Lab Week 1

NURSING 247
MATERNAL NEWBORN NURSING

SPRING 2015
STUDENT SYLLABUS
Created by Benita Ryne, MSN Ed, BSN, RNC

December 21, 2015
NURS 247 MATERNAL NEWBORN NURSING

NURS 247 STUDENT SYLLABUS
TABLE OF CONTENTS
SECTION I: GENERAL INFORMATION AND DIDACTIC CLASSROOM SYLLABUS
Course and Faculty Information
Course outcomes and Textbooks
Evaluation Methods
Policies and Student Conduct
Resources for Help, Safety, and Disability Services
Online Etiquette
10
Course Module pages of Course content, Outcomes, Resources for Learning
12
Spring 2015 Course Calendar
23
Project Guidelines
25
SECTION II: CLINICAL SYLLABUS

General Information, Requirements, and Evaluation
30
Conduct and Policies
32
Assignments
33
IV Therapy Policy
36
Medication List and Rubric
37
Clinical Forms and Rubrics
39
Clinical Evaluation
72
SECTION III: LAB SYLLABUS

General Information, Requirements, and Evaluation
79
Reading Assignments
82
Lab Assignments
84
Math Practice Problems
87
ADDENDUM
CSN Policy Changes and Information
88
Attendance, Tardy, and Unprepared effective Fall 2014
89
Spring Open Lab Schedule
94
COLLEGE OF SOUTHERN NEVADA

Spring 2015
NURS 247 MATERNAL-NEWBORN NURSING SYLLABUS
Placement of Course
Course Credit
3rd Semester
4.5 credits
Time Allotment:
a.
Didactic 2.25/week for 16 weeks
b.
Clinical 7 hours/week for 13 weeks
c.
Lab 6 hours /week for 2 weeks
(2.25 credits)
(2 credits)
(0.25 credits)
Credit/Class Instructional Ratio:

Didactic: 1 credit = 1 hour of instruction
Clinical: 1 credit = 3 hours of instruction
Lab:
1 credit = 3 hours of instruction
Prerequisites
NURS 115 OR NURS 205, NURS 243, NURS 118
Maternal Newborn Nursing Faculty-Full-time Faculty-Note Office hours vary

for each instructor
*Benita Ryne, MSN Ed, RNC
OB Program Course
Coordinator
Didactic, Lab, Clinical Instructor
Email: Benita.ryne@csn.edu
Office: W. Charleston Bldg. K 306G
Telephone: (702)651-5674
*Martha LaBarr, MN, RN, MSW

Email: Martha.labarr@csn.edu
Office: W. Charleston Bldg. K 306-T
Telephone: (702)651-7552
*Emelda Jones, MSN/Ed, RN

Email: Emelda.jones@csn.edu
Office: W. Charleston Bldg. K 106H
Telephone: (702)651-7529
Clinical Instructors
Marsha Duggins Email:
Marsha.Duggins@csn.edu
Irene Joy Gob Email:
irenejoygob@gmail.com
(*See posted office hours outside of office doors for faculty located in Kbuilding)
2

I
Course Description
NURS 247 focuses on the role of the professional nurse in addressing client needs to
promote
optimal adaptation of mother, newborn, and family during the antepartum, intrapartum
and postpartum periods. Other areas related to client needs of risk reduction and
womens health will be included. Knowledge from pathophysiology, pharmacology,
nutrition, communication skills, nursing process, critical thinking, and the
teaching/learning process are integrated into the course. This course offers classroom
didactic and online learning through the CSN Canvas learning management system with
clinical components at various area hospitals and lab instruction at the Cheyenne
campus.
II
Course Outcomes
On completion of the course, the students will be able to:

1. Relate theoretical knowledge from biological, behavioral and social sciences to
promote adaptation for maternal-newborn patients and families.
2. Examine the nursing process and critical thinking used in the care of normal and
high-risk maternal-newborn patients to promote optimal adaptation.
3. Analyze caring behaviors and culturally sensitive interactions used with maternalnewborn patients and families.
4. Discuss therapeutic communication skills used while interacting with maternalnewborn patients, families and health care team members in various community
settings.
5. Examine professional role expectations and standards of practice when providing
care for maternal-newborn patients and families.
6. Identify teaching/learning principles and strategies used in a maternal-newborn
health care setting and to address womens health needs.
7. Describe the methods of collaboration with other health care professionals and
community resources to promote adaptation for maternal-newborn patients and
families.
**Students may vary in their competency levels on these outcomes.
**Students can expect to achieve these outcomes only if they honor all course policies,
attend classes regularly, complete all assigned work in good faith, on time, and meet all
other course expectations of them as students.
III
Methods of Didactic Instruction
An emphasis is placed on active student learning with faculty and student lead
classroom discussions and presentations, which may include a variety of classroom
activities, group and individual assignments, case studies, audiovisuals, computerized
learning, campus labs, clinical participation, simulation, guest speakers, and any other
appropriate means per situation and availability.
IV
Textbooks Required
Ricci 3rd edition Text, Study Guide, and PrepU Package bundled which
includes:
3
Ricci, Susan Scott (2013). Essentials of Maternity, Newborn, and Womens

Health Nursing (3rd ed.). Philadelphia: Wolters Kluwer/Lippincott Williams &
Wilkins.
Study Guide for Essentials of Maternity, Newborn, and Womens Health
Nursing (3rd ed.). Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.
Ricci Prep U You will be instructed how to use and the code for the course.
ATI OB textbook To be purchased and obtained through nursing department.
Deadline to purchase and register will be announced. Watch campus email and/or
Canvas announcement for more information.
Composite Nursing Skills Checklist previously purchased some of you may
have the old and some the new, but it doesnt matter. We will use the checklist
that you have been using in your other courses.
Optional/Recommended
Please refer to all previously purchased textbooks from prior courses
including your lab manual, medical dictionary, nursing care plan text, in some
cases your drug guide, and any other pertinent texts.
Nevada Nurse Practice Act Handbook current edition; available at
www.nursingboard.state.nv.us to view current practice standards for nursing in
Nevada.
Any of the many RN NCLEX review books by various publishers see
OB/Maternity/Womens Health sections within comprehensive ones or some
review books are entirely OB/Maternal Newborn and Womens Health.
Any of the various Test Success books available for maternal-newborn
nursing or general nursing
V
Evaluation Methods
1. Grading -Students must pass ALL THREE of the course components of didactic,
clinical, and lab to pass the course. (See #3 and #4 below) If a student fails lab or
clinical, he/she will also receive a failing didactic grade.
2. Mid-term Evaluation - Students are expected to monitor their own didactic,
clinical, and lab course progress and seek assistance in an appropriate and
timely manner from the instructor(s) throughout the course. If the student is
failing the course at mid-term, a notice of unsatisfactory progress will be
given and a learning contract will be initiated. If a student is not passing
the didactic portion of the course after the second exam (March 5th) they
are to schedule an appointment with the instructor in the following
manner: students whose last names begin with a letter in group A-I are to
meet with LaBarr, last names beginning in the group J-R meet with Jones,
and last names that begin the group S-Z meet with Ryne. If one of the FT
instructors is your clinical instructor you may meet with her instead.
3. Clinical Performance Clinical is a pass or fail grade. To receive a passing
(satisfactory) grade in clinical performance, the student must satisfactorily meet all
4

clinical learning outcomes and receive a passing grade on all clinical assignments. If
the student is not passing clinical at mid-term or at any time the instructor deems it
necessary, a student learning contract will be initiated. See Clinical Syllabus.
4. Laboratory Performance Lab is pass or fail. To receive a passing grade in
laboratory performance, the student must come prepared, attend both laboratory
classes in its entirety, and bring all of the completed laboratory assignments
on the day of lab. Failure to complete and bring assignments to lab, per the
nursing department policies, will result in the student being sent home for
unpreparedness and a 3% deduction in your final grade will be given. An
absence from one of the six hour labs would cause a fail in the lab portion
of this course. See Lab Syllabus.
5. Math dosage and calculation exam will be given the second week of lab.
This test is not included in the overall test points for the course. Students
need to score 95% or better to pass the test. A student not passing the
first exam will receive a learning contract and then will be referred for
individual remediation. Students are not permitted to pass medications in
clinical until they have passed the dosage calculation exam. One retake is
allowed. This second exam is similar to the first, but will be a new exam.
This exam will be given the end of the third week of classes. *If not passed
on the second attempt, the student will not be allowed to remain in NURS
247 and must withdraw from the course. Students cannot pass medications
until math test is passed. * Refer to ADN Program Medication Dosage
Calculation Policy in current Nursing Program Guidelines. *The date and time
for remediation and the re-take will be announced.
6. ATI Exam All students are required to take this comprehensive exam close to the
end of the course. *There will be an announcement as to the specifics of where/how
payment is to be made and books are to be administered. There will also be further
information announced regarding date, time, and location of the exam. You must
bring the receipt given to you by the nursing office to your ATI testing in
computer lab, along with your name badge, and your legal identification.
Performance is evaluated per ATI criteria and calculated in the students final grade
as below in the grading calculation.
7. Didactic/Classroom Evaluation - To receive a passing grade in didactic/classroom
performance, the student must earn a minimum of 75% combined grade on
all exams, including the ATI exam, the group project, and three quizzes to
pass the didactic portion of the course. Exam content may be derived from
textbook, labs, classroom discussions, and/or informational materials on Canvas.
Exams may be administered in either a computer testing center environment or in a
classroom utilizing a paper exam and scantron answer sheet. All NURS 247 students
will test at the same time. Exams will be at the West Charleston campus. Students
are to arrive on time to the testing area and will not be permitted to have anything
in the area except two pencils and a clear bottle of water. Refer to exam schedule
for dates, place and times. * Refer to Nursing Program Guidelines for
Attendance and Preparedness Policy related to exam absence and exam
tardiness. Note that the instructor must be contacted at least one hour
5

prior to the exam time if there are extenuating circumstances interfering
with the student taking the exam, and the penalty for not doing so. Also,
please, note that students who arrive late for the exam will not receive
additional time.
8. There will be quizzes for both online and on campus students which may or may not
be announced. It is the responsibility of the student to be in attendance for the quiz.
If a student is late to class and the quiz has begun, he or she will be allowed to take
that quiz with only the portion quiz time remaining. If tardy and the quiz is over, the
student will not be permitted to take it. Quizzes may be at the beginning, the end,
or middle of class. Online students will be given a set date and time for the quiz.
9. There may be required homework assignments that will be collected and
checked. This collection may be at the exam times. These will be announced via
Canvas.
10. There will be one major project to be completed by a group of four to six. Start
thinking now about individuals in your group and which learning outcome you would
like to focus your project on. Projects will be presented to in a variety of situations,
and students will be required to participate as observers when they are not
presenting.
11. All students are required to wear CSN name badge to class and testing and
signify their attendance to the exam on the test sign-in sheet.
12. Exam questions may be queried for up to 48 hours after the exam review. A
typed description of the
inquiry and thorough explanation with references
supporting your answer choice are acceptable and should be sent in the form of
an email to the course coordinator. Any student who did not pass the exam is
strongly encouraged to meet with an instructor within one week of taking the
exam and should be done in the following manner: Last name ending in A-I,
meet with LaBarr, last name ending in J-R meet with Jones, last name
ending in S-Z meet with Ryne. *Other students who did pass the exam but
wish to review their exam may request an appointment with an instructor in the
above manner for reviewing up to 1 week (the following Thursday will be
the last day) following administration of the exam.
Grading for NURS 247
Students must achieve a minimum final cumulative average of 75% or better in the
testing portion of the course (Tests I, II, III, IV, Final Exam, ATI test, quizzes), their group
project, and receive a satisfactory grade in laboratory and clinical components in order
to be successful and progress to subsequent courses. Points earned for
Homework/Assignments/Participation will be added only for students meeting the
above criteria! Students not achieving 75% or better on the testing/project portion
6

will receive a final course grade based on this percentage. They are not eligible
for additional points*.
Unsatisfactory clinical or lab performance will result in a grade of F for the course
regardless of the numerical scores of the didactic portion.
Letter Grade
Grading Scale
A
93-100
B
84-92
C
75-83
D
70-74
F
0-69
*Note that it is possible for a student to receive a 75% or better on exams and not pass
the course as a result of the additional points, but it is NOT possible to receive less
than a 75% average on exams and pass the course due to the additional points. It is
an expectation of the course that the student will attend and participate in class
and submit assignments.
Sections 3001-3003 (on campus)
and
Online Sections 1001
Graded Item
Test I = 50 points
Test II = 50 points
Test III = 50 points
Test IV = 50 points
Cumulative Final Exam = 100 points
3 Quizzes = 30 points
ATI Exam = 30 points (for Level 3)
* See below for other levels
Group Project = 50 points
Total Possible = 410 points
**A final average of 75% must be
achieved for the tests, exams, quizzes
and project to be successful and to
pass the course before the other
course assignments are included.
Participation Activities
Homework/Assignments
Syllabus Signature
Possible Points with additional points
=
515 points
7
Percent of Test Average

12.2%
12.2%
12.2%
12.2%
24.4%
7.3%
7.3%
12.2%
100%
(To achieve a 75%, you must
receive 307.5/410)
60 points
40 points
5 points
Total additional points = 105
points
To pass the course overall with the
additional points, you must
receive 386.25/515

*ATI scoring is as follows: Level 3 = 30 points, Level 2 = 26.4 points, Level 1
= 22.5 points,
and Below Level 1 = 15 points.
Examples:
*Student A:
**Student B:
Test 1 = 44 points
Test 1 = 39 points
Test 2 = 48 points
Test 2 = 38 points
Test 3 = 47 points
Test 3 = 42 points
Test 4 = 45 points
Test 4 = 45 points
Final exam = 94 points
Final exam = 82 points
Quizzes = 25 points out of 30
Quizzes = 26 out of 30 points
points
ATI = Level 3 = 30 points
ATI = Level 2 = 26.4 points
Project = 45 points
Project = 50 points
Total = 378 points; 378/410 = 92%
Total = 335.4 points; 335.4/410 =
(met the 75% rule) for a B
85% (met the 75% rule) for a B
grade
grade
Homework = 40 out of 40 points
Participation Activities = 57 out of
60 points
Syllabus Signature = 5 out of 5
points
Total for additional points = 102
out of 105 points
Overall points and grade = 480 out
of 515 points = 93% for A grade
Homework = 20 out of 40 points

Participation Activities = 32 out of
60 points
Syllabus Signature = 5 out of 5
points
Total for additional points = 57 out
of 105 points
Overall points and grade = 392.4
out of 515 points = 76% for C
grade
*Example A shows that being prepared, coming to class, and putting forth effort can
not only help you to do better on exams, but you also have the potential to increase
your overall grade in the course, possibly to the point of a higher letter grade.
**Example B shows that if you are late or absent for class, dont put forth an effort on
participation or homework, this can lower your overall final grade, even if you did
satisfactory on the exams with the possible potential to not even pass the course.
Note how close this person came to failing the course.
Doing well on exams is VERY important and it is in this way that you will be
assessed and granted a nursing license when you complete the NCLEX exam, BUT
being prepared is also vital to doing well in the course and your profession. These
additional items for points are designed to help you prepare for your exams and for
the professional world of nursing where being prepared, education of patients, and
collaboration with peers is imperative.
VI
Course Requirements (Please, read carefully)
Responsible for all previously learned material in other courses

8
VII
PROMPT, regular class attendance

Assigned readings and satisfactory completion of all required assignments
Class participation in discussion groups and other
activities/quizzes/discussion forums, etc.
Course average of 75% or above on exams, quizzes, ATI, and group project
(*see grading calculation)
Completion of all course component (instructor, course, clinical, and lab)
evaluations as directed by faculty
Appointment with instructor within one week for any test grade
below 75% for remediation and possible referral
Signature on a Syllabus Signature Form, submitted electronically, agreeing to
understanding and compliance of course requirements as outlined in the
syllabus
Absence/Attendance Policy
Review the current Nursing Program Guidelines and the Student Policy Handbook
for Health Sciences.
The Nursing Programs at CSN prepare nurses and nursing assistants for entrylevel positions.
Reliable and prompt attendance at the assigned time is the standard of behavior.
Students will be
held responsible to know and implement the Attendance and Preparedness
Policy.
Note that attendance at lab and clinical is mandatory.
VIII
Policies Academic Honesty Policy
Students must adhere to the Academic Honesty Policy located in the Nursing
Program Guidelines.
Honesty is a professional characteristic that is vital to the practice of safe
nursing and is
expected of all students. Therefore, dishonest behavior will not be allowed
because of its potential to place the public at risk. Academic dishonesty
includes, but is not limited to plagiarizing, cheating, intentional deception, and
failure to report clinical errors. Attempting to access instructor materials
through publishing companies is considered dishonest behavior and may result
in removal from the program. The nursing program has the right to individually
evaluate cases of academic dishonesty and, when behavior is proven to be
dishonest, action will be taken. This includes, but is not limited to assigning a
failing grade for the course or any of its components, and/or termination from
the program.

