Jefferson College
of
Nursing
Nurse Anesthesia Program
Student Handbook
201 8 – 201 9
1
Table of Contents
Jefferson College of Nursing
Thomas Jefferson University
Nurse Anesthesia Program
Student Handbook
2018-2019 Section 1: Welcome ................................................................................................................. 5
Frequently Asked Questions ................................................................................. 6
Academic Advising ................................................................................................ 6
Section 2: Acknowledgement of Receipt of Nurse Anesthesia Program Student Handbook ..... 9
Section 3: Program Outcomes .............................................................................................. 13
Section 4: Curriculum Design .............................................................................................. 17
Section 5: MSN Plan of Study .............................................................................................. 21
Entry-Level BSN to DNP Plan of Study (Class of 2019) .................................... 22
Entry-Level BSN to DNP Plan of Study (Class of 2020) .................................... 23
Section 6: Methods of Instruction ........................................................................................ 27
Section 7: Plan for National Certification Examination Success MSN & Entry-Level
BSN to DNP ........................................................................................................ 31 Prodigy and APEX
Apex Anesthesia Software Program Plan ............................................................ 40
Section 8: End-of-Course Evaluation: Course ..................................................................... 49
End-of-Course Evaluation: Faculty .................................................................... 52
Section 9: Policy on Clinical Supervision/Instruction ......................................................... 55
Section 10: Policy on Licensure of Nurse Anesthesia Students and Licensure and
Certification/Recertification of Nurse Anesthesia Program Faculty and
Clinical Faculty by the NBCRNA ....................................................................... 59
Section 11: Policy for Clinical Assignment ............................................................................ 63
Policy for Clinical Re-Assignment ...................................................................... 65
Section 12: Anesthesia Care Plan .......................................................................................... 69
Section 13: Policy and Procedures for Conducting Pre-Operative Rounds ........................... 77
Policy and Procedure for Conducting Post-Operative Rounds ........................... 78
Section 14: Guidelines for On-Call Rotation ......................................................................... 81
Section 15: Formative Evaluation Level I (NU 651) ............................................................. 85
Formative Evaluation Level II (NU 652) ............................................................ 87
Formative Evaluation Level III-VIII (NU 653 – NU 657) .................................. 89
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Section 16: Policy on Assessment of Student Clinical Performance............................................. 93
Section 17: Clinical Progression Scale by Level (semester) in the Program ........................ 99
Section 18: Summative Evaluation Forms
First Semester Clinical Outcome Assessment/Summative Evaluation .............. 103
Second Semester Clinical Outcome Assessment/Summative Evaluation .......... 105
Third Semester Clinical Outcome Assessment/Summative Evaluation............. 111
Fourth Semester Clinical Outcome Assessment/Summative Evaluation .......... 117
Fifth Semester Clinical Outcome Assessment/Summative Evaluation .............. 123
Sixth Semester Clinical Outcome Assessment/Summative Evaluation ............. 129
Seventh Semester Clinical Outcome Assessment/Summative Evaluation ........ 134
Eighth Semester Clinical Outcome Assessment/Summative Evaluation .......... 140
Section 19: Student Summative Self-Evaluation Forms
First Semester Clinical Outcome Assessment/Summative Evaluation .............. 149
Second Semester Clinical Outcome Assessment/Summative Evaluation .......... 151
Third Semester Clinical Outcome Assessment/Summative Evaluation............. 157
Fourth Semester Clinical Outcome Assessment/Summative Evaluation .......... 163
Fifth Semester Clinical Outcome Assessment/Summative Evaluation .............. 169
Sixth Semester Clinical Outcome Assessment/Summative Evaluation ............. 175
Seventh Semester Clinical Outcome Assessment/Summative Evaluation ........ 180
Eighth Semester Clinical Outcome Assessment/Summative Evaluation .......... 186
Section 20: Guidelines for Specialty Rotations
OB Rotation ....................................................................................................... 195
Pediatric Rotation ............................................................................................. 196
Neuro-Anesthesia Rotation ............................................................................... 198
Cardiac Rotation ............................................................................................... 199
Section 21: Clinical Faulty Assessment Tool Evaluation Form .......................................... 203
Off-Campus Clinical Coordinator Evaluation Form......................................... 205
Rotation Evaluation - Clinical Site Assessment Tool ....................................... 206
Section 22: Student Time Commitment .............................................................................. 209
Policy for Sick Time ........................................................................................... 210
Section 23: Policy Relative to Students Working Outside of Program Commitment ............ 213
Section 24: DNP Handbook .................................................................................................. 217
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Section 1
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Welcome!
Welcome to the Doctor of Nursing Practice (DNP) Program at Jefferson’s (Philadelphia
University + Thomas Jefferson University) College of Nursing! This program-specific student
handbook was created to supplement the Jefferson College of Nursing Student Handbook and
the Jefferson College of Nursing Course Catalog. This JCN Nurse Anesthesia Program
Student Handbook is revised annually. Any changes made throughout the academic year will
be announced in class and changes made to the electronic copy posted on the JCN website.
The JCN Nurse Anesthesia Program is rigorous and requires discipline and self-direction. The
best way to succeed is to immerse oneself in the educational process. All students must stay
current with course work and keep informed by maintaining close contact with the course
faculty and by checking the course board(s) and Jefferson email at least daily.
The JCN Nurse Anesthesia MSN program is a 30-month, eight-semester program comprised
of 74-credits within 3 cores of study: 1) nursing that includes a research component, 2)
anesthesia and 3) clinical. It is a full-time curriculum integrating didactic coursework with
over 2,000 hours of clinical rotations, ensuring that students will administer more than 600
anesthetics to patients undergoing a wide variety of surgical and/or diagnostic procedures.
The JCN Nurse Anesthesia Entry-Level BSN to DNP program is a 36-month, nine-semester
program comprised of 92-credits. The Doctor of Nursing Practice (DNP) is a practice doctorate
designed to prepare professional nurses for scholarly practice as clinical and health systems
experts who will lead and inspire health care improvement and reform which focuses on
leadership, systems thinking, reflective practice, health policy, implementation science and
evidenced-based clinical practice. It includes three special focus practicums (I, II, III), a
Practice Inquiry Project and provides the opportunity for application of knowledge gained in
all the courses. It is a full-time curriculum integrating didactic coursework with over 2,000
hours of clinical rotations, ensuring that students will administer more than 600 anesthetics
to patients undergoing a wide variety of surgical and/or diagnostic procedures.
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Frequently Asked Questions (FAQs)
Can students walk in the University’s May graduation ceremony, even if he/she does not
finish the program until July (MSN) or August (DNP)?
While MSN & DNP Students are permitted to walk in the University’s May graduation
(at the end of the spring semester), completion of degree requirements occurs in the
summer semester.
Can students stop recording their cases in Typhon or Medatrax after they finish their
600th case?
No. Students are required to record ALL cases in the Typhon or Medatrax system.
Students must complete the specific number of credits and all course requirements in
the program of study and achieve a cumulative grade point average of at least (B) 3.0 on
all attempted work to qualify for graduation from the University.
Academic Advising
Upon enrollment, students are assigned a nurse anesthesia faculty member as an academic
advisor. The academic advisor will assist students in interpreting program and policy
requirements, as well as monitoring students’ academic and clinical progress. Students
shall arrange a meeting with their academic advisor as soon as possible after being
assigned, as well as communicate with their advisor at least once per semester and keep
the advisor informed regarding current or anticipated plans, goals, and progression issues.
Students should initiate meetings with advisors. Students having questions about academic
advisors should contact the Program Director, Dr. Marian Feil at [email protected].
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Section 2
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
ACKNOWLEDGEMENT OF RECEIPT OF
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
My signature below acknowledges receipt of the Jefferson College of Nursing Nurse
Anesthesia Program Student Handbook. I understand that I am responsible for reading and
abiding by the materials contained within the Jefferson College of Nursing Student
Handbook, the Jefferson College of Nursing Nurse Anesthesia Program Student Handbook,
and the Jefferson College of Nursing Course Catalog. All these materials contain important
information needed during my student experiences here. Student Signature: Print Name: Date:
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Section 3
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
PROGRAM OUTCOMES
Program Outcome Criteria
The curriculum of instruction for the Jefferson College of Nursing (JCN) Nurse Anesthesia
Program is designed to equip each student with the skills and knowledge necessary to
demonstrate cognitive, psychomotor, and legal and research outcomes. Program Didactic Outcomes
All students will:
a) Demonstrate a solid background in the basic sciences, especially those related to the
specialty of nurse anesthesia.
b) Maintain a GPA of B (83) for the nurse anesthesia program.
c) Pass the national certification examination.
Program Clinical Outcomes
All students will:
a) Perform a comprehensive pre-anesthetic assessment and chart review.
b) Select appropriate pre-operative medications.
c) Formulate an anesthetic care plan for patients scheduled to undergo a wide variety
of surgical/diagnostic procedures.
d) Protect patients from iatrogenic complications associated with anesthetic-related
drugs or procedures.
e) Position or supervise the positioning of patients to protect them from iatrogenic injury.
f) Employ current and appropriate anesthetic techniques, agents, adjuvant drugs and
equipment while administering anesthesia.
g) Conduct a comprehensive and appropriate pre-anesthetic machine and equipment
check.
h) Identify and take appropriate remedial action when confronted with anesthetic
equipment-related malfunctions.
i) Maintain an accurate, factual, contemporaneous and neat anesthetic record.
j) Administer general anesthesia to patients of all ages and physical conditions for a
wide variety of surgical/diagnostic procedures.
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k) Provide anesthesia care for neonatal, pediatric, adult and geriatric patients with or
without major pathologic conditions and/or traumatic injuries.
l) Administer/manage the anesthesia care of obstetrical patients.
m) Provide anesthesia/monitor service for patients undergoing surgical/diagnostic
procedures in a variety of settings within the hospital or free-standing surgical-
center.
n) Administer and/or manage a variety of regional techniques, including subarachnoid,
epidural, Bier blocks and a variety of peripheral nerve blocks.
o) Interpret and apply data obtained from both noninvasive and invasive monitoring
modalities to insure the proper management of patients receiving anesthesia.
p) Insert invasive monitor probes such as arterial lines, central venous catheters, and
triple-lumen catheters.
q) Calculate, initiate and manage fluid and blood replacement therapy therapies as per
prescription.
r) Prevent/recognize and/or intervene appropriately to correct anesthetic-related
complications that may occur throughout the perioperative period.
s) Collaborate with anesthesiologists, other physicians, and other healthcare providers
to insure optimum peri-operative patient care.
t) Apply universal precautions and other appropriate infection-control measures.
u) Function as a resource person in airway and ventilator management of patients
undergoing cardiopulmonary resuscitation.
v) Participate in quality improvement (CQI) protocols.
Program Legal/Social Outcomes
All students will:
a) Function within the scope of practice of a nurse anesthesia student; accept
responsibility and accountability for personal and professional behaviors.
b) Demonstrate personal and professional integrity and the ability to interact at a
professional level with a wide variety of health care providers.
c) Demonstrate academic, fiscal and social accountability, especially as they relate to
the repayment of guaranteed student loans.
d) Value the cultural diversity of patient populations.
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Section 4
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THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
CURRICULUM DESIGN
The Jefferson College of Nursing’s Nurse Anesthesia curriculum awards students who
complete the program a Master of Science in Nursing degree or a Doctor of Nursing
Practice Degree.
MSN
The JCN Nurse Anesthesia MSN program is a 30-month, eight-semester program comprised
of 74-credits within 3 cores of study: 1) nursing that includes a research component, 2)
anesthesia and 3) clinical. It is a full-time curriculum integrating didactic coursework with
over 2,000 hours of clinical rotations, ensuring that students will administer more than 600
anesthetics to patients undergoing a wide variety of surgical and/or diagnostic procedures.
Entry-Level BSN to DNP
The JCN Nurse Anesthesia Entry-Level BSN to DNP program is a 36-month, nine-semester
program comprised of 92-credits. The Doctor of Nursing Practice (DNP) is a practice doctorate
designed to prepare professional nurses for scholarly practice as clinical and health systems
experts who will lead and inspire health care improvement and reform which focuses on
leadership, systems thinking, reflective practice, health policy, implementation science and
evidenced-based clinical practice. It includes three special focus practicums (I, II, III), a
Practice Inquiry Project and provides the opportunity for application of knowledge gained in
all the courses. It is a full-time curriculum integrating didactic coursework with over 2,000
hours of clinical rotations, ensuring that students will administer more than 600 anesthetics
to patients undergoing a wide variety of surgical and/or diagnostic procedures.
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19
Section 5
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THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
MSN PLAN OF STUDY
First Semester (Spring) Second Semester (Summer)
NU-568 Basic Principles of Nurse Anesthesia 3-Credits NU-560 Advanced Pharmacotherapeutics 3-Credits
NU-569 Basic Principles of Nurse Anesthesia
Simulation Lab 1-Credits NU-557
Physiology for Advanced Practice
Nursing 3-Credits
NU-600 Pharmacokinetics and Dynamics of
Anesthetic Agents 3-Credits NU-658
Advanced Principles of Nurse
Anesthesia I 3-Credits
NU-624 Chemistry and Physics related to
Anesthesia 2-Credits NU-659
Advanced Principles of Nurse
Anesthesia Simulation Lab I 1-Credits
NU-650 Orientation to Clinical Practice NC NU-651 Clinical Practice I 3-Credits
Third Semester (Fall) Fourth Semester (Spring)
NU-668 Advanced Principles of Nurse
Anesthesia II 3-Credits NU-605 Role of the Advanced Practice Nurse 3-Credits
NU-669 Advanced Principles of Nurse
Anesthesia Simulation Lab II 1-Credits NU-570 Pathologic Aspects of Human Disease 3-Credits
NU-625 Epidemiology-Health Professions 3-Credits NU-653 Clinical Practice III 3-Credits
NU-652 Clinical Practice II 3-Credits
Fifth Semester (Summer) Sixth Semester (Fall)
NU-575 Pathologic Aspects of Human Disease
II 3-Credits NU-602
Health Policy, Ethical Dimensions of
Care 3-Credits
NU-672 Informatics for Advanced Nursing
Practice 3-Credits NU-670 Senior Seminar 3-Credits
NU-654 Clinical Practice IV 3-Credits NU-603 Research for Advanced Practice Nursing
I 3-Credits
NU-655 Clinical Practice V 3-Credits
Seventh Semester (Spring) Eighth Semester (Summer)
NU-604 Research for Advanced Practice
Nursing II 3-Credits NU-657 Clinical Practice VII 3-Credits
NU-679 Clinical Correlation Conference 3-Credits
NU-656 Clinical Practice VI 3-Credits Total Credits 74
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THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
ENTRY-LEVEL BSN TO DNP PLAN OF STUDY (Class of 2019)
First Semester (Fall) Second Semester (Spring)
NU-560 Advanced Pharmacotherapeutics 3-Credits NU-673 Comprehensive Assessment for
Clinical Decision-Making 3-Credits
NU-603 Research for Advanced Practice Nursing
I 3-Credits NU-570 Pathophysiology of Human Disease 3-Credits
NU-625 Epidemiology-Health Professions 3-Credits NU-568 Basic Principles of Anesthesia &
Advanced Health 3-Credits
NU-706 Quality Measurement & Outcomes
Analysis in Healthcare (40 Hours) 3-Credits NU-600
Pharmacokinetics & Dynamics of
Anesthesia Agents 3-Credits
NU-624 Chemistry & Physics Related to
Anesthesia 2-Credits
NU-650 Orientation to Clinical Practice 0-Credits
Third Semester (Summer) Fourth Semester (Fall)
NU-575 Pathologic Aspects of Human Disease
II 3-Credits NU-668 Advanced Principles of Anesthesia II 3-Credits
NU-658 Advanced Principles of Anesthesia 3-Credits NU-652 Clinical Practice II 3-Credits
NU-651 Clinical Practice I 3-Credits NU-702 Practice Inquiry: Designs, Methods,
and Analyses (40 Hours) 3-Credits
NU-707 Leadership & Interprofessional
Collaboration (40 Hours) 3-Credits
Fifth Semester (Spring) Sixth Semester (Summer)
NU-605 Role of the Advanced Practice Nurse 3-Credits NU-654 Clinical Practice IV 3-Credits
NU-653 Clinical Practice III 3-Credits NU-701 Scientific Underpinnings for Nursing
Practice (40 Hours) 3-Credits
NU-703
Theoretical Foundations for
Organizational Change in Healthcare
Systems (40 Hours)
3-Credits NU-708
Clinical Prevention and Population
Health for Improving the Nation’s Health
(40 Hours)
3-Credits
NU-704 Philosophy, Foundations and Methods
for Evidence-Based Practice (40 Hours) 3-Credits
Seventh Semester (Fall) Eighth Semester (Spring)
NU-655 Clinical Practice VI 3-Credits NU-656 Clinical Practice VI 3-Credits
NU-709
Current Issues in Health & Social
Policy: Planning, Participating, and
Policymaking (40 Hours)
3-Credits NU-705 Advanced Topics in Health Informatics
(40 Hours) 3-Credits
NU-710 Practicum I (60 Hours) 3-Credits NU-711 Practicum II (60 Hours) 3-Credits
Ninth Semester (Summer)
NU-657 Clinical Practice VII 3-Credits
NU-712 Practicum III (60 Hours) 3-Credits Total Credits 92
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THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
ENTRY-LEVEL BSN TO DNP PLAN OF STUDY (Class of 2020)
First Semester (Fall) Second Semester (Spring)
NU-560 Advanced Pharmacotherapeutics 3-Credits NU-673 Comprehensive Assessment for
Clinical Decision-Making 3-Credits
NU-603 Research for Advanced Practice Nursing
I 3-Credits NU-570 Pathophysiology of Human Disease 3-Credits
NU-625 Epidemiology-Health Professions 3-Credits NU-568 Basic Principles of Anesthesia &
Advanced Health 3-Credits
NU-706 Quality Measurement & Outcomes
Analysis in Healthcare (40 Hours) 3-Credits NU-600
Pharmacokinetics & Dynamics of
Anesthesia Agents 3-Credits
NU-624 Chemistry & Physics Related to
Anesthesia 2-Credits NU-650 Orientation to Clinical Practice 0-Credits
Third Semester (Summer) Fourth Semester (Fall)
NU-575 Pathologic Aspects of Human Disease
II 3-Credits NU-668 Advanced Principles of Anesthesia II 3-Credits
NU-658 Advanced Principles of Anesthesia 3-Credits NU-652 Clinical Practice II 3-Credits
NU-651 Clinical Practice I 3-Credits NU-702 Practice Inquiry: Designs, Methods,
and Analyses (40 Hours) 3-Credits
NU-707 Leadership & Interprofessional
Collaboration (40 Hours) 3-Credits
Fifth Semester (Spring) Sixth Semester (Summer)
NU-605 Role of the Advanced Practice Nurse 3-Credits NU-654 Clinical Practice IV 3-Credits
NU-653 Clinical Practice III 3-Credits NU-701 Scientific Underpinnings for Nursing
Practice (40 Hours) 3-Credits
NU-703
Theoretical Foundations for
Organizational Change in Healthcare
Systems (40 Hours)
3-Credits NU-708
Clinical Prevention and Population
Health for Improving the Nation’s Health
(40 Hours)
3-Credits
NU-704 Philosophy, Foundations and Methods
for Evidence-Based Practice (40 Hours) 3-Credits
Seventh Semester (Fall) Eighth Semester (Spring)
NU-655 Clinical Practice VI 3-Credits NU-656 Clinical Practice VI 3-Credits
NU-709
Current Issues in Health & Social
Policy: Planning, Participating, and
Policymaking (40 Hours)
3-Credits NU-705 Advanced Topics in Health Informatics
(40 Hours) 3-Credits
NU-710 Practicum I (60 Hours) 3-Credits NU-711 Practicum II (60 Hours) 3-Credits
Ninth Semester (Summer)
NU-657 Clinical Practice VII 3-Credits
NU-712 Practicum III (60 Hours) 3-Credits Total Credits 92
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Section 6
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THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
METHODS OF INSTRUCTION
Classroom Instructions:
Nurse Anesthesia Faculty employs a variety of teaching-learning strategies and AV
teaching aids to present the didactic curriculum. These include lecturer presentations
utilizing PowerPoint, film, classroom assignments, and return demonstration in the
simulation lab, Internet assignments, and participation in online discussions with
classmates and/or classroom instructors.
Clinical Instruction:
Students are assigned to administer anesthesia at off-campus clinical sites under the direct
supervision of an anesthesiologist and/or CRNA clinical instructor. Students are expected to
accomplish a set of outcomes at the end of each semester listed on the semester’s
summative evaluation form.
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Section 7
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PLAN FOR NATIONAL CERTIFICATION EXAMINATION (NCE) SUCCESS
MSN & ENTRY-LEVEL BSN TO DNP
POSITION STATEMENTS
A. The Purpose of the NCE Plan for MSN students
1. Plan for MSN students
The NCE plan for success is designed to facilitate the student’s readiness for the NBCRNA
certification process and to insure success for all students. It is an essential component of
the pre-certification program and all components of the plan are considered to be valuable
in transitioning students through program completion and the certification process. It is
considered to be an effective adjunct to all other learning experiences that are planned and
implemented for students in the pre-certification curriculum. Prodigy Anesthesia and
APEX Anesthesia Review will be integrated in select courses throughout the Nurse
Anesthesia Program. Another component of the NCE success plan is the requirement that
students take the Self-Evaluation Examination (SEE) by November 30th during their
second year and by April 30 during their third year. The SEE is a computerized adaptive
test that is intended to help both students and programs to identify their respective
strengths and weaknesses before students take the NCE. The four content areas on the
SEE are (1) Basic Sciences (25%;) (2) Equipment, Instrumentation, and Technology (15%);
(3) Basic Principles of Anesthesia (30%); and (4) Advanced Principles of Anesthesia (30%).
