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Nursing
Jurisprudence
BCCNM LEARNING MODULE WORKBOOK
page 2
Introduction
is workbook oers activities that allow you to apply ideas presented in the
on-line Learning Module. It is organized in two sections.
Part 1 includes Workbook Activities that are related to various topic areas
addressed in the Learning Module. As you work through the module, you
will be directed to complete a specic Workbook Activity. Part 1 also includes
pages for you to record your thoughts related to learning in this module. ere
are two pages: “oughts from Reection Points” provides a space to jot down
your thoughts related to “Reection Points” included in the Module, while
“Insights and Armations” provides a space to note new insights related to your
application of Nursing Jurisprudence in your practice. is information will be
useful for you in completing your ongoing Professional Development Plan at the
completion of this module.
Part 2: is section of the workbook provides an opportunity for you to create a
plan for your continued professional growth with Nursing Jurisprudence. A
sample Professional Development Plan is provided to help you in this process.
page 3
Part 1: Workbook Activities
page 4
Workbook Activity #1
Case #1 - Suspected Child Abuse
1
Two-month-old Brandon sees a public health nurse at a child health clinic for his rst immunizations.
His mom reports he is fussy, spits up frequently and is dicult to feed. She mentions that she tried a dierent
formula without success. e nurse notes that while Brandons weight gain is adequate and his development
appropriate, the mom is concerned. e nurse advises the mom to take Brandon to see his family doctor. She
also discusses strategies for managing fussiness and gives Brandon his immunizations. She arranges to follow
up with the mom and Brandon in two weeks.
A follow up visit:
At the next visit, the nurse notes that Brandon has a dime-sized bruise on his le cheek. e mom says
Brandons three-year-old brother hit him with a toy. e mom also says that she and the dad nd Brandons
crying stressful. She admits that yesterday the dad became quite angry and pushed her. When the nurse
questions her further, the mom states that the dad gets angry but has never threatened or hurt her. e dad
loves Brandon and shes sure he would never hurt him. ey take turns with Brandon when he is crying so
they each get a break. e nurse is concerned and gives the mom a domestic violence resource card. ey talk
about having a safe place to go. Brandon looks well and the mom seems condent. She advises the mom to
more closely watch the three-year-old with the baby. She discusses strategies for managing a crying baby. en
she arranges a home visit in two weeks.
When the nurse arrives for the scheduled visit, no one is home. e nurse leaves her card with a note for the
mom to call. She also calls the moms cell phone and leaves a message.
An emergency department visit:
ree weeks later, the mom brings Brandon to a nearby emergency department. His mouth is bleeding. He is
weighed, briey assessed by the triage nurse and seen by the physician. Brandons upper frenulum is torn. e
mom explains that Brandon accidentally bumped heads with the dad while feeding. e physician says this
should heal with no problem. Brandon looks well – his bruise has disappeared and the mom doesn’t mention
it. Because it is late on a Friday night, a social worker is not available. Brandon is discharged.
A few days later, the public health nurse tries again to follow up with Brandon and his mom. She leaves a
message on the moms cell phone.
Back in emergency:
Brandon is four months old when he arrives at the emergency department by ambulance. His mom says she
found him unresponsive and seizing earlier that morning. His condition is serious. He has severe abusive
head trauma, including bilateral subdural hematomas, retinal hemorrhages and four old rib fractures of two
dierent ages.
Brandon survives but is le with permanent neurological damage.
page 5
Workbook Activity #1
Case #1 - Suspected Child Abuse
1
What are your thoughts?
Whatredagsshouldgivehealthprofessionals“reasontobelieve”thereisariskofabuse?
Whatotherquestionswouldyouhaveaskedthemom?
Whatstatutoryduty/responsibilitydoyouthinkregisterednurseshaverelatedtochildabuseandneglect?
For further information and to validate your thoughts on this case please visit this BCCNM
Web Page: Early Warning Signs: Case study about a nurse’s legal obligation to disclose
nursing jurisprudence module workbook
page 6
Workbook Activity #2
Case #2 - Jennifer’s Story
Now that you have completed this section of the module, lets go back to Jennifer’s story. Please review this
scenario and answer the questions posed based on what you now know about the RN Scope of Practice.
Jennifer, Medical Unit.
“Well, I can’t believe there are only two more hours of my night shi le before I go on two weeks’ vacation to
Italy” Jennifer exclaims to herself. e shi had not started well. Just aer the change of shi, an admission
from ER came up and one of the RNs scheduled for nights didn’t show up. He had indicated that he wasnt
supposed to be working this shi as he was working elsewhere. Stang oce was not able to send a replacement
so we are working short. Most of her patients were awake most of the night and she seemed to be forever giving
medications and answering call lights. Now it is 0530 and about time to do Mr. Frost’s blood sugar.
Mr. Frosts daughter only went home a few hours ago. He was quite restless earlier in the evening but settled
around 0200 hours. He remains confused, but did orient to person.
