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NURS1020 Clinical Course Evaluation

Mid-term Evaluation
Student: Erin Power
Clinical Instructor: Marnie Forbes
Missed Clinical Hours: 0

Missed Lab Hours: 0

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
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.

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 population

Regularly sit down with my resident and have

meaningful conversations. We talk about her
interests, how she feels, what she likes and
Have conversations with residents while I
provide care. If dressing them, I ask how they
slept, if they would like and extra assistance.
While feeding I ask the residents if they are
enjoying, if they would like more. I allow time
to eat as much as they would like without
I sit with residence who seem to be alone.
Even if they are unable to communicate I make
an effort to engage them.
After breakfast, I help a resident to her room
and help her set up her television so that she
may watch the news.
I help residents to and from the daily activities.
Head to toe assessments each time I enter a
room with residents I am not familiar with.
Take vital signs and blood pressures of
residents, then compare to their baseline to


Not meeting

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

Demonstrated safe and ethical clinical practice at the

level appropriate for a year one nursing student

assess accuracy
Explain the results of above results to resident.
Encourage the residents to do as much as
While giving baths, I encourage residents to
help as much as possible. One residents enjoys
shampooing her own hair.
One gentlemen I bathed was very independent
with bathing, he only needed assistance with
I ask residences that I am feeding whether they
enjoy the food, if not I focus on other parts of
the meal instead.
When picking out an outfit for the resident in
the morning, I begin with what would you
like to wear today?, as some of the female
residence prefer having a say in their attire.
Before entering a residents room, I always
knock and ask if it is alright for me to come in.
I ask my resident about what she enjoys to do.
I ask if she participates in any of the scheduled
activities and encourage her to attend them.
I have noticed that she is often alone in her
room. She enjoys visitors, however is not too
keen on interacting with other residents.
I preform safe transfers with the help of staff
I feed residents at a slow rate, making sure that
food is swallowed before giving more food.
I have shaved the face of male residents.
I take accurate blood pressures and vitals.

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

manifestations and relevant nursing interventions of
chronic diseases

I have asked questions to further my

understanding of a topic.
I am on time for meetings.
I do not perform tasks that are out of my scope
of practice.
I do not use baby talk, when talking to
I address residents by their last names, unless
told otherwise.
I do not yell to speak to residents.
When residents do not understand what I am
saying, I repeat and rephrase. I do not assume
it is due to their disabilities.
I always consider the residents as a person, not
just their illness.
When unsure about how to interact with a
resident, I ask the staff for guidance.
Yellow bands across doorways to prevent
Diabetic residents are encouraged to have
desserts with low sugar.
Completed care cards for hypertension,
arthritis, osteoporosis, and diabetes.

Clinical Instructor Comments (Any area marked unsatisfactory need to be commented on).

Signature of Instructor___________________________________________________


Signature of Student_____________________________________________________