoring systems in

all anesthetizing locations

13. Accompany a CRNA or anesthesiologist on pre-op

rounds

14. Accompany a CRNA or anesthesiologist on

post-op rounds

15. Research patient information and develop an anesthetic

care plan

Instructor Signature:

106




STUDENT HANDBOOK

SECOND SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


107

AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE

THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of II are expected to

demonstrate an average score of greater than or equal to 2-3, but may achieve a score greater than 3.




*Critical outcomes

AT THE END OF THE SECOND CLINICAL SEMESTER, THE STUDENT WILL BE ABLE

TO DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES:

PREPARATION SCORE COMMENTS

1. *Complete a complete machine check.

2. *Demonstrate beginning ability to develop a

written anesthesia care plan for ASA 1 & 2

patients.

3. Discuss specific considerations relative to the

management of healthy young patients.

4. *Assemble anesthesia equipment and

ASA 1 & 2 patients.

5. Select and prepare a variety of routine monitoring

modalities as dictated by patient pathophysiology

and the surgical procedure.

6. *Starting to demonstrate the ability to integrate

didactic knowledge into your anesthetic

management.

7. Properly prepare patients for the induction of

general anesthesia and for the administration of

regional anesthesia.

108

INTRAOPERATIVE SKILLS SCORE COMMENTS

1. Demonstrates beginning skills in the use of

anesthetic agents and accessory drugs.

Individualize dosage according to patient physical

status and surgical requirements..

2. Utilize routine monitoring modalities correctly and

demonstrate the ability to recognize problems

revealed by these intraoperative monitor.

3. Anticipate intraoperative events relating to the

surgical procedure and/or the administration of

anesthesia.

4. *Demonstrate beginning skill managing a

uncomplicated airway.

5. Demonstrate beginning skill in the preparation,

insertion and management of the LMA.

6. Demonstrate beginning ability in the preparation,

insertion and management of an ETT.

7. Display beginning ability to effectively use

anesthesia ventilators through the selection of

patient-individualized ventilatory parameters.

8. Demonstrate beginning competency in the

insertion of arterial lines.

9. Properly manage patients receiving spinal,

epidural, or other forms of regional anesthesia.

10. *Estimates blood volume and calculate fluid

replacement for ASA I & II patients undergoing

uncomplicated surgical or diagnostic procedures.

11. *Maintain an accurate, neat anesthetic record.

109

12. Demonstrate beginning skill in managing a patient

emerging from anesthesia.

13. Apply a sound set of criteria for extubating a

patient.

14. Utilize appropriate criteria for reversal of

neuromuscular blockade and for patient

extubation.

15. Safely transport patients to the PACU or

respective unit and provide appropriate report.

16. Complete a post-anesthetic visit, write a

comprehensive note and accurately report adverse

findings to the staff.

110

INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT

1. *Demonstrate beginning ability to professionally interact with peers, instructors, and other members of the health care team.

2. *Demonstrate appropriate reliability, responsibility, and thoroughness in initiating and completing assignments.

3. Demonstrate beginning flexibility regarding changes in room or patient assignments.

4. Demonstrate a receptive attitude toward learning; accept constructive criticism as part of the process of education.

5. Display a kind and sympathetic approach toward all patients.

6. Demonstrate a culturally sensitive approach to patients.

7. Attend weekly professional departmental meetings and when appropriate, in-service demonstrations

8. Demonstrate respect toward anesthesia equipment, evidenced by appropriate care and maintenance of equipment.

9. *Maintain a proper decorum in the operating room.

111

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

NEW LEARNING OUTCOMES

(student should refer to the clinical outcomes for the third semester evaluation.)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Signature of Instructor / Date Signature of Clinical Coordinator who reviewed

Eval. with Student / Date

Student Signature / Date Signature of Faculty who reviewed evaluation

with Student / Date

112




STUDENT HANDBOOK

THIRD SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


113


THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of III are expected to





*Critical outcomes


1. *Construct an anesthesia care plan with

consideration of concomitant drug therapy,

pathophysiology, and surgical requirements on all

ASA 1, 2, 3 patients.

2. *Demonstrate the ability to present a

comprehensive anesthesia care plan to clinical

instructors for ASA 1, 2, & 3 patients.

3. *Assemble anesthesia equipment quickly and

proficiently for all types of routine cases.

4. Select and prepare a variety of monitoring

modalities as dictated by patient pathophysiology

and the surgical procedure.

5. *Demonstrate the ability to integrate didactic

knowledge into your anesthetic management.

6. Properly prepare patients for the induction of

general anesthesia and for the administration of

regional anesthesia.

114


1. Demonstrate increasing skills in the use of anesthetic

agents and accessory drugs. Individualize dosage

according to patient physical status and surgical

requirements.

2. Utilize monitoring modalities correctly and

demonstrate the ability to recognize, correlate, and

integrate problems revealed by intraoperative

monitors.

3. Anticipate intraoperative difficulties to make sound

judgment in identifying and differentiating causes of

changes in patient status.

4. *Demonstrating beginning skillful management of

patients with difficult airways.

5. Perform oral (and nasal) intubations on Class I, II and

III Mallampati airway patients.

6. *Demonstrate skills in the preparation, insertion and

management of the LMA.

7. Display increasing ability to effectively use anesthesia

ventilators through the selection of patient

individualized ventilatory parameters.

8. Demonstrate increasing competency in the insertion of

arterial lines and CVP lines.

9. Interpret arterial blood gas and lab results.

115


10. *Demonstrate comprehensive knowledge of anatomy

and physiology integral to the various types of regional

anesthesia.

11. Properly manage patients receiving spinal, epidural, or

other forms of regional anesthesia.

12. *Calculate fluid therapy, properly evaluate blood loss,

and make appropriate clinical judgment for blood

replacement therapy.

13. Maintain an accurate and neat anesthesia record.

14. *Demonstrate skill in managing patients emergence

from anesthesia and apply appropriate judgmental skills

for extubation.


neuromuscular blockade and for patient extubation.

16. *Safely transport patients to the PACU or respective

unit and provide a comprehensive transfer report to

appropriate personnel.

17. *Complete a post anesthetic visit, write a



116


1. *Demonstrate beginning ability to professionally

interact with peers, instructors, and other members of

the health care team.

2. *Demonstrate reliability, responsibility, and

thoroughness in initiating and completing assignments.

3. Demonstrate beginning flexibility regarding changes

in room or patient assignments.

4. Demonstrate a receptive attitude toward learning;

accept constructive criticism as part of the process of

education.

5. Display a kind and sympathetic approach toward all

patients.

6. Demonstrate an ability to perform appropriately in

stressful situation.

7. *Participate in professional departmental meetings and

when appropriate in-service demonstrations.

8. Demonstrate responsibility toward anesthesia

equipment as evidenced by appropriate care and

maintenance of equipment.


117

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

NEW LEARNING OUTCOMES:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

118




STUDENT HANDBOOK

FOURTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


119


FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of IV are expected to





*Critical outcomes


1. *Construct a comprehensive anesthesia care plan with



ASA patients.

2. Demonstrates increasing ability to present a

comprehensive verbal anesthesia care plan to clinical

instructors.

3. *Discuss specific considerations relative to the

management of ASA II, ASA III and emergency

patients.


proficiently for cases of increasing complexity.

5. *Select and prepare all types of monitoring modalities

as dictated by patient pathophysiology and the surgical

procedure.



7. *Properly prepare patients for the induction of general

anesthesia and for the administration of regional

anesthesia.

120


1. *Demonstrates increasing skill in the use of anesthetic

agents and adjunct drugs. Individualizes dosage


requirements.

2. *Utilize routine monitoring modalities correctly and



monitors.

3. *Anticipate intraoperative difficulties and begin to

exhibit critical thinking skills judgment in identifying

and differentiating causes of changes in patient status.

4. Discuss the principles and concepts underlying the

anesthetic management of the obstetric patients.



6. Articulate the implantation of the difficult airway

algorithm.

7. *Perform oral (and nasal) intubations on Class I, II and


8. *Demonstrate increasing skills in the preparation,


121





arterial lines, CVP lines, Triple lumens and PA

catheters.

11. *Interpret arterial blood gas and lab results and initiate

necessary therapeutic interventions.



anesthesia.

13. *Properly manage patients receiving spinal, epidural,

or other forms of regional anesthesia.



replacement therapy in ASA II and ASA III patients.


16. Demonstrate skill in managing patients recovering

from regional anesthesia.

17. *Utilize appropriate criteria for reversal of

neuromuscular blockade and for patient extubation







122



interact with peers, instructors, and other members

of the health care team.


thoroughness in initiating and completing

assignments.

3. Demonstrate beginning flexibility regarding

changes in room or patient assignments.

4. Demonstrate increasing initiative and a receptive

attitude toward learning; accept constructive

criticism as part of the process of education.

5. Display a kind and sympathetic approach toward

all patients.

6. Demonstrate increasing ability to perform

appropriately in stressful situations.

7. *Participate in weekly professional departmental

meetings in all learning situations provided.

8. Demonstrate respect toward anesthesia equipment,

evidenced by appropriate care and maintenance of

equipment.

9. Maintain a proper decorum in the operating room.

123

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

124




STUDENT HANDBOOK

FIFTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:


6-10

0-5

11-15

15 or more




Not Observed (NO)


125


FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of V are expected to demonstrate

an average score of 4, but may achieve a score greater than 4. Students who fail to meet the learning

outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet 80% of

the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.

*Critical outcomes





ASA patients.

2. Demonstrate increasing ability to present a


instructors for patients who exhibit significant co-

morbid diseases.



patients.

4. Assemble anesthesia equipment quickly for patients

scheduled for pediatric, thoracic and neurosurgery.

5. Select and prepare all types of monitoring modalities


procedure.



7. *Able to perform the induction of general anesthesia

and the administration of regional anesthesia, and

manage the patient independently.

126


1. *Demonstrate skills in the use of anesthetic agents and

accessory drugs for complex cases. Individualize

dosage according to patient physical status and

surgical requirements.



integrate problems encountered while administering

anesthesia for patients scheduled for thoracic and

neurosurgical cases.





anesthetic management of the obstetric, pediatric,

thoracic and neuro patients.





replacement therapy in patients undergoing thoracic

and neurosurgical procedures.

7. Perform oral (and nasal) intubations on Class II, III

and IV Mallampati airway patients.


neuromuscular blockade and for patient recovering

from thoracic and neurosurgical or diagnostic

procedures.

9. *Display increasing ability to effectively use

anesthesia ventilators through the selection of patient




catheters.



12. *Able to integrate comprehensive knowledge of patho-

physiology of disease states integral to the various

types patients and their anesthetic management.

127


or other forms of regional anesthesia including drug

doses.



replacement therapy in ASA II, ASA III and IV

patients.

15. *Maintain an accurate and neat anesthesia record.





18. Safely transport patients to the PACU or respective



19. Complete a post anesthetic visit, write a



20. *Demonstrates ability to perform on call

duties with developing independence.

E.g., Codes, Emergencies, Trauma room set

up, emergency OB.

128


1. *Demonstrate ability to professionally interact with

peers, instructors, and other members of the health

care team.

2. *Demonstrate reliability, responsibility , and


3. Demonstrates flexibility regarding changes in room or

patient assignments.