(NBCRNA Self-Evaluation Exam Handbook) 2016.
2. Plan for Entry-Level BSN to DNP students
The NCE plan for success is designed to facilitate the student’s readiness for the NBCRNA
certification process and to insure success for all students. It is an essential component of
the pre-certification program and all components of the plan are considered to be valuable
in transitioning students through program completion and the certification process. It is
considered to be an effective adjunct to all other learning experiences that are planned and
implemented for students in the pre-certification curriculum. APEX Anesthesia Review will
be integrated in select courses throughout the Nurse Anesthesia Program. Another
component of the NCE success plan is the requirement that students take the Self-
Evaluation Examination (SEE) during the spring semester of their second year and for the
second time during the spring semester of their third year. The SEE is a computerized
adaptive test that is intended to help both students and programs to identify their
respective strengths and weaknesses before students take the NCE. The four content areas
on the SEE are (1) Basic Sciences (25%); (2) Equipment, Instrumentation, and Technology
(15%); (3) Basic Principles of Anesthesia (30%); and (4) Advanced Principles of Anesthesia
(30%). (NBCRNA Self-Evaluation Exam Handbook) 2016.
B. Role of the Faculty
Faculty members assume a key role in the implementation and evaluation of the pre-
certification plan. In this role, course faculty is responsible for supervising the students as
they progress to full readiness for the NCE. Inherent in the faulty role is active
participation with students in the design and implementation of individualized plans to
insure success. It is of critical importance that the activities undertaken to assist students
with the NCE testing competence are documented. While the strategies that are utilized to
33
achieve these outcomes are at the discretion of the faculty member, the individual student
outcomes in relation to the NCE are directly attributable to the rigor with which elements
of the plan are upheld by the faculty. Course faculty members are responsible for
determining if a student has met the plan requirements for a given course.
C. Role of the Student
All elements of the NCE plan apply to nurse anesthesia students and all students are
expected to participate fully in its multiple dimensions and to comply fully with its
expectations. Inherent in the role that students assume in carrying out the parameters of
this plan is the responsibility to frequently communicate/interact with the academic advisor
in order to document progress and to define plans to improve outcomes. Students accept full
responsibility for assuming an active role in completing all components of the NCE success
plan and for following through with all recommendations given and requirements
determined. Students acknowledge that failure to adhere to the plan’s components will
have academic implications. Students will submit to the course faculty the required
elements of the NCE success plan for each course listed below. Specific criteria for
acceptable completion of requirements will be established by program faculty. Completion
of all NCE success plan elements is required for successful course completion. Failure to
complete the required elements in the specified time frame will result in course failure.
D. Courses with NCE Success Plan Requirements
Courses with NCE success plan elements are:
SPRING SEMESTER-FIRST YEAR
NU 568 Basics of Anesthesia
NU 600 Pharmacokinetics & Dynamics of Anesthesia Agents
NU 624 Chemistry & Physics Related to Anesthesia
SUMMER SEMESTER-FIRST YEAR
NU 658 Advanced Principles of Anesthesia I
NU 575 Pathologic Aspects of Disease II
FALL SEMESTER-FIRST YEAR
NU 668 Advanced Principles of Anesthesia II
SPRING SEMESTER-SECOND YEAR
NU 653 Clinical Practice III
SUMMER SEMESTER-SECOND YEAR
NU 654 Clinical Practice IV
FALL SEMESTER-SECOND YEAR
NU 655 Clinical Practice V
SPRING SEMESTER-THIRD YEAR
NU 656 Clinical Practice VI
NU 679 Senior Seminar
SUMMER SEMESTER-THIRD YEAR
NU 657 Clinical Practice VII
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The following statement is included in the course syllabus:
Compliance with all aspects of the NCE Success Plan is required.
Where the NCE success plan components are graded as part of a course, if the student has
not met the required parameters of the plan, a letter grade of “F” will be assigned.
E. End-of the NCE Success Plan Requirements
NCE Success Plan (Individual Courses)
The NCE Success Plan includes the following elements:
1. Focused review of the four major content areas of the NCE: 1) Basic Sciences,
2) Equipment, Instrumentation and Technology, 3) Basic Principles of Anesthesia,
4) Advanced Principles of Anesthesia
2. Remediation is critical to improving student performance and achieving a level of
proficiency that equates to success on the NCE. Students who review the remediation
rationale for all questions, those answered correctly and incorrectly. MSN students may be
asked to repeat Prodigy Anesthesia or Apex Anesthesia Review generated quizzes or
examination following faculty review. Post BSN to DNP students may be asked to repeat
Apex Anesthesia Review generated quizzes or examination following faculty review.
3. The NCE success plan begins in the spring semester of the first year.
Throughout the course of the program, each MSN student will successfully complete
content specific Prodigy Anesthesia or Apex Anesthesia Review quizzes or examinations
selected by course faculty. These quizzes or examinations will mirror the content presented
in each class during each semester. This is a required component in designated courses.
Throughout the course of the program, each Entry-Level BSN to DNP student will
successfully complete content specific Apex Anesthesia Review quizzes or examinations
selected by course faculty. These quizzes or examinations will mirror the content presented
in each class during each semester. This is a required component in designated courses.
4. MSN Students will take the SEE Exam for the first time during the Fall semester of
their second year.
5. DNP Students will take the SEE Exam for the first time during the Spring semester of
their second year.
6. MSN Students will take the SEE Exam for the second time during the Spring semester of
their third year.
7. DNP Students will take the SEE Exam for the second time during the Spring semester of
their third year.
8. Consistent with the NCE Success Plan, an onsite structured review requirement has
been added to assure a passing board score.
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The MSN Students in NU 657 will be required to attend an onsite structured review
provided by the nurse anesthesia faculty. The student will be required to sign in on campus.
This review is scheduled for one day a week.
The Entry-Level BSN to DNP Students in NU 657 will be required to attend an onsite
structured review provided by the nurse anesthesia faculty. The student will be required to
sign in on campus. This review is scheduled for one day a week.
F. End-of Program NCE Success Plan Elements
1. An individualized plan of study will be based on each student’s SEE results. The results of
the SEE help the student to identify their strengths and weaknesses before taking the NCE.
2A. For the MSN students, results from Prodigy Anesthesia and Apex Anesthesia Review
assessments will provide further detail enabling students and faculty to tailor personalized
plans of study based on the content areas of the NCE.
2B. For the Entry-Level BSN to DNP students, results from Apex Anesthesia Review
assessments will provide further detail enabling students and faculty to tailor personalized
plans of study based on the content areas of the NCE.
Content elements of the NCE are identified below:
(Adapted from the NBCRNA NCE Handbook, 2016)
Basic Sciences A. Anatomy, Physiology and
Pathophysiology 1. Cardiovascular a. Dysrhythmias b. Ischemic heart disease, angina c. Myocardial infarction d. Hypertension e. Congestive Heart Failure f. Endocarditis g. Valvular heart disease h. Cardiomyopathy i. Peripheral Vascular Disease j. Congenital Heart Disease k. Pericardial diseases 2. Respiratory a. Bronchitis b. COPD/emphysema c. Asthma d. Pneumonia e. Tuberculosis f. Pulmonary embolism g. COR Pulmonale h. Pulmonary hypertension i. Upper respiratory tract
infection j. Acidosis
Equipment, Instrumentation & Technology A. Anesthetic delivery
systems 1. High/low pressure gas
sources 2. Regulators/manifolds 3. Flowmeters, valves,
floats 4. Vaporizers 5. Proportioning systems 6. Pressure failure safety
devices 7. Fall safe devices 8. Ventilator 9. Carbon dioxide
absorbent 10. Anesthetic circuits a. Rebreathing, circle
system b. Non-rebreathing c. Modified non-
rebreathing 11. Pneumatic and
electronic alarm devices
Basic Principles of Anesthesia A. Preoperative
assessment and preparation of patient
B. Fluid/blood replacement
1. Fluid therapy (crystalloids and
colloids) 2. Hemotherapy
(blood component therapy)
C. Positioning (technique, physiologic alterations, complications)
1. Prone 2. Supine 3. Lithotomy 4. Lateral 5. Sitting 6. Beach Chair 7. Trendelenburg
Advanced Principles of Anesthesia A. Surgical procedures and
procedures related to organ systems
1. Intra-abdominal a. Gall bladder b. Liver c. Pancreas d. Spleen e. Stomach f. Renal g. Diaphragm h. Intestine i. Herniorrhaphy j. Bladder k. Abdominal/GYN l. Prostatectomy m. Laparoscopy n. Bariatrics 2. Extra thoracic a. Breast biopsy b. Mastectomy c. Plastic and/or
reconstructive 3. Extremities a. Lower
36
k. Adult respiratory distress l. Epiglottitis m. Sleep Apnea 3. Central Nervous System a. Seizures b. CVA c. Hydrocephalus d. Parkinson’s e. Multiple Sclerosis f. Myasthenia gravis g. Alzheimer’s/dementia h. Demyelinating disease i. Intracranial hypertension j. Intracranial tumor k. Intracranial aneurysm l. Autonomic hyperreflexia m. Neuropathy/myopathy n. Psychiatric disorders o. Cerebral palsy p. Spinal cord injury 4. Musculoskeletal a. Fractures b. Rheumatoid arthritis c. Lupus erythematosus d. Muscular dystrophy e. Scoliosis f. Malignant hyperthermia 5. Endocrine a. Diabetes mellitus b. Diabetes insipidus c. Hypo/Hyperthyroidism d. Cushing’s disease e. Addison’s disease f. Pituitary dysfunction g. Parathyroid dysfunction h. Pheochromocytoma i. Acromegaly j. Hypo/hyperaldosteronism 6. Hepatic a. Hepatitis b. Cirrhosis c. Porphyria d. Hepatic failure 7. Renal a. Kidney stones b. Acute renal failure c. Chronic renal failure d. Uremia e. Nephritis 8. Hematologic a. Anemia b. Sickle
cell/hemoglobinopathies c. Polycythemia d. Platelet disorders
B. Airway equipment 1. Face masks 2. Laryngoscope a. Rigid b. Flexible/fiberoptic c. Videoscope 3. Endotracheal tube 4. Endobronchial tube
including double lumen tubes
5. Airways a. Oral b. Nasal 6. Tracheostomy tubes 7. Laryngeal mask airway 8. Intubating laryngeal
mask airway 9. Jet ventilation 10. Lighted stylet 11. Other a. Retrograde wire b. Eschmann catheter c. Combitube d. Cook exchange
catheter C. Monitoring devices 1. Central nervous
system a. Evoked potential b. Intracranial pressure c. Modified EEG monitor
(BIS, PSArray) d. Cerebral oximetry 2. Cardiovascular a. Electrocardiogram b. Arterial pressure
monitoring c. Noninvasive blood
pressure monitoring d. Central venous
pressure monitoring e. Pulmonary artery
pressure monitoring/SvO2
f. Cardiac output g. Precordial/esophageal
stethoscope/Doppler 3. Pulmonary/airway
monitoring a. Capnography b. Airway gas analysis c. Pulse oximetry d. Airway pressure e. Blood gas analysis
8. Reverse Trendelenburg
D. Interpretation of data
1. Lab tests 2. Diagnostic data 3. Intraoperative
monitoring data E. Airway
management, including difficult airway
1. Mask 2. Cricothyrotomy 3. Fiber optics 4. Intubation 5. Supralaryngeal
management F. Local/regional
anesthetics (technique, physiologic alterations, complications)
1. Infiltration 2. Topical 3. Regional blocks a. Subarachnoid
block b. Epidural block c. Combined
spina;/epidural d. Caudal block e. Brachial plexus
block f. Airway blocks g. IV regional (bier)
block h. Retrobulbar/ peribulbar block i. Ankle block j. Digital block k. Wrist block l. Sciatic block m. Femoral block n. Popliteal block 4. Ultrasound
guided nerve block
5. Nerve stimulator guided nerve block
G. Monitored anesthesia care/conscious
b. Upper c. Total joint replacements d. Vein stripping 4. Genital and urologic a. Transurethral resection b. Cystoscopy c. Dilation and curettage d. Hysterectomy e. Hysteroscopy f. Anal/rectal g. Penis/testes 5. Head a. Extracranial (1) Cranioplasty (2) Rhizotomy (3) Ear (4) Eye (5) Face (6) Nose b. Intracranial (1) Decompression (burr holes) (2) Space-occupying
lesion (3) Vascular (4) Transsphenoidal
hypophysectomy (5) Stereotactic
procedures c. Oropharyngeal (1) Fractures (2) Reconstructive (3) Orthodontic/dental (4) Pharynx (5) Reconstructive and/or
plastic surgery 6. Intrathoracic a. diaphragm b. Esophagus c. Heart d. Lung e. Mediastinoscopy f. Thoracoscopy 7. Neck a. Cervical spine (anterior
and posterior approach)
b. Larynx/trachea c. Lymph node biopsies d. Parathyroid/thyroid e. Neck tumors f. Radical neck g. Rigid laryngoscopy h. Tracheotomy i. T & A
37
e. Hemophilia f. Von Willebrand’s disease g. Disseminated intravascular
coagulation 9. Gastrointestinal a. Peptic ulcer disease b. Ulcerative colitis c. Diaphragm atic hernia d. Hiatal hernia e. Gastroesophageal reflux
disorder (GERD) f. Gallstones/gall bladder
disease g. Pancreatitis h. Carcinoid Syndrome i. Pyloric Stenosis j. Bowel obstruction 10. Immune a. Allergic responses and
anaphylaxis b. AIDS/HIV c. Immuno suppression d. Latex allergy e. Sepsis f. Angioedema 11. Other Conditions a. Abnormal tests b. Cancer c. Glaucoma d. Thermoregulation e. Trauma f. Shock g. Substance abuse (alcohol,
tobacco, other) h. Airway difficulties i. Diagnostic data (1) Chest X-Ray (2) Pulmonary function tests (3) Echocardiogram (4) Cardiac catheterization (5) CAT/MRI (6) Ultrasound (7) Electrocardiogram (8) Stress Tests j. Burns B. Pharmacology 1. General Principles a. Pharmacodynamics b. Pharmacokinetics c. Anaphylaxis d. Drug interactions 2. Inhalation Anesthetics a. Nitrous oxide b. Isoflurane
4. Peripheral nerve stimulator
5. Urinary output monitoring
6. Temperature monitoring
7. Maternal/fetal monitoring
8. Others a. Fluid/blood warmers b. Forced air warming
blanket c. Heat and moisture
exchanger (HME) d. Blood salvage (cell
saver)
sedation H. Pain
management 1. Epidural
analgesia 2. Infiltration nerve
blocks 3. Intrathecal
narcotics 4. PCA management I. Other techniques 1. Hypotensive 2. Hypothermia J. Post-anesthesia
care/respiratory therapy
K. Pain theory (anatomy, physiology and pathophysiology)
8. Neuroskeletal a. Laminectomy b. Fusions c. Spinal cord procedures d. Surgical
sympathectomy e. Vertebroplasty 9. Vascular a. Carotid b. Thoracic c. Abdominal d. Upper extremity e. Lower extremity f. Porto-systemic shunts g. Renal artery h. Vena cava filter i. Endovascular
procedures 10. Diagnostic/ therapeutic a. Venous/arterial
catheterization b. Cardioversion c. CAT scan d. MRI e. Electroconvulsive
therapy f. Interventional radiology g. Electrophysiology h. Steroid therapy i. Radiation therapy k. Bronchoscopy l. Esophagoscopy/ gastroscopy 11. Management of other
complications a. Anesthetic b. Surgical 12. Other surgical
procedures a. Trauma b. Burns c. Resuscitation d. Pacemakers e. Lithotripsy f. Organ transplants g. Organ harvest (1) Living donor (2) Cadaver h. Laser B. Pediatrics 1. Anatomy, physiology
and pathophysiology a. Normal
38
c. Desflurane d. Sevoflurane 3. Intravenous Agents a. Barbiturates (1) Thiopental (2) Methohexital b. Opioid agonists (1) Morphine (2) Fentanyl (3) Alfentanil (4) Sufentanil (5) Meperidine (6) Remifentanil (7) Hydromorphone c. Opioid agonist antagonists (1) Nalbuphine (2) Butorphanol d. Benzodiazepines (1) Diazepam (2) Midazolam (3) Lorazepam e. Other sedative/hypnotics (1) Propofol (2) Ketamine (3) Etomidate f. Dexmedetomidine 4. Dexmedetomidine a. Procaine b. Chloroprocaine c. Tetra Caine d. Cocaine e. Benzocaine f. EMLA g. Bupivacaine h. Lidocaine i. Mepivacaine j. Ropivacaine 5. Muscle Relaxants a. Succinylcholine b. Pancuronium c. Vecuronium d. Atracurium e. Rocuronium f. Cisatracurlum 6. Antagonists a. Edrophonium b. Neostigmine c. Naloxone d. Flumazenil e. Pyridostigmine f. Physostigmine 7. Neuraxial Analgesics a. Opioids b. Clonidine 8. Anticholinergics/Cholinergic
b. Prematurity c. Congenital anomalies 2. Pharmacology 3. Anesthesia
techniques/procedures 4. Management of
complications C. Obstetrics 1. Anatomy, physiology
and pathophysiology 2. Pharmacology 3. Anesthesia
techniques/procedures a. Caesarean section b. Vaginal delivery c. Labor epidurals d. Intrathecal e. Postpartum tubal
ligation f. Vaginal after caesarean
birth g. High risk h. Non-obstetric surgery
in the parturient
39
agonists 9. Nonsteroidal anti-
inflammatory drugs 10. Miscellaneous oral
analgesics a. Acetaminophen b. Codeine c. Oxycodone d. Hydrocodone e. Tramadol 11. Sympathomimetic 12. Digitalis and related drugs 13. Alpha and beta receptor
antagonists 14. Antihypertensive a. Sympatholytic b. Clonidine c. ACE inhibitors d. Angiotensin II receptor
inhibitors e. Nitro vasodilators f. Nitric oxide 15. Antidysrhythmics 16. Calcium channel blockers 17. Bronchodilators 18. Psychopharmacologic
therapy a. Selective serotonin reuptake b. Tricyclic antidepressants c. MAO inhibitors d. Lithium 19. Prostaglandins 20. Histamine receptor
antagonists 21. Serotonin Antagonists 22. Insulin 23. Oral hypoglycemic 24. Diuretics 25. Antacids 26. Gastrointestinal prokinetic
medications 27. Anticoagulants a. Heparin b. Heparin reversal protamine c. Low molecular weight
heparins d. Oral anticoagulants e. Oral anticoagulants reversal f. Thrombolytics g. Thrombin inhibitors 28. Antimicrobials 29. Chemotherapeutics 30. Antiepileptic drugs including
gabapentin 31. Antiparkinsonian drugs
40
32. Drugs used to treat lipid 33. Herbal remedies and dietary
supplements 34. Minerals and electrolytes 35. Dantrolene 36. Corticosteroids 37. Tocolytics 38. Uterotonics C. Applied chemistry,
biochemistry, physics 1. Chemistry a. Aqueous solutions and
concentrations b. Acids, bases and salts 2. Biochemistry a. Hepatic metabolism b. Cellular mechanisms for
action c. Drug receptor interaction 3. Physics a. Units of measurement b. Gases and gas laws c. Solubility, diffusion and
osmosis d. Pressure and fluid flow e. Electricity and electrical safety f. Vaporization and
humidification g. Measurement of oxygen,
carbon dioxide and hydrogen ion
41
APEX ANESTHESIA SOFTWARE PROGRAM PLAN
Purpose
The APEX program is an evidence-based approach that gives the learner the depth of
knowledge needed to answer the toughest questions, and they are taught in a way that
improves recall when it matters most.
Students will be able to apply what they have learned to a wide variety of testing
situations-not just memorized material.
Materials Provided
The software provides students with an organized and structured blueprint that
takes them from SRNA to CRNA
40 Question-Guided Tutorials
40 Printable Workbooks that coincide with each tutorial (over 500 pages total)
36 Review Exams
4 Full-length Practice Exams to complete in Study Mode or Simulation Mode
Over 1,700 questions and 850 pages of high-yield study material
650+ Full Color illustrations and tables
All of the question types on boards: hotspot, drag and drop, calculation, multiple
choice, and multiple response
New content added every few weeks
Crystal clear teaching that enhances understanding
Analytics that identify your strengths and weaknesses
Updated references to the textbooks listed in the NCE bibliography
Computer and tablet access to the entire course
Smartphone access to the review exams and full-length practice exams
42
Course Terminology
Tutorial
Serves as a textbook chapter.
Each topic introduced with a board-type question, then followed with a high-yield
explanation of everything you need to know about the specific topic.
Practice questions come before the review material, these questions serve as a pre-
test the first time they go through them. Their scores reflect baseline knowledge.
Workbook
Workbooks are designed to help students become actively engaged with the material
they learned in APEX.