IX
Students Rights, Responsibilities and Conduct
College students are considered to be mature individuals. Their conduct both in

and out of college is expected to be that of any other respectable adult in a
public place. Under these circumstances it is expected that the student will at all
times remember that he or she is living in a democratic situation and that the
reputation of this institution rests on his or her shoulders.
It is each students responsibility to be familiar with and observe the regulations
set forth by the CSN administration. In addition, students should always display
a respectful attitude toward fellow students and members of the faculty, staff,
and administration. Such a respectful attitude does not allow the use of vulgar or
profane language either in or out of the classroom. Smoking is allowed in
designated areas, and it is respectful to refrain from smoking in any other areas.
Physical or mental abuse of another person will not be tolerated.
Each student should realize that CSNs primary mission is to meet the needs of
the community and of the individuals who make up the community. Public
opinion may be easily formulated or impacted as a result of the actions of any
single individual. With this in mind, it is expected that each student and staff
member will do his or her part to represent the college and project its name in a
positive manner, thereby enabling it to continue to fulfill its mission of service in
the tradition of excellence. Please refer to the most current General Catalog and
Student Handbook found on the college website for further explanation regarding
the College policy.
http://www.csn.edu/PDFFiles/Curriculum%20and%20Scheduling/Catalogs/CSN%2020142015%20General%20Catalog%20v4.pdf
These include behaviors that are unacceptable and will be acted upon by
individual instructors so as to maintain control of the classroom and environment
conducive to learning:
Disruption of class by entering late, leaving early, or talking without
permission during class
Disruptive use of electronic devices; *students should refer to the current
Electronic Device Policy located in the Nursing Program Guidelines
for policy regarding cell phone/electronic devices in clinical setting
Incivility to other classmates or instructor
Audio recording of classroom proceedings is permitted only when the
individual instructor teaching the class has approved and the
appropriate form (from instructor) has been completed.
X
Classroom Safety Procedures
If an Emergency occurs please use a college phone dial 9 to get outside line then
911.
For non-emergent situations, phone campus security personnel at West
Charleston--651-5613 and Cheyenne Campus--651-4055.
10
11

XI
Accommodation Of Special Needs Based On Disability
All students who have a disability and need accommodations should visit, call or
email the Disability Resource Center as soon as possible at the beginning of
each semester. Students are strongly encouraged to obtain their
accommodation forms in a timely manner to ensure appropriate services. They
should notify the course coordinator as soon as possible of their approved
documentation so that proper arrangements can be made.
The office is located at the W. Charleston campus in Building D -102 (702-6515644), as well as offices at Cheyenne and Henderson campuses.
Please refer to the following website for further information:
http://www.csn.edu/pages/544.asp
XII
Online Learning Etiquette
Communication:
Effective communication in an online environment is essential. Due to the
asynchronous nature of online class work, it is important that the writer of any
message understand that an immediate response may not occur. This relates to
student-student and student-instructor communication. Please allow the
instructor a minimum of 48 hours to respond.
Also, we must remember that the natural nuances and intonation present with
face to face communication will not be present; therefore, it is important to be
careful in how written responses and emails are constructed. Be careful to convey
a positive and non-threatening tone in your communication. Be respectful and
polite, even when you do not agree with another student or your instructor. Be
patient with your peers as they may be having difficulty adequately conveying
their thoughts and ideas concisely in this format without the use of hand or facial
gestures. You are expected to share ideas with one another and ask
questions of one another in a professional, polite manner.
Participation via discussion question forums and assignments:
It is an expectation to attend class (online) each week and complete reading
assignments per the syllabus.
It is critical to understand that an important part of the online experience will
require student contribution to the class discussion forums in meaningful ways,
as well as any assignments or other methods of instruction used. Therefore, if a
discussion thread is initiated, students are expected to contribute one or more
responses to a discussion forum question (depending upon the instructors
criteria) and/or complete any assignments scheduled. Discussion forum
requirements will be provided with each posting. Students are required to reply to
other students response each week a discussion forum question is posted with
new and relevant information to the course discussion and from reading of
textbooks. Comments must be provided in a positive manner, which includes
building on the remarks and posing questions of other students.
Discussion questions must be answered by the established deadline. Postings
should be readable and have proper grammar, spelling, and sentence structure.
Proper APA citation and references should be used in support of discussion
12

question responses when indicated. A student must first post a response before
other students postings will be displayed; no mock postings will be permitted.
The deadline for submission of discussion comments and any other assignment
will be communicated by the individual instructor initiating it.
Academic Dishonesty in the online learning environment includes:
Having a tutor or friend complete a portion or all of your assignments,

Discussion Forum responses, or replies
Having a reviewer make extensive revisions to an assignment, other than

SMARTHINKING or the CSN writing center
Copying work submitted by another student
Using information without proper citation
Group work during testing that is not assigned by the instructor.
Where to go for help:

Instructor(s): email or phone call, live web chat for academic or course
discussions or concerns, grades, content, clarification of concepts, etc.
CSN Library resources
Student Retention Services
Counseling Services
Disability Resource Center
Writing Center/Smarthinking for writing assistance and APA format
ATI student resources
Lippincott and The Point student resources for textbook related issues
OTS Campus resources for computer related issues, problem solving,

technical support and difficulties, access issues, computer requirements for
student success
Administrative Assistants for scheduling, withdrawal, program related issues,

APG, etc.
***NOTE: This syllabus and all that it contains for this course is subject to
change in the event of extenuating circumstances, by mutual agreement,
and/or to ensure better student learning.
13
14

MODULE PAGES
Module 1 Antepartum Care: The student will describe nursing care of the woman from conception
through preparation for childbirth. The student will utilize the nursing process to demonstrate an
understanding of the psychosocial and physiological processes and developmental tasks of both normal
and high risk pregnancies.
Content
Module Student Learning

Outcomes
Resources
Competency
Assessment
Fetal Development
1. Summarize the process of fertilization

and implantation.
2. Explain the functions of placenta,
umbilical cord, and amniotic fluid.
3. Outline normal fetal development from
conception through birth.
4. Describe the nursing role in genetics.
5. Differentiate between presumptive,
probable, and positive signs of
pregnancy.
6. Summarize the maternal physiological
changes of pregnancy.
7. Explain the various nutritional changes
and needs which promote a healthy
pregnancy.
8. Recognize the emotional and
psychological changes of pregnancy
Essentials of Maternity, Newborn, and

Womens Health Nursing (Ricci, 3rd
edition)
Chapter 10
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
Signs and Symptoms of

Pregnancy
Maternal Physiological
Changes of Pregnancy
Nutritional Needs of
Pregnancy
Psychosocial Adaptations
of Pregnancy
Preconception Care
Prenatal Care
Fetal Assessments
Discomforts of Pregnancy
and Promoting Self-Care
Preparing
9. Outline the assessment process which

occurs throughout the pregnancy
during office visits.
10. Describe the various methods of
assessing fetal well-being.
11. Illustrate the nursing management
approaches to promote self-comfort
and self-care during pregnancy.
12. Summarize the components of
childbirth education in preparation for
labor, birth, and parenthood.
Chapter 11
Chapter 12
Additional:
Study Guide for Essentials of
Maternity, Newborn, and Womens
Health Nursing (3rd edition)
Chapters 10-12
CANVAS Materials
Lippincott Student Resources
http://thepoint.lww.com/student
edition)
15

Content
__________________________
Pregnancy Related
Complications
Pre-existing Conditions
and Vulnerable
Populations Creating At
Risk Pregnancies

Outcomes
___________________________________________
13. Identify common factors that create at
risk pregnancies.
14. Outline the assessment and
management for the pregnant woman
experiencing the various complications.
15. Give examples of teaching plans for
facilitating the maintenance of a
healthy pregnancy when
complications arise.
Resources
______________________________________
edition)
Chapter 19
Chapter 20
16. Summarize pre-existing health

conditions of women, their role in
creating risks to pregnancy and the
assessment and management of them.
17. Define vulnerable populations.
18. Describe care and management of
vulnerable populations in promoting
healthy pregnancy outcomes.
Additional:
Chapters 19-20
Competency
Assessment
__________________
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
CANVAS Materials
edition)
16

Module 2- Intrapartum Care: The student will describe the collaborative care among the healthcare team
and the family during the process of labor and birth for both normal and high risk situations.
Utilizing the nursing process, the student will describe appropriate nursing management of the process of
labor in all of its stages, discomfort of labor, and assessment techniques used to monitor labor and fetal
heart rate patterns.
Content
Resources
Competency
Outcomes
Assessment
Recognizing Labor
The Labor Process
Maternal Assessment
Fetal Assessment
Monitoring of Fetal Status
Pain Measures
Nursing Care During Labor

and Birth
1. Identify signs of labor and how to

recognize true vs. false.
2. Interpret the critical factors that affect
labor and birth known as the five Ps.
3. Describe maternal and fetal
physiological responses to labor.
4. Classify the stages of labor and events
in each stage.
5. Discuss measures and techniques used
to assess maternal status during labor
and birth.
6. Explain measures to assess fetal
status.
7. Compare and contrast external and
internal fetal monitoring.
8. Review fetal heart rate patterns.
9. Summarize interventions for various
fetal heart rate patterns.
10. Give examples of non-pharmacologic
comfort measures used for pain
management in labor.
11. Describe pharmacological measures
used for labor and birth.
12. Break down the stages of labor,
assessments, and nursing
management.
Essentials of Maternity, Newborn,

and Womens Health Nursing
(Ricci, 3rd edition)
Chapter 13
Chapter 14
Prep-U by Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and individual
learning activities
Homework
assignments
Satisfactory lab and
clinical performance
including clinical
written assignments
Additional:
Maternity, Newborn, and
Womens Health Nursing (3rd
edition)
Chapters 13-14
CANVAS Materials
17

Content

Outcomes

Chapter 21
Preterm Labor
Labor Induction
VBAC
Fetal Demise
Obstetric Emergencies
Birth Related Procedures
Competency
Assessment
Labor and Birth at Risk
Prolonged Pregnancy
Resources
13. Define dystocia.

14. Outline common labor dysfunctions
related to the 5 Ps and the diagnosis
and management for them.
15. Determine what characterizes preterm
labor and the appropriate
management.
16. Describe prolonged pregnancy and the
potential adverse effects.
17. Differentiate methods of labor
induction and augmentation.
18. Discuss pros and cons of a vaginal birth
after cesarean.
19. Identify family needs and nursing
management with regards to an
intrauterine fetal demise.
20. Discuss obstetrical emergencies and
nursing assessment and management.
21. Examine situations that require medical
obstetric interventions.
22. Examine fetal circulatory changes that
occur as the newborn transitions to
extra-uterine life.
Chapter 10 pp. 290-291

Chapter 17 pp. 526-529
Additional:
edition)
Chapter 21
Prep-U by Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and individual
learning activities
Homework
assignments
Satisfactory lab and
clinical performance
including clinical
written assignments
CANVAS Materials
18

Module 3 Postpartum Care: The student will utilize the nursing process to describe the physiological and
psychological adaptations of the mother and family during the postpartum period. The student will
identify educational needs and complications during the postpartum period.
Content

Outcomes
Resources
Postpartum Physiological
Maternal Adaptations
1. Outline the system physiological

changes that occur in the postpartum
period.

edition)
Chapter 15
Cultural Considerations
Psychological Adaptations
Postpartum Nursing
Assessment
Nursing Interventions
Postpartum Hemorrhage
Thromboembolic
Conditions
Postpartum Infections
Postpartum Affective
Disorders
2. Recognize the importance of

understanding diverse cultural beliefs in
this postpartum period.
3. Examine the psychological changes and
adaptations that occur for the postpartum
woman and her partner.
4. Practice the physical and psychological
nursing assessments for the postpartum
woman.
5. Demonstrate nursing management and
interventions used in the postpartum
period to promote well-being and prepare
the patient for discharge.
6. Summarize the risk factors, causes,
management, and assessment of
postpartum hemorrhage.
7. Describe thromboembolic conditions and
the role of the nurse in assessment and
management.
8. Outline assessment and care of various
postpartum infections.
9. Differentiate type of affective disorders
in the postpartum period and care and
management for them.
Chapter 16
Competency
Assessment
Prep-U by
Chapter 22
Additional:
Chapters 15, 16, 22
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
CANVAS Materials
edition)
19

Module 4 Newborn Care: The student will utilize the nursing process to address the physiological and
behavioral adaptations and required care of the newborn. The student will identify nutritional needs of
the newborn and the role of the nurse in support and education to the family.
20

Content

Outcomes
Resources
Competency
Assessment
Physiological Transitioning
in the Newborn
1. Examine the major physiological

changes that occur as the newborn
transitions to extrauterine life.
2. Differentiate behavioral patterns and
changes of the newborn transitioning
and newborn behavioral responses.
3. Describe the nursing assessment and
interventions during the immediate
newborn period.
4. Demonstrate a newborn assessment.
5. Recognize variations, abnormalities,
and anomalies in the newborn during a
physical assessment.
6. Demonstrate care and teaching for the
newborn.
7. Discuss common concerns and
management in the newborn period
including transient tachypnea,
hypoglycemia, and physiologic
jaundice.
8. Compare and contrast breast and
formula feeding in relation to
nutritional components, teaching,
concerns, interventions

edition)
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
Behavioral Adaptations
Nursing Management in
the Immediate Newborn
Period
Early Newborn Nursing
Management
Newborn Care
Common Concerns
Newborn Nutrition
Chapter 17
Chapter 18
Additional:
Chapters 17-18
CANVAS Materials
edition)
Content
__________________________
Newborns With Special

Outcomes
Resources
______________________________________
21

Needs/Birth Weigh
Variations
Gestational Age Variations
Newborns at Risk/
Acquired Conditions
___________________________________________
9. Describe birth weight variations,
assessment, and management
10. Differentiate between post-term and
preterm infants and the assessment
and care.
11. Identify the effects of prematurity on
the body systems.
12. Discuss care management of the
premature infant.
13. Discuss teaching and coping for
parents of a premature infant.
14. Compare and contrast the meaning of
acquired and congenital disorders of
newborns.

edition)
Chapter 23
Chapter 24
Additional:
Chapters 23-24
Competency
Assessment
______________________
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
CANVAS Materials
edition)
22
Module 5- Introduction and Reproduction: The student will develop an understanding of trends and issues
in maternity nursing including the components of community based family-centered care and the
significance. The student will review the anatomy and physiology of the reproductive system.
Content
Resources
Competency
Outcomes
Assessment
Maternal Newborn Nursing
Evolution and Core
Concepts
Health Status and Factors
Affecting Maternal,
Newborn, and Womens
Health
Barrier to Health Care and
Legal and Ethical Issues
Family-Centered and
Community-Based Care
Cultural Issues
Community-Based Nurse
Reproductive System
1. Discuss past, present, and future trends

in maternal newborn nursing.
2. Discuss the definition of health, Healthy
People 2020, and terms associated with
health status.
3. Describe factors that affect maternal,
newborn, and womens health.
4. Identify barriers and legal and ethical
issues in the
practice of maternal,
newborn, and womens health and their
implications for nursing.
5. Explain the significance of cultural
competence and complementary and
alternative medicine.
6. Review the structure and function of the
male and female reproductive organs and
the phases of the menstrual cycle.

Chapter 1
Chapter 2
Chapter 3
Additional:
Chapter 1-3
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group discussions
Individual class
participation
Group and
individual learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including clinical
written
assignments
CANVAS Materials
23

Module 6 Womens Health Care: The student will identify select womens reproductive health issues that
have the potential to affect quality of life. The student will describe the importance of ongoing health
promotion and physical assessment to prevent their risk of disease and allow them to be partners with
their healthcare providers.
Content
Reproductive
Disorders of
Menstruation
Infertility
Contraception
Abortion
Menopause
Sexually Transmitted
Infections

Outcomes
1. Summarize the various
menstrual disorders, their
etiology, and management.
2. Discuss infertility, male and
female etiologies, and
management.
3. Compare and contrast
contraceptive methods related
to advantages and
disadvantages, nursing
management, and educational
needs of the client.
4. Differentiate between surgical
and medical abortion.
5. Discuss the implications of STIs
on pregnancy and the newborn.
Resources
Essentials of Maternity,
Newborn, and Womens
Health Nursing (Ricci, 3rd
edition)
Chapter 4
Chapter 5
Additional:
edition)
Chapters 4-5
Competency
Assessment
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group
discussions
Individual class
participation
Group and
individual
learning
activities
Homework
assignments
Satisfactory
lab and clinical
performance
including
clinical written
assignments
CANVAS Materials
http://thepoint.lww.com/stude
nt
24
25
Content
Breast Disorders
Reproductive Tract
Cancer/Ovarian,
Endometrial, Cervical,
Vaginal, and Vulvar

Outcomes
6. Differentiate benign and
malignant breast disorders.
7. Describe methods to promote
breast health
8. Outline the nursing
management, pathophysiology,
and treatments for the
reproductive cancers.
Resources
Newborn, and Womens Health
Nursing (Ricci, 3rd edition)
Chapter 6
Chapter 8
Additional:
edition)
Chapters 6 and 8
CANVAS Materials
http://thepoint.lww.com/studen
t
Competency
Assessment
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group
discussions
Individual class
participation
Group and
individual
learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including
clinical written
assignments
26
27

Content

Outcomes
Female Reproductive
9. Outline pelvic support disorders
Tract Benign
in terms of types, causes, and
Disorders/Pelvic
management.
Support and Benign
10.
Examine the incidence of
Growth
violence.
11.
Define the cycle of violence
Violence and Abuse of
and appropriate interventions.
Women
12.
Summarize the role of the
nurse in education, prevention,
interventions with women and
violence and abuse.
Resources
Chapter 7
Chapter 9
Additional:
edition)
Chapters 7 and 9
CANVAS Materials
http://thepoint.lww.com/studen
t
Competency
Assessment
Prep-U by
Lippincott
Unannounced
quizzes
Module exams
Group
discussions
Individual class
participation
Group and
individual
learning
activities
Homework
assignments
Satisfactory lab
and clinical
performance
including
clinical written
assignments
28

SPRING 2015 WEEKLY CALENDER
***Please refer to Module pages for more detailed reading assignments along with learning outcomes. Faculty
reserves the right to adjust calendar if necessary.
All exams will be held at the same time for both classroom and online students!
from 0800-0930 (sorry about the time).
NOTE: Building I-108
Project presentations may be following the exam in some situations.

