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
Final Evaluation

Student Name: Laura Brooks

Clinical Instructor: Mary Kunga

Missed Clinical Hours: 8 Missed Lab Hours: 0

Final Grade (circle): (S=Satisfactory; U=Unsatisfactory)

Clinical component S U
Lab component S U
Simulation component S U

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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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Objectives
1 Prepared to provide
nursing care that includes
comprehensive,
collaborative assessment,
evidence-informed
interventions and
outcome measures.
2 Establishes and maintains
therapeutic, caring and
culturally safe
relationships through
effective communication.
Progress
Satisfactory Unsatisfactory
Indicators/Evidence
 Interpret critical aspects of the person’s experience of acute illness in
relation to common signs and symptoms, responses to treatment, patterns
of coping, and impact on individual and family relationships
 Demonstrated nursing interventions related to clinical pathways including
PO medication administration, full head-toe assessment, wound care using
sterile technique, neurological assessment, inserting a male catheter,
ambulated patients to void and have bowel movements, performed bed
baths, morning and HS care including dental care, used the bladder
scanner, helped debride a patient’s diabetic toe. Helped with a pick line
dressing change using sterile technique, helped admit a patient into the
unit, helping him get ready for surgery (VS, fluids, placing him on a
stretcher)
 Worked with patients and families to create homecare care plans and
solutions to ensure the best outcomes for the patients.
- Throughout my acute care placement, I demonstrated and maintained
therapeutic relationships not only with my patients but the primary
nurses I worked with. My goal for every placement I wanted to establish a
relationship with my patient that they would remember and make sure
they were receiving the best care possible. For example, as I got to know
my patient L.M she explained to me how much her nose was dry and she
was very uncomfortable with nasal prongs on, with 2 L of oxygen. I
advocated for her to my primary nurse and we proceeded to take her off
the oxygen, and helped her use the incentive spirometer, and making sure
she took deep breaths, and coughed multiple times an hour. This made
her feel much better, more comfortable without the nasal prongs drying
out her nose. Without talking to her, trying to acknowledge her needs,
she may have not wanted to bother complaining about her nose and just
left it alone, but as a student nurse I am there to plan an appropriate
nurse care plan, and help with autonomy to better the patients’
outcomes.
- I communicate to my primary RN, about any abnormal signs with my
patient, and what I have completed including any bowel movements,
voiding, wound changes, self-care, catheter insertion.
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3 Applies the four ways of Ethical: I showed ethical practice towards my patients by acting in a judgement
knowing and freeway. Every patient has a story and a different background, and I am not there
informational to judge but to take care of them in a time of need. Making judgements on patients
technologies to can affect patient-centered care, communication, empathy, professionalism,
effectively care for outcome disparities which leads to stereotyping and decreased positive patient
diverse, acutely ill outcomes. I never placed judgment on my patients, which increased my patient
patients. centered care.

Aesthetic: I applied aesthetic pattern of knowing by building rapport with my

patients and with my primary RN. With my patients I wanted to get to know them,
know who had visited them and get them to explain how much they wanted to,
and try to get their minds off the pain they may be suffering but, on their passions,
and what makes them happy. I reminded them what is outside of the hospital, and
what they can look forward too when they could go home and back to their normal
life. I think this helped patients feel better, and know they had someone care about
them not just physically but mentally.

Empirical: I tried to use my empirical knowledge before I got on to the orthopedic

floor. Before our clinical days, our instructor would send us our patient
assignments, to ensure we were ready to make our own nursing care plan for them
and understand the medications they were on. I would research their surgery, and
medications to know what I was giving. If I didn’t understand or know the
surgery, I took to time to understand it so if a patient had any questions I could
answer professionally and accurately.

Personal: I have used personal knowledge from my past degree in kinesiology,

which I can heavily relate to my orthopedic floor. We thoroughly learned about
every bone, joint, ligaments muscle and how the body moves. When I am
changing a patient position in bed, changing a brief or ambulating them, I use my
previous knowledge from biomechanics on how they should be moving, how
quickly or slowly they should be moving in order to heal properly.
4 Adheres to professional - As part of the health care team when admitting or discharging a patient I
practice standards and ensured there was a family member/friend/guardian involved to give the
organizational polices to patient extra support and giving them some ease and answered any
contribute to a culture of questions they had. Would speak with primary nurse to ensure I had the
safety. proper information

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5 Exercises leadership to
enhance patient care, and
support professionalism
in practice.
Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)
Signature of Instructor___________________________________________________
Signature of Student: Laura
- Studied the discharge papers, making sure I understood the discharge
process.
- Implemented PRHC organizational policies including Deep vein
thrombosis prophylaxis, by ambulating the patient and making sure they
have an anti-coagulant.
- Recognizing abnormal vital signs and informing my nurse or clinical
instructor to ask if this was okay, or if we needed to intervene in any
manner.
- Advocating for my patients for pain medications, if more than a 4.
- Identifying signs of infection with wound care, using empirical knowledge
from our 3020 labs.
- Provided patient education on the importance of ambulating, getting up
and moving will improve their mobility and healing rate.
- Patient education on the importance of coughing, deep breathing, and
using incentive spirometer when being taken off of oxygen, to strengthen
lungs and increase their SPO2.
- Initiating any work that the nurses need to do for example picking out
things in a patient chart I can do with my instructor like removing of a
catheter and making sure I stay busy and always ask my nurse if I can help
with their other patients.
- Speaking in a professional manner to my peers, RN’s on the floor,
instructor and especially my patients, and their family members and
friends.
Date _____________________________
Brooks Date March 24th, 2019
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Attendance

Thurs Fri Thurs Fri

Week 1   Week 6  
Week 2   Week 7  
Week 3   Week 8 Sick 
Week 4   Week 9  
Week 5   Week 10  

Total number of clinical hours completed 152

Clinical Component Satisfactory Unsatisfactory

(Please circle the appropriate outcome)

Clinical Learning Center Completed Not completed

Signature of Instructor____________________________________ Date_______________________________

Signature of Student Laura Brooks Date: March 24th, 2019

Student Areas of Strength

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1. Initiative – I am always willing to learn new things and used initiative to start tasks on my own or with a peer. Used
critical thinking before I asked for help.

2. Head to toe assessment

3. Communication/Therapeutic relationship (nurse to patient)– I made sure I entered every room with a smile and tried to
build relationships with all of my patients, or any patient I was helping with their care.

Student Areas for Future Development

1. Charting – I think this will come with practice, but just knowing what to chart properly and using the proper terminology
for my charting, this needs improvement.

2. Knowledge about medications

3. Asking more questions to further my knowledge from my primary nurse, and instructor.

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