There is a workbook that corresponds with each tutorial.
Review Exam
Reinforce what students learned in the tutorials, and they also introduce a few new
concepts not covered in tutorials.
Review exams can be done on smartphones, so students have an alternate method
from which to study.
Mock Exams
Comprehensive practice exams that are designed to mimic boards.
Study Mode—Each question followed by a rationale.
Simulation Mode—A realistic representation of the National Certification Exam.
Progress Report
Students can compare scores to over 2,500 other students using APEX.
Use as a gauge to determine how well they understand each content area. If scoring
above mean, they’re doing well.
Recommended that students revisit questions that they missed after they complete a
tutorial, review exam, or mock exam.
Course Content
43
Unit 1: Respiratory
Unit 2: ANS
Unit 3: Cardiovascular
Unit 4: Pharmacology I
Unit 5: Pharmacology II
Unit 6: Equipment and Monitors
Unit 7: Neuro
Unit 8: Regional Anesthesia
Unit 9: Fluids & Blood
Unit 10: Kidney, Liver & Endocrine
Unit 11: Across the Lifespan
Unit 12: Miscellaneous Topics
Unit 13: Mock Exams
Unit 14: Mobile Flashcards: works from smart phone, provides students with essential content
Workbooks
There are 500+ pages of printable worksheets to help students actively engage with
the content their learning in APEX.
Workbooks can be used in two ways:
Complete a workbook as they progress through the corresponding tutorial.
If they have mastered the workbook they can attempt to complete the workbook
from memory.
Progress Report
Students will be able to see all their scores and exam dates on a graph. This will show how
they have performed over time.
Resources
Anesthesia related websites
Help Center
44
Provided on website if problem not resolved can contact the administrators.
School Exams
Password protected exams provided on separate website. Faculty will provide students with
passwords.
Courses with APEX Content
NU 568 Basic Principles of Anesthesia
Unit 1: Respiratory
o Lesson IV: Airway Management
Unit 6: Equipment & Monitors
o Anesthesia Machine
o Breathing Circuits
o Monitoring 1: Respiratory
o Monitoring IV: Misc. Monitors & Equipment
Unit 12: Miscellaneous Topics
o Chemistry & Physics
o Positioning & Nerve Injury
o Complete Unit 1 and 6 Review Exams (10)
o Complete Unit 12 review exams (3)
NU 600 Pharmacokinetics and Dynamics of Anesthesia Drugs
Unit 4: Pharmacology I
o Pharmacokinetics
o Pharmacodynamics
o IV Anesthetics
o Volatile Anesthetics I: Pharmacokinetics
o Volatile Anesthetics II: Pharmacodynamics
Unit 5: Pharmacology II
o Local Anesthetics
o Neuromuscular Blockers
o Neuromuscular Blockers Reversal Agents
o Opioid Agonists and Antagonists
o Complete Units 4 and 5 review exams (8)
45
NU 575 Pathologic Aspects of Disease II
Unit 7: Musculoskeletal Diseases
Unit 10: Kidney, Liver, Endocrine
o Kidney
o Liver
o Complete Unit 7 and 10 review exams (7)
NU 658 Advanced Principles of Anesthesia I
Unit 10: Kidney, Liver, Endocrine
o Endocrine
o Unit 3: Cardiovascular
o Cardiac III: Pathophysiology
o Cardiac II: Valvular Heart Disease
o Unit 8: Regional Anesthesia I: Neuraxial
o Complete Unit 3 and 8 review exams (6)
NU 668 Advanced Principles of Anesthesia II
Unit 10: Kidney, Liver, Endocrine
Unit 11: Across the Lifespan
o Obstetrics
o Neonate I: A&P
o Neonate II Emergencies
o Neonate III Congenital Heart Disease
o Pediatrics
o Geriatrics
Unit 3: Cardiovascular
o Cardiac II: Valvular Heart Disease
o Complete unit 11 review exams (3)
NU 653 Clinical Practice III
Complete workbooks 1, 2, 3, 4
When complete submit to NAP faculty for review
Complete Mock Exam I: Study Mode
NU 654 Clinical Practice IV
46
Complete workbooks 5,6, 7
When complete submit to NAP faculty for review
Complete Mock Exam II: Study Mode
NU 655 Clinical Practice V
Complete workbooks 8, 9
When complete submit to NAP faculty for review
Complete Mock Exam III: Study Mode
Complete password protected mid-term exam
NU 656 Clinical Practice VI
Complete workbooks 10, 11,12
When complete submit to NAP faculty for review
Complete Mock Exam IV: Study Mode
NU 657 Clinical Practice VII
Complete Mock Exams I,2,3,4: simulation mode
Complete comprehensive password protected final exam.
47
48
Section 8
49
50
THOMAS JEFFERSON UNIVERISTY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
END OF COURSE EVALUATION: COURSE
1. Class content correlated with course objectives.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
2. Course assignments facilitated meeting the course objectives.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
3. Course assignments were clear.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
4. Course readings enhanced my comprehension of the course content.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
51
5. Professional nursing standards and guidelines were fostered.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
6. The course content enabled me to apply theory to practice.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
7. The course content enhanced my critical thinking skills (application and analysis of
information)
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
8. Audio-visual hardware and software, including Blackboard Learn features, were
adequate for learning.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
52
9. Library resources, personnel, and Jeffline were adequate for student learning.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
10. Computer resources such as: Blackboard Learn and Adobe Connect supported student
learning.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
11. Please provide constructive feedback for the course in the space provided below.
Answer:
53
JEFFERSON COLLEGE OF NURSING
THOMAS JEFFERSON UNIVERSITY
END OF COURSE EVALUATION: FACUTY
Rate the following course faculty statements using the most appropriate answer.
1. The faculty was able to adequately interest and motivates the students to attain knowledge of the subject matter.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
2. The faculty used a variety of instructional strategies.
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
3. The faculty was able to adequately prepare and use instructional materials (including
blackboard learn features and other supplemental media).
a. Strongly agree
b. Agree
c. Neither Agree nor Disagree
d. Disagree
e. Strongly Disagree
f. Not Applicable
Answer: _____
4. Please provide constructive feedback for faculty in the space provided below.
Answer:
54
Section 9
55
56
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY ON CLINICAL SUPERVISION/INSTRUCTION
The Jefferson College of Nursing’s Nurse Anesthesia Program complies with the Council on
Accreditation’s 2018 definition of clinical supervision restricting the clinical supervision and
instruction of students in anesthetizing locations to only CRNA’s and/or anesthesiologists with
staff privileges who are immediately available in all clinical areas. The program also restricts
clinical supervision in non-anesthetizing areas to credentialed experts who are authorized to
assume responsibility for the student. Students should never be supervised by a resident or
fellow.
Students who are in the clinical area during their first and second clinical semester will be
under the direct supervision of either a board-certified anesthetist or certified registered nurse
anesthetist (CRNA) in a one-to-one teacher/student ratio. These students may sometimes be
“paired” with students who are completing their last semesters if a particular case is
interesting or complex, but these “older” students will never be there to supervise a “younger”
student. Students may also be assigned to an operating room in which an anesthesiology
resident may also be assigned. On these occasions, the anesthesiologist of record will be
responsible for supervising the nurse anesthesia student. The resident will never be expected
to assume that responsibility.
This policy also limits the maximal student/faculty ratio in the clinical area 2:1. Students will
usually be assigned to a CRNA who has no other responsibility other than to supervise and/or
instruct the student assigned to them. At some of our institutions, students in their last
semesters may be assigned a room with an anesthesiologist who may also be responsible for
another room staffed by a CRNA. When this occurs, the anesthesiologist must be immediately
available to the nurse anesthesia student at all times.
As the student becomes more skilled in delivering anesthesia care, clinical supervision will be
based on the students’ knowledge and ability, the physical status of the patient, the
complexity of the anesthetic and/or surgical procedure and the comfort level and experience of
the instructor.
The program placed great value on the quality of instruction afforded students in the clinical
area and recognizes that mentoring of students very often exceeds the student’s need to be
supervised. Therefore, it encourages CRNA’s to remain in the room with students so they can
observe their problem solving skills, challenge them intellectually, answer their questions and
most importantly, assure the safety of the patient.
57
58
Section 10
59
60
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY ON LICENSURE OF NURSE ANESTHESIA STUDENTS AND LICENSURE
AND CERTIFICATION/RECERTIFICATION OF NURSE ANESTHESIA PROGRAM
FACULTY AND CLINICAL FACULTY BY THE NBCRNA The Program Director or his/her designee will ensure that the following documents are current:
Current RN license and CRNA certification card for all nurse anesthesia program
faculty (in the JCN faculty files)
Current RN license for all students enrolled in the program (in the JCN student files)
Current BLS/ACLS certification for all students (in the JCN student files)
Current PALS certification for all students (in the JCN student files)
Current resume, RN license and CRNA certification card for all nurse anesthesia
program clinical site coordinators (in the JCN faculty files)
The program director or his/her designee will rely on the clinical site coordinators to put in
place a mechanism whereby they can periodically assess the currency of the CRNA clinical
faculty RN licenses and CRNA certifications.
No student will be permitted in a clinical site if their license has expired and will be
responsible for making up any clinical time they miss while they are waiting for renewal of
their license.
No student will be permitted to go to their pediatric rotation if their PALS certification is
not current.
Please note it is a JCN and a COA requirement that all licenses and certifications are kept
on file and valid at all times.
61
62
Section 11
63
64
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY FOR CLINICAL ASSIGNMENT
1. Students will be placed at clinical sites on an individual basis.
2. Certain clinical sites will require a second interview after the student has been
accepted into the program. The decision of the clinical site does not affect the
student’s enrollment into the program.
a. Determination of acceptance into a clinical site is based upon acuity of the
site and the student’s previous ICU experience.
3. All newly accepted out of state students are required to check with the program
director before making a decision on relocation. The program will make all efforts to
assign a student close to his/her residence; however, students may be placed at a
clinical site up to 1.5 hours away from Jefferson. Please refer to the Jefferson College of
Nursing, Nurse Anesthesia website for a listing of clinical sites and mileage.
4. All students are required to provide their own mode of transportation to and from
the clinical site.
5. All students are required to have current NJ, DE and PA RN licenses prior to the
start of the program. All clinical time missed will need to be made up by the student.
6. All students are required to comply with the clinical site’s rules, regulations, and
hospital policies. This may include, but is not limited to.
a. Departmental meetings
b. Student development activities
c. Additional readings
d. Additional care plans
e. Assignments
f. Pre/Post-Operative Rounds
g. Submission of student formative evaluations as per clinical site protocol
7. All students are required to prepare for clinical by way of anesthesia care plan daily.
a. First year students are required to complete an anesthesia care plan for all
assigned cases for the day.
b. Students will not be held responsible for assignments that are changed on that
day, but may be asked to research a procedure prior to the start of the case.
65
c. Second year students are required to complete at least one anesthesia care
plan daily for specialty cases.
d. Second and Third year students are expected to give a verbal anesthesia care
plan, but may choose to write a daily care plan if they prefer.
e. All students are required to have the clinical faculty complete at least one
formative evaluation daily.
66
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY FOR CLINICAL RE-ASSIGNMENT
If a clinical site deems a re-assignment is necessary, the clinical coordinator must contact the
program director in writing and request a re-assignment for the student, followed by a meeting.
67
68
Section 12
69
70
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
ANESTHESIA CARE PLAN
DATE PREOP DIAGNOSIS M / F
AGE
ALLERGIES
PROPOSED SURGERY ELECTIVE / ER
ANATOMICAL POSITIONING NPO SINCE ASA
PHYSICAL EXAM: B/P (RANGE) P R T SaO2_______ HT_______WT______kg
AIRWAY: CLASS / MO / TM NECK MOVEMENT DENTAL
SYSTEMS REVIEW:
RESP:
CV:
CNS:
HEP/RENAL:
ENDOCRINE:
GI:
LABS:
Hgb_____Hct______Plat_____
Lytes: Na_____K______
Cl_____CO2_____
Bun_____Creat_____
Other:
BLD TYPE_______T&C_______
EKG
71
OTHER: CXR
PREOP INSTRUCTIONS:
MEDICATIONS:
PRIOR ANESTHESIA HISTORY:
ANESTHETIC IMPLICATIONS
A. PATHOPHYSIOLOGY:
B. SURGICAL PROCEDURE:
C. SURGICAL POSITIONING:
D. OTHER CONCERNS:
72
TECHNIQUE CHOSEN: GEN REG MAC: REASONING:
SPECIAL EQUIPMENT / INVASIVE LINES
REASONING:
73
PHARMACOLOGIC PLAN
INDUCTION
REASONING
INTUBATION
REASONING
MAINTENANCE
REASONING
EMERGENCE
REASONING
FLUID MANAGEMENT
EBV
ABL 30 MAINT DEFICIT 3rd SPACE
74
CASE MANAGEMENT
EBL
FLUIDS BLOOD COMPONENTS
PROBLEMS ENCOUNTERED
PROBLEM SOLUTION/REASONING OUTCOME
1.
2.
POSTOPERATIVE PROBLEMS / CONCERNS:
75
76
Section 13
77
78
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY AND PROCEDURE FOR CONDUCTING PRE-OPERATIVE ROUNDS
Policy:
Students assigned to participate in the anesthesia care of a patient are to conduct a
preoperative visit and/or review of the patient’s hospital records whenever possible and
document this activity on their Anesthesia Care Plan. Students are to follow the off-campus
clinical site’s policies concerning making preoperative comments on the student’s form prior
to administering anesthesia to a patient if they did not conduct an appropriate pre-
anesthesia evaluation.
Procedures:
Students are expected to conduct pre-anesthetic visits on patients assigned to them
if the patient is in-house and complete an Anesthesia Care Plan.
Students assigned to patients admitted to the Short Procedure Unit or Same Day
Surgery Unit will conduct a preoperative visit in the particular unit (if their OR
assignment permits) or will conduct the visit and review their charts in the
Operating Room.
Under no circumstances shall students become involved with the anesthetic care of a
patient without having the opportunity to first review the patient’s hospital records.
If students are unable to see their in-house patients, they are to employ the Same
Day Surgery/Short Procedure Unit preoperative protocol.
Students shall utilize the protocol and format of their Anesthesia Care Plan to
conduct all preoperative visits.
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY AND PROCEDURE FOR CONDUCTING POST-OPERATIVE ROUNDS
Policy:
All patients receiving any anesthesia service shall be seen by at least one member of the
anesthesia care team within twenty four hours. A note shall be placed in the designated
area of the patient’s chart documenting that this visit has occurred. All nurse anesthesia
students shall make at least one post-anesthesia visit on patient to whom they have
provided anesthesia care.
Procedures:
Post-anesthesia notes are to be written within 48 hours of surgery if a patient is still
hospitalized
Post-anesthesia notes are to be written within 12 hours of surgery if patient is a
23-hour admission
Post-anesthesia notes are written prior to the patient leaving the PACU or Short
Procedure Unit or Same Day Surgery Unit for ambulatory surgical patients.
These notes are to be written on the patient’s chart according to the off-campus
clinical site’s protocol
The patient must be visited and interviewed and the chart reviewed for pertinent
post-operative data
The post-operative note should be written under the title post-anesthetic note and
should contain at least the following information:
Date and time of visit
Number of visit (if appropriate)
State of consciousness (if general anesthesia was administered)
Most recent and/or average range of post-operative vital signs
Pertinent laboratory/medical/x-ray findings which relate to anesthesia recovery
Sequelae associated/related to the anesthesia
Sequelae associated/related to the surgery
Patient Comments/complaints
Patient’s satisfaction/dissatisfaction with anesthesia care
Remedial actions taken (if appropriate)
The post-operative note must be signed by name and title
Abnormal findings are to be reported immediately to either the Anesthesiologist or
CRNA involved in the case
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Section 14
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
GUIDELINES FOR ON-CALL ROTATION
Students on-call will always be under the supervision of either and anesthesiologist
or a CRNA
Students may be assigned to a 24-hour call experience; however a student is not
permitted to provide direct patient care for a period longer than 16 continuous hours
Students will not be permitted to undertake any level of anesthesia care without the
expressed knowledge, consent and presence of either and anesthesiologist or CRNA
Students will be expected to function on-call at a level consistent with their level of
nursing and anesthesia ability, as well as the health of the patient and complexity of the
surgical/anesthesia procedures
Students will not be permitted to leave the clinical area unless they have asked and
received permission to do so from the anesthesia clinical director of the operating room
and/or the senior members of the on-call team
Students on-call shall maintain constant tele-communication and/or beeper contact with
the senior members of the on-call team
Students will not be assigned a call shift preceding any class day
Students will not be permitted to leave the institution for any reason while they are on-call
Students will complete tasks assigned by on-call personnel and report any problems
they may encounter to the on-call personnel
Call schedules will be made one month ahead of time so students can plan outside
activities around their call schedules, any schedule conflicts or requests need to be
submitted one month in advance
Students assigned to call on Saturday or Sunday will receive a compensation day
The student’s average time commitment will be monitored by a time activity study
If students become ill and cannot take call, they must inform the program directors and
their CRNA clinical coordinator as soon as possible
If students cannot take their assigned call because of illness, they will be assigned
another on-call day at the discretion of the CRNA clinical coordinator
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84
Section 15
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
FORMATIVE EVALUATION LEVEL I (NU 651)
Clinical Progression Scale: Novice Assisted (2)
Acceptable (1)
Dependent (0)
Not Observed (NO)
*Critical Outcomes
CLINICAL OBJECTIVE Rating Comments
A. *Pre-anesthetic assessment: Student conducts and records a patient
interview/assessment and contacts CRNA/MD staff prior to case to discuss
anesthetic plan.
B. Student verbalizes rationale for anesthetic plan of choice and revises this
plan as needed.
C.*Room preparation: Organizes resources, equipment is available, anesthetic
agents and adjuncts selected are available and machine/monitors checked
and functioning.
D. Patient preparation: Skillfully places pre-op IV/ART/CVP/PA
lines/monitors appropriate to their level of clinical experience and needs of
the case.
E.*Positioning: Insures patient safety by properly positioning patient and
continually monitors integrity of positioning throughout the case.
F. Induction: Demonstrates skill in selection of induction agents, administration
of induction agents, and airway management after agents are delivered.
G. Maintenance: Demonstrates skill in delivering anesthetic care based on the
needs of a particular case and appropriately adjust plan as needed.
H.*Fluid management: Prepares hour to hour fluid management strategy prior
to case. Continually monitors and corrects intra-op fluid therapy.
I. Emergence: Demonstrates skill in caring for patient on emergence from
anesthesia including airway management, pain management, and criteria for
extubation as needed.
J. Exit and Report: Demonstrates skill in transporting a patient safely out of OR
to PACU/ICU/CCU. Gives a detailed report of perioperative events to
PACU/ICU/CCU nurses.
K. Monitoring: Maintains accurate and legible anesthetic record
perioperatively. Anesthesia area is clean and organized with adjuncts easily
accessible.
L. Postoperative monitoring: Evaluates outcome of anesthetic. Communicates
with CRNA/MD staff of untoward events or outcomes immediately.
SRNA:
CRNA:
SITE:
87
M. *Personal attributes: Demonstrates professional responsibility as evidenced
by good communication skills with all members of the health care team,
shows up to clinic on time, and participates in clinical lectures or grand
rounds (when appropriate).
Student Evaluation by CRNA/Anesthesiologist:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student’s Knowledge Gained/Comments (Mandatory):
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Preparation-Summative evaluation
Clinical objectives
Outcomes: 1-7
Preparation Formative Evaluation
Clinical objectives
Outcomes: A-E
Intraoperative- Summative
Clinical Objectives
Outcomes: 1-20
Intraoperative- Formative
Clinical Objectives
Outcomes: C-L
Interpersonal- Summative
Clinical Objectives
Outcomes: 1-10
Interpersonal- Formative
Clinical Objectives
Outcomes: M
*See corresponding Outcomes for the Formative and Summative evaluations found in your student
handbook for detailed descriptions.
Developed & Approved: Curriculum Committee & NEC 11/2007
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
FORMATIVE EVALUATION LEVEL II (NU 652)
Clinical Rating Scale: Advanced Assisted (3)
Novice Assisted (2)
Acceptable (1)
Dependent (0)
Not Observed (NO)
*Critical Outcomes
CLINICAL OBJECTIVE Rating Comments
A. *Pre-anesthetic assessment: Student conducts and records a patient
interview/assessment and contacts CRNA/MD staff prior to case to discuss
anesthetic plan.
B. Student verbalizes rationale for anesthetic plan of choice and revises this
plan as needed.
C.*Room preparation: Organizes resources, equipment is available, anesthetic
agents and adjuncts selected are available and machine/monitors checked and
functioning.
D. Patient preparation: Skillfully places pre-op IV/ART/CVP/PA
lines/monitors appropriate to their level of clinical experience and needs of
the case.
E. Positioning: Insures patient safety by properly positioning patient and
continually monitors integrity of positioning throughout the case.
F. Induction: Demonstrates skill in selection of induction agents, administration
of induction agents, and airway management after agents are delivered.
G. Maintenance: Demonstrates skill in delivering anesthetic care based on the
needs of a particular case and appropriately adjust plan as needed.
H.*Fluid management: Prepares hour to hour fluid management strategy prior
to case. Continually monitors and corrects intra-op fluid therapy.