Jennifer enters the room with the glucometer and calls Mr. Frost. Mr. Frost seems to be sleeping. Jennifer calls
his name louder and gently shakes his shoulder with no response. His respirations are 36; pulse 130, skin is
diaphoretic. Jennifer quickly does a glucometer reading which conrms her suspicions that he is hypoglycemic
(2.5). She then calls for assistance and decides to administer 50 cc of D50W.
WhatsectionsofthescopeofpracticeforRegisteredNursescontaintheserestrictedactivities?
Whatnursingcaredoesnotconstitutearestrictedactioninthisscenario?(part3ofBCCNMRN
Scope document)
Resources:
While reviewing this nurses story you may nd it helpful to visit the following resources
RN Scope of Practice Web Page
Understanding the Scope of RN Practice Web Module
2
page 7
Workbook Activity #3
Case #4 - Celeste’s Story
Workbook Activity #3
Case #3 - Jordon’s Story
Jordan has been a nurse for 5 years and works on a busy medical oor. A skiing accident a year ago le her
with chronic pain that got much worse when she worked. Frustrated that her prescribed medication was not
alleviating her pain, she began using various ‘street’ drugs, telling herself ‘it was just an extra” to help control her
pain so that she could work. Initially she restricted her use of street drugs to her days o, but lately she has begun
consuming them on a regular basis. Aer conversations initiated by a close friend, Jordan has now realized she
is addicted to the drugs and that this could negatively impact her ability to provide safe client care. She knows
that she wants to be healthy, so she removes herself from practice and contacts her physician to ask for medical
assistance. She also calls BCCNM to tell them that she has health issues that have implications for her fitness to
practice and asks for guidance about what she should do.
IsJordanmeetingalloftheProfessionalStandards?Ifnotwhichstandard(s)andindicator(s)issheoverlooking?
Celeste has been an RN for six months. Although she is glad to have graduated and be working as an RN, she
misses her ‘student life’ and being with her friends all day. She feels ‘out of the loop’ on whats happening and has
been using social media to stay in touch. She and her friends have developed a habit of updating their Facebook
status during and aer a workday with humorous comments of the ‘low and ‘high’ lights of their workday. ey
are careful not to use names but oen refer to situations involving interactions with clients or families.
IsCelestemeetingalloftheProfessionalStandards?Ifnotwhichstandard(s)andindicator(s)issheoverlooking?
3
page 8
Workbook Activity #3
Case #5 - Helen’s Story
Workbook Activity #3
Case #6 - David’s Story
Helen has recently started her rst position as an educator on a busy surgical oor in a community hospital. She is
surprised to discover that some of the dressing procedures are not consistent with what she understands to be best
practices. When she raises this concern with the Nursing Unit Manager, the manager says, ‘is is the way weve
always done it. It seems to work ne so I don’t really see what the issue is. Helen is concerned about ‘creating
waves’ in her new job so she decides to leave things ‘as-is’ at the moment and revisit the concern ‘later’.
IsHelenmeetingalloftheProfessionalStandards?Ifnotwhichstandard(s)andindicator(s)issheoverlooking?
David recently assumed a new role as unit manager. He is surprised to nd that there is not a ‘standardized
performance appraisal tool’ for him to use with sta. Over the next few months, he works with a group of
administrators in the health care agency to research relevant literature, review existing tools being used in other
disciplines, and talks with nurses about what they would like to see in a performance appraisal tool. Together,
they design and develop a tool that reects the Professional Standards. As a nal phase of development, David
agrees to pilot its use with the sta on his nursing team, evaluate its eectiveness and share the information with
other administrators.
IsDavidmeetingalloftheProfessionalStandards?Ifnotwhichstandard(s)andindicator(s)issheoverlooking?
Resources:
While reviewing these nurses stories you may nd it helpful to visit the following resources
Professional Standards Web Page
Professional Standards in Nursing Practice Web Module
3
page 9
My Thoughts and Notes from
Reection Points
page 10
Afrmations and Insights:
page 11
Part 2: Growth Planning
page 12
Workbook Activity #4
My Plan for Professional Development/Growth
4
GOALS
1.
2.
3.
ACTION PLAN
People or places that I can investigate for learning strategies to help me meet my goals for growth and
ongoing development are:
1.
2.
3.
Specic strategies that will help me in meeting my goals are
Strategy Resources I need to
implement this strategy
Target
completion date
Other thoughts
page 13
Workbook Activity #4
My Plan for Professional Development/Growth
Strategy
Reminder: Add your completed action plan to your Quality Assurance Portfolio.
Resources I need to
implement this strategy
Target
completion date
Other thoughts
4
page 14
Workbook Activity #4
My Plan for Professional Development/Growth
4
GOALS
1. To increase my understanding of what it means for me to be a self-regulating professional.
2.
3.
ACTION PLAN
People or places that I can investigate for learning strategies to help me meet my goals for growth and
ongoing development are:
1. Review Learning Resources section of this module
2. Electronic Health Library of BC
https://ehlbc.ca/
3.
Specic strategies that will help me in meeting my goals are
Strategy Resources I need to
implement this strategy
Target
completion date
Other thoughts
Example: detailed plan
1. Review documents
identied in Learning
Resources section of module
1. None – just download the
documents from the Learning
resources section!
1. Within the
next week
Example