4. Demonstrate initiative and a receptive attitude toward

learning; accept constructive criticism as part of the

process of education.


patients.

6. *Demonstrate ability to perform appropriately in

stressful situations..

7. Participate in professional departmental meetings in all

learning situations provided.



equipment.


10. *Effectively communicates with staff and coordinator

regarding patient care, and all aspects of the students

clinical experience.

129

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

130




STUDENT HANDBOOK

SIXTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


131


FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VI are expected to demonstrate

an average score of greater than or equal to 4, but may achieve a score greater than 4. Students who fail to

meet the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to

meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.

*Critical outcomes


1. *Construct a comprehensive anesthesia care plan for

patients with co-morbid diseases that will significantly

affect their anesthetic management.

2. *Demonstrate increased ability to present a



morbid diseases.

3. Integrate 5th semester didactic curriculum into

anesthesia care plans and management.

4. Assemble multiple invasive monitors quickly for

patient’s scheduled complex surgery.


for patients scheduled for pediatric patients.


knowledge into your anesthesia plan for patients

exhibiting multiple co-morbid diseases.

132


1. *Demonstrate skills administering anesthetic agents

and accessory drugs for patients with multiple co-

morbid diseases.

2. *Demonstrate the ability to recognize, correlate, and


anesthesia for patients with multiple co-morbid

diseases.


exhibit critical thinking skills managing the anesthesia

of patients with multiple co-morbid diseases.



replacement therapy in patients with multiple co

morbid diseases.


unit and provide a comprehensive transfer report to the




from general anesthesia with multiple co-morbid

diseases.


133






3. Demonstrate beginning flexibility regarding changes in

room or patient assignments.

4. Demonstrate increasing initiative and a receptive attitude

toward learning; accept constructive criticism as part of

the process of education.


patients.

6. *Demonstrate increasing ability to perform



*learning situation provided.



equipment.


134

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

135




STUDENT HANDBOOK

SEVENTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:


Approximate Number of Cases Done

at this site:

None

6-10

0-5

11-15

15 or more




Not Observed (NO)


136


FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VII are expected to

demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet the

learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet

80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.

*Critical outcomes





ASA patients.




morbid diseases.



patients.





procedure.






137




dosage according to patient physical status and surgical

requirements.





neurological cases.











replacement therapy in patients undergoing thoracic and

neurosurgical procedures.

7. Perform oral (and nasal) intubations on Class II, III and

IV Mallampati airway patients.




procedures

9. *Display increasing ability to effectively use anesthesia





catheters.

11. *Interpret arterial blood gas and lab results and

initiate necessary therapeutic interventions.




138



doses.




patients.












20. *Demonstrates ability to perform on call duties with

developing independence. E.g., Codes, Emergencies,

Trauma room set up, emergency OB.

139




care team.



3. Demonstrate flexibility regarding changes in room or






patients.


stressful situations.





equipment.



regarding patient care, and all aspects of the student’s


140

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

141




STUDENT HANDBOOK

EIGHTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


142



demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet the

learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet

80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.

*Critical outcomes





ASA patients.




morbid diseases.



patients.





procedure.







143









neurological cases.


















procedures






catheters.








doses.

144




patients.
















145



care team.









patients.







equipment.





146

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

148

Section 19

150




STUDENT HANDBOOK

STUDENT SELF EVALUATION

FIRST SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


151


THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of I are expected to

demonstrate an average score equal to or greater than 1 , but may achieve a score greater than 1.




The purpose of the clinical orientation program is to introduce students to their clinical settings while

they are taking Basic Principles of Anesthesia course.

Student Observations Accomplished Not Accomplished

1. Observe anesthesia personnel setting up for an

uncomplicated anesthetic

2. Observe a variety of anesthesia providers administering

anesthesia for uncomplicated surgical/diagnostic

procedures

3. Observe fluid management of the anesthetized patient

4. Observe monitoring of the anesthetized patient

5. Engage in discussion of the pharmacology of the

commonly employed anesthetics and anesthetic related

drugs with the anesthetic staff

6. Examine anesthetic related equipment and equate it to

classroom discussion

7. Observe pharmacological reversal of opioids and

neuromuscular blocking agents

8. Accompany patients to PACU

9. Observe transfer of care between anesthesia and PACU

personnel

10. Become familiar with anesthetic/PACU records

11. Locate critical areas of the anesthesia environment

12. Locate storage sites for anesthesia monitoring systems in

all anesthetizing locations

13. Accompany a CRNA or anesthesiologist on pre-op rounds

14. Accompany a CRNA or anesthesiologist on

post-op rounds

15. Research patient information and develop an anesthetic

care plan

Student Signature:

152




STUDENT HANDBOOK


SECOND SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


153

AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO

DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of

II are expected to demonstrate an average score of greater than or equal to 2-3, but may achieve a

score greater than 3. Students who fail to meet the learning outcomes sufficient for their Level will

be placed on clinical Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL

OUTCOMES for their level will be dismissed from the program.

*Critical outcomes

AT THE END OF THE SECOND CLINICAL SEMESTER, THE STUDENT WILL BE ABLE

TO DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES:


1. *Complete a complete machine check.

2. *Demonstrate beginning ability to develop a written

anesthesia care plan for ASA 1 & 2 patients.


management of healthy young patients.

4. *Assemble anesthesia equipment and ASA 1 & 2

patients.

5. Select and prepare a variety of routine monitoring

modalities as dictated by patient pathophysiology and

the surgical procedure.

6. *Starting to demonstrate the ability to integrate

didactic knowledge into your anesthetic management.

7. Properly prepare patients for the induction of general


anesthesia.

154


1. Demonstrates beginning skills in the use of anesthetic



requirements.


demonstrate the ability to recognize problems revealed

by these intraoperative monitors.

3. Anticipate intraoperative events relating to the surgical

procedure and/or the administration of anesthesia.

4. *Demonstrate beginning skill managing a

uncomplicated airway.

5. Demonstrate beginning skill in the preparation,


6. Demonstrate beginning ability in the preparation,

insertion and management of an ETT.

7. Display beginning ability to effectively use anesthesia

ventilators through the selection of patient-


8. Demonstrate beginning competency in the insertion of

arterial lines.



155

10. *Estimates blood volume and calculate fluid

replacement for ASA I & II patients undergoing

uncomplicated surgical or diagnostic procedures.

11. *Maintain an accurate, neat anesthetic record.

12. Demonstrate beginning skill in managing a patient

emerging from anesthesia.

13. Apply a sound set of criteria for extubating a

patient.


neuromuscular blockade and for patient

extubation.

15. Safely transport patients to the PACU or

respective unit and provide appropriate report.

16. Complete a post-anesthetic visit, write a



156





2. *Demonstrate appropriate reliability, responsibility,

and thoroughness in initiating and completing

assignments.





education.


patients.

6. Demonstrate a culturally sensitive approach to

patients.

7. Attend weekly professional departmental meetings

and when appropriate, in-service demonstrations



equipment.


157

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

NEW LEARNING OUTCOMES

(student should refer to the clinical outcomes for the third semester evaluation.)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

158




STUDENT HANDBOOK


THIRD SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


159


FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of III are expected to





*Critical outcomes


1. *Construct an anesthesia care plan with consideration

of concomitant drug therapy, pathophysiology, and

surgical requirements on all ASA 1, 2, 3 patients.

2. *Demonstrate the ability to present a comprehensive

anesthesia care plan to clinical instructors for ASA 1,

2, & 3 patients.


proficiently for all types of routine cases.

4. Select and prepare a variety of monitoring modalities


procedure.



6. Properly prepare patients for the induction of general


anesthesia.

160


1. Demonstrate increasing skills in the use of anesthetic



requirements.

2. Utilize monitoring modalities correctly and



monitors.

3. Anticipate intraoperative difficulties to make sound

judgment in identifying and differentiating causes of

changes in patient status.



5. Perform oral (and nasal) intubations on Class I, II and


6. *Demonstrate skills in the preparation, insertion and

management of the LMA.





arterial lines and CVP lines.

9. Interpret arterial blood gas and lab results.

161




anesthesia.





replacement therapy.


14. *Demonstrate skill in managing patients emergence

from anesthesia and apply appropriate judgmental

skills for extubation.









162











education.


patients.

6. Demonstrate an ability to perform appropriately in

stressful situation.

7. *Participate in professional departmental meetings and

when appropriate in-service demonstrations.

8. Demonstrate responsibility toward anesthesia

equipment as evidenced by appropriate care and

maintenance of equipment.


163

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

164




STUDENT HANDBOOK


FOURTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


165


THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of IV are expected to

demonstrate an average score of greater than or equal to 3-4, but may achieve a score greater than

4. Students who fail to meet the learning outcomes sufficient for their Level will be placed on

clinical Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for

their level will be dismissed from the program.

*Critical outcomes





ASA patients.

2. Demonstrates increasing ability to present a


instructors.

3. *Discuss specific considerations relative to the


patients.


proficiently for cases of increasing complexity



procedure.



7. *Properly prepare patients for the induction of general


anesthesia.

166


1. *Demonstrates increasing skill in the use of anesthetic

agents and adjunct drugs. Individualizes dosage


requirements.

2. *Utilize routine monitoring modalities correctly and



monitors.





anesthetic management of the obstetric patients.



6. Articulate the implantation of the difficult airway

algorithm.

7. *Perform oral (and nasal) intubations on Class I, II and


8. *Demonstrate increasing skills in the preparation,







catheters.





anesthesia.


or other forms of regional anesthesia.

167



replacement therapy in ASA II and ASA III patients.





neuromuscular blockade and for patient extubation







168










attitude toward learning; accept constructive criticism

as part of the process of education.


patients.

6. Demonstrate increasing ability to perform


7. *Participate in weekly professional departmental

meetings in all learning situations provided.



equipment.

9. Maintain a proper decorum in the operating room e.g

uses electronic devices for patient care or O.R

communication only.

169

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

170




STUDENT HANDBOOK


FIFTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


171


THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of V are expected to

demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet

the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail

to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the

program.

*Critical outcomes

PREPARATION SCORE COMMENTS 1. *Construct a comprehensive anesthesia care plan with



ASA patients.




morbid diseases.



patients.





procedure.







172









neurosurgical cases.


















procedures






catheters.








doses.

173




patients.
















174



care team.



3. Demonstrates flexibility regarding changes in room or






patients.







equipment.



regarding patient care, and all aspects of the students


175

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

176




STUDENT HANDBOOK


SIXTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


177


THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VI are expected to

demonstrate an average score of greater than or equal to 4, but may achieve a score greater than 4.


Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their

level will be dismissed from the program.

*Critical outcomes


1. *Construct a comprehensive anesthesia care plan for

patients with co-morbid diseases that will significantly

affect their anesthetic management.

2. *Demonstrate increased ability to present a



morbid diseases.

3. Integrate 5th semester didactic curriculum into

anesthesia care plans and management.

4. Assemble multiple invasive monitors quickly for

patient’s scheduled complex surgery.


for patients scheduled for pediatric patients.


knowledge into your anesthesia plan for patients

exhibiting multiple co-morbid diseases.


178

1. *Demonstrate skills administering anesthetic agents

and accessory drugs for patients with multiple co-

morbid diseases.