I. Emergence: Demonstrates skill in caring for patient on emergence from
anesthesia including airway management, pain management, and criteria for
extubation as needed.
J. Exit and Report: Demonstrates skill in transporting a patient safely out of OR
to PACU/ICU/CCU. Gives a detailed report of perioperative events to
PACU/ICU/CCU nurses.
K. Monitoring: Maintains accurate and legible anesthetic record
perioperatively. Anesthesia area is clean and organized with adjuncts easily
accessible.
L. Postoperative monitoring: Evaluates outcome of anesthetic. Communicates
with CRNA/MD staff of untoward events or outcomes immediately.
SRNA:
DR/CRNA:
SITE:
DATE:
89
M. *Personal attributes: Demonstrates professional responsibility as evidenced
by good communication skills with all members of the health care team,
shows up to clinic on time, and participates in clinical lectures or grand
rounds (when appropriate).
Student Evaluation by CRNA/Anesthesiologist:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student’s Knowledge Gained/Comments (Mandatory):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Preparation-Summative evaluation
Clinical objectives
Outcomes: 1-7
Preparation Formative Evaluation
Clinical objectives
Outcomes: A-E
Intraoperative- Summative
Clinical Objectives
Outcomes: 1-20
Intraoperative- Formative
Clinical Objectives
Outcomes: C-L
Interpersonal- Summative
Clinical Objectives
Outcomes: 1-10
Interpersonal- Formative
Clinical Objectives
Outcomes: M
*See corresponding Outcomes for the Formative and Summative evaluations found in your student
handbook for detailed descriptions.
Developed & Approved: Curriculum Committee & NEC 11/2007
90
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
FORMATIVE EVALUATION LEVEL III-VIII
(NU 653-NU 657)
Clinical Progression Scale: Independent (5) Novice Assisted (2)
Advanced (4) Acceptable (1)
Advanced Assisted (3) Dependent (0)
Not Observed (NO)
*Critical Outcomes
CLINICAL OBJECTIVE Rating Comments
A.*Pre-anesthetic assessment: Student conducts and records a patient
interview/assessment and contacts CRNA/MD staff prior to case to discuss
anesthetic plan.
B. *Student verbalizes rationale for anesthetic plan of choice and revises this
plan as needed.
C. Room preparation: Organizes resources, equipment is available, anesthetic
agents and adjuncts selected are available and machine/monitors checked and
functioning.
D. Patient preparation: Skillfully places pre-op IV/ART/CVP/PA
lines/monitors appropriate to their level of clinical experience and needs of
the case.
E.*Positioning: Insures patient safety by properly positioning patient and
continually monitors integrity of positioning throughout the case.
F. *Induction: Demonstrates skill in selection of induction agents,
administration of induction agents, and airway management after agents are
delivered.
G. *Maintenance: Demonstrates skill in delivering anesthetic care based on the
needs of a particular case and appropriately adjust plan as needed.
H. Fluid management: Prepares hour to hour fluid management strategy prior to
case. Continually monitors and corrects intra-op fluid therapy.
I. *Emergence: Demonstrates skill in caring for patient on emergence from
anesthesia including airway management, pain management, and criteria for
extubation as needed.
J. Exit and Report: Demonstrates skill in transporting a patient safely out of OR
to PACU/ICU/CCU. Gives a detailed report of perioperative events to
PACU/ICU/CCU nurses.
K. Monitoring: Maintains accurate and legible anesthetic record
perioperatively. Anesthesia area is clean and organized with adjuncts easily
accessible.
L. Postoperative monitoring: Evaluates outcome of anesthetic. Communicates
with CRNA/MD staff of untoward events or outcomes immediately.
SRNA:
DR/CRNA:
SITE:
DATE:
91
M.*Personal attributes: Demonstrates professional responsibility as evidenced
by good communication skills with all members of the health care team,
shows up to clinic on time, and participates in clinical lectures or grand
rounds (when appropriate).
Student Evaluation by CRNA/Anesthesiologist:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student’s Knowledge Gained/Comments (Mandatory): __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Preparation-Summative evaluation
Clinical objectives
Outcomes: 1-7
Preparation Formative Evaluation
Clinical objectives
Outcomes: A-E
Intraoperative- Summative
Clinical Objectives
Outcomes: 1-20
Intraoperative- Formative
Clinical Objectives
Outcomes: C-L
Interpersonal- Summative
Clinical Objectives
Outcomes: 1-10
Interpersonal- Formative
Clinical Objectives
Outcomes: M
*See corresponding Outcomes for the Formative and Summative evaluations found in your student
handbook for detailed descriptions.
Developed & Approved: Curriculum Committee & NEC 11/2007
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Section 16
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY ON ASSESSMENT OF STUDENT CLINICAL PERFORMANCE
Clinical Semester Performance
Students will receive a pass/fail grade for the clinical semester. This grade is based on
Semester I, II, III, IV, V, VI, VII & VIII (graduating classes of 2018 & 2019) clinical and
specialty rotations’ Outcome Assessment tool which is completed by the staff CRNAs and
staff Anesthesiologists. This grade is based on Semester I, II, III, IV, V, VI, VII & VII
(graduating class of 2020) clinical and specialty rotations’ Outcome Assessment tool
which is completed by the staff CRNAs and staff Anesthesiologists. Information obtained
provides the faculty with information on whether a student has successfully met the
clinical learning outcomes expected at the end of the semester. Student’s grade will also
be based on information completed by the preceptors from the student’s daily formative
and end of semester summative evaluations, which includes preparation of a daily
Anesthetic Care Plan and rated on a progression scale of 0 to 5 for the clinical
learning outcomes.
If throughout the program a student receives formative and/or summative evaluations
that have a progression scale that is below what is required for their time in the
program, the student will be counseled and placed on clinical jeopardy. By the end of the
semester, the student must achieve the clinical learning outcomes required for both the
formative evaluations and summative evaluation of the semester in jeopardy, and the
current semester. If the student has not accomplished these outcomes, the student will
receive a failing grade in the clinical area which constitutes dismissal from the program.
A student can receive a failing grade (and be dismissed) for the clinical component if the
student does not meet 80% of the *critical outcomes highlighted specifically for their
level in the program.
Levels of progression
Clinical Semester I (First Year, Spring Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 1. Below a score of
1 is unacceptable and the student will placed on clinical jeopardy and have one semester to
improve. The student must also meet the learning outcomes for the current semester.
Clinical Semester II (First Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 2. Below a score of
2 is unacceptable and the student will placed on clinical jeopardy and have one semester
to improve. The student must also meet the learning outcomes for the current semester.
A score of 1 or below constitutes failure to progress and dismissal from the program.
95
Clinical Semester III (Second Year, Fall Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 3 for this level
in the program. Below a score of 3 is unacceptable and the student will be placed on
clinical jeopardy and have one semester to improve. The student must also meet the
learning outcomes for the current semester. A score of 2 or below constitutes failure to
progress and dismissal from the program.
Clinical Semester IV (Second Year, Spring Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 3 for level in the
program. Below a score of 3 is unacceptable and the student will be placed on clinical
jeopardy and have one semester to improve. The student must also meet the learning
outcomes for the current semester. A score of 2 or below constitutes failure to progress
and dismissal from the program.
Clinical Semester V (Second Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 for level in the
program. Below a score of 4 is unacceptable and the student will be placed on clinical
jeopardy and have one semester to improve. The student must also meet the learning
outcomes for the current semester. A score of 3 or below constitutes failure to progress
and dismissal from the program.
Clinical Semester VI (Third Year, Fall Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 for level in the
program. Below a score of 4 is unacceptable and the student will be placed on clinical
jeopardy and have one semester to improve. The student must also meet the learning
outcomes for the current semester. A score of 3 or below constitutes failure to progress
and dismissal from the program.
Clinical Semester VII (Third Year, Spring Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 to 5 for level
in the program. Below a score of 4 is unacceptable and the student will be placed on
clinical jeopardy and have one semester to improve. The student must also meet the
learning outcomes for the current semester. A score of 3 or below constitutes failure to
progress and dismissal from the program.
Clinical Semester VIII (Third Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 to 5 for level in the
program. Below a score of 4 is failure to progress and requires dismissal from the program.
(DNP – Class of 2020)
Clinical Semester I (First Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 1. Below a score of
1 is unacceptable and the student will placed on clinical jeopardy and have one semester
to improve. The student must also meet the learning outcomes for the current semester.
96
Clinical Semester II (Second Year, Fall Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 2. Below a score of
2 is unacceptable and the student will placed on clinical jeopardy and have one semester
to improve. The student must also meet the learning outcomes for the current semester.
A score of 1 or below constitutes failure to progress and dismissal from the program.
Clinical Semester III (Second Year, Spring Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 3 for this level
in the program. Below a score of 3 is unacceptable and the student will be placed on
clinical jeopardy and have one semester to improve. The student must also meet the
learning outcomes for the current semester. A score of 2 or below constitutes failure
to progress and dismissal from the program.
Clinical Semester IV (Second Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 3 for level in the
program. Below a score of 3 is unacceptable and the student will be placed on clinical
jeopardy and have one semester to improve. The student must also meet the learning
outcomes for the current semester. A score of 2 or below constitutes failure to progress
and dismissal from the program.
Clinical Semester V (Third Year, Fall Semester) – Forms for both formative and summative
evaluation must have an average equal to or greater than 4 for level in the program. Below a
score of 4 is unacceptable and the student will be placed on clinical jeopardy and have one
semester to improve. The student must also meet the learning outcomes for the current
semester. A score of 3 or below constitutes failure to progress and dismissal from the program.
Clinical Semester VI (Third Year, Spring Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 for level in the
program. Below a score of 4 is unacceptable and the student will be placed on clinical
jeopardy and have one semester to improve. The student must also meet the learning
outcomes for the current semester. A score of 3 or below constitutes failure to progress
and dismissal from the program.
Clinical Semester VII (Third Year, Summer Semester) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 to 5 for level in
the program. Below a score of 4 requires dismissal from the program.
Specialty Rotations ( begins the second academic year) – Forms for both formative and
summative evaluation must have an average equal to or greater than 4 to 5 for level in the
program. Below a score of 3 is unacceptable and the student will be placed on clinical jeopardy.
A score of 2 or below is failure to progress and requires dismissal from the program.
97
Clinical Progression Scale and Definitions:
Independent (5): Demonstrates a high level of independence in managing cases without
cues from staff. Demonstrates excellence in integrating didactic knowledge with the clinical
setting and verbalizing rationale. Able to formalize an anesthetics care plan specific to meet
the physiologic needs of the patient for ASA 3 & 4. Provides safety, accuracy, organization
and confidence in the delivery of anesthesia. Able to take ownership of the case.
Advanced (4): Demonstrates some independence with managing cases with the minimal
cues from staff. Able to integrate didactic knowledge toward type of surgery, patient’s
physiologic state, and formalize an advanced anesthetic care plan for ASA 3 & 4. Able to
take ownership of the case. Provide safety, accuracy, organization and confidence in the
delivery of an anesthetic.
Advanced Assisted (3): Provides care that is safe and accurate but may lack organization.
Able to integrate didactic knowledge specific to surgical procedures, patients’ physiological
state, and formalize a plan which includes ASA 1 & 2. May require some direction with
prioritizing tasks, but is able to complete the task in a timely manner. Starting to take
ownership of the case.
Novice Assisted (2): Provides care that is safe and accurate but not necessarily organized or
efficient. Requires some verbal or physical direction in performing tasks. May not complete
the task despite direction. Focuses on the skill being performed rather than on direct
patient care. Requires some cues from staff in performing tasks. Develops care plans that
show beginning understanding of anesthetic or surgical procedure.
Acceptable (1): Safe under direct supervision. Able to verbalize basic knowledge about the
case based on readings. Student lacks confidence, organization and proficiency. Is task
oriented and lacks focus on the patient. Requires verbal and physical demonstrative cues
from the staff. Develops care plans that may lack understanding of anesthetic or surgical
procedure.
Dependent (0): Unsafe clinical functioning by evidence of lack of knowledge and/or
preparation. Unsafe clinical function regarding demonstration of tasks and/or basic skills.
Requires supervision and frequent verbal and demonstrative cues by the staff. Care plans are
inadequate in demonstrating understanding of surgical procedure or anesthetic techniques.
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Section 17
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
CLINICAL PROGRESSION SCALE BY LEVEL (SEMESTER) IN THE PROGRAM
LEVEL SCALE SUPERVISION
I Acceptable
(1) Continuous
II Novice Assisted
(2) Continuous
III Advanced Assisted
(3) Continuous-Intermittent
IV Advanced Assisted
(3) Continuous-Intermittent
V Advanced
(4) Intermittent
VI Advanced
(4) Intermittent
VII Advanced-Independent
(4-5) Intermittent
VIII Advanced-Independent
(4-5) Intermittent
Specialty Rotation* Advanced Assisted-Independent
(3-5) Intermittent
*Specialty rotations start in January after the first year. Students during this rotation are
expected to perform at the level that corresponds with their semester.
(eg., students can be at a specialty rotation from clinical semester IV to clinical semester VIII)
101
102
Section 18
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
FIRST SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 2
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
105
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of I are expected to
demonstrate an average score equal to or greater than 1 , but may achieve a score greater than 1.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
The purpose of the clinical orientation program is to introduce students to their clinical settings while they
are taking Basic Principles of Anesthesia course.
Student Observations Accomplished Not
Accomplished
1. Observe anesthesia personnel setting up for an
uncomplicated anesthetic
2. Observe a variety of anesthesia providers administering
anesthesia for uncomplicated surgical/diagnostic
procedures
3. Observe fluid management of the anesthetized patient
4. Observe monitoring of the anesthetized patient
5. Engage in discussion of the pharmacology of the
commonly employed anesthetics and anesthetic related
drugs with the anesthetic staff
6. Examine anesthetic related equipment and equate it to
classroom discussion
7. Observe pharmacological reversal of opioids and
neuromuscular blocking agents
8. Accompany patients to PACU
9. Observe transfer of care between anesthesia and PACU
personnel
10. Become familiar with anesthetic/PACU records
11. Locate critical areas of the anesthesia environment
12. Locate storage sites for anesthesia monitoring systems in
all anesthetizing locations
13. Accompany a CRNA or anesthesiologist on pre-op
rounds
14. Accompany a CRNA or anesthesiologist on
post-op rounds
15. Research patient information and develop an anesthetic
care plan
Instructor Signature:
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THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
SECOND SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 2
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
107
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of II are expected to
demonstrate an average score of greater than or equal to 2-3, but may achieve a score greater than 3.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
*Critical outcomes
AT THE END OF THE SECOND CLINICAL SEMESTER, THE STUDENT WILL BE ABLE
TO DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES:
PREPARATION SCORE COMMENTS
1. *Complete a complete machine check.
2. *Demonstrate beginning ability to develop a
written anesthesia care plan for ASA 1 & 2
patients.
3. Discuss specific considerations relative to the
management of healthy young patients.
4. *Assemble anesthesia equipment and
ASA 1 & 2 patients.
5. Select and prepare a variety of routine monitoring
modalities as dictated by patient pathophysiology
and the surgical procedure.
6. *Starting to demonstrate the ability to integrate
didactic knowledge into your anesthetic
management.
7. Properly prepare patients for the induction of
general anesthesia and for the administration of
regional anesthesia.
108
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. Demonstrates beginning skills in the use of
anesthetic agents and accessory drugs.
Individualize dosage according to patient physical
status and surgical requirements..
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize problems
revealed by these intraoperative monitor.
3. Anticipate intraoperative events relating to the
surgical procedure and/or the administration of
anesthesia.
4. *Demonstrate beginning skill managing a
uncomplicated airway.
5. Demonstrate beginning skill in the preparation,
insertion and management of the LMA.
6. Demonstrate beginning ability in the preparation,
insertion and management of an ETT.
7. Display beginning ability to effectively use
anesthesia ventilators through the selection of
patient-individualized ventilatory parameters.
8. Demonstrate beginning competency in the
insertion of arterial lines.
9. Properly manage patients receiving spinal,
epidural, or other forms of regional anesthesia.
10. *Estimates blood volume and calculate fluid
replacement for ASA I & II patients undergoing
uncomplicated surgical or diagnostic procedures.
11. *Maintain an accurate, neat anesthetic record.
109
12. Demonstrate beginning skill in managing a patient
emerging from anesthesia.
13. Apply a sound set of criteria for extubating a
patient.
14. Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient
extubation.
15. Safely transport patients to the PACU or
respective unit and provide appropriate report.
16. Complete a post-anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
110
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally interact with peers, instructors, and other members of the health care team.
2. *Demonstrate appropriate reliability, responsibility, and thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes in room or patient assignments.
4. Demonstrate a receptive attitude toward learning; accept constructive criticism as part of the process of education.
5. Display a kind and sympathetic approach toward all patients.
6. Demonstrate a culturally sensitive approach to patients.
7. Attend weekly professional departmental meetings and when appropriate, in-service demonstrations
8. Demonstrate respect toward anesthesia equipment, evidenced by appropriate care and maintenance of equipment.
9. *Maintain a proper decorum in the operating room.
111
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES
(student should refer to the clinical outcomes for the third semester evaluation.)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
112
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
THIRD SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 12
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
113
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of III are expected to
demonstrate an average score of greater than or equal to 3-4, but may achieve a score greater than 4.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct an anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA 1, 2, 3 patients.
2. *Demonstrate the ability to present a
comprehensive anesthesia care plan to clinical
instructors for ASA 1, 2, & 3 patients.
3. *Assemble anesthesia equipment quickly and
proficiently for all types of routine cases.
4. Select and prepare a variety of monitoring
modalities as dictated by patient pathophysiology
and the surgical procedure.
5. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
6. Properly prepare patients for the induction of
general anesthesia and for the administration of
regional anesthesia.
114
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. Demonstrate increasing skills in the use of anesthetic
agents and accessory drugs. Individualize dosage
according to patient physical status and surgical
requirements.
2. Utilize monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems revealed by intraoperative
monitors.
3. Anticipate intraoperative difficulties to make sound
judgment in identifying and differentiating causes of
changes in patient status.
4. *Demonstrating beginning skillful management of
patients with difficult airways.
5. Perform oral (and nasal) intubations on Class I, II and
III Mallampati airway patients.
6. *Demonstrate skills in the preparation, insertion and
management of the LMA.
7. Display increasing ability to effectively use anesthesia
ventilators through the selection of patient
individualized ventilatory parameters.
8. Demonstrate increasing competency in the insertion of
arterial lines and CVP lines.
9. Interpret arterial blood gas and lab results.
115
INTRAOPERATIVE SKILLS SCORE COMMENTS
10. *Demonstrate comprehensive knowledge of anatomy
and physiology integral to the various types of regional
anesthesia.
11. Properly manage patients receiving spinal, epidural, or
other forms of regional anesthesia.
12. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy.
13. Maintain an accurate and neat anesthesia record.
14. *Demonstrate skill in managing patients emergence
from anesthesia and apply appropriate judgmental skills
for extubation.
15. Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
16. *Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
17. *Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
116
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes
in room or patient assignments.
4. Demonstrate a receptive attitude toward learning;
accept constructive criticism as part of the process of
education.
5. Display a kind and sympathetic approach toward all
patients.
6. Demonstrate an ability to perform appropriately in
stressful situation.
7. *Participate in professional departmental meetings and
when appropriate in-service demonstrations.
8. Demonstrate responsibility toward anesthesia
equipment as evidenced by appropriate care and
maintenance of equipment.
9. *Maintain a proper decorum in the operating room.
117
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
118
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
FOURTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 16
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
119
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of IV are expected to
demonstrate an average score of greater than or equal to 3-4, but may achieve a score greater than 4.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrates increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors.
3. *Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. *Assemble anesthesia equipment quickly and
proficiently for cases of increasing complexity.
5. *Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Properly prepare patients for the induction of general
anesthesia and for the administration of regional
anesthesia.
120
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. *Demonstrates increasing skill in the use of anesthetic
agents and adjunct drugs. Individualizes dosage
according to patient physical status and surgical
requirements.
2. *Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems revealed by intraoperative
monitors.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. Articulate the implantation of the difficult airway
algorithm.
7. *Perform oral (and nasal) intubations on Class I, II and
III Mallampati airway patients.
8. *Demonstrate increasing skills in the preparation,
insertion and management of the LMA.
121
9. Display increasing ability to effectively use anesthesia
ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Demonstrate comprehensive knowledge of anatomy
and physiology integral to the various types of regional
anesthesia.
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia.
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II and ASA III patients.
15. Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation
18. *Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. *Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
122
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members
of the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing
assignments.
3. Demonstrate beginning flexibility regarding
changes in room or patient assignments.
4. Demonstrate increasing initiative and a receptive
attitude toward learning; accept constructive
criticism as part of the process of education.
5. Display a kind and sympathetic approach toward
all patients.
6. Demonstrate increasing ability to perform
appropriately in stressful situations.
7. *Participate in weekly professional departmental
meetings in all learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
123
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
124
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
FIFTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
125
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of V are expected to demonstrate
an average score of 4, but may achieve a score greater than 4. Students who fail to meet the learning
outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet 80% of
the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
126
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and
surgical requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurosurgical cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic
and neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III
and IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures.
9. *Display increasing ability to effectively use
anesthesia ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
127
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call
duties with developing independence.
E.g., Codes, Emergencies, Trauma room set
up, emergency OB.
128
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
2. *Demonstrate reliability, responsibility , and
thoroughness in initiating and completing assignments.