Name badges must be worn to class and all exams; students will signify their attendance at the exam on
the test sign-in sheet.
Course includes Sections 3001, 3002, and Online Sections 1001-1002
Week and Date

Week 1 January 20, 2015
(last day for 100% refund is January 25, 2015)
Jones
Event
Introduction to Syllabus and course requirements.
Module 1 (Chapters 10-12) Learning Outcomes 112
Week 2 January 26, 2015

(February 1, 2015 is the last day to drop class
without a grade of W and last day for 50% drop fee)
Jones
Week 3 February 2, 2015
Module 1 - (Chapters 19-20) Learning Outcomes 1318

LaBarr
Module 2 - (Chapters 13-14) Learning Outcomes 112

LaBarr
Module 2 (Chapter 21) Learning Outcomes 14-21

Jones
Module 3 (Chapters 15-16, 22) Learning Outcomes

1-9
Exam One on Module 1 & Lab content
29

Week 7 March 2, 2015
Exam Two on Module 2 & Module 3
** Midterm for didactic is March 9th (following Exam Two) AND** Midterm is week of March 23 rd for clinical
midterm evaluations
Week and Date
Week 8 March 9, 2015 **
LaBarr
March 16 - 22, 2015
Spring Break
LaBarr
Event
Module 4 (Chapters 17, 18) Learning Outcomes 18
Enjoy the weather while you study
Module 4 -- (Chapters 23, 24) Learning Outcomes 914

Jones
Week 11 - April 6, 2015
Module 5 (Chapters 1-3) Learning Outcomes 1-6
Week 11 April 13, 2015

Jones
Module 6 (Chapters 4, 5, 9) Learning Outcomes 116

LaBarr
Module 6 (Chapters 7, 8, 9) Learning Outcomes 118
Exam Four on Module 6 & Clinical Skills

Checklist
Week 15 May 4, 2015
A.T.I. Exam
Finals Week May 11 17, 2015
FINAL EXAM May 14, 2015
Exam Three on Module 4 & Module 5
This exam will be 100 questions 2 hours and will
30

be cumulative from all 6 modules. There is NO
review of the Final Exam.
May 15, 2014 at 5:00 pm
Pinning---plan now to attend and assist

with ushering.
31

Maternal-Newborn Group Project for Spring 2015
Students may select one of the projects listed below, or generate their own project
concept. The project will be completed in small groups. The project must be
completed and presented to the class upon the assigned date according to the topic
chosen. The contents of the project must reflect the course learning outcomes and
meet specified standards. Note requirements on the rubric.
Students must complete their project contract by the third week of class
(2/6/15).
This project will give students an opportunity to interpret, construct, and demonstrate
their own concepts or ideas regarding specific course learning outcomes from a
selection of product or performance options, content retention, commitment,
motivations, and creativity increase. By allowing students to choose most aspects of
this project we are looking forward to being shown your very best.
Possible project selection ideas:
Classroom debate (four or six studentstwo or three pro and two or three con)
Documentary with oral interviews (four students)
Simulated YouTube video (four or more students depending upon topic)
Case Study presentation with evaluation of interventions
Interview and teaching session with a patient and family (four students)
Panel discussion (four or more studentsone to moderate) suggestions include
cultural issues or labor practices, etc.
Creation of a game (four or more students depending upon the game)
Suggestions:
Grief and loss in a pregnancy
NICU quality of life issues
Fertility issuesselective reduction debate
Teaching tool related to breastfeeding, post-partum expectations r/t changes of body
image, or a woman diagnosed with breast or a reproductive tract cancer
Postpartum mood disorders and education of family
**These are only suggestions to stimulate your own ideas.
32
33
Presentation
Each presentation will demonstrate the results of individual and group research
through a student-created, innovative, interactive, learner-centered format. Each
presentation will have instructor approval that includes a date for the presentation
and specific due dates that will assure project progress and student self-reflections
throughout the semester.
Presenters must conduct a 10-15 minute interactive lesson. (Time may be changed
depending upon the project. Time will be related to topic and the number of students
involved in the presentation.) Students are required to be in attendance to
participate as a presenter or an observer.
Evaluation
Each student group will meet with an instructor to confirm project clarity,
expectations, and student ideas. The students and instructor will determine if
adjustments to the objectives and project concept are necessary at that time.
The project evaluation rubric will be used by the instructors to obtain an objective
score. Rubrics will be used to determine the point value of the project and the
presentation. All three instructors will grade the project and presentation, and
possibly other instructor(s) will grade the presentation, as well.
*The instructor that you will communicate with, initially, regarding your project type,
topic, and date will be Benita Ryne. Contact information is Benita.ryne@csn.edu.
Office is in Bldg. K 306-G and office number is 651-5674. Office hours are
Wednesdays 12-5, but she will be in lab on Wednesday the first two weeks, and will
be in the office on Thursday of those weeks. Walk-ins are welcome, but those with
appointments will be given a priority.
Remember that contracts must be completed by 2/6/15.
34

You Rocked
it!
5
Excellent
Average Joe
(adequate)
3
Below
Standard
2
Not Really
Done!
1
Organization
Information is
presented in
logical,
interesting
sequence
which is easy
and to follow.
Information is
presented in a
logical
sequence
which the
audience can
follow.
Information is
presented with
some logic and
some in
audience can
follow.
Difficult to
follow the
presentation as
the presentation
jumps around
with the
information.
Cannot
understand the
presentation
because there is
no logical
sequence of
information
Knowledge of
Content
Demonstrates
full knowledge
with
explanations
and elaboration
of current EBR
data.
At ease with
the knowledge,
information is
EBR current,
but fails to
elaborate.
Understands
information,
but lacks EBR
current data,
and is unable
to elaborate on
the topic.
Uncomfortable
with the
information.
Lacks a grasp of
the information
Graphics
Use of highquality
graphics to
explain and
reinforce the
information
throughout the
presentation.
Use of
graphics to
explain the
information.
Uses some
graphics that
relate to text
and
presentation.
Some use of
graphics that
rarely support
the presentation.
Use of
superfluous
graphics,
or No graphics
used.
Team
Participation
All team
members take
an active part
in the
presentation
and are able to
answer any
questions in
detail.
All team
members
participate, but
only some are
aware of all the
information
presented.
All team
members
participate, but
not actively.
Lack of
participation by
some of the
team members,
with only one or
two actually
presenting.
Obvious lack of
participation by
one or more
team members.
Content and
Creativity
The
presentation
shows
imagination
and
effectiveness
in conveying
the objective(s)
to the
audience.
The
presentation
shows some
creativeness
that, at times,
is effective in
conveying the
objectives.
The
presentation is
effective in
conveying the
objective(s),
but lacks
imagination.
The presentation
has parts that
are effective,
but some parts
are neither
interesting nor
effective.
The presentation
fails to capture
the interest of
the audience
and/or is
confusing in
what is
communicated.
Presentation
Rubric
35

References
Professionalism
Four or more
references
from a
professional
journal or
website that is
less than 5
years old and
related to
obstetrics.
Bibliography is
correctly typed
in APA format.
All written
materials and
graphics are
professionally
appropriate in
their content,
spelling, and
grammar.
Respect is
shown towards
peers,
audience, and
instructors.
Timeliness in
all meeting and
presentation
commitments.
Three
references
from a
professional
journal or
source that is
less than 7
years old and
is related to
Obstetrics.
Bibliography is
typed in APA
format.
All written
materials and
graphics are
professionally
appropriate in
their content,
spelling, and
grammar.
Respect is
shown towards
peers,
audience, and
instructors.
Timeliness in
all meeting and
presentation
commitments.
Three
references that
are from a
professional
journal or
website that is
less than 7
years old and
may or may
not be related
to Obstetrics.
Bibliography is
typed in APA
format.
All written
materials and
graphics are
professionally
appropriate in
their content,
spelling, and
grammar.
Respect is
shown towards
peers,
audience, and
instructors.
Timeliness in
most meeting
and
presentation
commitments.
Three references
that are not from
a professional
source and/or
not relevant to
obstetrics.
Bibliography is
legible in APA
format.
Zero to three
references that
are not from a
professional
source and/or
not relevant to
Obstetrics.
Bibliography is
not legible, or is
absent.
Most written
materials and
graphics are
professionally
appropriate in
their content,
spelling, and
grammar.
Respect is
shown towards
peers, audience,
and instructors.
Timeliness in
most meeting
and presentation
commitments.
Written
materials and
graphics are
professionally
inappropriate in
their content,
spelling, or
grammar. Lack
of respect is
shown towards
peers, audience,
or instructors.
Lack of
timeliness
towards meeting
and presentation
commitments.
SCORE:
36

CSN NURS 247 MATERNAL NEWBORN PROJECT
Spring 2014
Name of Project
Objectives:
(You would include your objectives here. Have at least three.)
Project Instructors Name:

Project Team Member Names:
Module:______
Date of Presentation: ______________
Type of Presentation:
Length of presentation: ______minutes
Reviewed and approved by:

________________________________________________
Instructor
________________________________________________
Project Team Member Name
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____________________
Date:
____________________
Date:
____________________
Date:
____________________
Date:
____________________
Date:
____________________
Date:
____________________
Date:
37
NURS247 Maternal Newborn Nursing Clinical

Syllabus
Clinical Hours per Week: 7

Critical Elements: Safety, Integrity, Accountability (refer to Clinical
Evaluation forms attached)
I Outcomes (refer to Clinical Evaluation forms attached)
II
Methods of Instruction
III
Clinical participation: Clinical participation is expected, and students are

to comply with the policies and procedures for the assigned agencies
Post-conference discussions
Written assignments
Instructors will provide students with weekly clinical expectations
Evaluation
Clinical performance will be graded as satisfactory or unsatisfactory (pass

or fail). The student is expected to come prepared to clinical and satisfactorily
complete all assignments. Students are to bring their purchased NURSING
SKILLS CHECKLIST with them to every clinical session. Midterm and final
evaluations will be done for clinical performance.* See clinical evaluation form
attached. Students complete this first, and then Instructor meets with
students one on one. Please note examples of learning and be sure to assess
your strengths and weaknesses for continued success with learning. The
clinical skills checklist is to be completed by the student, and the instructor
will be paying close attention to those skills considered critical for this course.
38

The student must have a satisfactory evaluation to pass. No extra
credit opportunities are available. If the student receives a failing didactic
grade, he/she also receives a failing grade in clinical as all aspects of the
course must be passed in order to move forward in the program.
39

Clinical performance will be graded in the following areas:
1.
Application of Knowledge
2.
Nursing Process/Critical Thinking
3.
Managing Care/Collaboration
4.
Communication
5.
Professionalism
6.
Caring
7.
Teaching-Learning
If a student is doing less than satisfactory in clinical, they will be counseled by
the clinical instructor and a learning contract will be implemented at midterm
and as needed throughout the semester.
IV
Requirements
A. Responsible for all previously learned skills and materials.
B. *Refer to Attendance and Preparedness policy found in current Nursing
Program Guidelines (a copy is in the addendum section at the end of
this syllabus). Students are expected to come to clinical prepared with
proper equipment, uniform, and completed paperwork. Required
attendance and punctuality: students are required to attend all clinical
sessions and initial clinical orientation day. Any absence will result in a
referral form being given for APG committee by your instructor. You will
have the right to explain, discuss and bring documentation regarding
absence to the APG committee for decision regarding 3% reduction
policy. This must be done within two weeks of the occurrence. The
student will assume the responsibility to notify the instructor of an
absence or potential tardiness at the clinical facility at least one hour
prior to the scheduled start of clinical. No tardiness or leaving early will
be permitted. Missed clinicals cannot be made up.
C. Satisfactorily passing the Math test given in lab within 2 attempts and a
minimum grade of 95%.
D. Preparation for patient care assignments by completing all assigned
pre-clinical worksheets and assignments prior to clinical.
Unprepared students will be sent home and receive an absence with a
3% deduction from the final theory course grade. This infraction cannot
be appealed to APG committee. *Note that your individual clinical
instructor will advise you on when the preparation sheets will be
submitted but in NO WAY will a student enter a clinical area without
having completed the original clinical preparation for that area.* Refer to
current Attendance and Preparedness policy.
E. Satisfactory completion of all assignments as per instructed by clinical
instructor.
F. Satisfactory clinical performance related to the clinical evaluation tool.
G. Completions of self- clinical evaluations for mid-term and final and any
evaluations requested by clinical facility.
H. Presentation to clinical instructor of completed clinical ticket from
mandatory advising session.
40

I. Presentation of proof of flu vaccine received each year.
J. All students are required to report unusual clinical occurrences to the
clinical faculty member immediately. Failure to do this may result in
disciplinary action in the course.
K. All students are required to park in designated parking areas at
clinical facilities. Failure to do this may result in disciplinary
action in the course.
L. All students are required to maintain responsibility for assigned
badges from clinical facilities and must return them upon request.
M. Facility clinical orientation packets and facility evaluation forms must be
completed where required by facilities.
V
Dress Code
In clinical, students are required to comply with the uniform code as
outlined in the latest edition (online) of the* CSN Nursing
Program Guidelines. This uniform code applies whenever and
wherever the uniform is worn. The student uniforms are to be worn
only when functioning as a student of College of Southern
Nevada. In all situations the student must conform to the policy of the
affiliating agency. Insofar as policies specific to hair, jewelry, cosmetics,
fingernails, tattoos, and gum, students are held accountable as stated in
the latest edition of CSN Nursing Program Guidelines.
If the student changes into scrubs provided by the facility, they are still
responsible to arrive as a CSN student and wear their name badge. They
must return the scrubs to the facility and leave the facility as a CSN
student nurse.
Students are required to carry scissors, hemostat, penlight, black and
red pens, stethoscope, and goggles as noted/required by Instructor
and/or facility as well as clinical papers and syllabus, and the CLINICAL
SKILLS NOTEBOOK.
Items that you are discouraged to bring to clinical include: purses or
other valuables, backpacks or other tote bags, food or drink items, your
large textbooks. (In some areas there is a shortage of space or an area
for students to place these things.) Check with your clinical instructor
for further guidance. This differs in different facilities and you will be
given instructions specific to your clinical by her.
Additional items to bring to clinical may include: money or other
method to purchase food items if a break is given by clinical
instructor.
VI
Student Conduct
College students are considered to be mature individuals. Their conduct

both in and out of college is expected to be that of any other respectable adult
41

in a public place. Under these circumstances it is expected that the student
will at all times remember that he or she is living in a democratic situation and
that the reputation of this institution rests on his or her shoulders.
Professional and ethical conduct is expected of all students. In
addition, students should always display a respectful attitude toward fellow
students and members of the faculty, staff, and administration. Such a
respectful attitude does not allow the use of vulgar or profane language either
in or out of the classroom. No smoking is permitted at any time during
clinical and students are not permitted to come to clinical with the smell of
smoke on their clothing as this can be very offensive to our maternal patients
and others.
VII
Policies
A. Standards of Professional and Ethical Practice