2. *Demonstrate the ability to recognize, correlate, and


anesthesia for patients with multiple co-morbid

diseases.


exhibit critical thinking skills managing the anesthesia

of patients with multiple co-morbid diseases.



replacement therapy in patients with multiple co-

morbid diseases.


unit and provide a comprehensive transfer report to the




from general anesthesia with multiple co-morbid

diseases.


179









attitude toward learning; accept constructive criticism

as part of the process of education.


patients.

6. *Demonstrate increasing ability to perform



*learning situation provided.



equipment.


180

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

181




STUDENT HANDBOOK


SEVENTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


182




the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to

meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the

program.

*Critical outcomes





ASA patients




morbid diseases.



patients.





procedure.







183









neurological cases.


















procedures.






catheters.








doses.

184




patients.
















185



care team.









patients.







equipment.





186

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

187




STUDENT HANDBOOK


EIGHTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE

EVALUATION


Site:



6-10

0-5

11-15

15 or more




Not Observed (NO)


188




the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to

meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the

program.

*Critical outcomes





ASA patients




morbid diseases.



patients.





procedure.







189









neurological cases.


















procedures.






catheters.






190



doses.




patients.


















care team.

191









patients.







equipment.





192

ADDITIONALCOMMENTS:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




with Student / Date

194

Section 20

196




STUDENT HANDBOOK

OB ROTATION

When second and third year students complete a one-month obstetric rotation at their

clinical site or if necessary at a designated off-campus clinical facility they will be able to

administer or manage regional anesthesia and/or administer general anesthesia to

pregnant patients who are in labor and about to deliver their baby.

When students complete this one-month rotation, they will understand and appreciate the

anatomical, physiological and mechanical uniqueness that pregnant patients bring to the

anesthetic environment.

Specific Learning Outcomes

Identify specific anesthetic equipment necessary to manage patients in labor or to

prepare patients to receive anesthesia for either a vaginal delivery or caesarian section

Set-up specific anesthetic equipment for epidural anesthetic

Set-up anesthesia equipment for patients undergoing vaginal or caesarian section

Develop an anesthetic care plan for obstetrical patients which include:

o Conducting a comprehensive pre-operative assessment

o Selecting pre-operative medication utilizing the protocol of the Department of

Anesthesiology

o Managing the perioperative fluid requirements

o Calculating estimated blood volumes

o Identifying the type of anesthetic technique best suited for an obstetrical

patient

o Selecting the best choice and/or alternate choice of anesthetic and adjuvant

drugs

o Discussing proposed anesthetic management with the clinical instructor(s)

o Managing the emergence of obstetrical patients from general anesthesia

o Participating in the PACU management of obstetrical patients

197




STUDENT HANDBOOK

PEDIATRIC ROTATION

When second and third year students complete a three-month pediatric anesthesia rotation

at their clinical site or if necessary a designated off-campus clinical facility, they will be

able to administer or manage anesthesia for pediatric patients undergoing surgery.

When second and third year students complete this three-month pediatric anesthesia

rotation, they will understand and appreciate the anatomical, physiological and mechanical

uniqueness that neonatal and pediatric patients bring to the anesthetic environment.


Identify specific anesthetic equipment necessary to manage all types of neonatal and

pediatric cases

Set-up specific anesthetic equipment for routine neonatal and pediatric cases

Develop and anesthetic care plan for neonatal and pediatric patients which include:


o Selecting pre-operative medication utilizing the protocol of the Department of

Anesthesiology

o Managing the perioperative fluid requirements


o Identifying the type of anesthetic technique best suited for a particular

neonatal or pediatric patient


drugs

o Calculating the type of anesthetic technique best suited for a particular

neonatal or pediatric patient

o Discussing proposed anesthetic management with clinical instructor(s)

o Managing the emergence of neonatal and pediatric patients from general

anesthesia

o Participating in the PACU management of neonatal and pediatric patients

Induce, intubate and extubate pediatric patients with a rapid, smooth and

atraumatic technique

Administer anesthesia to neonates and/or pediatric patients scheduled for all types

of surgical/diagnostic procedures

198

Interpret and react appropriately and quickly to all data recorded on monitoring

devices

Administer appropriate fluid volumes (including packed cells) to pediatric patients

Maintain neonatal and pediatric patients core temperatures within an acceptable

range

Transport neonatal and pediatric patients to the PACU/ICU/NICU

Deliver a comprehensive post-anesthetic report to the PACU/ICU/NICU nurse

199




STUDENT HANDBOOK

NEURO-ANESTHESIA ROTATION

When second and third year students complete a one-month neuro-anesthesia rotation at their

clinical site or if necessary at a designated off-campus clinical facility they will be able to

administer or manage anesthesia for patients undergoing a wide variety of neurosurgical

procedures.

When students complete this one-month rotation, they will understand and appreciate the

issues that impact the anesthetic management of patients with neurological diseases or

injuries

Guidelines and Instructions

Identify specific anesthetic equipment necessary to manage patients undergoing

surgical, diagnostic or interventional radiological neurological procedures

Set-up specific anesthetic equipment for neurological procedures

Develop and anesthetic care plan for neurologically ill patients that includes.


o Inserting appropriate invasive monitors

o Insuring patients maintain normal body temperatures


o Managing fluid and blood replacement within the confines of “keeping the

patient dry”

o Identifying the type of anesthetic technique best suited for the patient with a

specific type of neurological disease or injury

o Selecting the best choice and/or alternate choice of anesthetic technique best

suited for the patient with a specific type of neurological disease or injury


drugs


o Maintaining the patients’ PaC02, Pa02, ICP, arterial blood pressure and

positioning that will facilitate an optimal outcome

o Managing the emergence of patients recovering from general anesthesia

following a neurological procedure

o Participating in the PACU management of patients recovering from a

neurosurgical procedure

200




STUDENT HANDBOOK

CARDIAC ROTATION

When second and third year students complete a 4-6 week cardiothoracic rotation at

their primary off-campus clinical site or if necessary at a designated off-campus clinical

facility they will be able to administer or manage anesthesia for patients undergoing

cardiothoracic surgery.

When students complete this 4-6 week rotation, they will understand and appreciate

the issues that impact the anesthetic management of patients undergoing a variety of

cardiac procedures.


Identify specific anesthetic equipment necessary to manage a patient scheduled to

undergo cardiac surgery

Demonstrate ability to interpret data from invasive cardiac monitors

Explain the pharmacophysiology associated with blood-clotting issues relating to the

administration of heparin and protamine

Discuss the management of patients undergoing coronary bypass or valve replacement

Discuss the basic principles of the ‘pump’

Discuss the management of patients undergoing ‘off-pump’ cardiac procedures

Set-up specific anesthetic equipment for cardiac surgery

Develop an anesthetic care plan for cardiac patients which include:

o Conducting a comprehensive pre-operative assessment within very limited

time constraints

o Inserting appropriate invasive monitors

o Insuring patients maintain normal body temperatures

o Managing perioperative fluid requirements


o Identifying the type of anesthetic technique best suited for the patient

undergoing a specific cardiac procedure


drugs

o Managing the patient while they are on bypass

o Reversing anticoagulation drugs

201


o Managing the emergence of trauma patients from general anesthesia

o Participating in the PACU management of trauma patients

202

Section 21

204




STUDENT HANDBOOK

CLINICAL FACULTY ASSESSMENT TOOL EVALUATION FORM

Clinical Site:

Faculty Member: Semester/Year:

In my experience with this clinical faculty member, I feel that he/she:

Overall, I would rate this clinical site as:

Outstanding More than Satisfactory Less than Completely

Strongly

Agree Agree Uncertain Disagree

Strongly

Disagree

1. Demonstrates confidence in his/her knowledge during

discussions, consultations in the practice setting.

2. Demonstrates excellent clinical expertise.

3. Is knowledgeable in the content area.

4. Relies on professional experiences to illustrate ideas or to

make a point.

5. Helps me to develop my critical thinking and decision

making skills.

6. Stimulates my intellectual curiosity.

7. Uses instruction/teaching methods appropriate to specific

cases.

8. Asks thought-provoking questions.

9. Ascertains my knowledge base concerning the case at hand.

10. Builds on the knowledge and skills I bring to the clinical

area.

11. Explains clinical issues in a clear, concise manner.

12. Shows understanding and recognition of my individuality.

13. Respects students with differing points of view.

14. Is flexible when the occasion/case permits it.

15. Is direct and honest in communicating with me.

16. Is fair in evaluating my clinical performance.

17. Provides feedback in a timely an appropriate manner.

18. Provides feedback in a way that allows me to maintain my

self-esteem.

19. Completes my anesthesia care plan in a timely fashion.

20. Provides me with the appropriate level of supervision.

21. Provides me with the appropriate level of instruction.

205

Satisfactory Satisfactory Unsatisfactory

Additional Comments:

Student Signature / Date

206




STUDENT HANDBOOK

OFF-CAMPUS CLINICAL COORDINATOR EVALUATION FORM

Clinical Coordinator’s name:

Date:

I feel that this clinical coordinator:

Clinical Coordinator Attributes: Strongly

Agree Agree Disagree

Strongly

Disagree Student Comments

Conducted an in-depth orientation to the

department

Monitors my clinical case assignments to

insure that I am meeting minimal case

requirements for graduation

Periodically reviews my clinical

performance with me

Communicates effectively regarding

clinical issues

Monitors my clinical time commitment

Assures that I am aware of my case

assignments in a timely fashion

Assumes the role of student advocate

Is an excellent CRNA role model

Overall, I would rate this clinical coordinator as:

Outstanding More than

Satisfactory

Satisfactory Less than

Satisfactory

Completely

Unsatisfactory


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


207




STUDENT HANDBOOK

ROTATION EVALUATION – CLINICAL SITE ASSESSMENT TOOL

Clinical Site:

Semester/Year:

In my experience at this clinical site, I feel that:

Strongly

Agree Agree Uncertain Disagree

Strongly

Disagree

1. The orientation to the anesthesia department and related areas

was sufficient.

2. The clinical faculty displays an interest in student learning.

3. The atmosphere and attitude of the department is conducive to

learning.

4. Students are treated with integrity and respect.

5. There is sufficient exposure to a variety of equipment, agents

and techniques.

6. Instruction and experience in regional anesthesia is sufficient.

7. The mechanism of supervision in the anesthetizing areas

encourages students to integrate classroom learning into their

clinical practice.

8. The CRNA staff are excellent role models.

9. The methods of instruction in all anesthetizing areas encourage

students to integrate classroom learning into their clinical

practice.

10. The number of committed clinical hours does not interfere

with independent study.

11. There are sufficient numbers and variety of cases.

12. The clinical coordinator is a student advocate.

Overall, I would rate this clinical site as:

Outstanding More than

Satisfactory

Satisfactory Less than

Satisfactory

Completely

Unsatisfactory


_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


208

Section 22

210




STUDENT HANDBOOK

STUDENT TIME COMMITMENT TO THE NURSE ANESTHESIA PROGRAM

The Council on Accreditation (COA) of Nurse Anesthesia Educational Programs that

oversees nurse anesthesia education in this country, state that “student time commitment

consists of a reasonable number of hours that does not exceed 64 hours per week.”