3. Demonstrates flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations..
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the students
clinical experience.
129
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
130
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
SIXTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 24
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
131
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VI are expected to demonstrate
an average score of greater than or equal to 4, but may achieve a score greater than 4. Students who fail to
meet the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to
meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan for
patients with co-morbid diseases that will significantly
affect their anesthetic management.
2. *Demonstrate increased ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Integrate 5th semester didactic curriculum into
anesthesia care plans and management.
4. Assemble multiple invasive monitors quickly for
patient’s scheduled complex surgery.
5. *Select and prepare all types of monitoring modalities
for patients scheduled for pediatric patients.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthesia plan for patients
exhibiting multiple co-morbid diseases.
132
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. *Demonstrate skills administering anesthetic agents
and accessory drugs for patients with multiple co-
morbid diseases.
2. *Demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients with multiple co-morbid
diseases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills managing the anesthesia
of patients with multiple co-morbid diseases.
4. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients with multiple co
morbid diseases.
5. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to the
appropriate personnel.
6. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from general anesthesia with multiple co-morbid
diseases.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
133
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes in
room or patient assignments.
4. Demonstrate increasing initiative and a receptive attitude
toward learning; accept constructive criticism as part of
the process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate increasing ability to perform
appropriately in stressful situations.
7. Participate in professional departmental meetings in all
*learning situation provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
134
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
135
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
SEVENTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 28
Approximate Number of Cases Done
at this site:
None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
136
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VII are expected to
demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet the
learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet
80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
137
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and surgical
requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurological cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic and
neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III and
IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures
9. *Display increasing ability to effectively use anesthesia
ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and
initiate necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
138
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call duties with
developing independence. E.g., Codes, Emergencies,
Trauma room set up, emergency OB.
139
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations.
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the student’s
clinical experience.
140
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
141
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
EIGHTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 28
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
142
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VII are expected to
demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet the
learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to meet
80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
INTRAOPERATIVE SKILLS SCORE COMMENTS
143
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and
surgical requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurological cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic
and neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III
and IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures
9. *Display increasing ability to effectively use
anesthesia ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
144
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call duties with
developing independence. E.g., Codes, Emergencies,
Trauma room set up, emergency OB.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
145
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations.
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the student’s
clinical experience.
146
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
147
148
Section 19
149
150
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
FIRST SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 2
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
151
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of I are expected to
demonstrate an average score equal to or greater than 1 , but may achieve a score greater than 1.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
The purpose of the clinical orientation program is to introduce students to their clinical settings while
they are taking Basic Principles of Anesthesia course.
Student Observations Accomplished Not Accomplished
1. Observe anesthesia personnel setting up for an
uncomplicated anesthetic
2. Observe a variety of anesthesia providers administering
anesthesia for uncomplicated surgical/diagnostic
procedures
3. Observe fluid management of the anesthetized patient
4. Observe monitoring of the anesthetized patient
5. Engage in discussion of the pharmacology of the
commonly employed anesthetics and anesthetic related
drugs with the anesthetic staff
6. Examine anesthetic related equipment and equate it to
classroom discussion
7. Observe pharmacological reversal of opioids and
neuromuscular blocking agents
8. Accompany patients to PACU
9. Observe transfer of care between anesthesia and PACU
personnel
10. Become familiar with anesthetic/PACU records
11. Locate critical areas of the anesthesia environment
12. Locate storage sites for anesthesia monitoring systems in
all anesthetizing locations
13. Accompany a CRNA or anesthesiologist on pre-op rounds
14. Accompany a CRNA or anesthesiologist on
post-op rounds
15. Research patient information and develop an anesthetic
care plan
Student Signature:
152
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
SECOND SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 2
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
153
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO
DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of
II are expected to demonstrate an average score of greater than or equal to 2-3, but may achieve a
score greater than 3. Students who fail to meet the learning outcomes sufficient for their Level will
be placed on clinical Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL
OUTCOMES for their level will be dismissed from the program.
*Critical outcomes
AT THE END OF THE SECOND CLINICAL SEMESTER, THE STUDENT WILL BE ABLE
TO DEMONSTRATE THE FOLLOWING CLINICAL OUTCOMES:
PREPARATION SCORE COMMENTS
1. *Complete a complete machine check.
2. *Demonstrate beginning ability to develop a written
anesthesia care plan for ASA 1 & 2 patients.
3. Discuss specific considerations relative to the
management of healthy young patients.
4. *Assemble anesthesia equipment and ASA 1 & 2
patients.
5. Select and prepare a variety of routine monitoring
modalities as dictated by patient pathophysiology and
the surgical procedure.
6. *Starting to demonstrate the ability to integrate
didactic knowledge into your anesthetic management.
7. Properly prepare patients for the induction of general
anesthesia and for the administration of regional
anesthesia.
154
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. Demonstrates beginning skills in the use of anesthetic
agents and accessory drugs. Individualize dosage
according to patient physical status and surgical
requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize problems revealed
by these intraoperative monitors.
3. Anticipate intraoperative events relating to the surgical
procedure and/or the administration of anesthesia.
4. *Demonstrate beginning skill managing a
uncomplicated airway.
5. Demonstrate beginning skill in the preparation,
insertion and management of the LMA.
6. Demonstrate beginning ability in the preparation,
insertion and management of an ETT.
7. Display beginning ability to effectively use anesthesia
ventilators through the selection of patient-
individualized ventilatory parameters.
8. Demonstrate beginning competency in the insertion of
arterial lines.
9. Properly manage patients receiving spinal, epidural, or
other forms of regional anesthesia.
155
10. *Estimates blood volume and calculate fluid
replacement for ASA I & II patients undergoing
uncomplicated surgical or diagnostic procedures.
11. *Maintain an accurate, neat anesthetic record.
12. Demonstrate beginning skill in managing a patient
emerging from anesthesia.
13. Apply a sound set of criteria for extubating a
patient.
14. Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient
extubation.
15. Safely transport patients to the PACU or
respective unit and provide appropriate report.
16. Complete a post-anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
156
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate appropriate reliability, responsibility,
and thoroughness in initiating and completing
assignments.
3. Demonstrate beginning flexibility regarding changes
in room or patient assignments.
4. Demonstrate a receptive attitude toward learning;
accept constructive criticism as part of the process of
education.
5. Display a kind and sympathetic approach toward all
patients.
6. Demonstrate a culturally sensitive approach to
patients.
7. Attend weekly professional departmental meetings
and when appropriate, in-service demonstrations
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. *Maintain a proper decorum in the operating room.
157
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES
(student should refer to the clinical outcomes for the third semester evaluation.)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
158
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
THIRD SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 12
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
159
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of III are expected to
demonstrate an average score of greater than or equal to 3-4, but may achieve a score greater than 4.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level
will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct an anesthesia care plan with consideration
of concomitant drug therapy, pathophysiology, and
surgical requirements on all ASA 1, 2, 3 patients.
2. *Demonstrate the ability to present a comprehensive
anesthesia care plan to clinical instructors for ASA 1,
2, & 3 patients.
3. *Assemble anesthesia equipment quickly and
proficiently for all types of routine cases.
4. Select and prepare a variety of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
5. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
6. Properly prepare patients for the induction of general
anesthesia and for the administration of regional
anesthesia.
160
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. Demonstrate increasing skills in the use of anesthetic
agents and accessory drugs. Individualize dosage
according to patient physical status and surgical
requirements.
2. Utilize monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems revealed by intraoperative
monitors.
3. Anticipate intraoperative difficulties to make sound
judgment in identifying and differentiating causes of
changes in patient status.
4. *Demonstrating beginning skillful management of
patients with difficult airways.
5. Perform oral (and nasal) intubations on Class I, II and
III Mallampati airway patients.
6. *Demonstrate skills in the preparation, insertion and
management of the LMA.
7. Display increasing ability to effectively use anesthesia
ventilators through the selection of patient
individualized ventilatory parameters.
8. Demonstrate increasing competency in the insertion of
arterial lines and CVP lines.
9. Interpret arterial blood gas and lab results.
161
INTRAOPERATIVE SKILLS SCORE COMMENTS
10. *Demonstrate comprehensive knowledge of anatomy
and physiology integral to the various types of regional
anesthesia.
11. Properly manage patients receiving spinal, epidural, or
other forms of regional anesthesia.
12. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy.
13. Maintain an accurate and neat anesthesia record.
14. *Demonstrate skill in managing patients emergence
from anesthesia and apply appropriate judgmental
skills for extubation.
15. Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
16. *Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
17. *Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
162
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes
in room or patient assignments.
4. Demonstrate a receptive attitude toward learning;
accept constructive criticism as part of the process of
education.
5. Display a kind and sympathetic approach toward all
patients.
6. Demonstrate an ability to perform appropriately in
stressful situation.
7. *Participate in professional departmental meetings and
when appropriate in-service demonstrations.
8. Demonstrate responsibility toward anesthesia
equipment as evidenced by appropriate care and
maintenance of equipment.
9. *Maintain a proper decorum in the operating room.
163
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
164
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
FOURTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 16
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
165
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of IV are expected to
demonstrate an average score of greater than or equal to 3-4, but may achieve a score greater than
4. Students who fail to meet the learning outcomes sufficient for their Level will be placed on
clinical Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for
their level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrates increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors.
3. *Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. *Assemble anesthesia equipment quickly and
proficiently for cases of increasing complexity
5. *Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Properly prepare patients for the induction of general
anesthesia and for the administration of regional
anesthesia.
166
INTRAOPERATIVE SKILLS SCORE COMMENTS
1. *Demonstrates increasing skill in the use of anesthetic
agents and adjunct drugs. Individualizes dosage
according to patient physical status and surgical
requirements.
2. *Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems revealed by intraoperative
monitors.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. Articulate the implantation of the difficult airway
algorithm.
7. *Perform oral (and nasal) intubations on Class I, II and
III Mallampati airway patients.
8. *Demonstrate increasing skills in the preparation,
insertion and management of the LMA.
9. Display increasing ability to effectively use anesthesia
ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Demonstrate comprehensive knowledge of anatomy
and physiology integral to the various types of regional
anesthesia.
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia.
167
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II and ASA III patients.
15. Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation
18. *Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. *Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
168
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes
in room or patient assignments.
4. Demonstrate increasing initiative and a receptive
attitude toward learning; accept constructive criticism
as part of the process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. Demonstrate increasing ability to perform
appropriately in stressful situations.
7. *Participate in weekly professional departmental
meetings in all learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room e.g
uses electronic devices for patient care or O.R
communication only.
169
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
170
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
FIFTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 20
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
171
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of V are expected to
demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet
the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail
to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the
program.
*Critical outcomes
PREPARATION SCORE COMMENTS 1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients.
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
INTRAOPERATIVE SKILLS SCORE COMMENTS
172
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and
surgical requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurosurgical cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic
and neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III
and IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures
9. *Display increasing ability to effectively use
anesthesia ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
173
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call duties with
developing independence. E.g., Codes, Emergencies,
Trauma room set up, emergency OB.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
174
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrates flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations.
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the students
clinical experience.
175
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
176
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
SIXTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 24
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
177
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE
THE FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VI are expected to
demonstrate an average score of greater than or equal to 4, but may achieve a score greater than 4.
Students who fail to meet the learning outcomes sufficient for their Level will be placed on clinical
Jeopardy. Students who fail to meet 80% of the *CRITICAL CLINICAL OUTCOMES for their
level will be dismissed from the program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan for
patients with co-morbid diseases that will significantly
affect their anesthetic management.
2. *Demonstrate increased ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Integrate 5th semester didactic curriculum into
anesthesia care plans and management.
4. Assemble multiple invasive monitors quickly for
patient’s scheduled complex surgery.
5. *Select and prepare all types of monitoring modalities
for patients scheduled for pediatric patients.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthesia plan for patients
exhibiting multiple co-morbid diseases.
INTRAOPERATIVE SKILLS SCORE COMMENTS
178
1. *Demonstrate skills administering anesthetic agents
and accessory drugs for patients with multiple co-
morbid diseases.
2. *Demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients with multiple co-morbid
diseases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills managing the anesthesia
of patients with multiple co-morbid diseases.
4. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients with multiple co-
morbid diseases.
5. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to the
appropriate personnel.
6. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from general anesthesia with multiple co-morbid
diseases.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
179
1. *Demonstrate beginning ability to professionally
interact with peers, instructors, and other members of
the health care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate beginning flexibility regarding changes
in room or patient assignments.
4. Demonstrate increasing initiative and a receptive
attitude toward learning; accept constructive criticism
as part of the process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate increasing ability to perform
appropriately in stressful situations.
7. Participate in professional departmental meetings in all
*learning situation provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
180
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
181
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
SEVENTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 28
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
182
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VII are expected to
demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet
the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to
meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the
program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
INTRAOPERATIVE SKILLS SCORE COMMENTS
183
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and
surgical requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurological cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic
and neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III
and IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures.
9. *Display increasing ability to effectively use
anesthesia ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
184
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call duties with
developing independence. E.g., Codes, Emergencies,
Trauma room set up, emergency OB.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
185
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations.
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the student’s
clinical experience.
186
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
187
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT SELF EVALUATION
EIGHTH SEMESTER CLINICAL OUTCOME ASSESSMENT/SUMMATIVE
EVALUATION
Student Name: Instructors Name: Date: _______________
Site:
Number of Clinical Months Completed: 28
Approximate Number of Cases Done at this site: None
6-10
0-5
11-15
15 or more
Clinical Progression Scale Independent (5) Advanced (4)
Advanced Assisted (3) Novice Assisted (2)
Acceptable (1) Dependent (0)
Not Observed (NO)
ALL SCORES below the expected level of performance must be accompanied by a comment
188
AT THE END OF THIS ROTATION, THE STUDENT WILL BE ABLE TO DEMONSTRATE THE
FOLLOWING CLINICAL OUTCOMES: Students at the clinical level of VII are expected to
demonstrate an average score of 4, but may achieve a score greater than 4. Students who fail to meet
the learning outcomes sufficient for their Level will be placed on clinical Jeopardy. Students who fail to
meet 80% of the *CRITICAL CLINICAL OUTCOMES for their level will be dismissed from the
program.
*Critical outcomes
PREPARATION SCORE COMMENTS
1. *Construct a comprehensive anesthesia care plan with
consideration of concomitant drug therapy,
pathophysiology, and surgical requirements on all
ASA patients
2. Demonstrate increasing ability to present a
comprehensive verbal anesthesia care plan to clinical
instructors for patients who exhibit significant co-
morbid diseases.
3. Discuss specific considerations relative to the
management of ASA II, ASA III and emergency
patients.
4. Assemble anesthesia equipment quickly for patients
scheduled for pediatric, thoracic and neurosurgery.
5. Select and prepare all types of monitoring modalities
as dictated by patient pathophysiology and the surgical
procedure.
6. *Demonstrate the ability to integrate didactic
knowledge into your anesthetic management.
7. *Able to perform the induction of general anesthesia
and the administration of regional anesthesia, and
manage the patient independently.
INTRAOPERATIVE SKILLS SCORE COMMENTS
189
1. *Demonstrate skills in the use of anesthetic agents and
accessory drugs for complex cases. Individualize
dosage according to patient physical status and
surgical requirements.
2. Utilize routine monitoring modalities correctly and
demonstrate the ability to recognize, correlate, and
integrate problems encountered while administering
anesthesia for patients scheduled for thoracic and
neurological cases.
3. *Anticipate intraoperative difficulties and begin to
exhibit critical thinking skills judgment in identifying
and differentiating causes of changes in patient status.
4. Discuss the principles and concepts underlying the
anesthetic management of the obstetric, pediatric,
thoracic and neuro patients.
5. *Demonstrating beginning skillful management of
patients with difficult airways.
6. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in patients undergoing thoracic
and neurosurgical procedures.
7. Perform oral (and nasal) intubations on Class II, III
and IV Mallampati airway patients.
8. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient recovering
from thoracic and neurosurgical or diagnostic
procedures.
9. *Display increasing ability to effectively use
anesthesia ventilators through the selection of patient
individualized ventilatory parameters.
10. Demonstrate increasing competency in the insertion of
arterial lines, CVP lines, Triple lumens and PA
catheters.
11. *Interpret arterial blood gas and lab results and initiate
necessary therapeutic interventions.
12. *Able to integrate comprehensive knowledge of patho-
physiology of disease states integral to the various
types patients and their anesthetic management.
190
13. *Properly manage patients receiving spinal, epidural,
or other forms of regional anesthesia including drug
doses.
14. *Calculate fluid therapy, properly evaluate blood loss,
and make appropriate clinical judgment for blood
replacement therapy in ASA II, ASA III and IV
patients.
15. *Maintain an accurate and neat anesthesia record.
16. Demonstrate skill in managing patients recovering
from regional anesthesia.
17. *Utilize appropriate criteria for reversal of
neuromuscular blockade and for patient extubation.
18. Safely transport patients to the PACU or respective
unit and provide a comprehensive transfer report to
appropriate personnel.
19. Complete a post anesthetic visit, write a
comprehensive note and accurately report adverse
findings to the staff.
20. *Demonstrates ability to perform on call duties with
developing independence. E.g., Codes, Emergencies,
Trauma room set up, emergency OB.
INTERPERSONAL BEHAVIOR/ATTITUDES SCORE COMMENT
1. *Demonstrate ability to professionally interact with
peers, instructors, and other members of the health
care team.
191
2. *Demonstrate reliability, responsibility, and
thoroughness in initiating and completing assignments.
3. Demonstrate flexibility regarding changes in room or
patient assignments.
4. Demonstrate initiative and a receptive attitude toward
learning; accept constructive criticism as part of the
process of education.
5. Display a kind and sympathetic approach toward all
patients.
6. *Demonstrate ability to perform appropriately in
stressful situations.
7. Participate in professional departmental meetings in all
learning situations provided.
8. Demonstrate respect toward anesthesia equipment,
evidenced by appropriate care and maintenance of
equipment.
9. Maintain a proper decorum in the operating room.
10. *Effectively communicates with staff and coordinator
regarding patient care, and all aspects of the student’s
clinical experience.
192
ADDITIONALCOMMENTS:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REMEDIATION/SUGGESTIONS FOR IMPROVEMENT:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
NEW LEARNING OUTCOMES:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature of Instructor / Date Signature of Clinical Coordinator who reviewed
Eval. with Student / Date
Student Signature / Date Signature of Faculty who reviewed evaluation
with Student / Date
193
194
Section 20
195
196
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
OB ROTATION
When second and third year students complete a one-month obstetric rotation at their
clinical site or if necessary at a designated off-campus clinical facility they will be able to
administer or manage regional anesthesia and/or administer general anesthesia to
pregnant patients who are in labor and about to deliver their baby.
When students complete this one-month rotation, they will understand and appreciate the
anatomical, physiological and mechanical uniqueness that pregnant patients bring to the
anesthetic environment.
Specific Learning Outcomes
Identify specific anesthetic equipment necessary to manage patients in labor or to
prepare patients to receive anesthesia for either a vaginal delivery or caesarian section
Set-up specific anesthetic equipment for epidural anesthetic
Set-up anesthesia equipment for patients undergoing vaginal or caesarian section
Develop an anesthetic care plan for obstetrical patients which include:
o Conducting a comprehensive pre-operative assessment
o Selecting pre-operative medication utilizing the protocol of the Department of
Anesthesiology
o Managing the perioperative fluid requirements
o Calculating estimated blood volumes
o Identifying the type of anesthetic technique best suited for an obstetrical
patient
o Selecting the best choice and/or alternate choice of anesthetic and adjuvant
drugs
o Discussing proposed anesthetic management with the clinical instructor(s)
o Managing the emergence of obstetrical patients from general anesthesia
o Participating in the PACU management of obstetrical patients
197
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
PEDIATRIC ROTATION
When second and third year students complete a three-month pediatric anesthesia rotation
at their clinical site or if necessary a designated off-campus clinical facility, they will be
able to administer or manage anesthesia for pediatric patients undergoing surgery.
When second and third year students complete this three-month pediatric anesthesia
rotation, they will understand and appreciate the anatomical, physiological and mechanical
uniqueness that neonatal and pediatric patients bring to the anesthetic environment.
Specific Learning Outcomes
Identify specific anesthetic equipment necessary to manage all types of neonatal and
pediatric cases
Set-up specific anesthetic equipment for routine neonatal and pediatric cases
Develop and anesthetic care plan for neonatal and pediatric patients which include:
o Conducting a comprehensive pre-operative assessment
o Selecting pre-operative medication utilizing the protocol of the Department of
Anesthesiology
o Managing the perioperative fluid requirements
o Calculating estimated blood volumes
o Identifying the type of anesthetic technique best suited for a particular
neonatal or pediatric patient
o Selecting the best choice and/or alternate choice of anesthetic and adjuvant
drugs
o Calculating the type of anesthetic technique best suited for a particular
neonatal or pediatric patient
o Discussing proposed anesthetic management with clinical instructor(s)
o Managing the emergence of neonatal and pediatric patients from general
anesthesia
o Participating in the PACU management of neonatal and pediatric patients
Induce, intubate and extubate pediatric patients with a rapid, smooth and
atraumatic technique
Administer anesthesia to neonates and/or pediatric patients scheduled for all types
of surgical/diagnostic procedures
198
Interpret and react appropriately and quickly to all data recorded on monitoring
devices
Administer appropriate fluid volumes (including packed cells) to pediatric patients
Maintain neonatal and pediatric patients core temperatures within an acceptable
range
Transport neonatal and pediatric patients to the PACU/ICU/NICU
Deliver a comprehensive post-anesthetic report to the PACU/ICU/NICU nurse
199
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
NEURO-ANESTHESIA ROTATION
When second and third year students complete a one-month neuro-anesthesia rotation at their
clinical site or if necessary at a designated off-campus clinical facility they will be able to
administer or manage anesthesia for patients undergoing a wide variety of neurosurgical
procedures.