Professional conduct standards at CSN are based on the American Nurses
Association (ANA) code of ethics. Therefore, professional communication
and behavior is expected in all interactions and in all settings. Unethical or
unprofessional conduct may result in expulsion from the program. Refer
to the current Nursing Program Guidelines.
B. Cell Phones and Electronic Devices
*Refer to Electronic Device Policy found in current Nursing
Program Guidelines.
There is to be NO use of any device to take pictures or videos in the clinical
setting. The student will adhere to the clinical facility policy and clinical
instructor direction regarding use of electronic devices. If cell phones are
permitted by facility and/or instructor the following must be adhered to: (1)
cell phone must be carried in pocket and completely hidden from view and
must be set on vibrate or silent, (2) the phone may not be removed from
pocket in any patient care area, (3) if use of phone is permitted, it can only
be used in a conference area, break room, restroom. See policy for further
instructions and guidance of your clinical instructor.
C. Absence/Tardiness
*Refer to Attendance and Preparedness Policy found in current
Nursing Program Guidelines. Absences exceeding 10% of scheduled
clinical time for the course will result in referral to Program Director for
immediate termination from the program. The student must notify the
instructor via phone, text, or email at least one hour in advance of
scheduled start time of clinical.
VIII
Assignments
A. Pre-clinical worksheets (attached and located in Canvas) You

are required to complete the attached worksheets and bring with you to
clinical prior to spending your first day in that assigned area of the
maternal newborn department. These worksheets help to prepare you
42

for things you may see and assist in your learning while in the area
before you have had this information in class. Doing these will help you
to reinforce your learning opportunity that has taken place. You should
complete prior to first time in that area, and review prior to any other
time you are assigned to that area. They should be carried on you at all
times. Not having them is considered being unprepared.
B. Medication cards (see attached list of medications) You are to
complete a drug note card for the identified medications, and bring
them to clinical the first day you are assigned to that area. Your cards
need to be of a size that you can keep them with you in the clinical area.
Please carry medication cards to each clinical and always refer to them
prior to giving any medication. Know and learn. You will be responsible
for these drugs on exams/quizzes. Your instructor may add
additional meds or delete meds per facility usage. Instructor
will guide you as to his/her preference of whether they are to be
hand written or typed. Not having them is considered being
unprepared for that clinical day (*Refer to Attendance and Preparedness
Policy found in current Nursing Program Guidelines).
C. Antepartum or High-Risk Assignment (attached and located in
Canvas) - You are to complete one assignment, as possible, for this area
on a patient that you either assisted with or administered care. Your
clinical instructor will inform you of the due date for this assignment.
Your clinical instructor may change this at his/her discretion.
D. Daily Mom/Baby Assessment (attached and located in Canvas) These forms should be completed for each patient (Yes, that means
both mom and baby) that you assess in the Postpartum unit when
couplet care is given. If you are in a facility that does not incorporate
couplet care, you are to complete the portion of the form appropriate for
that day. Example: If your facility does not exercise couplet care and
you are assigned to the Nursery that day, you will complete the newborn
daily assessment portion for any baby that you assess. The same holds
true if you are on the postpartum unit where you will complete that
portion for the mothers that you assess. The forms are to be used to
communicate with your assigned nurse, and should also be submitted to
your instructor that day.
E. Newborn Assessment (attached and located in Canvas) You are
to complete 1 detailed (3 page) newborn assessment on any baby of
your choosing while in the nursery. This needs to be completed in its
entirety, but if done appropriately need only be done once. It is ideal if
you can complete this on a newly born baby but if not, you may use
any baby in the nursery. Your clinical instructor will inform you of the
43

due date for this assignment but generally plan to submit that day or
the week following your completion of the assessment.
F. Postpartum Care Plan and Mom/Baby Data Collection (attached
and located in Canvas) You are to complete 1 postpartum care plan
and support system document on a patient of your choosing while
assigned to postpartum. Your clinical instructor will inform you of the
due date for this assignment but generally plan to submit the week
following your completion of the assessment.
G. Labor and Delivery Data Sheet (attached and located in Canvas)
You are to complete a labor and delivery data set and care plan for one
patient on your first rotation through the area. If there is not a patient
available for you to do a care plan on, you may use Maria. Your clinical
instructor will inform you of the due date for this assignment but
generally plan to submit the week following your completion of the
assessment. You are to complete the labor and delivery data sheet
and flow sheet each time you are in that area subsequently. These
forms are to be used to communicate with your assigned nurse and
should also be submitted to your instructor that day.
H. Journal Assignment for NICU or Level II Nursery (attached and
located in Canvas) - You are to complete one journal reflection paper
from your time in this nursery. Your clinical instructor will inform you of
the due date but generally plan to submit the week following your
completion of the assessment.
I. NICU Worksheet (attached and located in Canvas) - This form
should be completed on one baby that you work with each time you are
assigned to NICU. This form is to be used to communicate with your
assigned nurse and should also be submitted to your instructor that day.
J. Oral Presentation Assignment (attached) You are to present your
topic for presentation when requested by your clinical instructor
according to guidelines.
K. Clinical Skills Checklist (you already have this) You have a global
ADN program checklist that is official for graduation. It is to be with you
at EVERY clinical session. You are responsible to record any skills that
you have done while in this rotation, have your instructor review it with
you at mid-term and final evaluation period, and sign/initial in
appropriate areas.
L. Guidelines for Written Assignments - All written assignments should
be neatly printed in black ink or typed, when able. Proper spelling
and punctuation is required. Abbreviations should not be used. A
44

reference page in APA format should be included, if applicable to the
assignment. Be sure that your name is on all assignments for proper
credit, including your medication cards. The appropriate grading
rubric should be attached with the assignment. All paperwork
should be submitted with your name clearly on it.
M. Guidelines for Teaching - Teaching is an integral part of maternalnewborn care. Please follow the facility policy while doing any teaching
including discharge instructions.
Establish good rapport with patient/client before teaching starts.
Use demonstration techniques or other modes of instruction as
needed.
Teaching should be done when the patient/client is ready to learn; for
example: no teaching when client is sleepy, tired or under the
influence of medication.
Ascertain patient/clients level of comprehension by return
demonstration or client verbalization.
**Please note that clinical instructors may vary in their individual
requirements for that facility and may add to, alter, or adjust their
expectations.
45

IV THERAPY POLICY
Please check latest policy
ASSOCIATE DEGREE NURSING PROGRAM
Adapted from CSN Nursing Program Guidelines
Subject to Revision Check for Current Policy Changes
Intravenous therapy is one of the biggest responsibilities the practicing
Registered Nurse assumes. Listed below are the specific responsibilities for
NURS 247 related to intravenous therapy (IV).
Check with instructor regarding skills performance at individual facilities.
NURS 247
Hang IV fluids on peripheral lines: Chrystalline only.
Change IV tubing on peripheral lines. Use proper labeling.
Change IV dressings on peripheral lines ONLY.
Hang IV piggybacks (IVPB) and saline IVs into peripheral and central
lines with direct supervision of a staff RN or instructor.
Flush saline locks/central lines.
Discontinue peripheral IVs per facility policy.
May start peripheral IVs per facility policy.
May NOT discontinue central lines, including PICC lines.
May administer IV PUSH medications (policy change Spring 2007). This
should be discussed with your instructor when doing and performed with
instructor or staff RN
May NOT administer blood or blood products, including Rhogam even
with direct supervision of staff RN or instructor.
Always consult instructor before doing any of these if not comfortable or
unsure. Student should always seek out instructor for the first time
doing any procedure, or do under supervision of staff facility RN.
Any questions please always consult with RN clinical instructor
46

Medications for NURS 247
Labor and
Delivery
Stadol
Oxytocin
Duramorph
Narcan
Nursery
Postpartum
High Risk OB
Erythromycin
Ophthalmic
Ointment
Hepatitis B
Vaccine
Aquamephyton
Ibuprofen
Betamethasone
Norco
Magnesium
Sulfate
Methergine
Procardia/Nifedipi
ne
Rhogam
Rubella
Terbutaline
Bicitra
Cervidil
Fentanyl
Toradol
Zofran
Cytotec
Penicillin G
Cefazolin
12
Lanolin/Lansinoh
Multivitamin
Dulcolox
Tdap
9
Hydralazine
Lovenox
Calcium
Gluconate
Labetalol
Insulin
Hemabate
10
You are to complete a drug card for each of the above medications before
you are scheduled in that area. This should be on an index card that you
can place in your pocket to have with you on the unit.
The cards should include the following information with an OB
perspective.
Example: Terbutaline is a drug used for lung patients, but why would it
be given to a high risk OB patient? What action does it have? (hint: it
has to do with contractions).
Please, complete the drug cards by addressing each area below and
placing the information in that order on your cards. The date they are due
is the decision of your instructor.
Brand and Generic name a mix of brand and generic names are listed above,
but you should learn and know medications by generic names as well as the
brand name.
Classification
*Pregnancy risk category
Action
*Obstetrical Indication
Adverse reactions
*Interactions
Obstetrical Dosage/Route
Nursing considerations
*Patient teaching
Contraindications
47
48

NAME: ___________________________ SECTION: ________________ DATE: __________
Rubric for Medication Cards
Category
Medication
Name
Brand and
Generic
Classificatio
n
Pregnancy
Risk
Category
Action
Indications
Dosage/Rout
e
Adverse
Reactions
Interactions
Contraindica
tions
Excellent (3)
Uses all generic
and brand names
Satisfactory (2)
Uses either some
generic or some of
the brand names
Unsatisfactory (0)
Neither name used
Identifies
obstetrical
therapeutic and
pharmacological
classifications
The pregnancy
risk category is
listed for all
medications
The mechanism
of action is listed
for the
medications
Obstetrical uses
for this
medication are
listed
Identifies some
therapeutic or
pharmacological
classifications
None are identified
The pregnancy risk

category is listed
for some of the
meds
The mechanism of
action is listed for
some of the
medications
Sometimes the
obstetrical uses
for the
medications are
listed
The normal
dosage and route
is listed for
medications, but
no relationship to
OB dosing
There is no
pregnancy risk
category listed
There are adverse

reactions listed for
some but not all of
the medications
There are
interactions listed
for some but not
all of the
medications
The most common
reasons not to
administer the
There are no adverse

reactions listed
The normal range

of dosage and
route are listed
for all of the
meds. The OB
dosage/route is
specified
The possible
adverse reactions
are listed for all of
the medications
Interactions that
can occur are
listed for all of the
medications
The most
common reasons
you would not
There is no
mechanism of action
listed
The listing of uses
for medications are
not listed in
relationship to
obstetrics
There is no dosage
or route listed for
any of the
medications
There are no
interactions listed
Excludes the most

common reasons not
to give the med, or
49
Nursing
Consideratio
ns
Patient
Teaching
Due Date
and
Neatness
administer the
medications are
listed completely
Accurately
prioritizes the
most important
nursing
considerations to
monitor while
patient is on this
medication
Accurately
prioritizes
important patient
teaching
regarding the
medication
Medication index
cards are
submitted on the
first day of
assigned rotation.
Printed or typed
and legible.
medications are
listed but not
completely
Inaccurately
prioritizes the
most important
nursing
considerations to
monitor while
patient on the
medication
Some of the
patient teaching
areas are
identified
is inaccurate
Medication cards
are missing,
partially
completed or not
legible. Turned in
later that day.
Cards not done at all

on day of rotation,
are illegible, or have
completely wrong
formatting.
Does not prioritize

important
considerations to
monitor while
patient is on the
medication
Missing patient
teaching and/or high
priority teaching
items
50

Minimum score for overall passing is 24.Clinical
Preparatory
Forms
Labor and Delivery
Please complete and bring with you for your first day of labor and delivery
experience.
1. What is a normal baseline fetal heart rate?
2. How is fetal variability determined and what terms are used for
charting?
3. What is considered preterm labor?
4. What is an amniotomy, and what important nursing roles go along with
it?
5. How do you determine and chart contraction frequency, duration, and
intensity?
6. What is the first stage of labor along with its phases and dilatations?
What maternal behaviors are seen and what interventions can be used?
7. What happens in the second stage of labor and what nursing care is
given?
8. What happens in the third stage and what are the nursing assessments
that are done?
9. What is the fourth stage of labor and what is its significance?
10. What are some of the danger signs in labor that must be reported,
and what interventions are appropriate and/or administered?
11. What is a fundus, and how and why is it checked? When is fundal
massage needed?
12. What role does the nurse play in the administration of an epidural?
Before, during, and after?
13. What are some types of breathing patterns that can be used in labor,
and when would each be used?
51

14. What is a Bishop score? What is an induction? What is
augmentation?
15. What medications are used for induction, and what is the primary
nursing role?
16. What are the nursing responsibilities when administering Magnesium
Sulfate?
17.
What is the Apgar?
52

Clinical Preparatory Forms
Postpartum
Please complete and bring with you your first day of postpartum
experience.
1. Describe and discuss normal and abnormal findings when performing
the BUBBLEHEEE-RRR assessment. What do the letters mean and what
is normal?
2. What do you look for when assessing a perineum?
3. What are some of the variations in vital signs after delivery?
4. What is the reason for a Sitz bath, and the nursing responsibility when a
patient receives one?
5. When, why, and how are ice packs used in the postpartum period?
6. What are expected normal lab values in this period for a CBC, Rh factor,
and Rubella titer?
7. What teaching is needed for breastfeeding, and appropriate breast care
for moms who have chosen to breastfeed and moms who have chosen
to bottle feed?
8. What discharge teaching is needed for mom? (hint: there is a lot)
9. What is the difference between postpartum blues and postpartum
depression? Why is this appropriately referred to as postpartum mood
disorder, and why does the mother need educated about this?
10. What is the purpose of the creams, sprays, and ointments that are
prescribed for mothers?
11.
What is perineal care, and how is patient teaching done?
53

Nursery
Please complete and bring with you for your first day of nursery
experience.
Note: This experience requires the completion of a 3-page newborn
assessment. To be prepared you must fill in the normal values prior to
coming to clinical.
1. What is the method of taking a newborn temperature?
2. What are normal vitals for a newborn?
3. What is newborn supplemental screening, when, and why is it done?
4. What medications are given to an infant at birth, and why?
5. When does a newborn require a glucose check? What are the criteria
and the symptoms?
6. What is a jaundiced baby, and what appropriate interventions are done?
Relate at least one myth related to the treatment for jaundice.
7. What is the importance of checking a newborns identity before giving
the baby to its mother? How is this procedure done?
8. What other security measures are in place to keep the infant safe?
9. What is the hearing screening test?
10. What are normal lab values in the newborn for CBC, bilirubin, glucose,
direct and indirect coombs?
11. Describe a simple test that assists in determining congenital heart
defects.
12. What are some things that it is important to teach parents regarding
the infant prior to discharge?
13.
What is the significance of heat loss in the newborn?
54

NICU or Level II Nursery
Please complete and bring with you for your first day of Level II or NICU
experience.
1. What is the definition of a preterm infant? Differentiate between early
term, near-term, full term, late term, and post term.
2. Briefly describe the following common problems that occur in
prematurity:
a Respiratory complications
b Gastrointestinal complications
c Thermal regulation complications
2 Read over pages 812-822 for a brief introduction into what you may see
or encounter in this nursery setting. What types of assessments and
observations are key in relation to patients?
3 Jot down 5 observations that you plan to be aware of in relationship to
how the nurse assesses and interacts with the newborn, interacts with
family, and collaborates with her peers.
4 Be prepared to document your journal paper after completing this
rotation by keeping in mind your concerns and feelings prior to your
experience and any changes in your thoughts and feelings afterward.
Name your biggest cause of anxiety at this time before you experience
NICU. (Take a deep breath it will be ok and you will NOT be in
charge of anything there)
55

Antepartum or High-Risk
Please complete and bring with you for your first day of antepartum
experience.
Note: In facilities without an antepartum unit bring this with you for your
second day of L&D.
1. What does the term high risk pregnancy mean?
2. Choose 3 factors that place a woman at risk from the list below and
briefly describe a, b, and c for each of your choices:
(a.) Pathophysiology
(b.) Management
(c.) Assessment
Multiple pregnancy, incompetent cervix, placenta previa,
hyperemesis gravidarum, chronic hypertension, pregnancy
induced hypertension, preeclampsia, gestational diabetes, altered
amniotic fluid balance, premature rupture of membranes,
diabetes, congenital heart disease, asthma, pre-term labor,
postpartum hemorrhage
(Note: This list is not all inclusive but is a sample of more common
conditions observed in the antepartum unit.)
3. How do the emotional and educational needs of this patient vary?
4. What is the role of the family, and how does this setting and condition
affect family dynamics?
56

NURS 247
Rubric for Clinical Preparatory Forms
Labor and Delivery
Excellent (810)
Content
accuracy
and
completenes
s
Satisfactory
(6 - 8)
Unsatisfacto
ry (0)
All assigned
questions
have been
answered in
depth and
are
completely
accurate
and clearly
explained
using the
text and/or
other
sources and
cited per
APA format
The majority
The form is
of the
not is not
questions
submitted
are
on due date
answered
or not
(>90%) with
available on
short
the day of
sentences
clinical for
and
that
answered
rotation.
correctly
with
references
from
textbook or
nursing
journals.
Minimum score for overall passing is 7.5. Less than this would be
marked as unprepared. Refer to the nursing department manual for
consequences of not being prepared in the clinical setting.
NAME: ____________________________SECTION: ______________DATE:

____________
57

CLINICAL RUBRICS
NURS 247
Postpartum
Excellent (810)
Content
accuracy
and
completenes
s
Satisfactory
(6 - 8)
Unsatisfacto
ry (0)
All assigned
questions
have been
answered in
depth and
are
completely
accurate
and clearly
explained
using the
text and/or
other
sources and
cited per
APA format
The majority
The form is
of the
not is not
questions
submitted
are
on due date
answered
or not
(>90%) with
available on
short
the day of
sentences
clinical for
and
that
answered
rotation.
correctly
with
references
from
textbook or
nursing
journals.
NAME: _____________________________SECTION: _____________DATE:

____________
58

CLINICAL RUBRICS
NURS 247
Nursery
Excellent (810)
Content
accuracy
and
completenes
s
Satisfactory
(6 - 8)
Unsatisfacto
ry (0)
All assigned
questions
have been
answered in
depth and
are
completely
accurate
and clearly
explained
using the
text and/or
other
sources and
cited per
APA format
The majority
The form is
of the
not is not
questions
submitted
are
on due date
answered
or not
(>90%) with
available on
short
the day of
sentences
clinical for
and
that
answered
rotation.
correctly
with
references
from
textbook or
nursing
journals.
NAME: ___________________________SECTION: ________________DATE:

___________
59

CLINICAL RUBRICS
NURS 247
NICU
Excellent (810)
Content
accuracy
and
completenes
s
Satisfactory
(6 - 8)
Unsatisfacto
ry (0)
All assigned
questions
have been
answered in
depth and
are
completely
accurate
and clearly
explained
using the
text and/or
other
sources and
cited per
APA format
The majority
The form is
of the
not is not
questions
submitted
are
on due date
answered
or not
(>90%) with
available on
short
the day of
sentences
clinical for
and
that
answered
rotation.
correctly
with
references
from
textbook or
nursing
journals.
NAME: ______________________________SECTION:
______________DATE_____________
60

CLINICAL RUBRICS
NURS 247
Antepartum
Excellent (810)
Content
accuracy
and
completenes
s
Satisfactory
(6 - 8)
Unsatisfacto
ry (0)
All assigned
questions
have been
answered in
depth and
are
completely
accurate
and clearly
explained
using the
text and/or
other
sources and
cited per
APA format
The majority
The form is
of the
not is not
questions
submitted
are
on due date
answered
or not
(>90%) with
available on
short
the day of
sentences
clinical for
and
that
answered
rotation.
correctly
with
references
from
textbook or
nursing
journals.
NAME: _____________________________SECTION: ______________DATE:

____________
61

Labor and Delivery Data Sheet (Assignment)
page 1
Complete the following information about a patient you have observed or assisted with care
while in labor and delivery area. Collect as much data as you can, and then utilize the
simulated patient at the end of this assignment to describe various nursing interventions while
a patient progresses through labor.
Prenatal History
Student__________________________________
Date_____________
Room# _______ Age_____
Marital Status___________
Ht._______
Pre-pregnant weight__________ Current weight___________ Total weight gain
____________
Problems during
Pregnancy_________________________________________________________ Allergies &
Reaction_______________________________________________________________
LMP_________ EDC __________ Duration of Pregnancy ____________
G _____T_____P_____A_____L_____ Para_____
Blood Type______ RH factor ______ RPR _____ Rubella _______ GBS ______
Hepatitis B ______ HIV ________ GC __________ Chlamydia _______________
Religion_______________ Occupation _______________ Family Support
___________________
Attended child birth classes __________ Breast or Bottle
_________________________________
62

Medical/Surgical
History___________________________________________________________
_______________________________________________________________________________
Recent Surgery date and type
_______________________________________________________
Cultural
Considerations____________________________________________________________
Admission
Date of admission _________________ Cervical status on admission
_______________________
Admitting vital signs___________________________________ enema ________ prep
_________
Time contractions started__________________ Status of membranes on
admission ___________
Labor Flow Sheet
page 2
Induction (yes/no) _____ Augmentation _______ Type (Pitocin, Cervidil, Cytotec)
_____________
Anesthesia or last medication given ____________________ time _____________
Complications of
labor_____________________________________________________________
Student Name
Lab
or
Flo
w
Shee
t
Comments
Time
Vital Signs
63

Pain
FHR-Monitor type
Baseline
Variability
Accelerations
The number
Decelerations
Type and
number
ContractionsMonitor type:
External or IUPC
Frequency
Duration
Intensity
Resting tone
Membranes
IV solution and
site
Other Medications
Patient position/
Response to
position
Patient activity
SVE
Bladder
Nursing
Interventions
64

First Stage of Labor
page 3
First Phase
Second
Third Phase
Phase
Membranes
Nursing
Show
Actions
FHR
First Phase
BP_____ TPR_____
pO2___
Medications
Clinical
Second Phase
signs/complication
s
Dilatation
Effacement
Station
Third Phase
Contractions
Frequency
Duration
Intensity
65
66

Vital Statistics
Second Stage
Time started
Pushing_____________
Time fully dilated
________________
Type of
Delivery_________________
Presentation_____________
_______
Position__________________
______
Apgar
Score____________________
_
Sex_________
Weight____________
Length___________________
______
Condition of
Newborn____________
Nursing Actions:
Page 4
Third Stage
Time of Placental
Delivery_________
Intact: Yes____ No____
Number of
Vessels______________
Cord Gas
Obtained______________
Cord Blood
Obtained_____________
Did you touch the
placenta? _______
Who cut the cord?
_______________
Nursing Actions:
Fourth Stage
BP_______
TPR______pO2_______
Fundus__________________
_____
Lochia___________________
_____
Medications______________
_____
Breast
feeding__________________
Skin-to-skin
____________________
LOC______________________
_____
Bonding
_______________________
Nursing Actions:
What did you learn from this experience?
Care Plan to be completed if you did not have a laboring patient on

the unit.
67

Maria is a 23 y/o G1P0 at 41 weeks gestation admitted for labor induction
post-dates.
These nursing diagnoses address potential problems you may encounter as
you care for her.
Data: On admission her SVE is 1/50/-2 with intact membranes. Admission
VS: BP 122/74, P 78, R 20, T 97.8
Data
Did not attend
childbirth classes
Ineffective coping
with contractions
AEB by crying,
holding her
breath,
restlessness
SVE 2/80/-1
Pitocin infusing at
12 mu/min
Nursing Diagnosis
Knowledge deficit
R/T breathing
patterns to use
with labor
Goal
Patient will
demonstrate
effective
breathing
techniques with
each stage of
labor
Interventions
(describe each
breathing pattern
and explain when
it is used)
Maria is now in active labor and requesting an epidural.

Data
SVE 4/100/0
Nursing Diagnosis
Risk for maternal
Goal
Patients BP will
Interventions
68

Pain 8/10
Requesting
epidural
placement
hypotension R/T
epidural
placement
remain within 20
points of baseline
while receiving
epidural
anesthesia
Marias labor is progressing and she has the epidural.

Data
Pitocin infusing at
12 mu/min
IV LR infusing at
125 ml/hr.
Continuous
epidural
Baseline BP
120/70 and
current BP 94/52
Baseline FHR 135
with minimal long
term variability
Nursing Diagnosis
Fetal intolerance
of labor R/T uteroplacental
insufficiency
Goal
Fetal heart rate
will have
moderate
variability and no
deceleration after
nursing
interventions are
implemented.
Interventions
69

Periodic changes:
(1)Accels to 145
lasting 10 sec.
(2) Smooth drop
from baseline to
120 starting at
peak of
contraction and
returning to
baseline after
contraction ends.
Client Initials: ______ Room: ______ Age: _______ Allergies:

_________________ Marital Status: _________
Religion: __________
Occupation:
________________Date
of Delivery:
Postpartum
Care Plan
and Mom/Baby
Data Collection
__________________________________________________
Type of Delivery:
Student:
Date:
_____________________________________________________
______________
Rationale if Cesarean:
_________________________________________________
Medical History
Mother
Data top and Infant Data bottom
related to pregnancy: (may be before, during, and after delivery)
___________________________________________________________________
___________________________________________________________________
New
___________________________________________________________________
Length of Labor: _______________________ G____
T_____P_____A_____L_____
EDC______Perineum__________Rh______Rubella________Epidural_____
______
DevelopmentalTask(Rubin)________________________________________
___________________________________________________________________
___________________________________________________________________
Newborn Data
_____
Nutritional diet and rationale
70
___________________________________________
___________________________________________________________________
Cultural Considerations as stated by patient
_______________________________
Birthdate_________ Time of birth _________ Sex ______ Name

______________
Weight (lbs. and kg) ______________________ Length (in and cm)
____________
Head _____ (cm) Chest (cm) ______ Abd (cm)__________ Apgar at 1
minute ____ 5 minutes ____ ____Breast or Bottle ______________
Gestational age _________
71

Postpartum Care Plan
Based upon the above data, and any other additional assessment data that
you obtain, choose three actual postpartum nursing diagnoses related
to this patient. Then complete the goals, nursing interventions, rationale
and evaluation for each nursing diagnosis. Be sure to include teaching in your
interventions as well. Cite your resources.
Data Collected
Nursing
Goal
Nursing
Rationale
Diagnosis
Interventions
72
Newborn Assessment
Note: Complete Textbook Normals prior to your rotation in the nursery so

that you recognize normal and abnormal assessment findings on the baby that
you assess.
Student Name
Infant Sex
Date
Age at Exam
Gestational Age
Diet:
Features of Pregnancy, Labor and Delivery: Data obtained from Prenatal

History, L&D Record, and Verbal Report:
____________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
Assessment
Finding
Textbook Normals
Posture
Vital Signs
Apgar Score (describe)
73

Weight today
Head Circ.
Chest Circ.
Abd. Circ.
Length
Skin color
Birthmarks
Lanugo
Newborn Assessment
Assessment
Textbook Normals
Finding
Fontanels
Anterior
Posterior
Eyes
Ears
Mouth
Nose
Chest
Symmetry
Breast tissue
Lungs
Heart Sounds
74

Abdomen
Umbilical Cord
Stool
Genitals
Female
Male
Meatus
Testes
75

Newborn Assessment
Assessment
Findings
Textbook Normals
Urination
Extremities
Fingers/Toes
Back/Spine
Anus
Pulses
Mothers ABO & RH
Infant ABO & RH
Infant Lab Values
Medications/Purpose
__________________
__________________
____________
____________
Reflexes- Test at least 5 Learn these: Describe how to test each and the
interpretation:
Mother Infant Interaction and any other nursing remarks:

_______________________________
______________________________________________________________________________
______________________________________________________________________________
76

Journal Assignment for NICU or Level II Nursery
Complete this assignment shortly after you have experienced a day in
the NICU or Level II Nursery while your thoughts and feelings are still
fresh in your mind and heart.
This assignment should be typed and submitted to your clinical
instructor, or may be hand-written legibly and submitted the day of the
clinical experience.
Reflect upon your day in this area and the feelings you had. Were you
anxious, afraid, sad, thrilled, etc.? What did you observe from the other
nurses in their level of professionalism and their caring that they
brought to the infants and the families? What qualities do you believe it
requires working in this area of nursing? Is it an area that interests you,
why or why not? What are the hazards and risks of working here?
Please record your thoughts, feelings, observations, and anything else
you would like to share about your time here.
77

NICU Worksheet
Name: __________________________________________________________Date:
________________
Infants Initials __________
Infants Sex: Male/Female
Date of Birth:
_____________________
Gestational Age at Birth: ____________________ Current Gestational Age:
______________________
Birth weight: ______________________________ Current Weight:
_____________________________
Medical Diagnosis:
_____________________________________________________________________
_____________________________________________________________________________________
Vital Signs:
Time: ______________ Temp: __________ Pulse: ___________ Resp. ___________ BP:
____________
____________
____________
____________
1. Briefly describe the MOST important problem with this infant (ex. ventilator,
infection, feeding).
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____
2. Describe some of the nursing interventions observed?
________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
______________________________________________________________________________________
__
3. How is the infant receiving nutrition?
______________________________________________________________________________________
______________________________________________________________________________________
__
______________________________________________________________________________________
_
78

4. Are the parents involved in the care of the infant? How are they involved?
______________________________________________________________________________________
_
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
5. Identify 2 nursing diagnoses regarding this infant and family.
a.____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
b.____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
6. On the back, if hand writing, describe psychosocial concerns for this infant and
family.
Daily Assessment of Newborn and Mother

Complete both columns when you are in Postpartum
and/or Nursery
Daily Assessment of Newborn
Daily Assessment of
Mother
Vital Signs: T ___Ap. ___R ___
Activity: Active____
Sleeping___Quiet/Awake ___
Fussy ___ Irritable ___ Lethargic
____ Jittery ___
Other ___
Color: Pink ___ Pale ___ Mottled
___ Jaundiced ___ Acrocyanosis
___
Other ___
Skin: Normal ___ Peeling ___
Rash ___ Bruises___ Edema _____
Petechia ____ Other ___
Respiratory: Normal ___
Crackles ___ Tachypnea___Clear
____ Rhonchi ___ Wheezing ___
Grunting ___ Other ___
Cardiac: Rhythm: Regular ___
Vital Signs: T ___ P ___ R ___

BP ___
Breasts_______________________
_ Fundus
________________________
Bowel
_________________________
Bladder
________________________
Lochia
_________________________
Episiotomy
_____________________
Homans
_______________________
Emotional state
_______________________________
79

Irregular ___ Murmur: Yes ___ No
___
Femoral Pulses: Normal ___ Weak
___ Bounding__
Abdomen: Bowel Sounds:
Present __ Absent __ Soft___
Distended ____
Mucous Membranes: Moist _
Dry __
Cord: Moist ___ Dry ____ Drying
___ Clamp on ____
Elimination: Voiding
_____________ Stools (describe)
_________________
Feeding: Type ____ Amount _____
Pattern ________________________
Bilirubin _____ Supp. Screening
_____
Hearing Test ______
Hep. B ____________Other_________
Attachment process
_______________________________
Discharge Teaching
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Other
__________________________
Antepartum Assignment
(Complete one of the following)
Undelivered patient
1. Describe one of the patient situations you observed in this unit that
put her at risk.
This may be pre-existing or a pregnancy related process that is occurring.
Examples: diabetes, hypertension, multiple gestation, clotting disorder,
etc.
a Define and briefly explain in 1-2 paragraphs what this condition is
and what the risks are related to pregnancy.
80

b What nursing interventions and assessments are crucial for stability
of the mother and her unborn baby? Include any medications
administered and why.
c What observations and new learning did you acquire while
observing care given by the nurse to this patient, including teaching
related to her and to her family?
d Discuss the emotional needs of an undelivered mother in a high risk
environment.
Delivered patient
2. Describe the situation that contributed to this patient being considered
at risk.
This may be a pre-existing condition, pregnancy, and/or delivery
related. Examples: PIH, clotting disorder, hemorrhage, etc.
a Define and briefly explain in 1-2 paragraphs what this condition is
and what the risk is to the patient.
b What nursing interventions and assessments are crucial for
stability to the mother, include any medications and why?
c What observations and new learning did you acquire while
observing care given by the nurse to this patient, including
teaching for her and her family? What about infant care at this
time?
d Discuss the emotional needs and the bonding adjustments that
might be difficult in this situation.
NAME: ________________________ SECTION: ______________ DATE:
_____________
NURS 247
Rubric for Labor and Delivery Data Sheet and Marias Care Plan
Prenatal
History and
Admission
Data
Excellent (3)
The data collected
is concise,
accurate, and
complete. There
are no blanks
Satisfactory (2)
The data is accurate
and concise, with at
least 85% complete
Unsatisfactory (0)
There is no data, or
there are greater
than 15% gaps in the
data and/or it is
inaccurate
81

Labor Flow
Sheet
Stages of
Labor
Learning
Experience
Reflection
Interventions
for Maria, the
simulated
patient
Grammar,
punctuation,
spelling,
neatness
Due Date
The labor flow

sheet is 100%
complete and
accurate with data
every 30 minutes
for the time the
student spends
with the patient
All of the phases
and stages are
100% complete
and accurate
relative to the
patient situation
The student writes
a detailed
reflection about
his/her learning
experience with
this patient
Interventions
relative to the
simulated patient
are concise and
include teaching
and rationales
The paper is neat,
organized, and
typed. There are
no spelling,
grammar, or
punctuation errors
The paper is
submitted on or
before the date
assigned by the
clinical instructorrelated to when
the student cared
for the patientand may be
submitted via
email or in person.
The labor flow sheet

is mostly
75%complete with
data every 30
minutes for the time
the student spends
with the patient
There are large gaps

in the flow sheet of
greater than 25%, or
there is no
documentation
The phases and

stages are 75%
complete and
accurate relative to
the patient situation
The phases and

stages were not
completed, or they
are inaccurate and/or
less that 75%
complete
The student does not
record their learning
experience
The student records

several sentences
about this learning
experience
Interventions for the
simulated patient
are 90% accurate
and include some
teaching and
rationale
The paper is neatly
written and there
are less than 5
misspelled words or
errors in grammar
and punctuation
There are no
interventions listed
and/or they are
completely
inaccurate with no
teaching or rationale
The paper is illegible
and/or there are
greater than 5
spelling, punctuation,
or grammar errors.
The paper is not
turned in, or is
submitted past the
due date.
Minimum score for overall passing is 14.
NAME: ______________________________ SECTION: ___________ DATE:

______________
82

NURS 247
Postpartum Care Plan Rubric
Data Collection
Nursing
Diagnoses
Excellent (3)
Satisfactory (2)
Unsatisfactory (0)
All data relative to

the mother and
baby are present
and plausible. The
data for the mother
is accurate and
relative to the
nursing diagnoses.
There are 3 nursing
diagnoses that are
actual and related
to your patient, and
they are prioritized
and relative to the
data collected.
Most of the data

concerning the baby
and mother are
present. Some of
the data (<10%) is
inaccurate and not
relative to the
nursing diagnoses.
There are 3 nursing
diagnoses that are a
mix of actual and
risk for nursing
diagnoses. They are
mostly relative to
the data, and are in
priority order.
The goals listed are
not always specific,
realistic, or
measureable and are
occasionally not
written correctly.
(<10%)
The interventions
are mostly
appropriate, include
some teaching, and
may help the patient
to reach the goal.
(>90%)
The rational is
included for most of
the interventions
with an explanation
and mostly cited.
Most or all of the data is

missing and/or
inaccurate regarding
the mother and baby in
relationship to the
nursing diagnoses.
Goals
The goals listed are

specific, realistic,
and measureable
and are written in
the correct format.
Nursing
Interventions
The interventions
are concise, include
teaching, and are
client specific and
appropriate for
client to reach the
goal.
The scientific
rationale is included
for each
intervention with a
complete
explanation and is
appropriately cited.
There is a complete
and thorough
evaluation for all of
Rationale
Evaluation
There are less than 2

nursing diagnoses, and
none are actual
problems. They are
irrelative to the data
collected and not
prioritized.
The goals dont make
sense for this situation,
there are no goals
written, and/or they are
written completely in
the incorrect format
There are no
interventions and/or
those listed do not
include any teaching
and are not relative to
the goal for the patient.
There is no rationale
and/or what is listed is
not scientific based and
there is no citation.
There is an
There is no evaluation
evaluation of the
of the goals and/or that
majority of the goals, which is given is
83

the goals, how, and
if they were met.
Grammar,
punctuation,
spelling,
neatness
Due date
All words and

sentences are well
structured and
spelled correctly.
The paper is typed.
The paper is
submitted on or
before the date
assigned by the
clinical instructorrelated to when the
student cared for
the patient- and
may be submitted
via email or in
person.
interventions and
how well they were
met.
There are less than 5
misspelled or
punctuation/gramma
r errors. The paper is
typed or neatly
written and legible.
inaccurate.
There are multiple
misspelled words and/or
poor sentence and
grammar. The paper is
illegible.
The paper is not turned
in, or is submitted past
the due date.
84