Reasonable time commitment is defined as “a reasonable number of hours to ensure patient

safety and promote effective student learning should not exceed 64 hours per week. This

time commitment includes the sum of the hours spent in class and all clinical hours

averaged over four weeks. Students must have a 10 hour rest period between scheduled

clinical duty periods (i.e., assigned continuous clinical hours). At no time may a student

provide direct care for a period longer than 16 continuous hours.” To insure this, the

accrediting agency expects program personnel to monitor the total number of hours per

week students are obligated to the program.

The Jefferson College of Nursing’s Nurse Anesthesia Program will continually monitor

student’s time commitment to insure that it is compliant with this accreditation criterion.

However, students may find that they may be over committed while they are on specific

specialty rotations such as the cardiovascular or neurosurgical rotations. This may be

unavoidable since the program expects students to be actively involved with the

perioperative care of patients undergoing these complex and often long procedures and it

may not be possible to accomplish this in an eight hour day. The program plans to monitor

students time throughout the year to insure that these periods are not excessive or abusive

an periodically and to conduct a student monitored time activity study to document and

ensure students are not over committed.

Students may be assigned to a 24-hour call experience; however a student is not permitted

to provide direct patient care for a period longer than 16 continuous hours.

211




STUDENT HANDBOOK

POLICY FOR SICK TIME

1. All students are required to call and email the Program Director when calling out sick

for class and/or clinical.

2. All students are required to call and email their clinical coordinator when calling out

from the clinical area.

3. In the event of an illness or serious injury that causes the student to miss clinical or

class time, documentation of clearance through University Health Services is required.

Students must report to University Health Services for an evaluation and may be

required to present information from the treating provider. For distance learners, the

evaluation may be conducted by phone, by the medical director.

4. All students are required to log any sick time taken in the Typhon or Medatrax student

tracking system.

5. Students who fail to attend lecture/lab/journal club will have semester break deducted,

and will be required to attend clinical on those days.

6. Clinical days should be made up during holiday breaks or at the end of the semester.

7. Special circumstances e.g. death in the family, pregnancy will be evaluated on a case by

case basis.

8. Students cannot leave early to study for an exam.

9. Clinical coordinators reserve the right to determine if a student needs to be out of the

clinical area.

10. Students with excessive, random sick calls will receive counseling.

11. If a student fails to notify the Program Director and/or Assistant Program Director by

phone and email when they call out sick from clinical, it will be counted as an unexcused

absence. Three unexcused absences and the student will be placed on clinical jeopardy

with potential to be dismissed from the program.

212

Section 23

214




STUDENT HANDBOOK

POLICY RELATIVE TO STUDENTS WORKING OUTSIDE OF PROGRAM

COMMITMENT

Student Employment

Students may not work by position or function as nurse anesthetists while enrolled in the

Jefferson College of Nursing’s Nurse Anesthesia Program.

The Program Director reserves the right to ask students to stop outside employment if their

grades or patient care is placed in jeopardy because of fatigue as a result of working.

Students shall not work the 11pm-7am shift as a professional nurse for compensation if

they are scheduled for clinical anesthesia experience or class the next day.

216

Section 24

218


DOCTOR OF NURSING PRACTICE PROGRAM

GUIDELINES 2018-2019

These guidelines include information to guide DNP students in

program progression, the Practice Inquiry Project and practicum hours.

These guidelines supplement the 2018-2019 Jefferson

College of Nursing Student Handbook and Course Catalogue

219

Table of Contents


Thomas Jefferson University

Doctor of Nursing Practice Program

Guidelines 2018-2019

Welcome ................................................................................................................................. 219

DNP Organizing Framework ................................................................................................ 219

DNP Program Objectives ...................................................................................................... 221

Academic Advising ................................................................................................................ 223

Student Mentorship............................................................................................................... 223

Doctor of Nursing Practice Program Options ....................................................................... 224

Course Descriptions ............................................................................................................... 224

Clinical Practicum Requirements ......................................................................................... 225

Clinical Affiliation Agreements and Consent and Release Forms ....................................... 226

Practicum Hours: NU701 to NU709 ..................................................................................... 227

Practicum Hours: NU710, NU711, NU712 ........................................................................... 227

Practicum Preceptors/Mentors .............................................................................................. 228

Practicum Evaluation ............................................................................................................ 228

Student Electronic Portfolios ................................................................................................ 228

Practice Inquiry Project Overview ........................................................................................ 234

Types of Practice Inquiry Projects ........................................................................................ 234

Practice Inquiry Project Timeline ......................................................................................... 234

NU710 Practice Inquiry Project Requirements .................................................................... 235



Writing the Practice Inquiry Project ..................................................................................... 237

Forms, Instructions and Information ................................................................................... 239

PIP Committee Appointment Request (Form A) .................................................................. 241

PIP Proposal Approval (Form B) ........................................................................................... 242

PIP Successful Completion (Form C) .................................................................................... 243

Practicum Journal, Evaluation, Hours Template ................................................................. 244

Information for Practicum Preceptor/Mentor ....................................................................... 247

Preceptor Evaluation of Student ........................................................................................... 248

Practicum Site/Preceptor-Mentor Evaluation ...................................................................... 251

Frequently Asked Questions ................................................................................................. 252

Jefferson Digital Commons (JDC) information .................................................................... 253

Interview and Observation Student Instructions ................................................................. 254

Consent and Release Form .................................................................................................... 255

220

Welcome!

Welcome to the Doctor of Nursing Practice (DNP) Program at Jefferson’s (Philadelphia

University + Thomas Jefferson University) College of Nursing! This guidebook was created

to be a reference for all Jefferson DNP students and faculty and is not meant to be an

exhaustive resource. The guidelines are revised annually and include information to guide

DNP students in the completion of program progression, the Practice Inquiry Project (PIP)

and practicum hours.

The DNP is a practice doctorate designed to prepare professional nurses for scholarly

practice as clinical and health systems experts who will lead and inspire health care

improvement and reform. Jefferson College of Nursing’s DNP curriculum focuses on


evidence-based clinical practice.

Doctoral study is rigorous and requires independence, discipline and self-direction. The

best way to succeed is to immerse oneself in the educational process. An expectation of all

students is to stay current with course work and keep informed by maintaining

communication with the Graduate faculty, checking the course board/s and JeffMail

email daily.

Jefferson College of Nursing DNP Organizing Framework

Jefferson University, Jefferson College of Nursing Graduate Program has adopted the

components of doctoral education defined in The Essentials of Doctoral Education for Advanced Nursing Practice published by the American Association of Colleges of Nursing as

the organizing framework of the Doctor of Nursing Practice (DNP) program. Two components

form the organizing framework for the doctoral level curriculum: 1) core curriculum comprised

of the DNP Essentials 1 through 8 that are the foundational outcome competencies deemed

essential for all graduates of a DNP program regardless of specialty or functional focus, and

2) specialty curriculum comprised of the specialty competencies/content that prepares the

DNP graduate for those practice and didactic learning experiences for a particular specialty.

Competencies, content, and practicum experiences needed for specific roles in specialty areas

are delineated by national specialty nursing organizations. The core curriculum constitutes

foundational curriculum content that has been identified as essential for all students who

pursue a DNP degree in nursing.

The courses incorporated into the core curriculum are foundational to all advanced nursing

practice roles.

• Essential I: Scientific Underpinnings for Practice prepares graduates to: 1) use science-

based theories and concepts to determine the nature and significance of health and health

care delivery phenomena, describe the actions and advanced strategies to enhance,

alleviate, and ameliorate health and health care delivery phenomena as appropriate, and

evaluate outcomes; and 2) develop and evaluate new practice approaches based on

nursing theories and theories from other disciplines.

221

• Essential II: Organizational and Systems Leadership for Quality Improvement and Systems

Thinking prepares graduates to: 1) develop and evaluate care delivery approaches that meet

current and future needs of patient populations based on scientific findings in nursing and

other clinical sciences, as well as organizational, political, and economic sciences; 2) ensure

accountability for quality of health care and patient safety for populations with whom they

work, and 3) develop and/or evaluate effective strategies for managing the ethical dilemmas

inherent in patient care, the health care organization, and research.

• Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

prepares graduates to: 1) use analytic methods to critically appraise existing literature and

other evidence to determine and implement the best evidence for practice; 2) design, direct,

and evaluate quality improvement methodologies to promote safe, timely, effective, efficient,

equitable, and patient-centered care; 3) apply relevant findings to develop practice

guidelines and improve practice and the practice environment; 4) use information

technology and research methods appropriately; 5) function as a practice

specialist/consultant in collaborative knowledge-generating research; and 6) disseminate

findings from evidence-based practice and research to improve healthcare outcomes.

• Essential IV: Information Systems/Technology and Patient Care Technology for the

Improvement and Transformation of Health Care prepares graduates to: 1) design, select,

use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and

quality improvement including consumer use of health care information systems; 2) analyze

and communicate critical elements necessary to the selection, use and evaluation of health

care information systems and patient care technology; 3) demonstrate the conceptual ability

and technical skills to develop and execute an evaluation plan involving data extraction

from practice information systems and databases; and 4) evaluate consumer health

information sources for accuracy, timeliness, and appropriateness.

• Essential V: Health Care Policy for Advocacy in Health Care prepares graduates to:

1) critically analyze health policy proposals, health policies, and related issues from the

perspective of consumers, nursing, other health professions, and other stakeholders in policy

and public forums; 2) demonstrate leadership in the development and implementation of

institutional, local, state, federal, and/or international health policy; 3) educate others,

including policy makers at all levels, regarding nursing, health policy, and patient care

outcomes; 4) advocate for the nursing profession within the policy and healthcare

communities; 5) develop, evaluate, and provide leadership for health care policy that shapes

health care financing, regulation, and delivery; and 6) advocate for social justice, equity, and

ethical policies within all healthcare arenas.

• Essential VI: Interprofessional Collaboration for Improving Patient and Population Health

Outcomes prepares graduates to: 1) employ effective communication and collaborative skills

in the development and implementation of practice models, peer review, practice guidelines,

health policy, standards of care, and/or other scholarly products; and 2) lead

interprofessional teams in the analysis of complex practice and organizational issues.

222

• Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health

prepares graduates to: 1) analyze epidemiological, biostatistical, environmental, and other

appropriate scientific data related to individual, aggregate, and population health; and

2) synthesize concepts, including psychosocial dimensions and cultural diversity, related to

clinical prevention and population health in developing, implementing, and evaluating

interventions to address health promotion/disease prevention efforts, improve health

status/access patterns, and/or address gaps in care of individuals, aggregates, or populations.

• Essential VIII: Advanced Nursing Practice prepares graduates to: 1) conduct a

comprehensive and systematic assessment of health and illness parameters in complex

situations, incorporating diverse and culturally sensitive approaches; 2) design, implement,

and evaluate therapeutic interventions based on nursing science and other sciences;

3) develop and sustain therapeutic relationships and partnerships with patients (individual,

family or group) and other professionals to facilitate optimal care and patient outcomes;

4) demonstrate advanced levels of clinical judgment, systems thinking, and accountability in

designing, delivering, and evaluating evidence-based care to improve patient outcomes;

5) guide, mentor, and support other nurses to achieve excellence in nursing practice;

6) educate and guide individuals and groups through complex health and situational

transitions; and 7) use conceptual and analytical skills in evaluating the links among

practice, organizational, population, fiscal, and policy issues. The specialty curriculum

constitutes the specialty competencies/content that prepares the DNP graduate for those

practice and didactic learning experiences for a particular specialty. Competencies, content,

and practice experiences needed for specific roles in specialty areas are delineated by

national specialty nursing organizations.

