Clinical Evaluation Process for the Trent Fleming School ...
Clinical Evaluation Process Nursing 3020Instructions 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 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.yNURS 3020HClinical Evaluation (Check one) Midterm _____X_____ Final ____________Student Name: Emma TruinClinical Instructor: Jaime SimsMissed Clinical Hours: 0 Missed Lab Hours: 0Program GoalsGraduates 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 providersGraduates 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.ObjectivesProgressIndicators/EvidenceSU1Prepared to provide nursing care that includes comprehensive, collaborative assessment, evidence-informed interventions and outcome measures.I was assigned a patient and completed my pre-clinical assessment which allowed me to gain knowledge of my patient’s diagnosis and set priority assessments for that particular patient’s needs. I completed a head to toe assessment and interpreted my findings to draw conclusions about client health status. My patient had RT pleural effusion, which allowed me to determine the patient’s breath sounds. The patient experienced decreased RLL breath sounds due to fluid and a noted rub in the LLL. jsI came prepared too clinical this week with a list of my patients’ medications so I could safely administer them with my clinical instructor. This allowed me to know and understand any nursing implications for each drug, why my patient was receiving that drug, and any side effects they may experience. jsBeing the team leader I asked the other students to give me a report on their patient after they had talked to the primary nurse. This report also included identifying any assistance in care the student would need for that shift and any procedures such as dressing changes etc., they would be doing for the day. This allowed for a collaboration between the team leader, the clinical instructor and the students. jsjs2Establishes and maintains therapeutic, caring and culturally safe relationships through effective communication.I effectively communicated with the primary nurse for my patient in regards to my morning head to toe assessment. This allowed the primary care nurse to comprehend my patient’s status to continue caring for this patient. I demonstrated responsibility in completing my assigned work and communicating the work that was completed and not completed. My patient had a dressing above their right eye, due to family, appointments, and the patient not wanting the dressing done while I was caring for them, allowed me to communicate this to the primary nurse to ensure the dressing would be changed later on. This was including the patient in their own care and being part of the health care team which helped develop a therapeutic relationshipjsMy patient received the news that they had brain metastases on top of spreading to the lungs and adrenal gland. My patient was very upset and I was able to provide emotional support based on the therapeutic relationship I had established with them prior to this news. jsAs the student leader, I was able to attend a tele-conference for a patient that was trying to decide to have a surgery. The patient was appreciative for me and another student going with her as she felt we were supporting her in her time of need. We were able to answer as many questions as we could to help her clarify what the doctor was advising. jsjs3Applies the four ways of knowing and informational technologies to effectively care for diverse, acutely ill patients.Used empirical knowledge when researching my patient’s diagnostic to understand why and how the phenomena occurred. My patient had RT pleural effusion and I was able to research why someone would develop fluid in their lungs. The underlying cause of my patient’s diagnostic was still to be determined with diagnostic tests that he was receiving. jsI applied esthetic pattern of knowing by providing empathy and emotional support for my patient after the told me they were “going to die”. This allowed me to in the moment show emotions with my patient and be there for them. I gained a better understanding of my patients’ emotional health and was able to provide care based on those emotions.jsI showed ethical practice by performing hand hygiene and wearing proper PPE. This shows an ethical concern for the well-being for patients and for other nurses. jsjs4Adheres to professional practice standards and organizational polices to contribute to a culture of safety.I demonstrated a professional presence and modeled professional behaviour by addressing myself as a student nurse and providing my name to my patient during my morning care. jsPracticed safe PPE as my patient was on contact precautions. I used a gown and gloves as stated on the door by the infection control. jsI knew that prior to giving Ramipril my patients systolic blood pressure must be greater than 140 mmHg. In my morning assessment my patient’s blood pressure was 142/73. Due to the blood pressure being close to 140, I decided to take the patient’s blood pressure using a manual BP. When using the manual my patients BP was 165/70. This made me understand that manual may be a better way of taking BP especially for those receiving antihypertensive drugs. jsUsed appropriate assessment tools and techniques to obtain multiple stool samples to be assessed by the lab for patients with diarrhea. I have also performed multiple MRSA and VRE swabs. jsjs5Exercises leadership to enhance patient care, and support professionalism in practice.Asked my primary nurse if she needed any assistance and took the leadership to help do head to toe assessments on some of the other patients. jsDisplayed initiative and confidence and encouraged collaborative interactions within the health care team. jsI engaged in my simulation to improve knowledge and skills to bring my learning too my next clinical shift. This allowed me to continue competence to provide better care to my patients each week. Skills such as medication administration, head-to-toe assessments, SBAR, chest tube care, and IV care. jsI had the opportunity of being student leader for a clinical shift. Students were to come to me with questions or concerns to see if I could assist them or answer them before going to the clinical instructor. I had the opportunity to take initiative and be confident to encourage collaborative care amongst the other students. This allowed me to develop problem-solving skills and critical thinking skills. jsjsClinical Instructor Comments (All areas marked as unsatisfactory must have a comment)Emma is a kind and considerate and compassionate year 3 nursing student who comes prepared each week to provide the best care to her patients.Emma works well within the team and alongside her peers and is often out helping others when her own required work is complete due to good time management and priority setting. Emma consistently and safely cares for 1-2 patients each week including giving meds and completing assigned tasks either independently and or alongside of clinical instructor and or co-assigned nurse. Emma always comes prepared to the clinical setting and has a sound understanding of anatomy and physiology in relation to patient’s diagnosis as noted in conversation, post clinical and sharing during post conferences. Emma proactively seeks out new information and knowledge utilizing best practices and applies nursing knowledge in the provision of care in the acute care setting – post clinical and reflective journal, SIM LAB. Emma demonstrates a high level of critical inquiry to support decision making. Her role as team leader was well received by her team mates and proved to be a successful role for Emma. Well doneEmma has demonstrated good observation skills and has solid understanding of medication pharmacology – When unsure, Emma will seek out assistance before making clinical decisions that she is unsure of to ensure safe patient care. Emma always maintains a high level of professionalism with a high regard for her scope of practice and role within the health care team.Emma continually reflects on her practice and builds her knowledge skill and judgment each week based on several modes of inquiry (reflection, lexicomp, nurinsg resources etc.)Overall Emma is progressing well and is encouraged for the second ? of the semester to continue to seek out information regarding labs, diagnostic test and how this information guides care planning and outcomes of patients. Also consider attending rounds on a regular basis to gain comprehensive understanding of the interprofessional team approach to care planning and discharge planning.Signature of Instructor___________________________________________________Date _____________________________Signature of Student_____________________________________________________Date ______________________________ (Final Evaluation Only)Student Areas of Strength1.2.3.Student Areas for Future Development1.2.3.Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)AttendanceThursFriThursFriWeek 188Week 6Week 283.5 (SIM)Week 7Week 388Week 8Week 43.5 (SIM)8Week 9Week 5Week 10Total number of clinical hours completed: 48Clinical ComponentSatisfactory Unsatisfactory (Please circle the appropriate outcome)Clinical Learning Center CompletedNot completedSignature of Instructor____________________________________Date_______________________________Signature of Student______________________________________Date________________________________ ................
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