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Appendix G:

NURS1020 Clinical Course Evaluation


Mid-term Evaluation
Student: Dakota Horton
Clinical Instructor: Alicia Anderson
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
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.

Performed skills relevant to situating an individual


within his/her personal, familial and community context

Progress
Evidence/Indicators: (The student has ...)
I have been able to talk one on one with many of the
residents while feeding or changing them. I have
found time almost every week at clinical to sit down
and chat one on one with my assigned resident. I am
able to listen and talk to her, and learn about her, her
family and her interests.
Sometimes, certain residents are confused when I
come in to wake them in the mornings. I am able to
situate these residents within his/her personal context
by reassuring them that they are okay, and making
sure they know where they are, who I am and what I
am going to be helping them with.

Developed and demonstrated skills in basic assessment


techniques relevant to the long-term care population

When a resident presented with trouble breathing and


low O2 levels, I was able to perform a respiratory
assessment on the resident. I listened to her lungs for
any abnormal sounds. I didnt hear anything abnormal
and these findings were confirmed by the RN that I
was shadowing.

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

Every morning shift at clinical, I have assisted with


waking patients and getting them ready for breakfast.
When I do this, I am either helping the resident

Progressing
well

Not meeting
expectations

perform activities of daily living such as getting


dressed, toileting, brushing teeth/hair, washing face
and hands, or I am guiding them through doing these
activities themselves.
Developed knowledge about the experience of residents
living in a long-term care setting

I have been able to recognize regular routines of quite


a few residence in the long-term care setting. I have
been able to see their homes, how they live, what they
do during the day, and what their meals are like. I am
aware of the experiences they face with themselves,
their families, other residents and workers at the longterm care setting.

Demonstrated safe and ethical clinical practice at the


level appropriate for a year one nursing student

I have made sure that I have the knowledge in


everything I am doing regarding care for the residents
in order to promote their safety. I am always
reminding myself of little things such as never
walking a patient without shoes on to ensure that I am
demonstrating safe clinical practice. I use rational and
critical thinking to make decisions to make sure I
execute ethical clinical practice.
After each day of clinical, I have written a reflection
about my experiences, feelings, thoughts and actions
of that day. I have also been active in asking questions
at clinical when I am unsure or want to expand my
knowledge.

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

I was asked to check vitals on a resident who was not


in her room. When I walked around to find her, she
was walking through the halls. Here, I was able to
assess her attitude at the moment and come to the
conclusion that she was very upset and distressed.

Developed a basis knowledge of the clinical


manifestations and relevant nursing interventions of
chronic diseases

Because of this, we did not continue with checking


vitals. We have the resident space and told her we
would return at a later time.
I have learned about different chronic diseases such as
Alzheimers disease, and depression that my assigned
resident has through the care cards that I complete
each week. I research basic facts about the disease and
what is done for it.

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

Signature of Instructor___________________________________________________

Date____________________

Signature of Student_____________________________________________________

Date____________________

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