American Association of Colleges of Nursing (2006) The Essentials of Doctoral Education for Advanced Nursing Practice Washington D.C.

Jefferson College of Nursing DNP Program Objectives

Upon completion of this program, the graduate will be able to:

a. Integrate nursing science with knowledge from ethics, the biophysical,

psychosocial, analytical, and organizational sciences as the basis for the highest

level of nursing practice.

b. Develop and evaluate care delivery approaches that meet current and future

needs of patient populations based on scientific findings in nursing and other

clinical sciences, as well as organizational, political, and economic sciences.

c. Design and implement processes to evaluate outcomes of practice, practice

patterns, and systems of care within a practice setting, health care organization,

or community against national benchmarks to determine variances in practice

outcomes and population trends.

223

d. Provide leadership in the evaluation and resolution of ethical and legal issues

within healthcare systems relating to the use of information, information

technology, communication networks, and patient care technology.

e. Influence policy makers through active participation on committees, boards, or

task forces at the institutional, local, state, regional, national, and/or

international levels to improve health care delivery and outcomes;

f. Employ consultative and leadership skills with intraprofessional and

interprofessional teams to create change in health care and complex healthcare

delivery systems.

g. Evaluate care delivery models and/or strategies using concepts related to

community, environmental and occupational health, and cultural and

socioeconomic dimensions of health.

h. Lead at the highest level of clinical practice, administration, education, and policy.

224

Academic Advising

Upon enrollment, students in the DNP program are assigned a DNP faculty member(s) as an

academic advisor. The academic advisor will assist students in interpreting DNP and College

of Nursing program and policy requirements as well develop a plan of study. Students shall

arrange a meeting with their academic advisor as soon as possible after being assigned as

well as communicate with their advisor at least once per semester and keep the advisor

informed regarding current or anticipated plans, goals, and progression issues. Students

should initiate meetings with advisers. It is recommended that these meeting are held via

Skype, Face Time, Adobe Connect, Blackboard Collaborate and/or in person. Students having

questions about academic advisors should contact the DNP Program Director.

The following list of faculty includes nursing faculty who advise students and/or teach in

the DNP program:

Clara Granda-Cameron, DNP 215.955.0806 [email protected]

Karen Dahlquist, DNP 215.503.6057 [email protected]

Susan Egger, PhD 215.503.6379 [email protected]

Marian Feil, DNP 215.503.9427 [email protected]

Dorothea Fredrick,DNP 215.503.7552 [email protected]

Tony Frisby, PhD 215.503.0422 [email protected]

Angela Gerolamo, PhD 215.503.8054 [email protected]

Catherine Harris, PhD 215.503.4704 [email protected]

Carey Heck, PhD 215.955.5264 [email protected]

Alfred Imbody, DNP 215.503.9172 [email protected]

David Jack, PhD 215.955.5349 [email protected]

Jeannette Kates, PhD 215.503.8391 [email protected]

Mary Lou Manning, PhD 215.503.6354 [email protected]

Janice Miller, DNP 215.503.7723 [email protected]

Anne Mitchell, PhD 215.503.7929 [email protected]

Shawana Moore, DNP 215.503.7559 [email protected]

Monika Pogorzelska-Maziarz, PhD 215.503.5613 [email protected]

Sharon Rainer, PhD 215.503.7558 [email protected]

Julia Ward, PhD 215.955.5263 [email protected]

Ksenia Zukowsky, PhD 215.503.5091 [email protected]

Student to Student Mentor DNP students are matched with a fellow DNP student who is further into the program. The

purpose of this match is to provide an informational resource to our incoming students as

well as an informal mentoring opportunity for our senior DNP students. Students are

encouraged to meet with each other regularly using face-to-face or electronic means.

Participation is voluntary.

225

Doctor of Nursing Practice Program Options

Please refer to the 2018-2019 Jefferson College of Nursing Student Handbook and Course

Catalogue for DNP program options and full-time and part-time plans of study. All

students should consult with their advisor to create and/or revise their plan of study.

Doctor of Nursing Practice Course Listing and Course Descriptions

NU701: Scientific Underpinnings for Nursing Practice

Explores the evolution and development of theories relevant to nursing practice, grand and

middle-range theories, and their philosophical underpinnings and implications. This course has a minimum practicum component of 40 hours. NU702: Practice Inquiry: Designs, Methods and Analyses

Examines advanced research designs, methods and analysis common to clinical research

focused on solving clinical problems and improving health outcomes. The course will

prepare students to design, implement, interpret and translate research into clinical

practice. Methodologies to be studied include quantitative, qualitative and mixed methods.

The course will focus on the formulation of researchable questions and hypotheses, various

research designs, types of research variables and measurement. This course has a minimum practicum component of 40 hours. NU703: Theoretical Foundations for Organizational Change in Healthcare Systems

Provides a comprehensive exploration of organizational change theories and systems

thinking approaches within an ethical context. The goal of this course is to develop and

refine the leadership/management change skills of students to transform practice and

educational environments in order to enhance the quality of nursing and healthcare

delivery systems. This course has a minimum practicum component of 40 hours.

NU704: Philosophy, Foundations and Methods for Evidence Based Practice

Introduces the concepts associated with evidence-based nursing practice models. The steps in

implementing evidence-based practice are explored in depth. Issues related to information

management technology will be introduced. Strategies for creating a culture of evidence-based

practice both for individual and systems will be identified and barriers to evidence-based

practice will also be identified. This course has a minimum practicum component of 40 hours.

NU705: Advanced Topics in Health Informatics

Examines advanced topics in health informatics including revolutionizing health care

through information and computer technology. This course has a minimum practicum component of 40 hours. NU706: Quality Measurement and Outcomes Analysis in Healthcare

Focuses on quality and patient safety initiatives. Strategies for creating a culture of quality

and patient safety will be examined. The goal of the course is to provide the student with

the scientific knowledge base and practical tools necessary for leadership in healthcare

quality and patient safety initiatives so that an organizational quality infrastructure can be

built. This course has a minimum practicum component of 40 hours.

226

NU707: Leadership and Inter-professional Collaboration

Focuses on the knowledge and skills necessary to provide exemplary leadership of groups and

inter-professional teams with an emphasis on relationship building and team building. The

goal of this course is to further enhance the student’s leadership skill development in order to

resolve complex clinical situations, improve practice environments, and lead integrated

healthcare delivery teams. This course has a minimum practicum component of 40 hours.

NU708: Clinical Prevention and Population Health for Improving the Nation’s Health

Examines concepts related to health care outcomes identification, health promotion, disease

prevention, disease management, and the design of innovative health care delivery models

for vulnerable, underserved, and minority populations. This course has a minimum practicum component of 40 hours.

NU709: Current Issues in Health and Social Policy: Planning, Participating and Policy Making

Focuses on understanding how health care is organized, financed, and delivered in the U.S.

and examines key issues currently on the U.S. national policy agenda. Students will

conduct health policy analysis, examine stakeholders’ perspectives and environmental

factors, and develop feasible policy options and recommendations. This course has a minimum practicum component of 40 hours.

NU710 Practicum I

This is the first of three practicum courses to provide students the opportunity for application

of knowledge gained in all core courses over the final three semesters of doctoral study. The

Practice Inquiry Project begins in this course. This course has a minimum practicum component of 60 hours.

NU711 Practicum II

This is the second of three practicum courses to provide students the opportunity for

application of knowledge gained in all core courses over the final three semesters of doctoral

study. The Practice Inquiry Project continues in this course. This course has a minimum practicum component of 60 hours.

NU712 Practicum III

This is the third of three practicum courses to provide students the opportunity for

application of knowledge gained in all core courses over the final three semesters of doctoral

study. The Practice Inquiry Project concludes in this course. This course has a minimum practicum component of 60 hours.

Clinical Practicum Requirements

Students are required to complete a minimum of 540 clinical practicum hours throughout

the DNP program. Didactic courses NU701 through NU709 include a minimum 40-hour

practicum component. The nature of the hours is mutually agreed upon by the student and

course faculty, and is further detailed in each course’s syllabus.

Three courses, NU710, NU711 and NU712, include practicum hours directly related to the

student’s unique area of inquiry and support the Practice Inquiry Project (PIP) and the

student’s identified clinical practice goals and course objectives. NU710, NU711 and NU712

each require a minimum of 60 clinical practicum hours

227

Practicum hours earned in a course are null and void in the case of course failure or course withdrawal. When the course is repeated, practicum hours are not counted from the first attempt. Therefore, when the course is repeated, the student must complete all required hours at that time.

NOTE: The American Association of Colleges of Nursing in The Essentials of Doctoral Education for Advanced Nursing Practice (October 2006) states, "in order to achieve the

DNP competencies, programs should provide a minimum of 1,000 hours of practice post-

baccalaureate as part of a supervised academic program." Students will be required to

complete additional practicum hours if, in their MSN program, they completed less than

460 clinical hours. Students to whom this applies will develop a tailored plan with their

advisor to earn extra clinical practicum hours during the DNP program.

Clinical Affiliation Agreements and Consent and Release Forms

While JCN strives to provide enriching and engaging clinical practicum experiences for our

DNP students, it is imperative that we respect and protect legal and ethical boundaries of

both our students and clinical sites.

For practicum sites that constitute ongoing contact, the university must have a

clinical affiliation agreement with the agency/site/individual. Students shall work

with individual course faculty to determine if the university has a pre-existing

clinical affiliation agreement with the intended agency/site/individual.

For one-time interfaces (observations, interviews, etc.) or experiences that constitute

a single contact and/or one-time event, students must complete a consent and

release form with the agency/site/individual. Note: Some course assignments may require a consent and release form as well. Students shall provide copies of

completed consent and release forms with their practicum log submissions or course

assignments, as appropriate.

The consent and release form can be found in the Forms section of the DNP

Handbook.

Prior to confirming an individual’s participation with you in an interview designed to fulfill

curricular requirements of the Jefferson College of Nursing, the following must occur:

You must explain to the intended interviewee/observation location who you are.

You must explain your role as a Doctor of Nursing Practice (DNP) student at the

Jefferson College of Nursing, Jefferson University.

You will explain the project upon which you are working, the extent to which you

will publish or otherwise share the information obtained from your interactions with

them, and the media you intend to utilize to obtain information.

You will read a description of your intended activities to the interviewee or provide

them with the option to read an explanation of your planned interview.

228

The Consent and Release Form will help you fully convey to the interviewee/observation

location the important elements of their participation. After the potential interviewee/location

receives information sufficient to satisfy the criteria identified in the section above, you must

ask them to sign the Agreement to Interview/Observe Form. Give the interviewee/observation

location a copy of the signed form and submit a copy of the signed form to the course board.

You may also keep a copy for your records. Do not conduct the interview/observation until you

have obtained a signed copy of the Consent and Release Form.

Practicum Hours: NU701 through NU709

Each course contains a minimum of 40 practicum hours related to the course purpose and

objectives. The nature of the hours is mutually agreed upon by the student and course

faculty, and is detailed in each course’s syllabus. At the beginning of each course, students

will write a practicum hour completion plan and discuss the plan with the course faculty.