When students complete this one-month rotation, they will understand and appreciate the
issues that impact the anesthetic management of patients with neurological diseases or
injuries
Guidelines and Instructions
Identify specific anesthetic equipment necessary to manage patients undergoing
surgical, diagnostic or interventional radiological neurological procedures
Set-up specific anesthetic equipment for neurological procedures
Develop and anesthetic care plan for neurologically ill patients that includes.
o Conducting a comprehensive pre-operative assessment
o Inserting appropriate invasive monitors
o Insuring patients maintain normal body temperatures
o Calculating estimated blood volumes
o Managing fluid and blood replacement within the confines of “keeping the
patient dry”
o Identifying the type of anesthetic technique best suited for the patient with a
specific type of neurological disease or injury
o Selecting the best choice and/or alternate choice of anesthetic technique best
suited for the patient with a specific type of neurological disease or injury
o Selecting the best choice and/or alternate choice of anesthetic and adjuvant
drugs
o Discussing proposed anesthetic management with clinical instructor(s)
o Maintaining the patients’ PaC02, Pa02, ICP, arterial blood pressure and
positioning that will facilitate an optimal outcome
o Managing the emergence of patients recovering from general anesthesia
following a neurological procedure
o Participating in the PACU management of patients recovering from a
neurosurgical procedure
200
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
CARDIAC ROTATION
When second and third year students complete a 4-6 week cardiothoracic rotation at
their primary off-campus clinical site or if necessary at a designated off-campus clinical
facility they will be able to administer or manage anesthesia for patients undergoing
cardiothoracic surgery.
When students complete this 4-6 week rotation, they will understand and appreciate
the issues that impact the anesthetic management of patients undergoing a variety of
cardiac procedures.
Specific Learning Outcomes
Identify specific anesthetic equipment necessary to manage a patient scheduled to
undergo cardiac surgery
Demonstrate ability to interpret data from invasive cardiac monitors
Explain the pharmacophysiology associated with blood-clotting issues relating to the
administration of heparin and protamine
Discuss the management of patients undergoing coronary bypass or valve replacement
Discuss the basic principles of the ‘pump’
Discuss the management of patients undergoing ‘off-pump’ cardiac procedures
Set-up specific anesthetic equipment for cardiac surgery
Develop an anesthetic care plan for cardiac patients which include:
o Conducting a comprehensive pre-operative assessment within very limited
time constraints
o Inserting appropriate invasive monitors
o Insuring patients maintain normal body temperatures
o Managing perioperative fluid requirements
o Calculating estimated blood volumes
o Identifying the type of anesthetic technique best suited for the patient
undergoing a specific cardiac procedure
o Selecting the best choice and/or alternate choice of anesthetic and adjuvant
drugs
o Managing the patient while they are on bypass
o Reversing anticoagulation drugs
201
o Discussing proposed anesthetic management with clinical instructor(s)
o Managing the emergence of trauma patients from general anesthesia
o Participating in the PACU management of trauma patients
202
Section 21
203
204
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
CLINICAL FACULTY ASSESSMENT TOOL EVALUATION FORM
Clinical Site:
Faculty Member: Semester/Year:
In my experience with this clinical faculty member, I feel that he/she:
Overall, I would rate this clinical site as:
Outstanding More than Satisfactory Less than Completely
Strongly
Agree Agree Uncertain Disagree
Strongly
Disagree
1. Demonstrates confidence in his/her knowledge during
discussions, consultations in the practice setting.
2. Demonstrates excellent clinical expertise.
3. Is knowledgeable in the content area.
4. Relies on professional experiences to illustrate ideas or to
make a point.
5. Helps me to develop my critical thinking and decision
making skills.
6. Stimulates my intellectual curiosity.
7. Uses instruction/teaching methods appropriate to specific
cases.
8. Asks thought-provoking questions.
9. Ascertains my knowledge base concerning the case at hand.
10. Builds on the knowledge and skills I bring to the clinical
area.
11. Explains clinical issues in a clear, concise manner.
12. Shows understanding and recognition of my individuality.
13. Respects students with differing points of view.
14. Is flexible when the occasion/case permits it.
15. Is direct and honest in communicating with me.
16. Is fair in evaluating my clinical performance.
17. Provides feedback in a timely an appropriate manner.
18. Provides feedback in a way that allows me to maintain my
self-esteem.
19. Completes my anesthesia care plan in a timely fashion.
20. Provides me with the appropriate level of supervision.
21. Provides me with the appropriate level of instruction.
205
Satisfactory Satisfactory Unsatisfactory
Additional Comments:
Student Signature / Date
206
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
OFF-CAMPUS CLINICAL COORDINATOR EVALUATION FORM
Clinical Coordinator’s name:
Date:
I feel that this clinical coordinator:
Clinical Coordinator Attributes: Strongly
Agree Agree Disagree
Strongly
Disagree Student Comments
Conducted an in-depth orientation to the
department
Monitors my clinical case assignments to
insure that I am meeting minimal case
requirements for graduation
Periodically reviews my clinical
performance with me
Communicates effectively regarding
clinical issues
Monitors my clinical time commitment
Assures that I am aware of my case
assignments in a timely fashion
Assumes the role of student advocate
Is an excellent CRNA role model
Overall, I would rate this clinical coordinator as:
Outstanding More than
Satisfactory
Satisfactory Less than
Satisfactory
Completely
Unsatisfactory
Additional Comments:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Student Signature / Date
207
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
ROTATION EVALUATION – CLINICAL SITE ASSESSMENT TOOL
Clinical Site:
Semester/Year:
In my experience at this clinical site, I feel that:
Strongly
Agree Agree Uncertain Disagree
Strongly
Disagree
1. The orientation to the anesthesia department and related areas
was sufficient.
2. The clinical faculty displays an interest in student learning.
3. The atmosphere and attitude of the department is conducive to
learning.
4. Students are treated with integrity and respect.
5. There is sufficient exposure to a variety of equipment, agents
and techniques.
6. Instruction and experience in regional anesthesia is sufficient.
7. The mechanism of supervision in the anesthetizing areas
encourages students to integrate classroom learning into their
clinical practice.
8. The CRNA staff are excellent role models.
9. The methods of instruction in all anesthetizing areas encourage
students to integrate classroom learning into their clinical
practice.
10. The number of committed clinical hours does not interfere
with independent study.
11. There are sufficient numbers and variety of cases.
12. The clinical coordinator is a student advocate.
Overall, I would rate this clinical site as:
Outstanding More than
Satisfactory
Satisfactory Less than
Satisfactory
Completely
Unsatisfactory
Additional Comments:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Student Signature / Date
208
Section 22
209
210
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
STUDENT TIME COMMITMENT TO THE NURSE ANESTHESIA PROGRAM
The Council on Accreditation (COA) of Nurse Anesthesia Educational Programs that
oversees nurse anesthesia education in this country, state that “student time commitment
consists of a reasonable number of hours that does not exceed 64 hours per week.”
Reasonable time commitment is defined as “a reasonable number of hours to ensure patient
safety and promote effective student learning should not exceed 64 hours per week. This
time commitment includes the sum of the hours spent in class and all clinical hours
averaged over four weeks. Students must have a 10 hour rest period between scheduled
clinical duty periods (i.e., assigned continuous clinical hours). At no time may a student
provide direct care for a period longer than 16 continuous hours.” To insure this, the
accrediting agency expects program personnel to monitor the total number of hours per
week students are obligated to the program.
The Jefferson College of Nursing’s Nurse Anesthesia Program will continually monitor
student’s time commitment to insure that it is compliant with this accreditation criterion.
However, students may find that they may be over committed while they are on specific
specialty rotations such as the cardiovascular or neurosurgical rotations. This may be
unavoidable since the program expects students to be actively involved with the
perioperative care of patients undergoing these complex and often long procedures and it
may not be possible to accomplish this in an eight hour day. The program plans to monitor
students time throughout the year to insure that these periods are not excessive or abusive
an periodically and to conduct a student monitored time activity study to document and
ensure students are not over committed.
Students may be assigned to a 24-hour call experience; however a student is not permitted
to provide direct patient care for a period longer than 16 continuous hours.
211
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY FOR SICK TIME
1. All students are required to call and email the Program Director when calling out sick
for class and/or clinical.
2. All students are required to call and email their clinical coordinator when calling out
from the clinical area.
3. In the event of an illness or serious injury that causes the student to miss clinical or
class time, documentation of clearance through University Health Services is required.
Students must report to University Health Services for an evaluation and may be
required to present information from the treating provider. For distance learners, the
evaluation may be conducted by phone, by the medical director.
4. All students are required to log any sick time taken in the Typhon or Medatrax student
tracking system.
5. Students who fail to attend lecture/lab/journal club will have semester break deducted,
and will be required to attend clinical on those days.
6. Clinical days should be made up during holiday breaks or at the end of the semester.
7. Special circumstances e.g. death in the family, pregnancy will be evaluated on a case by
case basis.
8. Students cannot leave early to study for an exam.
9. Clinical coordinators reserve the right to determine if a student needs to be out of the
clinical area.
10. Students with excessive, random sick calls will receive counseling.
11. If a student fails to notify the Program Director and/or Assistant Program Director by
phone and email when they call out sick from clinical, it will be counted as an unexcused
absence. Three unexcused absences and the student will be placed on clinical jeopardy
with potential to be dismissed from the program.
212
Section 23
213
214
THOMAS JEFFERSON UNIVERSITY
JEFFERSON COLLEGE OF NURSING
NURSE ANESTHESIA PROGRAM
STUDENT HANDBOOK
POLICY RELATIVE TO STUDENTS WORKING OUTSIDE OF PROGRAM
COMMITMENT
Student Employment
Students may not work by position or function as nurse anesthetists while enrolled in the
Jefferson College of Nursing’s Nurse Anesthesia Program.
The Program Director reserves the right to ask students to stop outside employment if their
grades or patient care is placed in jeopardy because of fatigue as a result of working.
Students shall not work the 11pm-7am shift as a professional nurse for compensation if
they are scheduled for clinical anesthesia experience or class the next day.
215
216
Section 24
217
218
JEFFERSON COLLEGE OF NURSING
DOCTOR OF NURSING PRACTICE PROGRAM
GUIDELINES 2018-2019
These guidelines include information to guide DNP students in
program progression, the Practice Inquiry Project and practicum hours.
These guidelines supplement the 2018-2019 Jefferson
College of Nursing Student Handbook and Course Catalogue
219
Table of Contents
Jefferson College of Nursing
Thomas Jefferson University
Doctor of Nursing Practice Program
Guidelines 2018-2019
Welcome ................................................................................................................................. 219
DNP Organizing Framework ................................................................................................ 219
DNP Program Objectives ...................................................................................................... 221
Academic Advising ................................................................................................................ 223
Student Mentorship............................................................................................................... 223
Doctor of Nursing Practice Program Options ....................................................................... 224
Course Descriptions ............................................................................................................... 224
Clinical Practicum Requirements ......................................................................................... 225
Clinical Affiliation Agreements and Consent and Release Forms ....................................... 226
Practicum Hours: NU701 to NU709 ..................................................................................... 227
Practicum Hours: NU710, NU711, NU712 ........................................................................... 227
Practicum Preceptors/Mentors .............................................................................................. 228
Practicum Evaluation ............................................................................................................ 228
Student Electronic Portfolios ................................................................................................ 228
Practice Inquiry Project Overview ........................................................................................ 234
Types of Practice Inquiry Projects ........................................................................................ 234
Practice Inquiry Project Timeline ......................................................................................... 234
NU710 Practice Inquiry Project Requirements .................................................................... 235
NU711 Practice Inquiry Project Requirements .................................................................... 236
NU712 Practice Inquiry Project Requirements .................................................................... 236
Writing the Practice Inquiry Project ..................................................................................... 237
Forms, Instructions and Information ................................................................................... 239
PIP Committee Appointment Request (Form A) .................................................................. 241
PIP Proposal Approval (Form B) ........................................................................................... 242
PIP Successful Completion (Form C) .................................................................................... 243
Practicum Journal, Evaluation, Hours Template ................................................................. 244
Information for Practicum Preceptor/Mentor ....................................................................... 247
Preceptor Evaluation of Student ........................................................................................... 248
Practicum Site/Preceptor-Mentor Evaluation ...................................................................... 251
Frequently Asked Questions ................................................................................................. 252
Jefferson Digital Commons (JDC) information .................................................................... 253
Interview and Observation Student Instructions ................................................................. 254
Consent and Release Form .................................................................................................... 255
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Welcome!
Welcome to the Doctor of Nursing Practice (DNP) Program at Jefferson’s (Philadelphia
University + Thomas Jefferson University) College of Nursing! This guidebook was created
to be a reference for all Jefferson DNP students and faculty and is not meant to be an
exhaustive resource. The guidelines are revised annually and include information to guide
DNP students in the completion of program progression, the Practice Inquiry Project (PIP)
and practicum hours.
The DNP is a practice doctorate designed to prepare professional nurses for scholarly
practice as clinical and health systems experts who will lead and inspire health care
improvement and reform. Jefferson College of Nursing’s DNP curriculum focuses on
leadership, systems thinking, reflective practice, health policy, implementation science and
evidence-based clinical practice.
Doctoral study is rigorous and requires independence, discipline and self-direction. The
best way to succeed is to immerse oneself in the educational process. An expectation of all
students is to stay current with course work and keep informed by maintaining
communication with the Graduate faculty, checking the course board/s and JeffMail
email daily.
Jefferson College of Nursing DNP Organizing Framework
Jefferson University, Jefferson College of Nursing Graduate Program has adopted the
components of doctoral education defined in The Essentials of Doctoral Education for Advanced Nursing Practice published by the American Association of Colleges of Nursing as
the organizing framework of the Doctor of Nursing Practice (DNP) program. Two components
form the organizing framework for the doctoral level curriculum: 1) core curriculum comprised
of the DNP Essentials 1 through 8 that are the foundational outcome competencies deemed
essential for all graduates of a DNP program regardless of specialty or functional focus, and
2) specialty curriculum comprised of the specialty competencies/content that prepares the
DNP graduate for those practice and didactic learning experiences for a particular specialty.
Competencies, content, and practicum experiences needed for specific roles in specialty areas
are delineated by national specialty nursing organizations. The core curriculum constitutes
foundational curriculum content that has been identified as essential for all students who
pursue a DNP degree in nursing.
The courses incorporated into the core curriculum are foundational to all advanced nursing
practice roles.
• Essential I: Scientific Underpinnings for Practice prepares graduates to: 1) use science-
based theories and concepts to determine the nature and significance of health and health
care delivery phenomena, describe the actions and advanced strategies to enhance,
alleviate, and ameliorate health and health care delivery phenomena as appropriate, and
evaluate outcomes; and 2) develop and evaluate new practice approaches based on
nursing theories and theories from other disciplines.
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• Essential II: Organizational and Systems Leadership for Quality Improvement and Systems
Thinking prepares graduates to: 1) develop and evaluate care delivery approaches that meet
current and future needs of patient populations based on scientific findings in nursing and
other clinical sciences, as well as organizational, political, and economic sciences; 2) ensure
accountability for quality of health care and patient safety for populations with whom they
work, and 3) develop and/or evaluate effective strategies for managing the ethical dilemmas
inherent in patient care, the health care organization, and research.
• Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice
prepares graduates to: 1) use analytic methods to critically appraise existing literature and
other evidence to determine and implement the best evidence for practice; 2) design, direct,
and evaluate quality improvement methodologies to promote safe, timely, effective, efficient,
equitable, and patient-centered care; 3) apply relevant findings to develop practice
guidelines and improve practice and the practice environment; 4) use information
technology and research methods appropriately; 5) function as a practice
specialist/consultant in collaborative knowledge-generating research; and 6) disseminate
findings from evidence-based practice and research to improve healthcare outcomes.
• Essential IV: Information Systems/Technology and Patient Care Technology for the
Improvement and Transformation of Health Care prepares graduates to: 1) design, select,
use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and
quality improvement including consumer use of health care information systems; 2) analyze
and communicate critical elements necessary to the selection, use and evaluation of health
care information systems and patient care technology; 3) demonstrate the conceptual ability
and technical skills to develop and execute an evaluation plan involving data extraction
from practice information systems and databases; and 4) evaluate consumer health
information sources for accuracy, timeliness, and appropriateness.
• Essential V: Health Care Policy for Advocacy in Health Care prepares graduates to:
1) critically analyze health policy proposals, health policies, and related issues from the
perspective of consumers, nursing, other health professions, and other stakeholders in policy
and public forums; 2) demonstrate leadership in the development and implementation of
institutional, local, state, federal, and/or international health policy; 3) educate others,
including policy makers at all levels, regarding nursing, health policy, and patient care
outcomes; 4) advocate for the nursing profession within the policy and healthcare
communities; 5) develop, evaluate, and provide leadership for health care policy that shapes
health care financing, regulation, and delivery; and 6) advocate for social justice, equity, and
ethical policies within all healthcare arenas.
• Essential VI: Interprofessional Collaboration for Improving Patient and Population Health
Outcomes prepares graduates to: 1) employ effective communication and collaborative skills
in the development and implementation of practice models, peer review, practice guidelines,
health policy, standards of care, and/or other scholarly products; and 2) lead
interprofessional teams in the analysis of complex practice and organizational issues.
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• Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health
prepares graduates to: 1) analyze epidemiological, biostatistical, environmental, and other
appropriate scientific data related to individual, aggregate, and population health; and
2) synthesize concepts, including psychosocial dimensions and cultural diversity, related to
clinical prevention and population health in developing, implementing, and evaluating
interventions to address health promotion/disease prevention efforts, improve health
status/access patterns, and/or address gaps in care of individuals, aggregates, or populations.
• Essential VIII: Advanced Nursing Practice prepares graduates to: 1) conduct a
comprehensive and systematic assessment of health and illness parameters in complex
situations, incorporating diverse and culturally sensitive approaches; 2) design, implement,
and evaluate therapeutic interventions based on nursing science and other sciences;
3) develop and sustain therapeutic relationships and partnerships with patients (individual,
family or group) and other professionals to facilitate optimal care and patient outcomes;
4) demonstrate advanced levels of clinical judgment, systems thinking, and accountability in
designing, delivering, and evaluating evidence-based care to improve patient outcomes;
5) guide, mentor, and support other nurses to achieve excellence in nursing practice;
6) educate and guide individuals and groups through complex health and situational
transitions; and 7) use conceptual and analytical skills in evaluating the links among
practice, organizational, population, fiscal, and policy issues. The specialty curriculum
constitutes the specialty competencies/content that prepares the DNP graduate for those
practice and didactic learning experiences for a particular specialty. Competencies, content,
and practice experiences needed for specific roles in specialty areas are delineated by
national specialty nursing organizations.
American Association of Colleges of Nursing (2006) The Essentials of Doctoral Education for Advanced Nursing Practice Washington D.C.
Jefferson College of Nursing DNP Program Objectives
Upon completion of this program, the graduate will be able to:
a. Integrate nursing science with knowledge from ethics, the biophysical,
psychosocial, analytical, and organizational sciences as the basis for the highest
level of nursing practice.
b. Develop and evaluate care delivery approaches that meet current and future
needs of patient populations based on scientific findings in nursing and other
clinical sciences, as well as organizational, political, and economic sciences.
c. Design and implement processes to evaluate outcomes of practice, practice
patterns, and systems of care within a practice setting, health care organization,
or community against national benchmarks to determine variances in practice
outcomes and population trends.
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d. Provide leadership in the evaluation and resolution of ethical and legal issues
within healthcare systems relating to the use of information, information
technology, communication networks, and patient care technology.
e. Influence policy makers through active participation on committees, boards, or
task forces at the institutional, local, state, regional, national, and/or
international levels to improve health care delivery and outcomes;
f. Employ consultative and leadership skills with intraprofessional and
interprofessional teams to create change in health care and complex healthcare
delivery systems.
g. Evaluate care delivery models and/or strategies using concepts related to
community, environmental and occupational health, and cultural and
socioeconomic dimensions of health.
h. Lead at the highest level of clinical practice, administration, education, and policy.
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Academic Advising
Upon enrollment, students in the DNP program are assigned a DNP faculty member(s) as an
academic advisor. The academic advisor will assist students in interpreting DNP and College
of Nursing program and policy requirements as well develop a plan of study. Students shall
arrange a meeting with their academic advisor as soon as possible after being assigned as
well as communicate with their advisor at least once per semester and keep the advisor
informed regarding current or anticipated plans, goals, and progression issues. Students
should initiate meetings with advisers. It is recommended that these meeting are held via
Skype, Face Time, Adobe Connect, Blackboard Collaborate and/or in person. Students having
questions about academic advisors should contact the DNP Program Director.
