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1
COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK
1. Demonstrate safe, competent practice in compliance with regulatory frameworks and Humber College Institute of
Technology and Applied Learning (ITAL) policies.
i.
ii.
iii.
iv.
v.
vi.
vii.
Comply with Humber College Institute of Technology and Applied learning (ITAL) policies, the Practical Nursing Program Student
Handbook, Clinical Simulation Lab Code of Behaviour contract, and professional nursing standards and guidelines.
Accept responsibility for own actions and for self-directed learning.
Demonstrate professionalism with attendance, punctuality, dress code, behavior, language, and timely submission of assignments.
Use theory-based approach.
Ensure a safe environment.
Ask relevant questions and answer questions based on thorough preparation.
Apply knowledge of the role of the student nurse.
Faculty Comments
ND
KG 11/03/13
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development
U = Unsatisfactory
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).
U = Unsatisfactory
ND
KG 11/03/13
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).
U = Unsatisfactory
iii.
Provide feedback to peers and accept feedback from peers.
ii.
Establish respectful, polite, and honest relationships with peers, Professors/Clinical Teachers, and the Lab Technologist.
iv.
Advocate for self and peers for a quality learning environment.
iii.
Exhibit cooperative, helpful, and collaborative relationships with team members.
v.
Ask relevant questions to clarify understanding.
vi.
Respond
appropriately
to unsafe
and unacceptable
iv.
Apply
knowledge
of strategies
for conflict
resolution. behaviours.
Student
Comments
(S) behavior
ND Uaffects peer relationships and practice.
Faculty Comments S
ND U
v.
Recognize
how ones
vi.
Respect the diversity of peers in the learning environment.
Provided
and took
feedback
vii. - Apply
knowledge
of health
teaching and learning strategies.
Asked
relevant
questions
Student Comments (S) ND to
U further deepen my
knowledge
- Ensured caring and respectful attitude
- Demonstrated
leadership
skillsand
during
group work (lab
- Exhibited some
cooperative,
helpful,
collaborative
practice)
and
ensured
a
positive
learning
environment
with
relationships with my classmates
my
partner
- Applied knowledge of health teaching and learning
strategies
Signature and
and Date:
Date:
Signature
KG 11/03/13
11/03/13
KG
Faculty Comments
ND
Signature
and Date:
Date:
Signature and
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).
PLANS OF CARE:
MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES
5. Apply knowledge of the nursing process to assess, plan, and implement nursing skills.
i.
ii.
iii.
iv.
v.
vi.
vii.
Perform health assessments, interviewing, and nursing techniques and skills accurately, safely, competently and in a timely manner.
Perform initial assessments of clients vital signs, neurological, cardiovascular, respiratory, and gastrointesitinal systems.
Use the nursing process as a decision-making tool.
Utilize the nursing process to meet clients healthcare needs related to hygiene, including integumentary care, nutrition, hydration, digestion,
elimination, mobility, and safety.
Discuss environmental strategies that promote health safety, and reduce risk including infection control, emergency codes, and ethically
appropriate and safe use of restraints.
Utilize infection prevention and control practice, including, but not limited to: hand washing and basic personal protective equipment (PPE).
viii.
ix.
Student Comments
-
(ND)
Faculty Comments
ND
KG 11/03/13
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory
ND
Client:
KG 11/03/13
Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see Glossary, Entry-toPractice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, or weighting of significance. Learning outcomes are
inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario Registered Practical Nurses
(2011).
KG 11/03/13
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).
U = Unsatisfactory
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be
referred to as a patient or resident. (see Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor
weighting of significance. Learning outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related,
and incorporate the Entry-to-Practice Competencies for Ontario Registered Practical Nurses (2011).
Utilize problem-solving and decision-making skills related to foundational aspects of nursing interventions, skills, and practice.
Use a theory-based approach, problem-solving, and decision-making skills in a professional and accountable manner.
Use relevant theory to explain the rational underlying the health assessment and interviewing strategies and techniques and the
foundational nursing skills being used.
Apply knowledge from nursing, health, biological and social sciences.
Demonstrate professionalism and accountability.
Recognize strengths and limitations and seek appropriate assistance and support.
Student Comments ( S) ND U
- Recognizes strengths and weaknesses and seeks
appropriate assistance and support from both
professors and peers
Faculty Comments
ND
KG 11/03/13
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).