Nursing Student Handbook - John Tyler Community College

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Walk Hearing Hear normal speaking level sounds (e.g., person-to-person report) Hear faint voices Hear faint body sounds (e.g., blood pressure sounds, assess placement of tubes) Hear in situations when not able to see lips (e.g., when masks are used) Hear auditory alarms (e.g., monitors, fire alarms, call bells) Visual See objects up to 20 inches away (e.g., information on a computer screen, skin conditions) See objects up to 20 feet away (e.g.. client in a room) See objects more than 20 feet away (e.g., client at end of hall) Use depth perception Use peripheral vision Distinguish color (e.g., color codes on supplies, charts, bed) Distinguish color intensity (e.g., flushed skin, skin paleness) Reading Read and understand written documents in English (e.g., policies, protocols) Smell Detect odors from client (e.g., foul smelling drainage, alcohol breath) Detect smoke Detect gases or noxious smells Arithmetic Competence Read and understand columns of writing (e.g., flow sheet, charts) Read digital displays Read graphic printouts (e.g., EKG) Calibrate equipment Convert numbers to and/or from the Metric System Read graphs (e.g., vital sign sheets) Tell time Measure time (e.g., count duration of contractions, etc.) Count rates (e.g., drips/minute, pulse) Use measuring tools (e.g., thermometer) Read measurement marks (e.g., measurement tapes, scales, etc.) Add, subtract, multiply, and/or divide whole numbers Compute fractions (e.g., medication dosages) Use a calculator Write numbers in records Emotional Stability Establish therapeutic boundaries Provide client with emotional support Adapt to changing environment/stress 29
Deal with the unexpected (e.g., client going bad, crisis) Focus attention on task, including in distracting/chaotic environment Monitor own emotions Perform multiple responsibilities concurrently Handle strong emotions (e.g., grief) Analytical Thinking Transfer knowledge from one situation to another Process information Evaluate outcomes Problem solve Prioritize tasks Use long-term memory Use short-term memory Critical Thinking Identify cause-effect relationships Plan/control activities for others Synthesize knowledge and skills Sequence information Interpersonal Skills Negotiate interpersonal conflict Respect differences in clients Establish rapport with clients Establish rapport with coworkers Communication skills Teach (e.g., client/family about health care) Explain procedures Give oral reports in English (e.g., report on client’s condition to others) Interact with others (e.g., health care workers) Speak on the telephone Influence people Direct activities of others in English Convey information through writing in English (e.g., progress notes) 8. Nursing Skills and Simulation Lab The nursing skills laboratory provides the student an opportunity to practice nursing skills before caring for a patient in the clinical setting. Students can make an appointment with their course instructor for individual needs that require the use of the lab. Students are not permitted in the labs without faculty or staff in attendance. No food or drink is permitted in any of the labs at the Nursing Education Center. 9. Support Services Computers are provided in the Student Resource Center for student use. Printing services are not available for students at the Nursing Education Center. Classroom space is available for study groups, if classrooms are not in use. Students must check with faculty to make arrangements prior to use. 30
Page 1 and 2: NURSING STUDENT HANDBOOK 2014-2015
Page 3 and 4: I. INTRODUCTION This handbook conta
Page 5 and 6: We believe health: is the individu
Page 7 and 8: D. Core Competencies Definitions 1.
Page 9 and 10: for a group of clients in a variety
Page 11 and 12: I. Costs 7. NUR 223 - Second-Level
Page 13 and 14: 226 (Health Assessment); however, s
Page 15 and 16: success upon re-entry. 5. Transferr
Page 17 and 18: 12. Health Requirements REQUIREMENT
Page 19 and 20: 2. Written Assignments to meet clin
Page 21 and 22: quiz within the timeline given may
Page 23 and 24: is not a requirement of the faculty
Page 25 and 26: left upper sleeve of the top and la
Page 27 and 28: prior to being eligible to progress
Page 29: e. Motor skills, gross and fine, su
Page 33 and 34: 12. Social Media determine if there
Page 35 and 36: F101, F108b, restrooms in suite F11
Page 37 and 38: Principles of professional behavior
Page 39 and 40: 1. Failing to exhibit appropriate m
Page 41 and 42: environment. Behavior that is respe

Nursing Student Handbook - John Tyler Community College

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