The following list of faculty includes nursing faculty who advise students and/or teach in
the DNP program:
Clara Granda-Cameron, DNP 215.955.0806 [email protected]
Karen Dahlquist, DNP 215.503.6057 [email protected]
Susan Egger, PhD 215.503.6379 [email protected]
Marian Feil, DNP 215.503.9427 [email protected]
Dorothea Fredrick,DNP 215.503.7552 [email protected]
Tony Frisby, PhD 215.503.0422 [email protected]
Angela Gerolamo, PhD 215.503.8054 [email protected]
Catherine Harris, PhD 215.503.4704 [email protected]
Carey Heck, PhD 215.955.5264 [email protected]
Alfred Imbody, DNP 215.503.9172 [email protected]
David Jack, PhD 215.955.5349 [email protected]
Jeannette Kates, PhD 215.503.8391 [email protected]
Mary Lou Manning, PhD 215.503.6354 [email protected]
Janice Miller, DNP 215.503.7723 [email protected]
Anne Mitchell, PhD 215.503.7929 [email protected]
Shawana Moore, DNP 215.503.7559 [email protected]
Monika Pogorzelska-Maziarz, PhD 215.503.5613 [email protected]
Sharon Rainer, PhD 215.503.7558 [email protected]
Julia Ward, PhD 215.955.5263 [email protected]
Ksenia Zukowsky, PhD 215.503.5091 [email protected]
Student to Student Mentor DNP students are matched with a fellow DNP student who is further into the program. The
purpose of this match is to provide an informational resource to our incoming students as
well as an informal mentoring opportunity for our senior DNP students. Students are
encouraged to meet with each other regularly using face-to-face or electronic means.
Participation is voluntary.
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Doctor of Nursing Practice Program Options
Please refer to the 2018-2019 Jefferson College of Nursing Student Handbook and Course
Catalogue for DNP program options and full-time and part-time plans of study. All
students should consult with their advisor to create and/or revise their plan of study.
Doctor of Nursing Practice Course Listing and Course Descriptions
NU701: Scientific Underpinnings for Nursing Practice
Explores the evolution and development of theories relevant to nursing practice, grand and
middle-range theories, and their philosophical underpinnings and implications. This course has a minimum practicum component of 40 hours. NU702: Practice Inquiry: Designs, Methods and Analyses
Examines advanced research designs, methods and analysis common to clinical research
focused on solving clinical problems and improving health outcomes. The course will
prepare students to design, implement, interpret and translate research into clinical
practice. Methodologies to be studied include quantitative, qualitative and mixed methods.
The course will focus on the formulation of researchable questions and hypotheses, various
research designs, types of research variables and measurement. This course has a minimum practicum component of 40 hours. NU703: Theoretical Foundations for Organizational Change in Healthcare Systems
Provides a comprehensive exploration of organizational change theories and systems
thinking approaches within an ethical context. The goal of this course is to develop and
refine the leadership/management change skills of students to transform practice and
educational environments in order to enhance the quality of nursing and healthcare
delivery systems. This course has a minimum practicum component of 40 hours.
NU704: Philosophy, Foundations and Methods for Evidence Based Practice
Introduces the concepts associated with evidence-based nursing practice models. The steps in
implementing evidence-based practice are explored in depth. Issues related to information
management technology will be introduced. Strategies for creating a culture of evidence-based
practice both for individual and systems will be identified and barriers to evidence-based
practice will also be identified. This course has a minimum practicum component of 40 hours.
NU705: Advanced Topics in Health Informatics
Examines advanced topics in health informatics including revolutionizing health care
through information and computer technology. This course has a minimum practicum component of 40 hours. NU706: Quality Measurement and Outcomes Analysis in Healthcare
Focuses on quality and patient safety initiatives. Strategies for creating a culture of quality
and patient safety will be examined. The goal of the course is to provide the student with
the scientific knowledge base and practical tools necessary for leadership in healthcare
quality and patient safety initiatives so that an organizational quality infrastructure can be
built. This course has a minimum practicum component of 40 hours.
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NU707: Leadership and Inter-professional Collaboration
Focuses on the knowledge and skills necessary to provide exemplary leadership of groups and
inter-professional teams with an emphasis on relationship building and team building. The
goal of this course is to further enhance the student’s leadership skill development in order to
resolve complex clinical situations, improve practice environments, and lead integrated
healthcare delivery teams. This course has a minimum practicum component of 40 hours.
NU708: Clinical Prevention and Population Health for Improving the Nation’s Health
Examines concepts related to health care outcomes identification, health promotion, disease
prevention, disease management, and the design of innovative health care delivery models
for vulnerable, underserved, and minority populations. This course has a minimum practicum component of 40 hours.
NU709: Current Issues in Health and Social Policy: Planning, Participating and Policy Making
Focuses on understanding how health care is organized, financed, and delivered in the U.S.
and examines key issues currently on the U.S. national policy agenda. Students will
conduct health policy analysis, examine stakeholders’ perspectives and environmental
factors, and develop feasible policy options and recommendations. This course has a minimum practicum component of 40 hours.
NU710 Practicum I
This is the first of three practicum courses to provide students the opportunity for application
of knowledge gained in all core courses over the final three semesters of doctoral study. The
Practice Inquiry Project begins in this course. This course has a minimum practicum component of 60 hours.
NU711 Practicum II
This is the second of three practicum courses to provide students the opportunity for
application of knowledge gained in all core courses over the final three semesters of doctoral
study. The Practice Inquiry Project continues in this course. This course has a minimum practicum component of 60 hours.
NU712 Practicum III
This is the third of three practicum courses to provide students the opportunity for
application of knowledge gained in all core courses over the final three semesters of doctoral
study. The Practice Inquiry Project concludes in this course. This course has a minimum practicum component of 60 hours.
Clinical Practicum Requirements
Students are required to complete a minimum of 540 clinical practicum hours throughout
the DNP program. Didactic courses NU701 through NU709 include a minimum 40-hour
practicum component. The nature of the hours is mutually agreed upon by the student and
course faculty, and is further detailed in each course’s syllabus.
Three courses, NU710, NU711 and NU712, include practicum hours directly related to the
student’s unique area of inquiry and support the Practice Inquiry Project (PIP) and the
student’s identified clinical practice goals and course objectives. NU710, NU711 and NU712
each require a minimum of 60 clinical practicum hours
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Practicum hours earned in a course are null and void in the case of course failure or course withdrawal. When the course is repeated, practicum hours are not counted from the first attempt. Therefore, when the course is repeated, the student must complete all required hours at that time.
NOTE: The American Association of Colleges of Nursing in The Essentials of Doctoral Education for Advanced Nursing Practice (October 2006) states, "in order to achieve the
DNP competencies, programs should provide a minimum of 1,000 hours of practice post-
baccalaureate as part of a supervised academic program." Students will be required to
complete additional practicum hours if, in their MSN program, they completed less than
460 clinical hours. Students to whom this applies will develop a tailored plan with their
advisor to earn extra clinical practicum hours during the DNP program.
Clinical Affiliation Agreements and Consent and Release Forms
While JCN strives to provide enriching and engaging clinical practicum experiences for our
DNP students, it is imperative that we respect and protect legal and ethical boundaries of
both our students and clinical sites.
For practicum sites that constitute ongoing contact, the university must have a
clinical affiliation agreement with the agency/site/individual. Students shall work
with individual course faculty to determine if the university has a pre-existing
clinical affiliation agreement with the intended agency/site/individual.
For one-time interfaces (observations, interviews, etc.) or experiences that constitute
a single contact and/or one-time event, students must complete a consent and
release form with the agency/site/individual. Note: Some course assignments may require a consent and release form as well. Students shall provide copies of
completed consent and release forms with their practicum log submissions or course
assignments, as appropriate.
The consent and release form can be found in the Forms section of the DNP
Handbook.
Prior to confirming an individual’s participation with you in an interview designed to fulfill
curricular requirements of the Jefferson College of Nursing, the following must occur:
You must explain to the intended interviewee/observation location who you are.
You must explain your role as a Doctor of Nursing Practice (DNP) student at the
Jefferson College of Nursing, Jefferson University.
You will explain the project upon which you are working, the extent to which you
will publish or otherwise share the information obtained from your interactions with
them, and the media you intend to utilize to obtain information.
You will read a description of your intended activities to the interviewee or provide
them with the option to read an explanation of your planned interview.
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The Consent and Release Form will help you fully convey to the interviewee/observation
location the important elements of their participation. After the potential interviewee/location
receives information sufficient to satisfy the criteria identified in the section above, you must
ask them to sign the Agreement to Interview/Observe Form. Give the interviewee/observation
location a copy of the signed form and submit a copy of the signed form to the course board.
You may also keep a copy for your records. Do not conduct the interview/observation until you
have obtained a signed copy of the Consent and Release Form.
Practicum Hours: NU701 through NU709
Each course contains a minimum of 40 practicum hours related to the course purpose and
objectives. The nature of the hours is mutually agreed upon by the student and course
faculty, and is detailed in each course’s syllabus. At the beginning of each course, students
will write a practicum hour completion plan and discuss the plan with the course faculty.
Using the program template, students will maintain a practicum journal that includes
practicum goals and objectives, a description of practicum activities, an evaluation of
practicum activities and completed hours. At the course completion, students will submit
lessons learned from the overall practicum experience, identify areas of clinical strength,
areas for improvement and a plan of action. Students who do not submit practicum journals
(initial or interim) by the established due dates will be considered in clinical jeopardy. A
cumulative practicum journal will be submitted to the course board at the end of the
semester and maintained in the personal portfolio. All cumulative journals must be signed
by the student, attesting to the veracity of the practicum hours earned.
Practicum Hours: NU710, NU711 and NU712
Practicum hours are directly related to the student’s unique area of inquiry and support the
Practice Inquiry Project (PIP) and the student’s identified clinical practice goals and course
objectives. The practicum hours are mutually agreed upon among the student, course
faculty, committee chair, and co-operating agencies. At the beginning of each of these
courses, students will write a practicum hour completion plan and discuss the plan with the
course faculty and their committee chair. Using the program template, students will
maintain a practicum journal that includes practicum goals and objectives, description of
practicum activities, evaluation of practicum activities and completed hours. The template
can be found on the NU710, NU711, and NU712 DNP course boards. At the course
completion, students will submit lessons learned from the overall practicum experience,
identify areas of clinical strength, areas for improvement and a plan of action. A cumulative
practicum journal will be submitted to the course board periodically and at the end of the
course. A cumulative practicum journal will be submitted to the course board at the end of
the semester and maintained in the student portfolio. All cumulative journals must be
signed by the student, attesting to the veracity of the practicum hours earned.
The NU710, NU711 and NU712 practicum experience may include, but is not limited to:
• Practice experiences
• Conference attendance (pre-approved)
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• Site visits
• Consultation with a national expert
• Planning meetings with the organization where the project will be
implemented
• Leading the change team
• Creating/leading support groups
Clinical Practicum Preceptors/Mentors
The practicum hours in NU710, NU711 and NU712 require a student preceptor/mentor. This
individual is usually the external member of the student’s PIP Committee. Preceptors assist
the student to conceptualize and approach practice through a scientific mindset – challenging
the habits of practice, cultivating curiosity about the scientific and theoretical underpinnings
of practice, and formulating practice inquiry questions. Students are encouraged to select
preceptors who are subject matter experts in their selected area of inquiry, and who agree to
guide, advise, counsel, motivate, coach and facilitate the work of the student.
To be successful with the PIP and as a mentee, students must establish clear goals and
expectations, determine their personal and professional interests, be open to learning,
correction, and even failures, and carefully choose the project topic and mentors. Successful
mentoring relationships require commitment from both parties, as well as the recognition
of the needs of both and the understanding that these needs will change with time.
Students must collect a CV, professional license and credentials, when appropriate, from the preceptor/mentor at the beginning of the NU710 semester.
Clinical Practicum Evaluation
A clinical practicum evaluation is required for NU710, NU711 and NU712. The clinical
practicum evaluation incorporates identified behaviors outlined in the AACN’s Essentials of Doctoral Education for Advanced Practice Nursing. The clinical evaluation will be
completed at the end of each semester by the student’s preceptor/mentor. As well, each
student will complete a Practicum Site/Preceptor-Mentor Evaluation at the end of each
semester. These forms can be found on the NU710, NU711, and NU712 DNP course
boards. A copy of completed evaluations from each semester shall be submitted to the
committee chairperson as well as maintained in the student’s files.
Student Electronic Portfolios
Each student enrolled at Thomas Jefferson University has access to an electronic portfolio
profile. A welcome email message is sent to students with the log-in information to their
electronic portfolio (e-portfolio) account. Within the Jefferson College of Nursing, the e-
portfolio has been integrated into courses and assignments required in the undergraduate
and graduate programs. Specific details and training information are included within the
courses that are using the e-portfolio and can be found in Blackboard and the corresponding
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course syllabi. The purpose of using an e-portfolio is for students to demonstrate course and
program objectives in the undergraduate and graduate programs. It lets students showcase
their work, knowledge and experiences in an interactive, collaborative environment and
providing them with relevant opportunities in education and employment.
Students will create and update their portfolio throughout the time they are enrolled in the
Jefferson College of Nursing programs. Students are responsible for maintaining current
and updated materials in their portfolio. Course instructors will specify which
assignment/artifact needs to be placed in the portfolio for each course. After receiving a
passing grade for the assignment, students are to post a clean copy of the graded
assignment to the portfolio. If the student does not earn a passing grade for the assignment,
they must revise the assignment to a passing level before it can be posted. The expectation
is that the student will update and maintain their e-portfolio each semester/quarter as
advised by the course faculty. For additional information or questions about accessing your
account, contact the course lead instructor.
Portfolios are a P/F graded portion of each course. As with practicum hours, a course cannot
be passed if portfolio is failed and vice-versa.
All students who have created portfolios prior to the Fall 2018 semester may elect to maintain their portfolio on Blackboard.
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The following components will constitute the Entry-Level Nurse Anesthesia DNP student
portfolio.
AACN DNP
Essential(s)
COA Nurse Anesthesia
Objectives and Standards
JCN DNP
Program
Objective(s)
Content
Component 1 1,3 52, 54
Professional Role:
44, 48
a, g NU701 Phenomenon
paper (student choice)
and reflection
NU704 Integrative
literature review
Component 2 1, 2, 3, 7, 8 52, 53, 54, 58, 59
Critical Thinking:
13, 23
C NU702 Final project and
reflection
NU710 Practice inquiry
project plan
Component 3 4 55
Professional Role:
49, 50, 51
b, c, g NU703 Mission/vision
evaluation and reflection
NU705 Assignment
Component 4 1,3, 8 52, 54, 59
Professional Role:
45, 46, 47
Critical Thinking:
13, 23
Communication:
26, 30
Leadership: 31, 32
a, b, g NU704 Integrative
literature review and
reflection
NU712 Final practice
inquiry project
presentation
Component 5 1, 2, 3, 7, 8 52, 53, 54, 58, 59
Professional Role:
45, 46, 47
Critical Thinking:
13, 14, 23
Communication:
26, 30
Leadership: 31, 32
c, f, g NU705 Final project and
reflection
NU712 Final practice
inquiry project paper
Component 6 2 53, 55, 57
Patient Safety: 1, 2,
a, b, f, g NU706 Business case
and reflection
to focus on leadership
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3, 4
Communication:
25, 26, 27, 28, 29, 30
Leadership: 32
Professional Role: 33,
34, 35, 36, 37, 38, 39, 40
contributions to improve
quality and safety
NU707 Reflection on
personality assessment
assignment
Component 7 6, 7 58
Perianesthesia: 5, 6
Critical Thinking:
13, 14
Communication: 25, 26,
27, 28, 29, 30
a, d, f NU707 Leader interview
and reflection
NU708 Assignment
Component 8 5 56
Professional Role:
41, 42, 43
b, c, g NU708 Program plan
and evaluation
(Assignments 3 & 4) and
reflection
NU709 Assignment
Component 9 3, 7 52, 53, 54, 55
Critical Thinking:
13, 14, 23
Communication:
25, 26
Leadership: 31, 32
e, h, g NU709 Health policy
brief and reflection
NU704 Assignment
NU708 Assignment
Component 10 8 52, 53, 54, 55, 56, 57,
58, 59
Patient Safety: 1, 2,
3, 4
Perianesthesia: 5, 6,
7, 8, 9, 10, 11, 12
Critical Thinking: 13,
14, 15, 16, 17, 18, 19,
20, 21, 22, 23, 24
Communication: 25, 26,
27, 28, 29, 30
a, c f, h NU710 Final PIP plan
and reflection
NU711 Manuscript plan
assignment and
reflection
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Leadership: 31, 32
Professional Role: 33,
34, 35, 36, 37, 38, 39,
40, 41, 42, 43, 44, 45,
46, 47, 48, 49, 50, 51
Component 11 a, c, f, h NU712 Final practice
inquiry project
reflection
Students will write a 1-2
page reflection based on
the journey of the DNP
Students will articulate
their project and
evolution of that project
through the practicum
Students will identify
personal growth and
opportunities for ongoing
professional
improvement
It is expected that
students discuss vision
for their future as a DNP
in advanced nursing
practice through the
utilization of the program
objectives and AACN
DNP Essentials or COA
Objectives
Component 12 1, 2, 3, 4, 5,
6, 7, 8
a-h NU701-NU712 Final
practicum logs
Component 13 CV or resume,
The following components will constitute the Post-BSN and Post-MSN DNP student portfolio.
AACN DNP
Essential(s)
JCN DNP Program
Objective(s)
Content
Component 1 I a, g NU701 Phenomenon paper
(student choice) and reflection
Component 2 III c NU702 Final project and reflection
Component 3 II b, c, g NU703 Mission/vision evaluation
and reflection
Component 4 III, VIII a, b, g NU704 Integrative literature
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review and reflection
Component 5 III, IV, VIII c, f, g NU705 Final project and reflection
Component 6 I, II, III, VI,
VIII
a, b, f, g NU706 Business case and
reflection
Component 7 II, VIII a, d, f NU707 Leader interview and
reflection
Component 8 III, VII b, c, g NU708 Program plan and
evaluation (Assignments 3 & 4)
and reflection
Component 9 V, VII e, h, g NU709 Health policy brief and
reflection
Component 10 I, II, III, VII,
VIII
a, c f, h NU710 Final PIP plan and
reflection
NU711 Manuscript plan
assignment and reflection
Component 11 I, II, III, VI,
VIII
a, c, f, h NU712 Final PIP and
Reflection. Students will write a 1-
2 page reflection based on the
journey of the DNP. Students will
articulate their project and
evolution of that project through
the practicum. Students will
identify personal growth and
opportunities for ongoing
professional improvement. It is
expected that students discuss
vision for the their future as a DNP
prepared nurse through the
utilization of the program
objectives and AACN DNP
essentials.
Component 12 I-VIII a-h NU701-NU712 Final practicum
logs
Component 13 CV or resume,
Practice Inquiry Project
All Doctor of Nursing Practice (DNP) students are expected to complete a Practice Inquiry
Project (PIP). The PIP is a faculty-guided scholarly process to address a theoretically and
clinically relevant problem. The PIP provides evidence of the student’s practice inquiry
knowledge and skills and her/his ability to apply research, clinical practice and leadership
principles through problem identification, proposal development, implementation, and
evaluation of a problem related to clinical practice, the health care delivery system, or a
health care policy issue.
Much of what goes into PIP selection reflects the professional and personal interests of the
student. As with any major undertaking, success includes a series of realistic and
achievable goals and expectations. Students are expected to begin NU710 with a well-
defined PIP topic, working closely with the PIP chairperson.
235
The PIP is guided by a three member committee, including a chairperson from the JCN
faculty, a TJU faculty member, and an external committee member. The external
committee member also typically serves as the student’s practicum preceptor.
Requirements for committee members are outlined below.
The PIP is conducted during three consecutive courses. Typically, in NU710 (fall semester),
students write the proposal and submit the proposal to the appropriate Institutional
Review Board, in NU711 (spring semester), students implement the project, and in NU712
(summer semester), students evaluate and disseminate the project results.
Types of Practice Inquiry Projects
Practice Inquiry Projects may include, but are not limited to, the following examples.
1. Practice change initiative represented by a pilot study, demonstration project, program
evaluation, quality improvement project, research utilization project, or an evaluation of
a new practice model.
2. Development of innovative products to foster patient engagement in health-related
activities.
3. Substantive involvement in a large scale clinical practice project.
4. Feasibility studies
5. Case study research
Practice Inquiry Project Timeline
Students must begin NU710 with a solid practice inquiry topic and question related to clinical practice, the health care delivery system or a health care policy issue. During the
summer semester prior to beginning NU710, each student will submit a 1 to 2 page paper.
This document must include the proposed PIP type, title, purpose, objectives, 1-2 referenced
paragraphs indicating the need for such a PIP, the anticipated practicum site and any
student preferences for PIP Chair. This information provides the DNP faculty the
opportunity to review and discuss the topics/ideas and discuss and identify appropriate
chairs and determine if a clinical affiliation agreement exists for the anticipated practicum
site. DNP faculty will meet to discuss the assignment of chairs to student projects and
students will be notified of their chair prior to the beginning of NU710 in the fall semester.
Students are not to assemble a PIP committee prior to being assigned a chair and discussing committee composition with the assigned chair.