Using the program template, students will maintain a practicum journal that includes

practicum goals and objectives, a description of practicum activities, an evaluation of

practicum activities and completed hours. At the course completion, students will submit

lessons learned from the overall practicum experience, identify areas of clinical strength,

areas for improvement and a plan of action. Students who do not submit practicum journals

(initial or interim) by the established due dates will be considered in clinical jeopardy. A

cumulative practicum journal will be submitted to the course board at the end of the

semester and maintained in the personal portfolio. All cumulative journals must be signed

by the student, attesting to the veracity of the practicum hours earned.

Practicum Hours: NU710, NU711 and NU712

Practicum hours are directly related to the student’s unique area of inquiry and support the

Practice Inquiry Project (PIP) and the student’s identified clinical practice goals and course

objectives. The practicum hours are mutually agreed upon among the student, course

faculty, committee chair, and co-operating agencies. At the beginning of each of these

courses, students will write a practicum hour completion plan and discuss the plan with the

course faculty and their committee chair. Using the program template, students will

maintain a practicum journal that includes practicum goals and objectives, description of

practicum activities, evaluation of practicum activities and completed hours. The template

can be found on the NU710, NU711, and NU712 DNP course boards. At the course

completion, students will submit lessons learned from the overall practicum experience,

identify areas of clinical strength, areas for improvement and a plan of action. A cumulative

practicum journal will be submitted to the course board periodically and at the end of the

course. A cumulative practicum journal will be submitted to the course board at the end of

the semester and maintained in the student portfolio. All cumulative journals must be

signed by the student, attesting to the veracity of the practicum hours earned.

The NU710, NU711 and NU712 practicum experience may include, but is not limited to:

• Practice experiences

• Conference attendance (pre-approved)

229

• Site visits

• Consultation with a national expert

• Planning meetings with the organization where the project will be

implemented

• Leading the change team

• Creating/leading support groups

Clinical Practicum Preceptors/Mentors

The practicum hours in NU710, NU711 and NU712 require a student preceptor/mentor. This

individual is usually the external member of the student’s PIP Committee. Preceptors assist

the student to conceptualize and approach practice through a scientific mindset – challenging

the habits of practice, cultivating curiosity about the scientific and theoretical underpinnings

of practice, and formulating practice inquiry questions. Students are encouraged to select

preceptors who are subject matter experts in their selected area of inquiry, and who agree to

guide, advise, counsel, motivate, coach and facilitate the work of the student.

To be successful with the PIP and as a mentee, students must establish clear goals and

expectations, determine their personal and professional interests, be open to learning,

correction, and even failures, and carefully choose the project topic and mentors. Successful

mentoring relationships require commitment from both parties, as well as the recognition

of the needs of both and the understanding that these needs will change with time.

Students must collect a CV, professional license and credentials, when appropriate, from the preceptor/mentor at the beginning of the NU710 semester.

Clinical Practicum Evaluation

A clinical practicum evaluation is required for NU710, NU711 and NU712. The clinical

practicum evaluation incorporates identified behaviors outlined in the AACN’s Essentials of Doctoral Education for Advanced Practice Nursing. The clinical evaluation will be

completed at the end of each semester by the student’s preceptor/mentor. As well, each

student will complete a Practicum Site/Preceptor-Mentor Evaluation at the end of each

semester. These forms can be found on the NU710, NU711, and NU712 DNP course

boards. A copy of completed evaluations from each semester shall be submitted to the

committee chairperson as well as maintained in the student’s files.

Student Electronic Portfolios

Each student enrolled at Thomas Jefferson University has access to an electronic portfolio

profile. A welcome email message is sent to students with the log-in information to their

electronic portfolio (e-portfolio) account. Within the Jefferson College of Nursing, the e-

portfolio has been integrated into courses and assignments required in the undergraduate

and graduate programs. Specific details and training information are included within the

courses that are using the e-portfolio and can be found in Blackboard and the corresponding

230

course syllabi. The purpose of using an e-portfolio is for students to demonstrate course and

program objectives in the undergraduate and graduate programs. It lets students showcase

their work, knowledge and experiences in an interactive, collaborative environment and

providing them with relevant opportunities in education and employment.

Students will create and update their portfolio throughout the time they are enrolled in the

Jefferson College of Nursing programs. Students are responsible for maintaining current

and updated materials in their portfolio. Course instructors will specify which

assignment/artifact needs to be placed in the portfolio for each course. After receiving a

passing grade for the assignment, students are to post a clean copy of the graded

assignment to the portfolio. If the student does not earn a passing grade for the assignment,

they must revise the assignment to a passing level before it can be posted. The expectation

is that the student will update and maintain their e-portfolio each semester/quarter as

advised by the course faculty. For additional information or questions about accessing your

account, contact the course lead instructor.

Portfolios are a P/F graded portion of each course. As with practicum hours, a course cannot

be passed if portfolio is failed and vice-versa.

All students who have created portfolios prior to the Fall 2018 semester may elect to maintain their portfolio on Blackboard.

231

The following components will constitute the Entry-Level Nurse Anesthesia DNP student

portfolio.

AACN DNP

Essential(s)

COA Nurse Anesthesia

Objectives and Standards

JCN DNP

Program

Objective(s)

Content

Component 1 1,3 52, 54

Professional Role:

44, 48

a, g NU701 Phenomenon

paper (student choice)

and reflection

NU704 Integrative

literature review

Component 2 1, 2, 3, 7, 8 52, 53, 54, 58, 59

Critical Thinking:

13, 23

C NU702 Final project and

reflection

NU710 Practice inquiry

project plan

Component 3 4 55

Professional Role:

49, 50, 51

b, c, g NU703 Mission/vision

evaluation and reflection

NU705 Assignment

Component 4 1,3, 8 52, 54, 59

Professional Role:

45, 46, 47

Critical Thinking:

13, 23

Communication:

26, 30

Leadership: 31, 32

a, b, g NU704 Integrative

literature review and

reflection

NU712 Final practice

inquiry project

presentation

Component 5 1, 2, 3, 7, 8 52, 53, 54, 58, 59

Professional Role:

45, 46, 47

Critical Thinking:

13, 14, 23

Communication:

26, 30

Leadership: 31, 32

c, f, g NU705 Final project and

reflection

NU712 Final practice

inquiry project paper

Component 6 2 53, 55, 57

Patient Safety: 1, 2,

a, b, f, g NU706 Business case

and reflection

to focus on leadership

232

3, 4

Communication:

25, 26, 27, 28, 29, 30

Leadership: 32

Professional Role: 33,

34, 35, 36, 37, 38, 39, 40

contributions to improve

quality and safety

NU707 Reflection on

personality assessment

assignment

Component 7 6, 7 58

Perianesthesia: 5, 6

Critical Thinking:

13, 14

Communication: 25, 26,

27, 28, 29, 30

a, d, f NU707 Leader interview

and reflection

NU708 Assignment

Component 8 5 56

Professional Role:

41, 42, 43

b, c, g NU708 Program plan

and evaluation

(Assignments 3 & 4) and

reflection

NU709 Assignment

Component 9 3, 7 52, 53, 54, 55

Critical Thinking:

13, 14, 23

Communication:

25, 26

Leadership: 31, 32

e, h, g NU709 Health policy

brief and reflection

NU704 Assignment

NU708 Assignment

Component 10 8 52, 53, 54, 55, 56, 57,

58, 59

Patient Safety: 1, 2,

3, 4

Perianesthesia: 5, 6,

7, 8, 9, 10, 11, 12

Critical Thinking: 13,

14, 15, 16, 17, 18, 19,

20, 21, 22, 23, 24

Communication: 25, 26,

27, 28, 29, 30

a, c f, h NU710 Final PIP plan

and reflection

NU711 Manuscript plan

assignment and

reflection

233

Leadership: 31, 32

Professional Role: 33,

34, 35, 36, 37, 38, 39,

40, 41, 42, 43, 44, 45,

46, 47, 48, 49, 50, 51

Component 11 a, c, f, h NU712 Final practice

inquiry project

reflection

Students will write a 1-2

page reflection based on

the journey of the DNP

Students will articulate

their project and

evolution of that project

through the practicum

Students will identify

personal growth and

opportunities for ongoing

professional

improvement

It is expected that

students discuss vision

for their future as a DNP

in advanced nursing

practice through the

utilization of the program

objectives and AACN

DNP Essentials or COA

Objectives

Component 12 1, 2, 3, 4, 5,

6, 7, 8

a-h NU701-NU712 Final

practicum logs

Component 13 CV or resume,

The following components will constitute the Post-BSN and Post-MSN DNP student portfolio.

AACN DNP

Essential(s)

JCN DNP Program

Objective(s)

Content

Component 1 I a, g NU701 Phenomenon paper

(student choice) and reflection

Component 2 III c NU702 Final project and reflection

Component 3 II b, c, g NU703 Mission/vision evaluation

and reflection

Component 4 III, VIII a, b, g NU704 Integrative literature

234

review and reflection

Component 5 III, IV, VIII c, f, g NU705 Final project and reflection

Component 6 I, II, III, VI,

VIII

a, b, f, g NU706 Business case and

reflection

Component 7 II, VIII a, d, f NU707 Leader interview and

reflection

Component 8 III, VII b, c, g NU708 Program plan and

evaluation (Assignments 3 & 4)

and reflection

Component 9 V, VII e, h, g NU709 Health policy brief and

reflection

Component 10 I, II, III, VII,

VIII

a, c f, h NU710 Final PIP plan and

reflection

NU711 Manuscript plan

assignment and reflection

Component 11 I, II, III, VI,

VIII

a, c, f, h NU712 Final PIP and

Reflection. Students will write a 1-

2 page reflection based on the

journey of the DNP. Students will

articulate their project and

evolution of that project through

the practicum. Students will

identify personal growth and

opportunities for ongoing

professional improvement. It is

expected that students discuss

vision for the their future as a DNP

prepared nurse through the

utilization of the program

objectives and AACN DNP

essentials.

Component 12 I-VIII a-h NU701-NU712 Final practicum

logs

Component 13 CV or resume,

Practice Inquiry Project

All Doctor of Nursing Practice (DNP) students are expected to complete a Practice Inquiry

Project (PIP). The PIP is a faculty-guided scholarly process to address a theoretically and

clinically relevant problem. The PIP provides evidence of the student’s practice inquiry

knowledge and skills and her/his ability to apply research, clinical practice and leadership

principles through problem identification, proposal development, implementation, and

evaluation of a problem related to clinical practice, the health care delivery system, or a

health care policy issue.

Much of what goes into PIP selection reflects the professional and personal interests of the

student. As with any major undertaking, success includes a series of realistic and

achievable goals and expectations. Students are expected to begin NU710 with a well-

defined PIP topic, working closely with the PIP chairperson.

235

The PIP is guided by a three member committee, including a chairperson from the JCN

faculty, a TJU faculty member, and an external committee member. The external

committee member also typically serves as the student’s practicum preceptor.

Requirements for committee members are outlined below.

The PIP is conducted during three consecutive courses. Typically, in NU710 (fall semester),

students write the proposal and submit the proposal to the appropriate Institutional

Review Board, in NU711 (spring semester), students implement the project, and in NU712

(summer semester), students evaluate and disseminate the project results.

