NURSING 3020 Clinical Evaluation

Clinical Evaluation Process Nursing 3020

Instructions

The Mid-Term Evaluation will be completed by students at the mid-point of the clinical placement to assist students to take
inventory of their current development and assist them to make plans for future clinical practice. The student will use a
reflective process to help assess progress in meeting established program, year, and course objectives. The student will submit
an electronic copy of the Mid-Term Evaluation document to the clinical instructor prior to the formal mid-term student
evaluation. Because the document is to be completed electronically, the student and instructor can take as much space as
they need to provide appropriate evidence and feedback.

After receiving the student’s Mid-Term Evaluation, the clinical instructor will complete the comment section providing
feedback and evaluation of the student’s progress. The clinical instructor will provide suggestions for improvement. The
instructor will place a check in the “S” column if progress is satisfactory, and in the “U” column if progress is unsatisfactory. If
a student demonstrates unsatisfactory progress at mid-term, the student and instructor will develop a Learning Plan outlining
strategies in which the student will engage, along with clear expectations that must be met for the successful completion of
the course. The course professor may be involved in developing the learning plan.

The student and instructor should save and print a copy of the mid-term evaluation. Printed copies must be submitted to the
course professor within a week of completion.

At the end of the rotation, students will complete a Final Evaluation. Students will use a new copy of the evaluation template
to archive their achievements and areas for future development. The student will submit an electronic copy of their final
evaluation to the instructor; this will help the instructor complete an assessment of the student.

In order to complete the final evaluation, the clinical instructor will provide additional evidence by completing the comment
section, providing feedback and evaluating the student’s progress. The clinical instructor will collect evidence in the form of
the student self-assessment, comments of the health care team members, patient input, student submissions (including
portfolios) and observations. A summary of achievement as well as implications for future learning should be included in this

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document. The attendance section and record of completed hours is to be filled in completely. The completed document is to
be printed, shared with the student and signed. The signed copy must be returned to the TFSON within 10 days.

The Year Lead, lab instructor, and/or course professor will assess the completion of the Learning Center Component, if
applicable.


Students and instructors will complete both the mid-term and final clinical evaluation
documents electronically. An electronic copy of the completed (student and instructor) final
evaluation should be submitted to the course professor within 48 hours of the final evaluation
delivery. A printed and signed copy should follow within 10 days of the evaluation meeting.

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NURS 3020H

Clinical Evaluation

Midterm

Student Name: Riley Murphy

Clinical Instructor: Martina McDowell

Missed Clinical Hours: 0 Missed Lab Hours: 0

Medication Test: 100

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Program Goals
Graduates are generalists entering a self-regulating profession in situations of health and illness.

Graduates are prepared to work with people of all ages and genders (individuals, families, groups, communities and
populations) in a variety of settings.
Graduates continuously use critical and scientific inquiry and other ways of knowing to develop and apply nursing
knowledge in their practice.
Graduates will demonstrate leadership in professional nursing practice in diverse health care contexts.

Graduates will contribute to a culture of safety by demonstrating safety in their own practice, and by identifying, and
mitigating risk for patients and other health care providers
Graduates will establish and maintain therapeutic, caring and culturally safe relationships with clients and health care team
members based upon relational boundaries and respect.
Graduates will be able to enact advocacy in their work based on the philosophy of social justice.

Graduates will effectively utilize communications and informational technologies to improve client outcomes.

Graduates will be prepared to provide nursing care that includes comprehensive, collaborative assessment, evidence-
informed interventions and outcome measures.

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Progress
Objectives Developing Needs Does not meet
Indicators/Evidence as expected Improvement expectations
1 Prepared to provide - I raise the bed to my hip height before providing ü
nursing care that care to the patient laying down in bed in order to
includes comprehensive, avoid back injuries.
collaborative
assessment, evidence-
- When cleaning a dressing, I know to move my
gauze from the incision site outward in order to
informed interventions
prevent the spread of infection.
and outcome measures.
- When ambulating patients, I make sure to use the
proper methods and assists needed in order to be
safe. For example, I use a gait belt and have
someone else follow behind the patient with a
chair when necessary.

- I remember to provide privacy for patients by
drawing the curtains closed. This is especially
important for patients in multiple occupancy
rooms.
- I double check which patients are being monitored
for fluid intake and output and their current status
before giving any liquids or disposing of any
urine. I want to make sure I am accurately
recording the volume administered/discarded so
that it can be accurately documented and assessed.