NU710 Practice Inquiry Project Requirements
Identify a PIP Committee Chairperson. A chairperson will be identified prior to
beginning NU710. The chair must hold an earned doctorate and be a member of the
Jefferson College of Nursing graduate faculty. The student and chair are expected to
work closely throughout all stages of the doctoral project. The student and chair will
discuss their communication expectations and needs, as well as identification of
potential committee members.
Identify a Practicum Site. Using the student’s professional network, determine a
practicum site for completion of the PIP. Work with the PIP committee chairperson
to determine if a current clinical affiliation agreement exists for this site.
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Select PIP Committee Members. In consultation with the PIP committee chair, the
student will identify two additional committee members. The internal committee
member should be a subject matter or methods expert or have interest in the topic,
hold an earned doctorate and be a member of the Jefferson University faculty. The
external committee member must hold an earned doctorate. This committee member
will have clinical expertise or a research collaborative relationship that may either
facilitate the student’s access to the study site, population or data or supplement the
clinical expertise of faculty committee members. The external committee member
also typically agrees to serve as the student’s practicum preceptor/mentor. The
student must obtain and submit a curriculum vitae (CV) for all committee members
other than those affiliated with Jefferson College of Nursing. Students must also
obtain license and/or credentials, when appropriate, from external committee
members and/or preceptors. Students should not contact, ask or speak with potential PIP committee members until after they meet with their committee chair, and the chair approves of the potential members.
Complete Form A. The student will obtain the chair’s and committee members’
signatures on the PIP Committee Appointment Request (Form A). The form can be
found on the NU710 course board and DNP course board. The student shall submit
the completed form to the PIP committee chair.
Timetable. The student will develop a PIP proposal timetable, including a plan to
meet the clinical practicum hour requirement and review the plan with her/his
committee chair.
Refine the practice inquiry question and project purpose. Once the student and
committee chair agree on the type of project and a clinical question/purpose, the
student will begin to write the PIP proposal, consistent with Writing the PIP format,
noted below.
Write and revise. The student will review the draft proposal with the committee
chair and revise as recommended, allowing ample time between revisions. The
student should plan to have the proposal completed and approved by the chairperson
in sufficient time for the full committee to review and revisions to occur, when
necessary, by the end of the semester. Once approved, the chair will distribute the
proposal to the committee members for review. Members should be given two weeks
to review the proposal.
Complete Form B. Once all committee members approve the project proposal, the
student will direct each member to sign the PIP Proposal Approval (Form B). The
form can be found on the NU710 and DNP course boards. Students shall submit the
completed form to their chairperson.
IRB submission. Upon committee approval of the PIP proposal, the student is ready
to submit the proposal to the appropriate Institutional Review Board (IRB). Under
most circumstances, the student will require IRB approval only from the
organization where the project will take place. The student shall prepare the
required IRB application forms in consultation with the appropriate institutional
IRB departments. The student is not permitted to start official work implementing the project until the project receives IRB approval from all required organizational IRBs. IRB submission is a requirement of NU710.
237
NU711 PIP Requirements
Implement. Once IRB approval is obtained, the student implements the PIP.
During this time, the student maintains frequent communication with the
committee chair and committee members throughout the implementation and
completion of the project.
NU712 PIP Requirements
Analyze and synthesize results.
Write and revise. The student will write the remainder of the PIP document and
submit to the committee chair according to a mutually agreed upon schedule. As
with the PIP proposal, ample time should be allocated for revisions. Once approved,
the chair will distribute the proposal to the committee members for review.
Members should be given two weeks to review the proposal.
Prepare a final oral report. Once the committee chair and members approve of the
final PIP report, the student shall arrange a mutually agreed-upon date and time for
oral presentation. The student will give a 20-minute oral summary including
significance or implications for theory, future research, clinical practice, health
policy or education. The oral summary will be followed by discussion. The oral
presentation is open to committee members and JCN faculty.
Complete Form C. The student will complete the Practice Inquiry Project Successful Completion (Form C). The form can be found on the NU712 and DNP course boards.
Upon final PIP approval, the student must submit an electronic copy to the NU712
course board. The student shall also deposit the PIP abstract into the Jefferson
Digital Commons AFTER the committee has approved the PIP and signed Form C.
Disseminate results. The student shall begin to prepare a manuscript for submission
to an identified peer-reviewed journal. If possible, the student will submit the
manuscript before the completion of NU712.
238
Writing the PIP
The length of the proposal may vary depending on the PIP option selected. Students may
find that they need to rework their proposals several times to achieve clarity, brevity and
completeness. All work is to adhere to the most recent edition of the APA style manual.
As appropriate to the nature of the project, the following format should be followed.
Title Page
Abstract should not exceed 120 words
Part I: Problem Identification, Conceptual Framework and Review of the Literature,
Project Design and Methods
Background and Significance
Description of the problem
Population affected
Epidemiology
Brief description of the state of general knowledge
Organizational/local knowledge of the problem
Significance
Purpose statement
Clinical questions
PIP objectives
Assumptions and limitations
Conceptual Framework
Description of framework or model
Figure or model, if relevant
Clear link to purpose and clinical question/s
Conceptual definitions
Review of the Literature
How have other researchers examined the problem?
Other sources of evidence: guidelines, expert panels
Critical synthesis (what are the similarities and differences among studies)
What is the level of evidence to date?
Gaps in the literature
Setting
Population/sample
Inclusion/exclusion criteria
Methods:
What data will be collected?
What tools will be used to collect these data?
What is the quality of the measure?
Who will collect the data?
How will the data collection methods be systematic and rigorous?
How will the data be protected, and how will the data be analyzed?
Timetable
Resources: Personnel, technology
Identification of key stakeholders and site support
239
Protection of human subjects
Plan for dissemination to key stakeholders
Part II: Results, Discussion and Conclusions, Implications and Recommendations.
Presentation of data and results
Explanation of analysis used
Extent to which each objective was achieved or question answered
Limitations and lessons learned
Application for practice, theory, policy, research and/or education
Relevance to change in practice and/or leadership role of the doctorally-prepared
nurse
Recommendations
References
Appendices
240
FORMS, INSTRUCTIONS and INFORMATION
241
242
Jefferson College of Nursing
Doctor of Nursing Practice Program
Practice Inquiry Project (PIP) Committee Appointment Request* (Form A)
Student Name: Date:
Title of PIP:
I hereby agree to serve as the PIP Committee Chair for the above named student.
_____________________________________________________________________________________
JCN Graduate Faculty Member Signature/Date
I hereby agree to serve as a PIP Committee Member for the above named student. (Please
print name/address/phone/email address):
_____________________________________________________________________________________
TJU Faculty Member Signature/Date
I hereby agree to serve as a PIP Committee Member for the above named student. (Please
print name/address/phone/email address):
_____________________________________________________________________________________
External Committee Member Signature/Date
*NOTE: The student is to submit and maintain a copy of this completed form to:
• PIP Chair
• Personal e-portfolio
243
Jefferson College of Nursing
Doctor of Nursing Practice Program
Practice Inquiry Project (PIP) Proposal Approval * (Form B)
Student Name: ________________________________________ Date: ___________________
Title of PIP Proposal: ______________________________________________________
I hereby accept the PIP project proposal submitted by the above named student.
_________________________________________________________
Committee Chair (Please print)
______________________________________________________ Date:_______________
Signature of Committee Chair
______________________________________________________
Committee Member (Please print)
______________________________________________________ Date:_______________
Signature of Committee Member
______________________________________________________
Committee Member (Please print)
______________________________________________________ Date:_______________
Signature of Committee Member
*NOTE: The student is to submit a copy of the completed form to:
• Chair
• Personal e-portfolio
244
Jefferson College of Nursing
Doctor of Nursing Practice Program
Practice Inquiry Project Successful Completion* (Form C)
Student Name: ________________________________________ Date: ___________________
Title of Practice Inquiry Project: __________________________________________________
I hereby certify that the above named student has successfully completed the DNP Practice
Inquiry Project requirements.
_________________________________________
Name of Committee Chair (Please print)
_________________________________________
Signature of Committee Chair
_________________________________________
Signature of Student
_________________________________________
Signature, Director, DNP Program
*NOTE: The student is to submit a copy of the completed form to:
• Chair
• Personal e-portfolio
245
Jefferson College of Nursing
Doctor of Nursing Practice Program
Practicum Journal, Evaluation and Hours
Student: _____________________________ Course________ Dates: ________________________
Practicum Goal: _____________________________________________________________________
Practicum Objectives:
1.
2.
3.
Directions: Please describe all practicum activities. In the evaluation section indicate how the
activity helped you meet your practicum goal/objectives and course objectives.
Date Practicum Activity Activity Evaluation and Associated
Objective/s Hours
Cumulative
Hours
246
Date Practicum Activity Activity Evaluation and Associated
Objective/s Hours
Cumulative
Hours
247
Complete this section only for final cumulative practicum hours.
Summary:
Please write a paragraph indicating the most important lessons learned from the
overall practicum experience.
Identify 2 major strengths.
Identify 2 improvement areas and a brief plan of action.
*Student Signature:_________________________________________ Date:_______________
*By signing this practicum log, I attest that my hours are complete, truthful and honestly earned.
248
Jefferson College of Nursing
Doctor of Nursing Practice Program
Information for Practicum Preceptor/Mentor
NU710, NU711 and NU712 General Information All Jefferson University, College of
Nursing, Doctor of Nursing Practice (DNP) degree students must successfully complete a
Practice Inquiry Project. The Practice Inquiry Project is a faculty-guided scholarly process
to address a theoretically and clinically relevant problem. The Practice Inquiry Project
provides evidence of the student’s practice inquiry knowledge and skills and her/his ability
to apply research principles through problem identification, proposal development,
implementation, and evaluation of a problem related to clinical practice, the health care
delivery system, or a health care policy issue.
Each of the three practicum courses (NU710, NU711 and NU712) includes a practicum
component. The practicum hours are related to the student’s unique area of clinical
inquiry and support the Practice Inquiry Project, the student's identified practicum
goals, course objectives and enhance the DNP competencies as described in The
American Association of Colleges of Nursing’s Essentials of Doctoral Education for
Advanced Practice Nursing.
Students are mentored by faculty and selected practicum preceptor(s/mentors) to
conceptualize and approach practice through a scientific mindset – challenging the habits
of practice, cultivating curiosity about the scientific and theoretical underpinnings of
practice, and formulating practice inquiry questions. Students are encouraged to select
preceptors/mentors who are subject matter experts in their selected area of clinical
inquiry, and who agree to guide, advise, counsel, motivate, coach and facilitate the work of
the student. In most cases, the preceptor will be the external member of the student’s
Project Inquiry Project committee.
Practicum Preceptor/Mentor Requirements
Preceptors/mentors must hold an earned doctoral degree and provide copies of the
current curriculum vitae, professional license and, when applicable, professional
certifications.
The preceptor – student relationship should begin with clearly defined expectations
and address issues such as how long the relationship will last, how frequently the
preceptor and student will meet and the need for confidentiality.
Preceptors will complete a student practicum evaluation at the completion of each
semester.
249
Jefferson College of Nursing
Doctor of Nursing Practice Program
Preceptor Evaluation of Student
Student:_______________________ Preceptor/Mentor_______________________________
Practicum Site: ___________________________ Course: ____________ Date: ___________
Directions: Please circle the number which best reflects your opinion of the student’s
clinical performance, with 3 being average and 5 indicating the highest positive rating
(excellence/expert).
Competency Rating: Please circle Comments/Suggestions
1. Theoretical Foundations for Clinical
Practice Possesses a strong scientific foundation for practice and the ability to translate that knowledge accurately, quickly and effectively to benefit patients, groups of patients, and organizations in the daily demands of varied practice environments.
1 – 2 – 3 – 4 – 5 – NA
2. Organizational Dynamics and
Change in Complex Health Care
Systems Conceptualizes new care delivery models. Possesses sophisticated expertise in assessing organizations, identifying systems’ issues, and facilitating changes within current organizational, political, cultural and economic perspectives. Is politically savvy.
1 – 2 – 3 – 4 – 5 – NA
3. Leadership and Inter-professional
Collaboration Oriented towards shared purpose and collaboration. Facilitates collaborative team functioning by skillfully acting as a team leader or team member depending on the circumstances.
1 – 2 – 3 – 4 – 5 – NA
4. Quality Measurement and Outcomes
Analysis Understands and appropriately applies descriptive and inferential statistics related to quality of care outcomes and patient safety. Utilizes evidenced-based methods to evaluate medical error.
1 – 2 – 3 – 4 – 5 – NA
5. Evidenced-based Practice Skillfully integrates knowledge from diverse sources and across disciplines, and applies the knowledge to solve practice problems and improve health outcomes.
1 – 2 – 3 – 4 – 5 – NA
250
6. Health and Social Policy Designs,
influences and implements health care policies that frame health care financing, practice regulation, access, safety, quality, and efficacy. Advocate for health care policy that addresses issues of social justice and equity in health care.
1 – 2 – 3 – 4 – 5 – NA
7. Clinical Prevention and Population
Health for Improving the Nation’s
Health Analyzes epidemiological,
biostatistical, occupational, and environmental data in the development, implementation, and evaluation of clinical prevention and population health.
1 – 2 – 3 – 4 – 5 – NA
8. Health Informatics Designs, selects, and uses information systems/technology to evaluate programs of care, and care systems. Proficient in use of information technology to implement quality improvement initiatives and support practice and administrative decision-making.
1 – 2 – 3 – 4 – 5 – NA
9. Communication (written, oral) Is able to write clearly and succinctly in a variety of communication settings and styles. Crafts messages for the intended audience. Practices critical questioning, attentive and active listening.
1 – 2 – 3 – 4 – 5 – NA
10. Professionalism Adheres to the ethical and behavioral standards of the profession of nursing. Adheres to an appropriate (for the setting) and effective set of core values and beliefs during both good and bad times. Assumes responsibility and accountability for the development and maintenance of professional behaviors. Supports autonomy, accountability, and interdependence of members of all disciplines as they make unique contributions.
1 – 2 – 3 – 4 – 5 – NA
11. Self Knowledge Knows personal strengths, weaknesses, opportunities, and limits. Gains insights from mistakes. Is open to criticism.
1 – 2 – 3 – 4 – 5 – NA
251
Comments: This is the most valuable part of your evaluation of the student, and we
appreciate the time you take to do this. Comments are especially important for any
marginal or exceptional ratings.
Strengths: (If you felt this student outstanding, please provide specific examples):
Areas needing improvement or work (please include at least one item):
Reviewed with student (circle): yes no
Preceptor/mentor signature: _______________________
Student signature: __________________________
252
Jefferson College of Nursing
Doctor of Nursing Practice Program
Practicum Site/Preceptor-Mentor Evaluation NU710, NU711 and NU712
Student Name _____________________________________ Course___________________
Preceptor/Mentor Name________________________ Practicum Site ________________
Describe your general impression of your clinical “site” and your preceptor – mentor.
PRACTICUM SITE
Activity Yes/No Comments
Provides a conducive environment
to meet course objectives
Provides a conducive environment
to meet clinical objectives
Provides orientation as needed
Site personnel is supportive of
doctoral nursing education
PRECEPTOR -MENTOR
Activity Yes/No Comments
Available for and amenable to
consultation
Encouraged open dialogue and
challenged thinking
Acted as coach, advisor and
facilitated the work of the
student
Provided abundant opportunities
to meet clinical goals and
objectives
Offered criticism in a
constructive manner
Overall impression:
Student signature:____________________________________________ Date: _____________
253
Frequently Asked Questions
1. What is the role of the PIP committee chair? The chair works closely with the student as they plan and execute the doctoral project. The
chair should be aware of all plans, timelines, changes and problems throughout the project
process. The chair must hold an earned doctorate and be a member of the JCN graduate
faculty. Selection of chair may be based upon mutual interests, similar clinical or research
experience, area of expertise and/or previous mentorship relationship.
2. How should I determine my external PIP committee member? The external committee member must hold an earned doctorate with clinical expertise or a
research collaborative relationship that may either facilitate the student’s access to the
study site, population or data or supplement the clinical expertise of faculty committee
members. The external committee member also typically agrees to serve as the student’s
practicum preceptor/mentor.
3. Does writing my PIP count as practicum hours? No.
4. Does everyone have to apply for IRB approval? Yes. Students are expected to publish the results of their PIP projects so IRB approval is
necessary, even if a project is determined to be exempt.
5. Does my time preparing the IRB submission count as practicum hours? No.
6. Will I have to get multiple IRB approvals? This will depend on the nature of the project and policies of the project site. It is the
student’s responsibility to determine if this is necessary.
7. What if my project proposal gets delayed in the IRB? If the application does get waylaid in the review process, the student will work with his/her
chair to revise the timeline and expectations.
8. What are the characteristics of a successful mentee?
Clear definition of the support and help you think you need
Recognition that one person cannot help you meet all your mentoring needs
Recognition that your needs for mentoring change over time
Ability to accept and work through meaningful criticism
Interest in working with mentors to help you grow
Respectful of mentor and chairs time; adhere to meeting due dates
Commitment to make an effort to enable the relationship to develop and function
254
Jefferson Digital Commons
About the Commons
Jefferson Digital Commons is a showcase of faculty and student work, a departmental
archive and our university press.
In the Commons' role as a showcase of scholarly works by Jefferson researchers and
students, scholars at Jefferson may use it to disseminate, publicize, and archive their work.
Researchers and other interested readers from anywhere in the world may use it to
discover and keep up-to-date with Jefferson scholarship. The Commons is a central online
system that manages the storage, access and preservation of a variety of materials and
formats, including working papers, preprints, postprints, multimedia teaching materials,
books, theses and dissertations.
Departmental annual reports and other public documents associated with Jefferson
academic units may be archived in the Commons for preservation. Jefferson Digital
Commons also supports the publication of electronic journals and other original material.
Publication support software includes processes for peer review and communication among
editorial boards. This service is free to Jeffersonians.
Jefferson Digital Commons is administered by the Center for Teaching and Learning (CTL).
CTL is currently working with a small number of academic departments and research
centers to demonstrate the capabilities of the repository, develop policies and procedures for
participation in the repository, and load representative materials. Participation in the
Commons is open to all Jefferson Units, as well as by individual faculty, students and staff.
Student materials require faculty approval prior to deposit.
Access to materials archived within the repository is free of charge to all users. Jefferson
Digital Commons also offers links to electronic dissertations of Jefferson students provided
by ProQuest's UMI Digital Dissertations service, though these dissertations are not part of
the repository itself. All users have free access to 24-page previews of the dissertations.
Members of the Jefferson community may access the full content of Jefferson dissertations
free of charge. Other users may purchase the full content from ProQuest.
After the PIP committee has signed Form C, students shall submit their PIP abstract to the JDC by emailing Dan Kipnis at [email protected]
255
JEFFERSON COLLEGE OF NURSING
DOCTOR OF NURSING PRACTICE
INTERVIEW AND OBSERVATION STUDENT INSTRUCTIONS
(1) Informing the Intended Interviewee(s) OR Observation Location:
Prior to confirming an individual’s participation with you in an interview designed to fulfill
curricular requirements of Jefferson University College of Nursing the following must occur:
You must explain to the intended interviewee/observation location who you are.
You must explain your role as a student at Jefferson University, Jefferson College of
Nursing, Doctor of Nursing Practice.
You will explain the project upon which you are working, the extent to which you
will publish or otherwise share the information obtained from your interactions with
them, and the media you intend to utilize to obtain information.
You will read a description of your intended activities to the interviewee or provide
them with the option to read an explanation of your planned interview.
(2) The Consent and Release Form
The Consent and Release Form will help you fully convey to the interviewee/observation
location the important elements of their participation. After the potential interviewee/location
receives information sufficient to satisfy the criteria identified in section (1) above, you must
ask them to sign the Agreement to Interview/Observe form. Give the interviewee/observation
location a copy of the signed form and return a copy of the signed form to the course board.
You may also keep a copy for your records. Do not conduct the interview/observation until you
have obtained a signed copy of the Consent and Release Form.
256
CONSENT and RELEASE FOR INTERVIEWS and OBSERVATIONS
[Name of the Project]
[Student’s Name and University Contact Information]
Project Description: [insert]
I, __________________________, hereby grant the right to use information from written notes
taken during interviews and/or observations in which I participated, to [_________________
(student’s name) and Jefferson University’s College of Nursing.
I understand that materials derived from the interview/observation(s) will be kept by the
University and/or the interviewer/observer, and that the information contained in the
interview(s)/observation(s) will be submitted to faculty for evaluation. I received
satisfactory answers to my inquiries concerning the project and I understand that my words
will be utilized for educational, institutional, and/or scientific purposes. I understand that
compensation for use of materials developed as a result of my participation is not available
to me. All rights, titles, and interest in the materials gathered during my participation on
the project will become and remain the property of Jefferson University, College of Nursing.
I understand that I may contact [insert contact information of faculty member with whom participants may speak] to share comments or concerns regarding the project.
_______ By initialing here, I also agree to be identified by name in the project and related
materials.
_______By initialing here, I agree to be audio recorded during this interview/observation.
I irrevocably give consent to Jefferson University, its officers, agents, employees,
successors, and licensees, forever to make use of my words in the project described above. I
acknowledge that I am fully aware of the scope and purpose of my participation on this
project and I consent to participation freely without duress, disability, or undue influence at
the time of signing this release and consent instrument.
__________________________________________________________ Date:____________________
Signature of Interviewee
__________________________________________________________ Date:____________________
Signature of Student