| Course | NURS 6370 Foundational Skills for Nurse Educators in Academic and Healthcare Environments |
|---|---|
| Week | Week 10 |
| Paper type | Education documentation record |
| Length | About 520 words, 4 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Science in Nursing (MSN) |
| Updated | September 2026 |
Free sample paper for NURS 6370 Week 10
Education Record: Hazardous Drug Gown Use In-Service, Three Deliveries on Two Oncology Units
Student Name
College of Nursing, Walden University
NURS 6370: Foundational Skills for Nurse Educators in Academic and Healthcare Environments
Instructor Name
Month Day, Year
Education Record: Hazardous Drug Gown Use In-Service, Three Deliveries on Two Oncology Units
Record Header
Table 1
Header Fields
| Field | Entry |
|---|---|
| Topic | Gown use for intravenous hazardous drug administration, including tasks under one minute |
| Standard or policy | Unit policy HD-04, Handling of Hazardous Drugs, revised June 2025, which adopts the Oncology Nursing Society safe handling guidance (Polovich & Olsen, 2018) |
| Needs basis | Practice council observation audit, third quarter 2025: gown worn in 23 of 40 observed administrations (58%); gloves in 39 of 40. Reason pattern matches the national survey finding that nurses skip gowns when exposure seems minimal (Boiano et al., 2014) |
| Units | Hematology and oncology (28 beds); bone marrow transplant (20 beds) |
| Educator | Unit educator, MSN student, RN, oncology certified |
| Environmental change made with the education | Four gowns added to each room caddy by materials management, October 3, 2025 |
Deliveries
Table 2
Each Delivery Recorded Separately
| Delivery | Date and time | Length | Method | Present / scheduled |
|---|---|---|---|---|
| 1 | October 7, 2025, 0715 huddle | 15 minutes | Caddy walk and verbal teaching | 11 / 11 |
| 2 | October 7, 2025, 1915 huddle | 15 minutes | Caddy walk and verbal teaching | 9 / 10 |
| 3 | October 11, 2025, 0715 huddle | 15 minutes | Caddy walk and verbal teaching | 7 / 7 |
| 4 | October 14 to 17, 2025, one to one | 10 to 15 minutes each | Charge nurse walk at the caddy, same content | 3 / 4 |
Attendance Against the Denominator
Denominator: 31 nurses assigned to the two units in October 2025. Reached: 30 of 31 (97%). Not reached: 1, on family leave from October 1 to November 30, 2025. Plan for the nurse not reached: one to one session with the unit educator on the first shift after return; completed December 2, 2025, and added to this record the same day. Final reached: 31 of 31.
Evidence of Competence
Recorded separately from attendance. Objective 1, locate gowns in the room caddy: demonstrated at the caddy by 31 of 31. Objective 2, state the three tasks under one minute that require a gown (spiking, disconnecting, changing a bag): stated correctly by 30 of 31 on the first attempt and 31 of 31 after one prompt. Practice outcome, same observation audit repeated December 12 to 19, 2025, 40 observations, same form: gown worn in 37 of 40 (93%); target of 36 met. Caddy restock checks: 8 weekly checks, 2 caddies found without gowns, both restocked the same shift and reported to materials management.
Retention
Rosters with signatures, the objective check sheet and both audit forms are scanned into the education department's shared drive, folder Oncology/2025/HD-04, and the originals are kept in the unit education binder. Retention period: seven years from the date of the last delivery, under the department's records schedule. Each nurse's completion is also entered in the learning management system under course code ONC-HD-GOWN. Record format follows the evaluation and documentation expectations of the professional development standards (Harper & Maloney, 2022). Related records: the in-service plan dated September 30, 2025, and the practice council audit reports for the third and fourth quarters, filed in the same folder. Record completed by the unit educator, December 19, 2025.
References
Boiano, J. M., Steege, A. L., & Sweeney, M. H. (2014). Adherence to safe handling guidelines by health care workers who administer antineoplastic drugs. Journal of Occupational and Environmental Hygiene, 11(11), 728-740. https://doi.org/10.1080/15459624.2014.916809
Harper, M. G., & Maloney, P. (Eds.). (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.
Polovich, M., & Olsen, M. M. (Eds.). (2018). Safe handling of hazardous drugs (3rd ed.). Oncology Nursing Society.