Types of Practice Inquiry Projects

Practice Inquiry Projects may include, but are not limited to, the following examples.

1. Practice change initiative represented by a pilot study, demonstration project, program

evaluation, quality improvement project, research utilization project, or an evaluation of

a new practice model.

2. Development of innovative products to foster patient engagement in health-related

activities.

3. Substantive involvement in a large scale clinical practice project.

4. Feasibility studies

5. Case study research

Practice Inquiry Project Timeline

Students must begin NU710 with a solid practice inquiry topic and question related to clinical practice, the health care delivery system or a health care policy issue. During the

summer semester prior to beginning NU710, each student will submit a 1 to 2 page paper.

This document must include the proposed PIP type, title, purpose, objectives, 1-2 referenced

paragraphs indicating the need for such a PIP, the anticipated practicum site and any

student preferences for PIP Chair. This information provides the DNP faculty the

opportunity to review and discuss the topics/ideas and discuss and identify appropriate

chairs and determine if a clinical affiliation agreement exists for the anticipated practicum

site. DNP faculty will meet to discuss the assignment of chairs to student projects and

students will be notified of their chair prior to the beginning of NU710 in the fall semester.

Students are not to assemble a PIP committee prior to being assigned a chair and discussing committee composition with the assigned chair.

NU710 Practice Inquiry Project Requirements

Identify a PIP Committee Chairperson. A chairperson will be identified prior to

beginning NU710. The chair must hold an earned doctorate and be a member of the

Jefferson College of Nursing graduate faculty. The student and chair are expected to

work closely throughout all stages of the doctoral project. The student and chair will

discuss their communication expectations and needs, as well as identification of

potential committee members.

Identify a Practicum Site. Using the student’s professional network, determine a

practicum site for completion of the PIP. Work with the PIP committee chairperson

to determine if a current clinical affiliation agreement exists for this site.

236

Select PIP Committee Members. In consultation with the PIP committee chair, the

student will identify two additional committee members. The internal committee

member should be a subject matter or methods expert or have interest in the topic,

hold an earned doctorate and be a member of the Jefferson University faculty. The

external committee member must hold an earned doctorate. This committee member

will have clinical expertise or a research collaborative relationship that may either

facilitate the student’s access to the study site, population or data or supplement the

clinical expertise of faculty committee members. The external committee member

also typically agrees to serve as the student’s practicum preceptor/mentor. The

student must obtain and submit a curriculum vitae (CV) for all committee members

other than those affiliated with Jefferson College of Nursing. Students must also

obtain license and/or credentials, when appropriate, from external committee

members and/or preceptors. Students should not contact, ask or speak with potential PIP committee members until after they meet with their committee chair, and the chair approves of the potential members.

Complete Form A. The student will obtain the chair’s and committee members’

signatures on the PIP Committee Appointment Request (Form A). The form can be

found on the NU710 course board and DNP course board. The student shall submit

the completed form to the PIP committee chair.

Timetable. The student will develop a PIP proposal timetable, including a plan to

meet the clinical practicum hour requirement and review the plan with her/his

committee chair.

Refine the practice inquiry question and project purpose. Once the student and

committee chair agree on the type of project and a clinical question/purpose, the

student will begin to write the PIP proposal, consistent with Writing the PIP format,

noted below.

Write and revise. The student will review the draft proposal with the committee

chair and revise as recommended, allowing ample time between revisions. The

student should plan to have the proposal completed and approved by the chairperson

in sufficient time for the full committee to review and revisions to occur, when

necessary, by the end of the semester. Once approved, the chair will distribute the

proposal to the committee members for review. Members should be given two weeks

to review the proposal.

Complete Form B. Once all committee members approve the project proposal, the

student will direct each member to sign the PIP Proposal Approval (Form B). The

form can be found on the NU710 and DNP course boards. Students shall submit the

completed form to their chairperson.

IRB submission. Upon committee approval of the PIP proposal, the student is ready

to submit the proposal to the appropriate Institutional Review Board (IRB). Under

most circumstances, the student will require IRB approval only from the

organization where the project will take place. The student shall prepare the

required IRB application forms in consultation with the appropriate institutional

IRB departments. The student is not permitted to start official work implementing the project until the project receives IRB approval from all required organizational IRBs. IRB submission is a requirement of NU710.

237

NU711 PIP Requirements

Implement. Once IRB approval is obtained, the student implements the PIP.

During this time, the student maintains frequent communication with the

committee chair and committee members throughout the implementation and

completion of the project.

NU712 PIP Requirements

Analyze and synthesize results.

Write and revise. The student will write the remainder of the PIP document and

submit to the committee chair according to a mutually agreed upon schedule. As

with the PIP proposal, ample time should be allocated for revisions. Once approved,

the chair will distribute the proposal to the committee members for review.

Members should be given two weeks to review the proposal.

Prepare a final oral report. Once the committee chair and members approve of the

final PIP report, the student shall arrange a mutually agreed-upon date and time for

oral presentation. The student will give a 20-minute oral summary including

significance or implications for theory, future research, clinical practice, health

policy or education. The oral summary will be followed by discussion. The oral

presentation is open to committee members and JCN faculty.

Complete Form C. The student will complete the Practice Inquiry Project Successful Completion (Form C). The form can be found on the NU712 and DNP course boards.

Upon final PIP approval, the student must submit an electronic copy to the NU712

course board. The student shall also deposit the PIP abstract into the Jefferson

Digital Commons AFTER the committee has approved the PIP and signed Form C.

Disseminate results. The student shall begin to prepare a manuscript for submission

to an identified peer-reviewed journal. If possible, the student will submit the

manuscript before the completion of NU712.

238

Writing the PIP

The length of the proposal may vary depending on the PIP option selected. Students may

find that they need to rework their proposals several times to achieve clarity, brevity and

completeness. All work is to adhere to the most recent edition of the APA style manual.

As appropriate to the nature of the project, the following format should be followed.

Title Page

Abstract should not exceed 120 words

Part I: Problem Identification, Conceptual Framework and Review of the Literature,

Project Design and Methods

Background and Significance

Description of the problem

Population affected

Epidemiology

Brief description of the state of general knowledge

Organizational/local knowledge of the problem

Significance

Purpose statement

Clinical questions

PIP objectives

Assumptions and limitations

Conceptual Framework

Description of framework or model

Figure or model, if relevant

Clear link to purpose and clinical question/s

Conceptual definitions

Review of the Literature

How have other researchers examined the problem?

Other sources of evidence: guidelines, expert panels

Critical synthesis (what are the similarities and differences among studies)

What is the level of evidence to date?

Gaps in the literature

Setting

Population/sample

Inclusion/exclusion criteria

Methods:

What data will be collected?

What tools will be used to collect these data?

What is the quality of the measure?

Who will collect the data?

How will the data collection methods be systematic and rigorous?

How will the data be protected, and how will the data be analyzed?

Timetable

Resources: Personnel, technology

Identification of key stakeholders and site support

239

Protection of human subjects

Plan for dissemination to key stakeholders

Part II: Results, Discussion and Conclusions, Implications and Recommendations.

Presentation of data and results

Explanation of analysis used

Extent to which each objective was achieved or question answered

Limitations and lessons learned

Application for practice, theory, policy, research and/or education

Relevance to change in practice and/or leadership role of the doctorally-prepared

nurse

Recommendations

References

Appendices

240

FORMS, INSTRUCTIONS and INFORMATION

242



Practice Inquiry Project (PIP) Committee Appointment Request* (Form A)

Student Name: Date:

Title of PIP:

I hereby agree to serve as the PIP Committee Chair for the above named student.

_____________________________________________________________________________________

JCN Graduate Faculty Member Signature/Date

I hereby agree to serve as a PIP Committee Member for the above named student. (Please

print name/address/phone/email address):

_____________________________________________________________________________________

TJU Faculty Member Signature/Date

I hereby agree to serve as a PIP Committee Member for the above named student. (Please

print name/address/phone/email address):

_____________________________________________________________________________________

External Committee Member Signature/Date

*NOTE: The student is to submit and maintain a copy of this completed form to:

• PIP Chair

• Personal e-portfolio

243



Practice Inquiry Project (PIP) Proposal Approval * (Form B)

Student Name: ________________________________________ Date: ___________________

Title of PIP Proposal: ______________________________________________________

I hereby accept the PIP project proposal submitted by the above named student.

_________________________________________________________

Committee Chair (Please print)

______________________________________________________ Date:_______________

Signature of Committee Chair

______________________________________________________

Committee Member (Please print)

______________________________________________________ Date:_______________

Signature of Committee Member

______________________________________________________

Committee Member (Please print)

______________________________________________________ Date:_______________

Signature of Committee Member

*NOTE: The student is to submit a copy of the completed form to:

• Chair


244



Practice Inquiry Project Successful Completion* (Form C)

Student Name: ________________________________________ Date: ___________________

Title of Practice Inquiry Project: __________________________________________________

I hereby certify that the above named student has successfully completed the DNP Practice

Inquiry Project requirements.

_________________________________________

Name of Committee Chair (Please print)

_________________________________________

Signature of Committee Chair

_________________________________________

Signature of Student

_________________________________________

Signature, Director, DNP Program

*NOTE: The student is to submit a copy of the completed form to:

• Chair


245



Practicum Journal, Evaluation and Hours

Student: _____________________________ Course________ Dates: ________________________

Practicum Goal: _____________________________________________________________________

Practicum Objectives:

1.

2.

3.

Directions: Please describe all practicum activities. In the evaluation section indicate how the

activity helped you meet your practicum goal/objectives and course objectives.

Date Practicum Activity Activity Evaluation and Associated

Objective/s Hours

Cumulative

Hours

246

Date Practicum Activity Activity Evaluation and Associated

Objective/s Hours

Cumulative

Hours

247

Complete this section only for final cumulative practicum hours.

Summary:

Please write a paragraph indicating the most important lessons learned from the

overall practicum experience.

Identify 2 major strengths.

Identify 2 improvement areas and a brief plan of action.

*Student Signature:_________________________________________ Date:_______________

*By signing this practicum log, I attest that my hours are complete, truthful and honestly earned.

248



Information for Practicum Preceptor/Mentor

NU710, NU711 and NU712 General Information All Jefferson University, College of

Nursing, Doctor of Nursing Practice (DNP) degree students must successfully complete a

Practice Inquiry Project. The Practice Inquiry Project is a faculty-guided scholarly process

to address a theoretically and clinically relevant problem. The Practice Inquiry Project

provides evidence of the student’s practice inquiry knowledge and skills and her/his ability

to apply research principles through problem identification, proposal development,

implementation, and evaluation of a problem related to clinical practice, the health care

delivery system, or a health care policy issue.

Each of the three practicum courses (NU710, NU711 and NU712) includes a practicum

component. The practicum hours are related to the student’s unique area of clinical

inquiry and support the Practice Inquiry Project, the student's identified practicum

goals, course objectives and enhance the DNP competencies as described in The

American Association of Colleges of Nursing’s Essentials of Doctoral Education for

Advanced Practice Nursing.

Students are mentored by faculty and selected practicum preceptor(s/mentors) to

conceptualize and approach practice through a scientific mindset – challenging the habits

of practice, cultivating curiosity about the scientific and theoretical underpinnings of

practice, and formulating practice inquiry questions. Students are encouraged to select

preceptors/mentors who are subject matter experts in their selected area of clinical

inquiry, and who agree to guide, advise, counsel, motivate, coach and facilitate the work of

the student. In most cases, the preceptor will be the external member of the student’s

Project Inquiry Project committee.