NAME: _______________________________ SECTION: ______________ DATE:
___________
NURS 247
Rubric for Newborn Assessment
History
Textbook
Normals
Findings
Grammar,
spelling,
neatness
Due Date
Excellent (3)
Provides complete
history of
pregnancy features,
labor and delivery
history, prenatal
history, and verbal
report in relation to
the infant being
assessed.
The assessment
sheet lists all of the
relevant and
accurate normal
findings that are
expected for the
newborn of normal
gestational age and
sex of this
assessment.
The student
completely and
thoroughly records
all of his/her
findings from the
assessment of the
baby.
The assessment
paper is typed, all
words are spelled
correctly and the
sentence structure
is correct.
The paper is
submitted on or
before the date
assigned by the
Satisfactory (2)
Most (> 90%) of
the history of the
labor and delivery
events, prenatal
history, pregnancy
features and
verbal report are
present.
Unsatisfactory (0)
There is some
information that is
confusing, or no
information
present.
Textbook normals
are listed for most
of the findings but
some are missing
and/or inaccurate
(less than 10%).
There are minimal

or no listings for
textbook normals
and/or what is
listed may be
inaccurate.
The findings are

listed for 90% of
the assessment
and there are
occasional
omissions of
information.
The paper is neatly
written and the
spelling and
grammar are
correct with errors
occurring less than
10%.
There are
numerous gaps in
the assessment
findings without
explanation, and/or
is not done at all.
The paper is
illegible, there are
numerous
misspelled words
and the structure is
poor.
The paper is not
turned in, or is
submitted past the
due date.
85

student cared for the
patient- and may be
submitted via email
or in person.
NAME: ___________________________ SECTION: _________________

DATE:______________
NURS 247
Rubric for NICU or Level II Nursery Journal
Clarity
Organization
Excellent (3)
The journal is
detailed with fears,
anxieties, thoughts,
other emotions,
feelings, and
observations of the
experience.
The journal entry is
organized and easy
to follow and read. It
flows consistently
while being read.
Grammar,
punctuation,
spelling,
neatness
It is neatly hand
written without
spelling, grammar, or
punctuation errors.
Due date
The paper is submitted

on or before the date
assigned by the clinical
instructorrelated to
when the student cared
for the patient- and
may be submitted via
email or in person.
Satisfactory (2)
The journal is
descriptive of
thoughts, feelings,
and observations.
Unsatisfactory (0)
The journal is nondescriptive and
unclear. There is no
explanation of
anything observed.
The entry is
organized and
somewhat easy to
follow and read. It
flows, but has
inconsistencies while
being read.
It is typed or neatly
written and there are
less than 5 errors in
spelling, grammar, or
punctuation.
The entry is chaotic

and difficult to
interpret. It is choppy
and hard to follow.
It is illegible or
difficult to read and
there are greater than
5 spelling, grammar,
or punctuation errors.
The paper is not turned
in, or is submitted past
the due date.
86
87

NAME: ____________________________ SECTION: _____________ DATE:
________________
NURS 247
Rubric for Antepartum Assignment
Excellent (3)
Satisfactory (2) Unsatisfactory (0)
Patient Risk
Category
Provides accurate
description of the
risks to this
patient/pregnancy
in 1-2 paragraphs
Unable to define the

risks with any
accuracy to this
patient/pregnancy.
Nursing
Interventions
and
Assessments
Provides thorough
identification of
necessary nursing
interventions and
assessments to be
made for the
condition that
creates the risk
The student
completely and
thoroughly records
a description of
what they observed
and learned in
regards to high risk
pregnancies
Completely
describes real and
potential emotional
and/or bonding
concerns that occur
from this high risk
situation
The paper is typed,
all words are
spelled correctly
and the sentence
structure is correct.
Describes what
the risk is to the
patient/pregnan
cy are in less
than a
paragraph and
is somewhat
accurate
Interventions
and
assessments are
partially correct
related to the
risk category
The student
vaguely reports
learning and
observations
that occurred
from this
experience.
There is no reporting
of any
observations/learning
from this high risk
experience
Describes
emotional
bonding issues
with some
accuracy but not
completely
correct
The paper is
neatly written
and the spelling
and grammar
are correct with
errors occurring
less than 10%.
Unable or does not

describe any
emotional or bonding
needs in relation to
the at risk situation
Observations
and Learning
Emotional/Bondi
ng Needs
Grammar,
spelling,
neatness
Due Date
The paper is
submitted on or
before the date
assigned by the
No interventions
and/or assessments
are identified, or are
inaccurate for this risk
condition
The paper is illegible,

or there are numerous
misspelled words and
the structure is poor.
The paper is not

turned in, or is
submitted past the
due date.
88

student cared for
the patient- and
may be submitted
via email or in
person.
89
Oral Presentation Assignment

1. The student will select a topic of interest and three journal articles
from the library or library website search. The journals used shall be of
a professional nature or from web sites such as AWHONN, ACCOG, March
of Dimes, or areas related to maternal newborn nursing. The instructor
may also offer other suggestions as needed. This topic should be
something of interest to you in the field of Obstetrics. Research and
evidence based articles not more than five years old are important.
(Note: Policy Statements by the professional organizations (AWHONN,
AAP, etc.) need to be the most current, but may be up to 8 years old.)
2. Identify the important points of information in the articles and present it
to the clinical group in post conference. You may make copies for your
group if you desire but it is not required.
3. The oral/verbal presentation should be 8 - 10 minutes, followed by 3 - 5
minutes for questions from your audience.
4. The student should not read directly from the article during
presentation. Please, try to make this informative, fun, and informal. You
should generate discussion and interest regarding your chosen topic.
Remember you are promoting learning among your peers.
5. No paper needs to be turned in to the instructor except for an APA
format bibliography of the journal articles. Some instructors like to
have a copy of the articles for their own interest; this is at the
instructors discretion.
6. Please identify which topic of interest you plan to research to your
instructor so no duplicates in your clinical group occur. Most instructors
have one student presentation per post-conference pre-scheduled, while
others may do them all in one day.
7. Be prepared to engage in a question and answer session with the other
students.
90

NAME: ___________________________ SECTION: _______________ DATE:
_______________
NURS 247
Rubric for Oral Presentation
Article
Selection
Article
Summarization
Presentation
Critical
Thinking
Questions
Excellent (5)
All three articles are
from a professional
journal or website, is
current (<3 years),
and related to
Obstetrics.
Bibliography is
correctly typed in
APA format.
The most important
points are identified,
summarized and
stimulate discussion.
The presenter has
made copies and
handouts for others.
The presentation is
no longer than 10
minutes. Followed
by a 5 minute
discussion of critical
thinking questions
and answers. The
presenter is
organized, does not
read any article, and
articulates with good
grammar.
The questions
promote critical
thinking along the
topic discussed. The
presenter guides
questions/answers in
a professional
discussion showing
an understanding of
the topic that is
beyond knowledge
expectations for this
Satisfactory (3)
The three articles are
each from a
professional journal
or source that is
older than 3 years
but less than 7 years
and related to
Obstetrics.
Bibliography is
written in APA
format.
The article is
summarized and
identifies important
points.
Unsatisfactory (1)
The three articles are
not from a professional
source and/or are
irrelevant to Obstetrics.
Some may be an older
article (> 5 years),
and/or bibliography is
not in APA format,
legible, or is absent.
The presentation is
over 10 minutes but
less than 20 minutes.
The presenter
expresses his/her
thoughts well, does
not read most of the
information, and/or is
able to lead a
discussion of critical
thinking questions.
The presentation is less

than 10 minutes or
over 20 minutes. There
is no organization to
the presentation and
the listener has
difficulty following the
topic.
The presentation is
over 10 minutes but
less than 20 minutes.
The presenter guides
questions/answers in
a professional
discussion, but
requires assistance
with the topic to
answer the questions
of peers. The
presenter expresses
The presentation is less

than 10 minutes or
over 20 minutes.
Questions do not
promote discussion or
any critical thinking
process by the group.
Questions from peers
are not able to be
answered by the
presenter.
The article summary is

unclear and it is difficult
for the listener to
follow.
91

course. The
discussion is
organized and
professional.
his/her thoughts well.
92

NURS 247: CLINICAL EVALUATION
OVERVIEW DIRECTIONS
1. A students clinical performance is evaluated based on expected
learning outcomes. The learning outcomes are leveled, cumulative and
include critical elements. The instructor is to note the rating codes below
plus note written comments in each area for the evaluation to be
complete.
2. To pass the course the student must:
Satisfactorily meet each of the major learning outcomes
Demonstrate safety, integrity, and accountability for each learning
outcome.
Apply prior knowledge and skills to the current setting and
situation(s).
Failure to meet any of the above criteria can result in failure to
pass the course and/or dismissal from the Nursing Program.
3. The clinical evaluation tool is used twice during the term: at mid-term
and at the end of the term. Scheduled individual conferences will be
held with clinical instructor at mid and end of term, and as needed.
4. The clinical Instructor will note the below rating codes for each area and
include narrative notes to go with the ratings as explanation of progress
to date or specific needs to be met.
5. The student is expected to comply with behaviors outlined in the policies
and procedures of the College of Southern Nevada, the Nursing Program,
and the clinical practice sites.
Rating Codes:
4
Function independently without supporting cues
3
Function independently with some supporting cues
2
Function with supervision, requiring occasional supporting
cues
1
Function with assistance, requiring frequent verbal and
occasional physical
directive cues
0
Function dependently, requiring continuous verbal and
physical cues
N/0
Not observed; Faculty was unable to assess as this
was not an observed skill
Pass:
Rating of 2.0 or above in each category by midclinical and final evaluation
No Pass: Rating of less than 2.0 in any behavior in each category by
mid-clinical and final evaluation
93
94

NURS 247: CLINICAL EVALUATION
CRITICAL ELEMENTS
SAFETY (actual or potential) - The student will act in a safe manner.
The following indicate that the critical element of safety has not been
met: any act or omission which actually and/or potentially endangers the
client, others, and/or self. The failure to conform to the essential
standards of acceptable and prevailing nursing practice. Actual injury
need not be established.
INTEGRITY The student will display behavior of integrity and honesty.
Any act or omission which demonstrates dishonesty or lack of integrity
(e.g. fraud, misrepresentation, deceit, theft) indicates this critical
element has not been met.
ACCOUNTABILITY The student will demonstrate accountability by
accepting responsibility for individual action and maintaining clinical
competency.
Failure to demonstrate accountability and responsibility for behaviors
and/or omissions or any irresponsible behavior indicates the critical
element of accountability has not been met.
STUDENT CLINICAL ANALYSIS AND SELF-EVALUATION
For mid-term and final clinical evaluations
Directions:
1. Review the clinical objectives and your clinical skills checklist.
2. Write a concise analysis of your clinical performance and application of
theory content as it relates to the major clinical objectives.
3. Report what you have actually accomplished and done by describing the
activities - examples that reflect that you are meeting the objectives.
4. Submit your self-evaluation to the clinical instructor before the
scheduled evaluation date. Also include a copy of your Clinical Skills
Checklist to date for their review also.
5. For mid-term self-evaluation complete the following: learning needs for
remainder of course and plan for accomplishing.
6. For both mid-term and final self-evaluations complete the following: My
strengths and what I felt good about: ______. My weaknesses and plan
for improving are: _______.
MAJOR CLINICAL OBJECTIVES for you to note examples of what
accomplished
1. Application and Integration of Knowledge.
2. Nursing process and Critical Thinking
3. Managing care / Collaboration
95

4.
5.
6.
7.
Communication
Professionalism
Caring
Teaching - Learning
96

COLLEGE OF SOUTHERN NEVADA
NURSING 247 MATERNAL-NEWBORN CLINICAL EVALUATION TOOL
Student Name __________________________ Faculty Name
__________________________
Clinical Site ___________________________
Dates of Clinical Experience: from ________________ to ________________
Absence Date (s) _______________________
Tardiness Date (s) _________________________
Required Clinical Activities and Assignments: review and note when done
1. Pre-clinical Worksheets
2. Medication Cards
3. Newborn Assessment
4. Daily Assessment of Newborn and Mother
5. Antepartum Assignment
6. Postpartum Care Plan and Mom/Baby Data Collection
7. Labor and Delivery Data Sheet and Care Plan
8. Daily Labor and Delivery Data and Flow Sheets
9. Journal Entry from NICU or Level II Nursery
10.
NICU Worksheet(s)
11.
Oral Presentation
12.
Clinical Skills Checklist by assigned areas review progress at
midterm/final
97

NURSING 247 CLINICAL
EVALUATIONS
Clinical Learning Outcomes
Mid
ter
m
Fina Comments
l
1. Applies knowledge from biological, behavioral, social

and nursing sciences when providing nursing care and
promoting adaptive responses for the childbearing
family.
a. Applies knowledge of normal and pathological process
of childbearing client care.
b. Assesses the clients level of psychological and
physiological adaptation to pregnancy and
parenthood.
c. Identifies the nutritional needs of clients.
d. Administers medications safely utilizing the five rights.
e. Adheres to principles of safety in all clinical situations
consistently.
2. Applies the nursing process /critical thinking skills to
provide care for childbearing families.
a. Performs assessment skills to identify potential/actual
health care needs.
b. Synthesizes assessment data to determine an
appropriate course of action.
c. Implements nursing interventions based on client
needs.
d. Applies theoretical knowledge to clinical situations
utilizing critical thinking skills.
e. Determines the effects of nursing interventions on the
status of the client
3. Manages the nursing care for a group of clients in
collaboration with health team members, clients, and
their families in maternal-newborn health settings.
a. Applies organizational skills using time and resources
while caring for a group of clients.
b. Recognizes own limitations and seeks assistance
appropriately.
c. Anticipates client needs and plans appropriately.
d. Prioritizes individualized plan of care in collaboration
with instructor/staff for a group of clients
98

e. Conducts discharge planning and identifies
appropriate community resources.
Mid
Ter
m
Fina Comments
l
4. Uses therapeutic communication skills while

interacting with clients, their families and health team
members in the maternal-newborn health setting and
adhere to professional standards for documentation.
a. Applies positive, culturally sensitive, interpersonal
communication skills when interacting with clients,
staff, peers and instructors.
b. Maintains confidentiality of information regarding
clients.
c. Uses therapeutic communication techniques to cope
with and resolve problems.
d. Documents accurately client behaviors, responses to
medical regimen and nursing interventions.
e. Uses active listening skills to respond appropriately in
the delivery of client care.
5.
Performs within professional role expectations and
standards of practice while providing nursing care to
childbearing families.
a.
Identifies and adheres to the professional standards
of practice.
b.
Practices self-directive behaviors for continuous
learning and self-development.
c.
Comes consistently prepared for clinical.
d.
Adheres to policies and procedures of the clinical
facility.
e.
Recognizes strengths and weaknesses for improving
self-nursing practice.
6.
Uses knowledge from behavioral science and
nursing research to demonstrate caring behaviors toward
childbearing families to achieve optimum functioning and
independence.
a.
Establishes a trusting relationship with clients and
families.
99

b.
Provides competent, nonjudgmental, and
empathetic nursing care.
c.
Empowers clients to participate in their care to
promote and maintain health.
d.
Functions as an advocate for client.
e.
Responds to client needs in a timely consistent
manner.
100

Mid
Ter
m
Fin
al
Comments
7.
Applies teaching learning principles that are
specific to the clients level of development,
knowledge and learning needs to promote optimal
adaptation in childbearing families.
a.
Assesses the learning needs and learning abilities
of the client.
b.
Participates in discharge planning/discharge
teaching instructions.
c.
Utilizes demonstration techniques or other modes
of instruction as needed.
d.
Provides incidental teaching when providing
nursing care.
e.
Evaluates outcomes of teaching and revises as
needed.
For Midterm Self-Evaluation student to complete the following here:

learning needs for remainder of course (skills needed) and plan for
accomplishing ---
My Strengths are and what I feel good about:
My weaknesses and plan for improving are:
101
N247 FACULTY EVALUATION

