NURS1020 Clinical Course Evaluation

Final Evaluation

Student: Bethany Carr

Clinical Instructor: Marnie Forbes
Missed Clinical Hours: 6

Missed Lab Hours: 0

Satisfactory
Unsatisfactory
Please circle the appropriate box

NURS1020 Clinical Course Evaluation

Program Goals
Students graduating from this program are prepared as generalists entering a self-regulating profession in situations of health and
illness.
Students graduating from this program are prepared to work with people of all ages and genders (individuals, families, groups,
communities and populations) in a variety of settings.
Students graduating from this program are prepared to work with people of all ages and genders (individuals, families, groups,
communities and populations) in a variety of settings.
Graduates will learn to continuously use critical and scientific inquiry and other ways of knowing to develop and apply nursing
knowledge in their practice.
Students graduating from this program will be prepared to demonstrate leadership in professional nursing practice in diverse health care
contexts.
Graduates will be prepared to 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.
Students will demonstrate the ability to establish and maintain therapeutic, caring and culturally safe relationships with clients and
health care team members based upon relational boundaries and respect.
Graduates of this program 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.
Year One Goals
Define and describe the term 'self-regulating' and what it means to a part of a 'self-regulating' profession. Build a sense of identity
between building a sense of self and profession.
Demonstrate the ability to work with the aging populations in the residential settings.
Recognize the meaning and relevance of the five foci within the nursing program.
Define the ways of knowing and learning with a focus on critical and scientific inquiry.
Recognize the experience of leadership in nursing and undertake a leadership role in peer groups.
Articulate their role as individuals and professionals in providing safe nursing care.
Establish and maintain a professional relationship with peers and an engaged, caring, and culturally safe relationship with older adults.
Understand the concepts of advocacy and social justice. Begin to develop self-advocacy skills.
Explain the relevance of information and technology skills that are essential to safe health care.

Explain the components of the nursing process. Perform a basic biopsychosocial assessment of an individual.
Identify evidence-informed interventions and outcome measures with guidance.

Course Objective
Established therapeutic nurse-resident relationships in
residential long-term care settings.

Progress
Evidence/Indicators: (The student has ...)

Performed skills relevant to situating an individual

within his/her personal, familial and community
context

Developed and demonstrated skills in basic

assessment techniques relevant to the long-term care

Introduced herself to everyone she

interacts with
Knocked before entering a residents
room, and spoke clearly identifying
oneself
Learned different residents routines and
habits, to help with the flow of morning
care
Respected residents wishes, and likes and
dislikes
Completed Therapeutic Encounter
assignment on specific resident
Presented resident with My Day poster
Conversed with residents as she passes
them in the hall or as she helps with the
beverage cart, always being friendly and
professional
Spoke with her resident about any current
or past hobbies and activities she use to
enjoy and got to know her and her family
Found out what activities different
residents attend in the LTC setting, and
observed some of the different scheduled
activities
Assisted residents in preparing for and
going to various events whether in the
facility or an outing
Taken vital signs (blood pressure, pulse,

Met
Objective

Did not
meet
objective

population

Demonstrated skills in providing (resident) clientcentered support for activities of daily living

Developed knowledge about the experience of

residents living in a long-term care setting

temperature, O2 saturation, and respiratory

rate) of residents, peers, and staff
Preformed head to toe assessment (level of
consciousness, color, gait, pupils, edema,
nail bed color and cap refill) to assess
residents, peers, and staff
Been asked by staff to preform daily vital
signs and report back to charge nurse
Preformed health history on chosen
resident
X
Assisted residents in morning care
(toileting, peri-care, brief changes,
dressing, hair brushing)
Assisted residents in need of assistance at
breakfast and lunch
Assisted staff when bathing resident in the
bath tub
Preformed 1 and 2 person transfers,
operated sit-to-stand lift and Hoyer lift
with staff assistance
Learnt how to measure quantities of food
and liquids consumed by residents
Served breakfast and lunch, offering
choices to residents
X
Learned daily routine of residents, and
assisted in helping residents get to and
from activities
Talked to residents and inquired about
how long they have been in LTC, and why
they entered
Asked about different activities offered in
LTC

Demonstrated safe and ethical clinical practice at the

level appropriate for a year one nursing student

Participated in professional development based on

reflective practice and clinical inquiry

Examined personal attitudes regarding the elderly and

other residents of long-term care homes

Developed a basic knowledge of the clinical

Attended group sessions offered

Performed hand hygiene when necessary
Worked with staff to use sit-to-stand and
Hoyer lifts
Always asked staff or clinical instructor if
unsure about an assigned task
Never preformed an that is unsafe to
herself, other staff, or resident
Maintained confidentiality
When serving checking the sheets
provided to check for diabetics or allergies
amongst residents
Learnt what a reflection is and what it
entails
Completed a reflection each week based
on one specific event
Asked staff for advice regarding activities
of daily living, when unsure or stuck
Asked staff or resident for constructive
feedback based on task, and how she could
improve
Completed one resident POV reflection
Reflected on how she perceived the
elderly before, and how she does now
Reflected on common elderly stereotypes
and saw how false and misleading they
can be
Realized that she needs to treat everyone
the way she would want to be treated,
regardless of age or chronic illness
Completed care cards (COPD,

manifestations and relevant nursing interventions of

chronic diseases

Identify 3 personal strengths developed in this placement.

1. Teamwork, working as a valued member of a team

emphysema, pressure ulcers, and

congestive heart failure)
Researched nursing interventions on
NANDA and other internet resources
Read and noted her residents care plans,
medications, chronic conditions, and
allergies
Learned different residents wishes in
regards to DNR requests, and different
levels of action
Completed health history on specific
resident
Identify 3 areas requiring further development.
1. Time management

2. Patient centered care, and therapeutic relationships

2. Head to toe assessments

3. Vital signs assessments

3. Practice using mechanical lifts

Clinical Instructor Comments

Attendance
Week 1
Week 4

6
6

Week 2
Week 5

6
6

Week 3
Week 6

6
0

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Total number of clinical hours completed 66

Peer Evaluation Completed ____________ _____________________
Signature of Instructor___________________________________________________

Date____________________

Signature of Student_____________________________________________________

Date____________________