Practicum Preceptor/Mentor Requirements

Preceptors/mentors must hold an earned doctoral degree and provide copies of the

current curriculum vitae, professional license and, when applicable, professional

certifications.

The preceptor – student relationship should begin with clearly defined expectations

and address issues such as how long the relationship will last, how frequently the

preceptor and student will meet and the need for confidentiality.

Preceptors will complete a student practicum evaluation at the completion of each

semester.

249



Preceptor Evaluation of Student

Student:_______________________ Preceptor/Mentor_______________________________

Practicum Site: ___________________________ Course: ____________ Date: ___________

Directions: Please circle the number which best reflects your opinion of the student’s

clinical performance, with 3 being average and 5 indicating the highest positive rating

(excellence/expert).

Competency Rating: Please circle Comments/Suggestions

1. Theoretical Foundations for Clinical

Practice Possesses a strong scientific foundation for practice and the ability to translate that knowledge accurately, quickly and effectively to benefit patients, groups of patients, and organizations in the daily demands of varied practice environments.

1 – 2 – 3 – 4 – 5 – NA

2. Organizational Dynamics and

Change in Complex Health Care

Systems Conceptualizes new care delivery models. Possesses sophisticated expertise in assessing organizations, identifying systems’ issues, and facilitating changes within current organizational, political, cultural and economic perspectives. Is politically savvy.

1 – 2 – 3 – 4 – 5 – NA

3. Leadership and Inter-professional

Collaboration Oriented towards shared purpose and collaboration. Facilitates collaborative team functioning by skillfully acting as a team leader or team member depending on the circumstances.

1 – 2 – 3 – 4 – 5 – NA

4. Quality Measurement and Outcomes

Analysis Understands and appropriately applies descriptive and inferential statistics related to quality of care outcomes and patient safety. Utilizes evidenced-based methods to evaluate medical error.

1 – 2 – 3 – 4 – 5 – NA

5. Evidenced-based Practice Skillfully integrates knowledge from diverse sources and across disciplines, and applies the knowledge to solve practice problems and improve health outcomes.

1 – 2 – 3 – 4 – 5 – NA

250

6. Health and Social Policy Designs,

influences and implements health care policies that frame health care financing, practice regulation, access, safety, quality, and efficacy. Advocate for health care policy that addresses issues of social justice and equity in health care.

1 – 2 – 3 – 4 – 5 – NA

7. Clinical Prevention and Population

Health for Improving the Nation’s

Health Analyzes epidemiological,

biostatistical, occupational, and environmental data in the development, implementation, and evaluation of clinical prevention and population health.

1 – 2 – 3 – 4 – 5 – NA

8. Health Informatics Designs, selects, and uses information systems/technology to evaluate programs of care, and care systems. Proficient in use of information technology to implement quality improvement initiatives and support practice and administrative decision-making.

1 – 2 – 3 – 4 – 5 – NA

9. Communication (written, oral) Is able to write clearly and succinctly in a variety of communication settings and styles. Crafts messages for the intended audience. Practices critical questioning, attentive and active listening.

1 – 2 – 3 – 4 – 5 – NA

10. Professionalism Adheres to the ethical and behavioral standards of the profession of nursing. Adheres to an appropriate (for the setting) and effective set of core values and beliefs during both good and bad times. Assumes responsibility and accountability for the development and maintenance of professional behaviors. Supports autonomy, accountability, and interdependence of members of all disciplines as they make unique contributions.

1 – 2 – 3 – 4 – 5 – NA

11. Self Knowledge Knows personal strengths, weaknesses, opportunities, and limits. Gains insights from mistakes. Is open to criticism.

1 – 2 – 3 – 4 – 5 – NA

251

Comments: This is the most valuable part of your evaluation of the student, and we

appreciate the time you take to do this. Comments are especially important for any

marginal or exceptional ratings.

Strengths: (If you felt this student outstanding, please provide specific examples):

Areas needing improvement or work (please include at least one item):

Reviewed with student (circle): yes no

Preceptor/mentor signature: _______________________

Student signature: __________________________

252



Practicum Site/Preceptor-Mentor Evaluation NU710, NU711 and NU712

Student Name _____________________________________ Course___________________

Preceptor/Mentor Name________________________ Practicum Site ________________

Describe your general impression of your clinical “site” and your preceptor – mentor.

PRACTICUM SITE

Activity Yes/No Comments

Provides a conducive environment

to meet course objectives

Provides a conducive environment

to meet clinical objectives

Provides orientation as needed

Site personnel is supportive of

doctoral nursing education

PRECEPTOR -MENTOR

Activity Yes/No Comments

Available for and amenable to

consultation

Encouraged open dialogue and

challenged thinking

Acted as coach, advisor and

facilitated the work of the

student

Provided abundant opportunities

to meet clinical goals and

objectives

Offered criticism in a

constructive manner

Overall impression:

Student signature:____________________________________________ Date: _____________

253

Frequently Asked Questions

1. What is the role of the PIP committee chair? The chair works closely with the student as they plan and execute the doctoral project. The

chair should be aware of all plans, timelines, changes and problems throughout the project

process. The chair must hold an earned doctorate and be a member of the JCN graduate

faculty. Selection of chair may be based upon mutual interests, similar clinical or research

experience, area of expertise and/or previous mentorship relationship.

2. How should I determine my external PIP committee member? The external committee member must hold an earned doctorate with clinical expertise or a

research collaborative relationship that may either facilitate the student’s access to the

study site, population or data or supplement the clinical expertise of faculty committee

members. The external committee member also typically agrees to serve as the student’s

practicum preceptor/mentor.

3. Does writing my PIP count as practicum hours? No.

4. Does everyone have to apply for IRB approval? Yes. Students are expected to publish the results of their PIP projects so IRB approval is

necessary, even if a project is determined to be exempt.

5. Does my time preparing the IRB submission count as practicum hours? No.

6. Will I have to get multiple IRB approvals? This will depend on the nature of the project and policies of the project site. It is the

student’s responsibility to determine if this is necessary.

7. What if my project proposal gets delayed in the IRB? If the application does get waylaid in the review process, the student will work with his/her

chair to revise the timeline and expectations.

8. What are the characteristics of a successful mentee?

Clear definition of the support and help you think you need

Recognition that one person cannot help you meet all your mentoring needs

Recognition that your needs for mentoring change over time

Ability to accept and work through meaningful criticism

Interest in working with mentors to help you grow

Respectful of mentor and chairs time; adhere to meeting due dates

Commitment to make an effort to enable the relationship to develop and function

254

Jefferson Digital Commons

About the Commons

Jefferson Digital Commons is a showcase of faculty and student work, a departmental

archive and our university press.

In the Commons' role as a showcase of scholarly works by Jefferson researchers and

students, scholars at Jefferson may use it to disseminate, publicize, and archive their work.

Researchers and other interested readers from anywhere in the world may use it to

discover and keep up-to-date with Jefferson scholarship. The Commons is a central online

system that manages the storage, access and preservation of a variety of materials and

formats, including working papers, preprints, postprints, multimedia teaching materials,

books, theses and dissertations.

Departmental annual reports and other public documents associated with Jefferson

academic units may be archived in the Commons for preservation. Jefferson Digital

Commons also supports the publication of electronic journals and other original material.

Publication support software includes processes for peer review and communication among

editorial boards. This service is free to Jeffersonians.

Jefferson Digital Commons is administered by the Center for Teaching and Learning (CTL).

CTL is currently working with a small number of academic departments and research

centers to demonstrate the capabilities of the repository, develop policies and procedures for

participation in the repository, and load representative materials. Participation in the

Commons is open to all Jefferson Units, as well as by individual faculty, students and staff.

Student materials require faculty approval prior to deposit.

Access to materials archived within the repository is free of charge to all users. Jefferson

Digital Commons also offers links to electronic dissertations of Jefferson students provided

by ProQuest's UMI Digital Dissertations service, though these dissertations are not part of

the repository itself. All users have free access to 24-page previews of the dissertations.

Members of the Jefferson community may access the full content of Jefferson dissertations

free of charge. Other users may purchase the full content from ProQuest.

After the PIP committee has signed Form C, students shall submit their PIP abstract to the JDC by emailing Dan Kipnis at [email protected]

http://jefferson.libguides.com/jdc

http://jefferson.libguides.com/jdc

255


DOCTOR OF NURSING PRACTICE

INTERVIEW AND OBSERVATION STUDENT INSTRUCTIONS

(1) Informing the Intended Interviewee(s) OR Observation Location:

Prior to confirming an individual’s participation with you in an interview designed to fulfill

curricular requirements of Jefferson University College of Nursing the following must occur:

You must explain to the intended interviewee/observation location who you are.

You must explain your role as a student at Jefferson University, Jefferson College of

Nursing, Doctor of Nursing Practice.

You will explain the project upon which you are working, the extent to which you

will publish or otherwise share the information obtained from your interactions with

them, and the media you intend to utilize to obtain information.

You will read a description of your intended activities to the interviewee or provide

them with the option to read an explanation of your planned interview.

(2) The Consent and Release Form

The Consent and Release Form will help you fully convey to the interviewee/observation

location the important elements of their participation. After the potential interviewee/location

receives information sufficient to satisfy the criteria identified in section (1) above, you must

ask them to sign the Agreement to Interview/Observe form. Give the interviewee/observation

location a copy of the signed form and return a copy of the signed form to the course board.

You may also keep a copy for your records. Do not conduct the interview/observation until you

have obtained a signed copy of the Consent and Release Form.

256

CONSENT and RELEASE FOR INTERVIEWS and OBSERVATIONS

[Name of the Project]

[Student’s Name and University Contact Information]

Project Description: [insert]

I, __________________________, hereby grant the right to use information from written notes

taken during interviews and/or observations in which I participated, to [_________________

(student’s name) and Jefferson University’s College of Nursing.

I understand that materials derived from the interview/observation(s) will be kept by the

University and/or the interviewer/observer, and that the information contained in the

interview(s)/observation(s) will be submitted to faculty for evaluation. I received

satisfactory answers to my inquiries concerning the project and I understand that my words

will be utilized for educational, institutional, and/or scientific purposes. I understand that

compensation for use of materials developed as a result of my participation is not available

to me. All rights, titles, and interest in the materials gathered during my participation on

the project will become and remain the property of Jefferson University, College of Nursing.

I understand that I may contact [insert contact information of faculty member with whom participants may speak] to share comments or concerns regarding the project.

_______ By initialing here, I also agree to be identified by name in the project and related

materials.

_______By initialing here, I agree to be audio recorded during this interview/observation.

I irrevocably give consent to Jefferson University, its officers, agents, employees,

successors, and licensees, forever to make use of my words in the project described above. I

acknowledge that I am fully aware of the scope and purpose of my participation on this

project and I consent to participation freely without duress, disability, or undue influence at

the time of signing this release and consent instrument.

__________________________________________________________ Date:____________________

Signature of Interviewee

__________________________________________________________ Date:____________________

Signature of Student

jefferson college of nursing nurse anesthesia program ... · nursing nurse anesthesia program...

Documents