Student Name ______________________________ Clinical Site
___________________
Clinical Instructor ____________________________
For MID-TERM EVALUATION: Summarize the students strengths and

any areas recommended for continued growth in the remaining time of
the course. Include a plan of action.
_________________________ _________ ______________________

_______
Student Signature
date
Faculty Signature
date
At FINAL evaluation only:
Grade: (circle)
PASS
NO
PASS
For FINAL EVALUATION: Summarize the students strengths. If any
clinical outcomes were not satisfactorily met, provide recommendations.
____________________________ ________ _________________________________

____
102

Student Signature
date
Faculty Signature
date
Students Comments:
103
NURS247 Maternal Newborn Nursing Lab

Syllabus
Lab Hours per Week: 6 hours x 2

weeks
I Outcomes
The student will learn, practice, and demonstrate selected skills in the
nursing lab that will facilitate preparation for maternal newborn clinical
practice. The student will utilize the nursing process and critical thinking
in performing these skills and will gain experience prior to the clinical
aspect of the course.
II Methods of Instruction
Mini introductory sessions, small groups, classroom discussion, activities
and assignments, case studies, simulation, audiovisuals, individual
participation, textbook and workbooks.
III Textbooks
As per primary course syllabus
IV Evaluation Methods and Grading
Lab is a pass or fail grade. This is one component of the overall course
grade and a passing grade is satisfactory performance and completion
of the following:
1. Students must attend ALL lab hours assigned.
2. Satisfactory completion of ALL assignments on the date they are due.
3. Participation in all group and individual projects.
4. Practice and performance of all skills according to proper procedure.
5. Adherence to previously learned skills, standard precautions, and lab
procedure and etiquette.
104

V Requirements
Responsible for all previously learned material and skills from other
courses
Prompt and full attendance at all of the assigned hours as per clinical
requirements outlined in clinical syllabus
Satisfactory completion of all assignments on the day of lab and
reading associated with them
Adherence to safety, lab, and student conduct etiquette
Bring your textbooks and complete syllabus to lab along with any
completed assignments
***It is Mandatory to bring your Composite Nursing Skills

Checklist with you to lab so that the instructors can sign
the skills that you do in lab.
VI Dress Code
Students are to wear scrubs or your CSN uniform along with your CSN
student name badge to each lab session.
Note: that lab is taking the place of clinical for the first 2 weeks, therefore,
it is appropriate to be in correct clinical attire.
VII Skills
Prior to lab it is expected that each student will review urine dips, vitals,
DTRs, IV insertion, urinary catheter insertion, medication administration,
weighing a patient, therapeutic communication, interviewing, standard
precautions in open lab and/or via your own review of your textbooks.
Complete the Nursing Skills Lab Assignments on page 91 for the
appropriate week. This will be collected at the beginning of lab. To not
have it completed is to be unprepared.
Week One
Antepartum
1 Determining EDC & Fundal height measurement
2 Important aspects of prenatal history
3 Determining GTPAL or GP
4 Doppler and counting FHR
5 Sterile speculum and vaginal exams
6 Ultrasound
7 Amniocentesis
8 Suspected rupture of membranes
9 Fetal fibronectin testing (fFn)
10 Nursing care of high-risk patients-Magnesium Sulfate
Labor and Delivery/Intrapartum
105

1.
2.
3.
4.
5.
6.
7.
8.
9.
Application of Electronic Fetal Monitor (EFM)

Interpretation of FHR tracings
Application of IUPC and FSE
Standards of care for oxytocin drip patients
Amniotomy
Biophysical Profile (BPP)
Epidural anesthesia
Non-stress test (NST)
Induction of Labor (IOL) & Bishops score
Week Two
Math Test (one hour) See practice sheet for sample problems on page 94
Postpartum
1 Postpartum assessment using BUBBLEHE(-EE RRR) acronym for vaginal
and surgical deliveries
2 Assess Deep Tendon Reflexes (DTRs)
3 Breast care and breastfeeding teaching
4 Using electronic breast pump
5 Ice to perineum and breasts
6 Perineal care
7 Sitz bath
8 Discharge teaching
9 Family-infant interaction
Newborn
1. Newborn physical assessment to include measuring head, chest,
abdomen
2. Weigh on scales
3. Administer vitamin K, Hepatitis B vaccine
4. Erythromycin to eyes
5. Newborn screening test
6. Heel stick
7. Apgar scoring
8. Diaper and bundle/swaddle a newborn
9. Bottle-feed or assist with BF infant; bulb suctioning
10. Baby bathinitial and discharge instructions
11. Nursing care for fetal demise/mom & baby
12. Thermoregulation
*Instructors reserve the right to include additional material, delete, or
rearrange the content of the lab sessions as necessary.
106
107
Week One
Reading Assignments for Lab Preparation
Pages to Help you Complete your Lab Preparation Assignment
Topic
EDC
GTPAL and GP
Fundal Height
Fetal well-being
NST
BPP
Amniotomy and ROM and Nitrazene
Leopolds
EFM, IUPC and IFM
Doppler
Fetal Monitor Application
Fetal Monitoring Interpretation
Vaginal Exam
Epidural
Fetal fibronectin
Induction and Bishop Score
Pitocin and Magnesium Sulfate
Nursing Responsibilities
Reading in Ricci Text

Pages 348-349
Pages 348,350 Box
Page 354 and U Tube Video Link under
Lab content in Canvas
Pages 356-357, 359
Page 362
Pages 363-364
Page 422
Pages 423-425 and U Tube Video Link as
above
Pages 423, 429
Pages 425-426
Pages 426-429 and U Tube Video Link as
above
Pages 429-432
Pages 421-422
Pages 442-444
Page 723
Pages 727-729
Pages 730-733, 633-636
***Go to the Student Resources for your textbook through the

Point website and view the
Watch and Learn Videos for: Chapter 14 Vaginal Birth and
Chapter 21 Scheduled Cesarean
108

Delivery
Note: This information will be presented as an overview to support
your comfort level in the clinical areas.
All items will be discussed further as we proceed in the course.
Be sure to check Canvas for further resources to assist you with
your assignments.
Lab is meant to be ONLY an introduction to facilitate your experience in
clinical.
Week Two
Reading Assignments for Lab Preparation
Pages to Help you Complete your Lab Preparation Assignment
Topic
Postpartum Assessment
Perineal Care
Ice therapeutic care
Sitz bath
Discharge Teaching
Family infant interaction
Breastfeeding and Breastfeeding
Teaching
Thermoregulation
Apgar
Newborn Assessment
Bulb Suctioning
Newborn Meds
Bathing
Heel stick blood testing
Bottlefeeding
Deep Tendon Reflexes
Fetal Demise
Pages
Pages
Page
Page
Pages
Pages
Pages
Reading in Ricci Text

486-492
498-501
498
499
512-514, 592-594
508-514, 575
504-508, 581-588
Pages 530-534
Pages 545-546
Pages 545-549, 553-568 and You Tube
video link under Lab content in Canvas
Pages 549-550
Pages 550-552
Pages 568-571
Pages 576-577 You Tube video link under
lab content in Canvas
Pages 581-582 and 589-591
Pages 634-635
Pages 734-735
109

***Go to the Student Resources for your textbook through the Point
website and view the Watch and Learn Videos for: Chapter 16
Assisting the Client with Breastfeeding. Also, please see below under
Gestational age and the link for Ballard Score.
Note: This information will be presented as an overview to support
your comfort level in the clinical areas.
All items will be discussed further as we proceed in the course.
Be sure to check Canvas for further resources to assist you with
your assignments.
Lab is meant to be ONLY an introduction to facilitate your
experience in clinical.
110
Name: ___Kacie Leedham___

NURSING SKILLS LAB ASSIGNMENTSWeek ONE
**Required to COMPLETE AND BRING TO LAB
Skills: Leopolds Maneuver and Fundal Height Measurement

1 True or False measuring fundal height is an invasive method of
evaluating fetal growth and gestational age. False
2
Leopolds maneuver provides information about the presentation and

position of the fetus.
List the equipment you will need to measure the fundal height? Tape
measure
Which of the following should the RN use to identify the best location
of the external fetal heart rate (FHR)?
a fundal height
b location of the pain
c physical examination
d Leopolds maneuvers
5
Briefly describe the steps in Leopolds maneuvers:

1. Place woman in the supine position. Face the womans head and
place both hands on the abdomen to determine fetal position in the
uterine fundus. Feel for the buttocks, which will feel soft and irregular
(indicated vertex presentation), feel for the head, which will feel hard,
smooth, and round (indicated breech presentation)
2. Complete the second maneuver to determine the position. While
facing the woman, move hands down the lateral sides of the abdomen
to palpate on which side the back is located (feels hard and smooth)
Continue to palpate to determine on which side the limbs are located
(irregular nodules with kicking movement)
3. Perform the third maneuver to confirm presentation. Move hands
down the sides of the abdomen to grasp the lower uterine segment
and palpate the area just above the symphysis pubis. Place the thumb
and fingers of one hand apart and grasp the presenting part by
bringing fingers together. Feel for the presenting part. If the
presenting part is the head, it will be round, firm, and ballottable; if it
is the buttocks, it will feel soft and irregular.
4. Perform the fourth maneuver to determine attitude. Turn to face the
clients feet and use the tips of the first three fingers of each hand to
palpate the abdomen. Move fingers toward each other while applying
downward pressure in the direction of the symphysis pubis. If you
palpate a hard area on the opposite side of the fetal back, the fetus is
111

in flexion, because you have palpated the chin. If the hard area is on
the same side as the back, the fetus is in extension, because the area
palpated is the occiput.
Skills: Vaginal exam and Fetal heart monitor
1 What is the purpose of a vaginal examination?
To assess the amount of cervical dilation, the percentage of cervical
effacement, and the fetal membrane status and to gather information
on presentation, position, station, degree of fetal head flexion, and
the presence of fetal skull swelling or molding.
2 Note vaginal exam procedure and how you would explain to the OB
patient:
Teach the patient about the procedure, what information will be
gathered, how she can assist with the procedure, how it will be
performed, and who will be performing it. The patient will lie on their
back and procedure is performed gently with concern for the
womans comfort. Sterile gloves will be used and the index and
middle fingers will be inserted into the vaginal introitus. Cervix is
palpated to assess dilation, effacement, and position. If the cervix is
open to any degree, the presenting fetal part, fetal position, station,
and presence of molding can be assessed. Also, the membranes can
be examined.
3 Define effacement:
The degree of cervical thinning
0% cervical canal is 2 cm long
50% cervical canal is 1 cm long
100% cervical canal is obliterated
4 Define dilation:
The amount of cervical opening
0 cm external cervical os is closed
5 cm external cervical os is halfway dilated
10 cm external os is fully dilated and ready for birth passage
5 Note procedure that you would explain to the OB patient regarding
electronic fetal monitoring (external EFM):
The EFM is used to keep a continuous tracing of the fetal heart rate.
A sound will be produced with each fetal heartbeat. The objective of
the EFM is to provide information about the fetal oxygenation and
prevent injury during labor. Two ultrasound transducers are attached
112

to a belt, which is put around the womans abdomen. One is pressure
sensitive and applied against the uterine fundus. This detects
changes in the uterine pressure and converts the pressure registered
into an electronic signal that is recorded onto graph paper. The
tocotransducer is placed over the uterine fundus in the area of
greatest contraction. The other records the baseline FHR, long term
variability, accelerations, and decelerations. Its positioned on the
maternal abdomen in the midline between the umbilicus and the
symphysis pubis. IT converts fetal heart movements into beeping
sounds and records them on graph paper.
6 Define the equipment used in EFM the strip of paper that goes in
equipment how to read uterine contractions and fetal heart rate
(where are these on strip?), what each dark red line means
The strip of paper that goes in the equipment is called
cardiotocograph.
Assessing the patterns of the FHR will show heart rate variability,
presence of accelerations, periodic or episodic decelerations, and
changes or trends of fetal heart rate patterns over time. Baseline FHR
must me determined during a 10 minute segment that excludes
periodic or episodic rate changes such as tachycardia or bradycardia.
Normal range is 110-160bpm. Red lines are FHR and contractions, top
is FHR bottom contractions.
What is the name of the equipment to identify external uterine
contractions?
Tocodynamometer
What is the name of the equipment to identify external fetal heart
rate?
Ultrasound transducer
Which piece of equipment that requires application of gel for it to
work? And what does it look like?
Ultrasound transducer it is a circular device and held in place using
a belt
What is the name of the equipment to identify internal uterine
contractions?
Pressure transducer
What is the name of the equipment to identify internal fetal heart
rate?
Spiral electrode
113

7 Using acronym BADV define & know each term B=baseline,
A=accelerations, D=decelerations, V=variability
BASELINE- Is the average FHR that occurs during a 10 minute period
not including any periodic or episodic rate changes.
ACCELERATIONS- transitory abrupt increases in FHR above the
baseline that last >30 seconds from onset to peak. Associated with
the sympathetic nervous system
DECELERATIONS: transient fall in FHR caused by stimulation of the
parasympathetic nervous system. Described by their shape and
association to a uterine contraction. They are classified as early, late,
and variable only.
VARIABILITY: baseline variability is irregular fluctuations in the
baseline FHR, which is measured as the amplitude of the peak to
trough in BPM. Represents the interplay between parasypmathetic
and sympathetic nervous systems.
8 Fetal heart rate range for term pregnancy is: 110 to 160.
9 UCs should last no longer than 60 seconds duration and have at least
180 seconds
of uterine relaxation between contractions.
10. Look up uterine contractions and define the terms associated with it.
What is duration, increment, acme, decrement, frequency, relaxation,
interval between contractions?
Duration is how long a contraction lasts and it is measured from the
beginning of one contraction to the end of the same contraction.
Increment is the buildup of the contraction
Acme is the peak or highest intensity of the contraction
Decrement is the descent or relaxation of the uterine muscles
Frequency refers to how often the contractions occur and is measured
from the beginning of one contraction to the beginning of another
Relaxation is the period between contractions
Interval between contractions is the time between contractions during
which no uterine contractions are occurring. The uterine muscles are
relaxed.
Skills:
Pitocin Induction or Augmentation

Magnesium Sulfate (MgSO4) IV administration
1 List at least five indications for an induction/augmentation of labor.

Diabetes, hypertension, post-term status, dysfunctional labor pattern,
prolonged ruptured membranes, and maternal or fetal infections.
114

2 Describe the VS/assessments necessary for a patient receiving a
Pitocin induction (name at least 10).
Blood pressure, pulse, O2 saturation, temperature, Fetal heart rate, Pain rating, uterine
activity, ECG IV pump, cervical dilation
3 Describe the assessments necessary for a patient receiving MgSO4.
(name at least 6)
-Assess respiratory rate (toxicity-resp rate below 12 breaths per
min.)
-Assess DTRs (toxicity-absence of DTRs)
-Assess urinary output/ I&O (toxicity- <30ml/hr)
-Monitor for signs and symptoms of labor
-Perform continuous electronic fetal monitoring
-Observe for signs and symptoms of fetal distress
4 Describe open glottis breathing/pushing. (Be prepared to
demonstrate.)
Pushing when you feel the urge to bear down or have a bowel
movement and not hold your breath. Take several breaths between
pushes. Push for 5 seconds 3-5 times during each contraction. Grunt
or make a noise when you push which is a sign that you are pushing
well.
115
Name: Kacie Leedham

NURSING SKILLS LAB ASSIGNMENTSWeek TWO
**Required to COMPLETE AND BRING TO LAB

Skills: Postpartum Assessment
1. Why is it important to follow an acronym such as BUBBLE HE when

performing a postpartum assessment?
The acronym BUBBLE HE is a guideline to use when evaluating a
postpartum mother. It stands for: B-Breasts, U- Uterus, B- Bladder, BBowels, L-Lochia, E- episiotomy/perineum and epidural site, and
extremities. This will help to make sure you cover the most important
assessments that need to be completed.
2 Part of the assessment includes examining the perineal area for
evidence of trauma and healing. What are some of the comfort
measures that are used to promote comfort and healing in this area?
Ice can be applied to relieve discomfort and reduce edema; sitz baths
also can promote comfprt and perineal healing.
Skills: Newborn
3. Why is the Ballard assessment tool more useful in the NICU setting
than in a normal newborn nursery?
This assessment is used to evaluate how a baby is maturing. This is
valuable to see how the baby is progressing in the NICU and to score
them as their overall health is enhanced.
4. What needle size would be used to administer the injections to the
newborn?
Use a 25-gauge, 5/8inch needle
5 Who is the most qualified person to give the baby his/her APGAR
score?
The physician who helped to deliver the baby
6 When is an APGAR done?
The APGAR is done at 1 and 5 minutes after birth
116

7 Define skin to skin/kangaroo care and when should it be done? What
is the difference?
After the baby is born and stabilized he or she should be placed in
direct skin-to-skin contact with their mother, called kangaroo care.
This is also important for breast feeding. It promotes bonding and
helps to stabilize the baby.
8 Is there only ONE way to give the initial newborn bath? What are
some of the important things to consider and to do when bathing the
newborn for the first time?
You should always wear the proper PPE to protect yourself from the
maternal blood. The baby should be cleaned and bathed as soon as
possible once they are stabilized and warmed up. After bathing the
baby should be placed underneath a radiant warmer. Avoid using any
lotions, baby oil, and powders because they may cause skin irritation.
9 Describe 6 benefits of breastfeeding for the newborn and 4 for the
mother.
Advantages for breast feeding the newborn baby are: contributing to
the development of a strong immune system, stimulates growth of
positive bacteria in the digestive tract, reduce stomach upset,
diarrhea, colic, promotes mother baby bonding, reduces risk of
newborn constipation, and promotes greater developmental gains in
the preterm infant.
Advantages for the mother to breast feed include: facilitate
postpartum weight loss, stimulates uterine contractions to control
bleeding, bonding with the infant, and lowers the risk of breast cancer
or osteoporosis.
117