The Walden NURS 6370 Week 10 instructions
The Week 10 assignment usually asks you to create documentation for an educational activity you planned or delivered, showing what was taught, to whom, when, against what standard and with what evidence of learning or competence. Some sections provide a template, often modeled on a hospital education record or continuing education documentation. Prompts may ask how the record would satisfy accreditation or regulatory review and how long it should be kept. The submission is usually the record itself, sometimes with a short explanation. If your prompt supplies a template, use its fields in its order, and add missing information only where the instructions allow. Records often need to connect to earlier planning documents, so keep the dates and counts consistent with the in-service plan you wrote before.
Inside the NURS 6370 Week 10 example
Table 1 holds the header fields: topic, the policy and the professional guidance it adopts, the audit that created the need, the units, the educator and the supply change made alongside the teaching. Table 2 logs four deliveries separately with date, length, method and present over scheduled. An attendance paragraph gives the denominator, the one nurse not reached, the reason and the date that nurse was reached. Competence has its own section, reporting each objective and the repeat audit of 37 of 40 against a target of 36. Retention names the folder, the course code and the seven-year period. No sentence in the record interprets or evaluates the session; everything is a date, a count, a source or a location.
Reading the NURS 6370 Week 10 rubric
Documentation rubrics usually score completeness, accuracy, alignment with standards, separation of attendance from competence, retention and professional presentation. Completeness is checked field by field against the prompt or template. Accuracy asks that counts add up, which is why the deliveries and the denominator agree. Alignment wants the education tied to a named policy or standard. Competence evidence is scored separately in many sections. Retention is often required and often missed. Presentation marks go to a record that another person could read without the educator present, free of commentary about how the session felt.
NURS 6370 Week 10 help from the desk
The biggest error is submitting a reflection instead of a record: how the session went, what the educator learned, what might change. That belongs in a different assignment. Another is counting attendance without a denominator, so absent staff disappear from the record. Many records treat a signature on a roster as proof of competence. Some omit the standard behind the teaching, which leaves the education without authority. Retention and storage are often left out. Write the record for a stranger who will read it a year later and must find every answer on the page. Check the arithmetic last: the deliveries, the people not reached and the denominator should reconcile exactly.
Get a NURS 6370 Week 10 example written to your instructions
Send the prompt, the rubric and any institutional form your section wants used, and a NURS 6370 Week 10 record comes back completed on it, with deliveries logged separately. First custom one free, back inside 24 to 48 hours. Rosters, badge numbers and the hours logged against them live in a department system and are not rebuilt from outside it.
More NURS 6370 papers and MSN samples
- NURS 6370 Week 1: Discussion post
- NURS 6370 Week 2: Setting comparison
- NURS 6370 Week 3: Syllabus section
- NURS 6370 Week 4: Session plan
- NURS 6370 Week 5: In-service plan
- NURS 6370 Week 6: Feedback sample
- NURS 6370 Week 7: Competency checklist
- NURS 6370 Week 8: Teaching presentation
- NURS 6370 Week 9: Discussion post
- NURS 6370 Week 11: Skills self-assessment
- NURS 6351 Week 10: Role development plan
- NURS 6341 Week 10: Scholarly paper
- NURS 6331 Week 10: Implementation memo
- NURS 6321 Week 10: Curriculum design
NURS 6370 Week 10 questions, answered
Is documentation the same as a reflection on the session?
No, and submitting one as the other is the fastest loss on this assignment. Documentation answers what happened and proves it. A reflection interprets how it felt and what the educator would do differently. Sections assigning both keep them well apart, and the record on this page holds no commentary of any kind.
What makes a record auditable?
A named standard, dated deliveries, attendance against a denominator, evidence of competence held separately, and a stated retention period. The example carries all five, because a record missing any one of them cannot answer a question a surveyor is certain to ask. Institutional forms vary and those fields survive the change.
Does the example use a real department's data?
None of it. Counts, dates and the standard are constructed at a believable scale so the form has something to hold. Where your prompt supplies its own figures, those replace them entirely. Where it supplies none, the example stays on invented numbers rather than borrowing any from anywhere.
Where can I find a free NURS 6370 Week 10 sample paper?
The entire education record, with both tables, the attendance count, the competence evidence and retention, is available free on this page. A custom record built on your own in-service or your section's template can be requested at no cost.
What fields does a NURS 6370 education record need?
At minimum the topic, the standard or policy behind it, dated deliveries, attendance against a denominator, evidence of competence and a retention statement. Templates vary, but those fields answer the questions a reviewer asks first.