Beruflich Dokumente
Kultur Dokumente
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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NURSING 3020 Clinical Evaluation
NURS 3020H
Clinical Evaluation
Final Evaluation
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NURSING 3020 Clinical Evaluation
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 Satisfactory Unsatisfactory
Indicators/Evidence
1 Prepared to provide Interpret critical aspects of the person’s experience of acute illness in
nursing care that includes relation to common signs and symptoms, responses to treatment, patterns
comprehensive, of coping, and impact on individual and family relationships
collaborative assessment, Demonstrated nursing interventions related to clinical pathways including
evidence-informed PO medication administration, full head-toe assessment, wound care using
interventions and sterile technique, neurological assessment, inserting a male catheter,
outcome measures. 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.
2 Establishes and maintains - Throughout my acute care placement, I demonstrated and maintained
therapeutic, caring and therapeutic relationships not only with my patients but the primary
culturally safe nurses I worked with. My goal for every placement I wanted to establish a
relationships through relationship with my patient that they would remember and make sure
effective communication. 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.
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Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)
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NURSING 3020 Clinical Evaluation
Attendance
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NURSING 3020 Clinical Evaluation
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.
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.
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.
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)