NURS 247 Math Practice Questions
This is an example of the types of questions you may find on your math
test which is given on your second lab day. It is NOT required that you
complete this worksheet and has been provided to you for practice only.
You may use whatever method to calculate of which you are comfortable,
but Dimensional Analysis is now what is being taught at CSN.
1
Ordered: Cipro 250 mg po

Available: 500 mg/5mL
Answer: ________________
Ordered: Toradol 30mg IV

Available: 15mg/mL
Answer: __________________
Ordered: IV of LR bolus of 500mL in 30 minutes

How many mL/hour?
Answer: __________________
IV on NSS infusing at 25 drops/min. and tubing drop factor is 10 drops/mL

What is the rate in mL/hour for the IV?
Answer: ___________________
Ordered: Heparin 6000 units subcutaneously

Available: 10,000units/mL
Answer: ________________
Ordered: Ampicillin 1 Gram po

Available: 250 mg caps
Answer: ________________
Ordered: Promethazine 12.5mg IV

Available: 50mg/mL vial
Answer: _________________
Ordered: Acetaminophen 120mg po

Available: 80mg/5mL suspension
Answer: _____________________
Ordered: Dilantin 100mg po

Available: 30mg/5mL suspension
Answer: _________________
10 Ordered: Ancef 2 Grams IV piggyback

Available: 1 Gram/3mL reconstituted with 2.5 mL of 0.9% normal saline
Answer: _______________________
118
Syllabus Addendum
New CSN Policies and Additional Information
Canvas is our Learning Management System
Directions to Log into Your Courses
1.) You will continue to login to the CSN Online Campus as you normally
would by going to: http://www.csn.edu/onlinecampus
2.) Once logged in, you will see the standard list of all of the courses in
which you are enrolled.
Please go to www.csn.edu/success for more information on Canvas,
including training guides and login info.
Student Refund Policy

CSN has a refund policy for course withdrawal:
100% withdrawal first week of instruction
50% withdrawal before the end of the 2nd week of instruction; and
No refund after the start of the third week or for application or
admissions.
More information is available at www.csn.edu/success, including
information about short-term class refunds.
Student Academic Warning/Probation/Suspension Policy

If a students cumulative GPA falls to 2.0 or lower after attempting at
least 12 credits, they will receive an academic warning, so that they
have time to seek help. Continued performance at 2.0 or lower in future
semester course work can lead to academic probation or academic
suspension.
Students on academic suspension will not be able to enroll in classes for
a semester. More information is available at www.csn.edu/success.
No More Late Registration Effective Spring 2014
Starting in spring 2014, CSN students will no longer be able to register
after the semester begins. CSN students will be able to register until
11:59 p.m. the day before the semester begins.
119

More info at www.csn.edu/success
120

Attendance and Preparedness Policy
The Nursing Programs at CSN prepare nurses and nursing assistants for entrylevel positions. Reliable and prompt attendance at the assigned time is the
standard of behavior; therefore, these behaviors must be demonstrated by
students enrolled in a nursing or certified nursing assistant program at CSN. The
Nursing faculty strongly encourage attendance at all theory classes and further
assert that it is essential that a student attend all labs, and clinical practicums in
order to develop the knowledge and skills needed to pass the appropriate
licensing/certification exams and to be prepared for the industrys entry level
positions.
College enrollment assumes maturity, seriousness of purpose, and self-discipline
for meeting the responsibilities associated with the courses for which a student
registers. Students are expected to prepare ahead and attend every meeting of
the courses for which they have registered. In case of unavoidable absence, the
student must notify their instructor as per instructors directions at least one hour
in advance of the scheduled start time for the clinical or lab.
Information on Absences from Exam, Lab, or Clinical

Practicum:
A. The 10% Rule: Student absences for any reason (including religious
observance and school sanctioned events) exceeding 10% of the scheduled
clinical or lab time per course will result in referral to the Program Director for
immediate termination from the theory, lab, and clinical portions of the course
and from the nursing program. The student is strongly advised to speak with the
Program Director prior to withdrawal.
B. Exam Absence a. If the student notifies their instructor at least one hour in
advance, the student and instructor will arrange a make-up test within one week.
However, 20% will be deducted from the maximum score possible for the exam.
b. If the student neglects to notify their instructor at least one hour ahead, a score
of 0 will be assigned to the test.
c. The instructor and student will complete the appropriate form to document the
exam absence. Students who have appropriate documentation may submit an
appeal to the APG committee to remove the 20% score penalty.
C. Clinical absence
a. Clinical absence is defined as:
i. arriving after agency or unit policy specifies that student cannot
provide patient care, or
ii. arriving more than 30 minutes late, or
iii. leaving more than 30 minutes early, or
iv. missing the entire clinical for any reason
b. Each clinical absence will result in a 3% grade penalty deduction from
the final theory course. The 3% deduction may be appealed to the APG
committee.
c. The student will not be permitted to stay in clinical if a.i above applies
or if the student arrives more than 60 minutes late.
121

d. Students who arrive more than 30 but less than 60 minutes late will be
permitted to stay in clinical to avoid missing clinical time, but the 3% grade
penalty will apply.
e. The instructor will complete the appropriate form to document the
clinical absence. The students signature is not required on the form.
D. Laboratory absence
a. Laboratory absence is defined as:
i. arriving more than 10 minutes late, or
ii. leaving more than 10 minutes early, or
ii. missing the entire lab for any reason.
[Nursing Program Guidelines
Page 43]
b. Each laboratory absence will result in a 3% grade penalty deduction
from the final theory course. The 3% deduction may be appealed to the APG
committee.
c. The opportunity to complete lab at an alternate time may be arranged
only if doing so would not impose undue hardship on the instructor or institution
that could not reasonably have been avoided. If the alternate for the missed lab
cannot be arranged, then the 10% Rule (see above) will apply.
d. The instructor will complete the appropriate form to document the
laboratory absence. The students signature is not required on the form.
E. If an instructor deems that a student is ill, the student will be required to
leave theory, lab, or clinical and this will be considered an absence. The student is
responsible for safe transportation, including any necessary costs.
F. Religious observance that conflicts with scheduled coursework may be
accommodated. It is the responsibility of the student to notify their instructor in
advance and in writing if the student intends to participate in a religious
observance. Opportunity to complete coursework may be provided by the
instructor. The usual penalty for absence will apply and may be appealed to the
APG committee. This policy shall not apply in the event that administering the
coursework at an alternate time would impose undue hardship on the instructor
or institution that could not reasonably have been avoided.
G. School-sanctioned events: Only the Director of Nursing has the authority to
designate an event as being school-sanctioned. Students are responsible to
request such designation for an event from the Director of Nursing. Students are
responsible for notifying their instructors at least one week prior to such absences
to arrange to complete any and all required assignments. Failure to obtain school
sanctioned event designation or to notify instructors at least one week ahead will
result in the usual penalty for the absence.
Information on Tardiness to Exams, Lab or Clinical

Practicum:
A. Exam Tardiness
122

a. If the student arrives late for an exam, the student will be permitted to
take the exam, however the end time will not be extended.
b. Each course syllabus will explain course policy for late arrival to
classroom quizzes.
B. Clinical tardiness
a. Clinical tardiness is defined as:
i. arriving 1- 30 minutes late or
ii. leaving 1- 30 minutes early for any reason.
b. The first clinical tardiness will result in a documented verbal warning.
c. The second clinical tardiness will result in a written warning.
d. The third clinical tardiness will result in a 3% grade penalty deduction
from the final theory course.
e. Each subsequent clinical tardiness will result in additional 3% grade
penalty deductions from the final theory course.
123

[Nursing Program Guidelines
Page 44]
f. In case of clinical tardiness, students will be allowed to remain in
clinical to avoid missing clinical experience time, but penalties described in b-e
above will be applied.
g. The instructor and student will complete the appropriate form to
document the clinical tardiness.
C. Laboratory tardiness
a. Laboratory tardiness is defined as arriving 1- 10 minutes late or
leaving 1- 10 minutes early for any reason.
b. The first lab tardiness will result in a documented verbal warning.
c. The second lab tardiness will result in a written warning.
d. The third lab tardiness will result in a 3% grade penalty deduction from
the final theory course.
e. Each subsequent laboratory tardiness will result in additional 3% grade
penalty deductions from the final theory course.
f. In case of laboratory tardiness, students will be allowed to remain in lab
to learn the skills, but will still incur penalties explained in paragraphs b e
immediately above.
g. The instructor and student will complete the appropriate form to
document every laboratory tardiness.
Information on Being Unprepared

A. Unprepared is defined as failure to bring any one of the following materials to
clinical or lab:
a. Uniform
b. Nametag and agency badge (if applicable)
c. Preparation assignment
d. Clinical checklist
e. Stethoscope (optional for CNA)
f. Watch
g. Black pen
h. Additional materials as specified in the course syllabus
B. Clinical: Students will be dismissed from clinical and a 3% deduction from their
final course grade applied if they:
a. do not have completed preparation assignment ,or
b. are not wearing the specified clinical uniform, or
c. do not have their nametag and/or agency badge (if applicable),
However, If the student did previously complete their preparatory assignment or
has their clinical uniform, nametag, and/or agency badge nearby, but simply
forgot it, the student will be permitted to retrieve the missing item(s) and return
to clinical within one hour. The student will not be permitted to complete the
preparatory assignment during clinical hours. Upon returning to clinical, the tardy
or absence policy will apply depending on the time when the student returns.
124

Lab: Students who are not in appropriate lab attire or do not bring their
completed preparation assignment to lab stay in lab; however a 3% deduction
from their final course grade will be applied. However, if the student did
previously complete their preparatory assignment but simply forgot to bring it,
the student may retrieve it and return to lab within 10 minutes. The student will
not be permitted to complete the preparatory assignment during lab hours. Upon
returning to lab, the tardy or absence policy will apply depending on the time
when the student returns.
C. The first instance of being unprepared for clinical or lab that does not involve
any materials specified in section B above, the student will be given a
documented verbal warning and learning contract.
D. The second and every subsequent instance of being unprepared for
clinical or lab that does not involve any materials specified in section B above
a. Clinical: A 3% deduction from their final course grade will be applied
and learning contract written for unprepared student with the following exception:
If the student can retrieve the missing items within one hour, the student will be
permitted do so and return to clinical. Upon returning to clinical, the tardy or
absence policy will apply depending on the time when the student returns.
b. Lab: A 3% deduction from their final course grade will be applied and
learning contract written for unprepared student with the following exception: If
the student can retrieve the missing items within ten minutes, the student will be
permitted do so and return to lab. Upon returning to lab, the tardy or absence
policy will apply depending on the time when the student returns.
E. An unprepared penalty (including absence and tardy penalties because of
being unprepared) cannot be appealed.
Information on Referral to the Nursing Academic

Progression and Graduation Committee (APG)
A. The instructor will complete the appropriate form documenting absence,
tardiness, or unpreparedness as soon as possible with or without the student. The
students signature is not necessary on the form. The instructor may email the
completed form to the student.
B. The instructor and student will discuss appropriateness of referral to appeal 3%
grade penalty deduction from the final theory course at the APG Committee.
Appropriate bases for referral to APG will include serious, unusual, and
unavoidable events prohibiting student from attendance. The student must
provide documentation. Examples include: a. Illness, injury, childbirth
b. Students minor childs emergency,
c. Death of a family member: grandparent, parent, child, sibling, spouse/partner,
or close in-law
d. Religious observance
e. Subpoena for court appearance, or jury summons or other legal appearance
125

f. Natural disaster
C. An appeal to the APG is not appropriate in the following circumstances: a.
Student absences exceeding 10% of the scheduled clinical or lab time per course
b. Failure to notify the instructor at least one hour ahead of absence or tardiness
(unless has documentation of inability to do so)
c. Unpreparedness
d. Refusal to sign the appropriate form documenting absence or tardiness
e. If the student does not adhere to the two week rule (see paragraph E below).
D. The student will indicate on the form if appeal to APG is requested.
E. The instructor will note the request for an appeal in the comments section of
the form, and will note the students instructors on the form. The instructor will
forward the form to the course coordinator and chair of the APG committee. The
chair of the APG committee will notify the students instructors of an impending
meeting involving their student. Results of all APG committee meeting outcomes
will be emailed to all faculty.
F. Two week rule: The student is responsible to go in person to the Nursing
Administration Desk in WC in K106 within 2 weeks of the absence/tardiness to
submit their written appeal of a 3% deduction. If the student does not submit
their written appeal to the Nursing Administration Desk at WC K106 within 2
weeks of the absence/tardiness, the APG will not consider their appeal for this 3%
grade penalty deduction at any time.
G. The students written appeal must contain the following:
a. written explanation of their appeal
b. written explanation of the circumstances of the appealed situation
c. supporting documentation of their appeal (ie doctors or morticians note)
d. phone number where student will be available when their appeal is being
considered by the APG.
e. students email
H. Students may choose to appear at the APG committee meeting when their
written appeal is being considered. If the student does not appear and the APG
has questions, the student will be called at the phone number provided by the
student.
I. IF a student does not choose to appear at the APG committee meeting when
their written appeal is being considered AND IF the APG committee decides to
uphold the 3% deduction, THEN the student may request to appear at the next
scheduled APG meeting to discuss the details of their appeal. This request to
appear at the next scheduled APG meeting must be made in person at or via
email to the Nursing Administration Desk in WC K106 at least one week prior to
the next scheduled APG meeting. If the student does not request at least one
week prior to appear at the next scheduled APG meeting, then the 3% penalty will
apply and the APG will not consider the matter again.
126
127
SPRING 2015 OPEN LAB SCHEDULE

Tuesdays and Fridays
Room K107
10:00am- 5:00pm
TUESDAYS
Jan 27
Feb 3
Feb 10
Feb 17
Feb 24
March 3
March 10
FRIDAYS
Jan 30
Feb 6
Feb 13
Feb 20
Feb 27
March 6
March 13
March 17 CLOSED
March 20 CLOSED
March 24
March 27
March 31
April 3
April 10
April 17
April 24
May 1
April 7
April 14
April 21
April 28
128

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NURSING 247

MATERNAL NEWBORN NURSING

Created by Benita Ryne, MSN Ed, BSN, RNC

NURS 247 MATERNAL NEWBORN NURSING

Course outcomes and Textbooks

Policies and Student Conduct

Resources for Help, Safety, and Disability Services

Course Module pages of Course content, Outcomes, Resources for Learning

Spring 2015 Course Calendar

SECTION II: CLINICAL SYLLABUS

Conduct and Policies

Medication List and Rubric

Clinical Forms and Rubrics

SECTION III: LAB SYLLABUS

Math Practice Problems

Attendance, Tardy, and Unprepared effective Fall 2014

Spring Open Lab Schedule

NURS 247 MATERNAL NEWBORN NURSING

COLLEGE OF SOUTHERN NEVADA

Credit/Class Instructional Ratio:

NURS 115 OR NURS 205, NURS 243, NURS 118

Maternal Newborn Nursing Faculty-Full-time Faculty-Note Office hours vary

*Martha LaBarr, MN, RN, MSW

*Emelda Jones, MSN/Ed, RN

NURS 247 MATERNAL NEWBORN NURSING

On completion of the course, the students will be able to:

Methods of Didactic Instruction

NURS 247 MATERNAL NEWBORN NURSING

Ricci, Susan Scott (2013). Essentials of Maternity, Newborn, and Womens

NURS 247 MATERNAL NEWBORN NURSING

NURS 247 MATERNAL NEWBORN NURSING

NURS 247 MATERNAL NEWBORN NURSING

Percent of Test Average

NURS 247 MATERNAL NEWBORN NURSING

Homework = 20 out of 40 points

Course Requirements (Please, read carefully)

Responsible for all previously learned material in other courses

NURS 247 MATERNAL NEWBORN NURSING

PROMPT, regular class attendance

Policies Academic Honesty Policy

NURS 247 MATERNAL NEWBORN NURSING

Students Rights, Responsibilities and Conduct

College students are considered to be mature individuals. Their conduct both in

Classroom Safety Procedures

NURS 247 MATERNAL NEWBORN NURSING

NURS 247 MATERNAL NEWBORN NURSING

Accommodation Of Special Needs Based On Disability

Online Learning Etiquette

NURS 247 MATERNAL NEWBORN NURSING

Having a tutor or friend complete a portion or all of your assignments,

Having a reviewer make extensive revisions to an assignment, other than

Copying work submitted by another student

Using information without proper citation

Group work during testing that is not assigned by the instructor.

Where to go for help:

CSN Library resources

Student Retention Services

Disability Resource Center

Writing Center/Smarthinking for writing assistance and APA format

ATI student resources

OTS Campus resources for computer related issues, problem solving,

Administrative Assistants for scheduling, withdrawal, program related issues,

NURS 247 MATERNAL NEWBORN NURSING