2 Establishes and - I understand that every patient appreciates a ü
maintains therapeutic, different communication style, and I may not find
caring and culturally it during my first interaction with the patient. I
safe relationships understand that later on I need to approach
through effective differently later on in order to achieve a
communication. therapeutic relationship.
- I always communicate my findings to the nurse
taking care of my patient. I understand that they
are primarily responsible for my patient, and it is

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important that they are consistently informed of

what is going on.
- I let my nurse know when I am leaving the unit for
a break, so they my patient is not forgotten about,
and receives the proper care when I am gone.
- I remember to include general well-being in my
assessments. I use the bio-psycho-social model
and understand that there is more to health than
just the physical aspect. I always ask my patients
questions to stimulate a conversation in order to
get a general sense of their mood, which also
establishes a therapeutic relationship.
3 Applies the four ways of - I am able to recognize my own biases before ü
knowing and entering a patient’s room. Being aware of my
informational biases helps me to put a conscious effort into
technologies to altering my body language and choice of words in
effectively care for order to make the patient feel comfortable and not
diverse, acutely ill judged (personal way of knowing).
patients. - I apply the skills I have learned in lab into the
clinical setting. The skills that I learn in lab are
based on evidence practice and are current in the
sense that they have been deemed best practice as
of right now (empirical way of knowing).
- I understand that I may not necessarily like the
patients I am assigned to. I understand that I need
to push this aside, and provide care to this patient
just as I would to any other patient (personal way
of knowing).
- I understand that in some circumstances, we do
things to our patients that they may not like but is
for their greater benefit. For example, there was a
patient in wrist restraints because he kept taking
off his oxygen mask. He really needed to keep his
mask on, but would not listen when told to keep it
on. In order to keep his oxygen saturation at a

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proper level, he had to have restraints (ethical way

of knowing).
- An example of the aesthetic way of knowing
occurred when I was assigned a patient who was
agitated and displeased with me. After having a
rough morning getting her up and ready for the
day, I was much less confident in myself in my
abilities as a nurse. Later on that day, I went in to
provide care to this same patient, and she opened
up and told me stories about her family. She then
offered me cookies and chocolates (which I did
not take), but it gave me that “aha” moment that is
associated with the aesthetic way of knowing.
4 Adheres to professional - I make sure to properly document and chart my ü
practice standards and assessments and findings in a form that is clear,
organizational polices to concise, and legible. This is not only important for
contribute to a culture of other health care providers to read, but could also
safety. be useful legally later on.
- I ensure patient confidentiality by only giving
information about a patient to those who are
specifically caring for that patient.
- When disposing of dirty linens, utilities, or
garbage, I am diligent with putting them in the
correct places. This ensures they get washed or
disposed of properly and contamination does not
occur.
- I always put on the proper PPE when entering the
room of a patient on any sort of precautions.
- I adhere to what is written in the patient’s chart
regarding ambulation. For example, if a patient
requires two nurses to move them, I will never
attempt to do so alone.

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5 Exercises leadership to - I jump at the opportunity to try or watch new ü

enhance patient care, things (under the supervision of my clinical
and support instructor). This helps me to expand my
professionalism in knowledge base and enhance the care I am able to
practice. give to patients.
- When I find “down time” on the unit, I try to
occupy myself with something to do rather than
wait to be given something to do. I will restock the
unit, go see if anyone needs help eating, see if my
patient needs anything, etc. This shows my
qualities of leadership and self-regulation.
- I show up to clinical prepared for the day. This
includes proper uniform, ID badge, and my hair
up. I bring my stethoscope, pens and paper, and a
water bottle. All of this ensures that I am prepared
for the day. I look professional but I also have all
of the tools and materials that I need to be
successful.
- I am able to assist my peers when they need help
to the best of my abilities. I like to share
techniques and knowledge that I have learned
through past clinical settings in order to promote
better patient care. This enhances my role as a
leader.

Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)

Riley is progressing well in this course. She has been meeting course objectives up to this point. She is always punctual for clinicals,
conducts herself professionally and communicates effectively with the interdisciplinary team and clients. Riley is easy to work with
and this is evident in staff and clients’ responses. She is always willing to assist others when needed. She performs her nursing skills
and cares confidently. Riley has been instrumental is providing education to a patient who had a G-tube and who was getting ready
to be discharged from the hospital. She always performs her rights and checks prior to medication administration and tells patients
what medications they are taking and what they are for prior to administration. She documents in the patients’ charts in timely
manner. Keep up the great work Riley.

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Signature of Instructor___ _____________________________ Date ___October 18,

2018__________________________

Signature of Student_____________________________________________________ Date
______________________________
October 18 2018