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To be completed by Student:
Student Name: Taylor Garner
I#: 54-700-2541
Course code:
Facility Name:
Ashton
Clinical Area:
Date: 6/9/17
I acknowledge that I have made a duplicate of this document and other documents that I have submitted which I will retain for the duration of my course.
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Minimum requirements Jnr 1 (NURS Jnr 2 (NURS 322C & NURS Snr 1 (NURS 410C & NURS 422C) Snr 2 (NURS433C &
per semester 310C) 323C) NURS490C
Noticing B D A A
Interpreting B D A A
Responding B D A A
Reflecting B D A A
Copy permission obtained from Lasater (U:\SON\Diane\Bussard\Lasater Clinical Judgment Rubric Scoring Sheet.doc) Final document adapted from Lasater (2007a)
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Table 1: Adapted Lasater Clinical Judgment Rubric
Dimension Exemplary Accomplished Developing Beginning Unsatisfactory
Recognizing deviations Recognizes subtle patterns and Recognizes subtle patterns and Recognizes most obvious patterns Identifies obvious patterns and Focuses on one thing at a time
from expected patterns deviations from expected patterns deviations from expected patterns in and deviations in data and uses deviations, missing some and misses most patterns and
in data and uses these to guide the data and uses these to guide the these to continually assess. important information; unsure deviations from expectations;
assessment. Makes association assessment. how to continue the assessment. misses opportunities to refine
between deviations to patient the assessment
disease processes.
Information seeking Assertively seeks information to plan Assertively seeks information to plan Actively seeks subjective Makes limited efforts to seek Is ineffective in seeking
intervention: carefully collects useful intervention: carefully collects useful information about the patients additional information from information; relies mostly on
subjective data from observing and subjective data from observing and situation from the patient and the patient and family; often objective data; has difficulty
interacting with the patient and interacting with the patient and family to support planning seems not to know what interacting with the patient and
family. Determines if more family. interventions; occasionally does information to seek and/or family and fails to collect
information is needed. not pursue important leads. pursues unrelated important subjective data
information.
Making sense of data Even when facing complex, Even when facing complex, In most situations, interprets the In simple, common, or familiar Even in simple, common, or
conflicting, or confusing data, is able conflicting, or confusing data, is able patients data patterns and situations, is able to compare familiar situations, has difficulty
to (a) note and make sense of to (a) note and make sense of compares with known patterns to the patients data patterns with interpreting or making sense of
patterns in the patients data, (b) patterns in the patients data, (b) develop an intervention plan and those known and to develop or data; has trouble distinguishing
compare these with known patterns compare these with known patterns accompanying rationale; the explain intervention plans; has among competing explanations
(from the nursing knowledge base, (from the nursing knowledge base, exceptions are rare or in difficulty, however, with even and appropriate interventions,
research, personal experience, and research, personal experience, and complicated cases where it is moderately difficult data or requiring assistance both in
intuition), and (c) develop plans for intuition), and (c) develop plans for appropriate to seek the guidance situations that are within the diagnosing the problem and
interventions that can be justified in interventions that can be justified in of a specialist or a more expectations of students; developing an intervention
terms of their likelihood of success. terms of their likelihood of success. experienced nurse. inappropriately requires advice
Seeks new data as needed. or assistance.
Calm, confident manner Assumes responsibility within Assumes responsibility within Needs to be prompted to take Is reluctant to take on Except in simple and routine
current scope of practice; assesses current scope of practice; delegates responsibility. Appears to be responsibility; reassures patients situations, is stressed and
patients efficiently and effectively. team assignments; appropriately unsure of appropriate co- and families in routine and disorganized, lacks control,
Reassures patient and any support assesses patients and reassures ordination of care. Is able to relatively simple situations, but makes patients and families
persons, adjust priorities of care reassure the patient and any assess the patient, requires becomes disorganized easily, anxious or less able to
based on changes to patient support persons. assistance to priorities care but unable to adjust to changes in cooperate
condition. is able to appropriately reassure patients conditions.
the patient and any support
persons.
Clear communication Communicates effectively; checks Communicates effectively; explains Generally, communicates well; Shows some communication Has difficulty
for understanding and adjusts interventions; checks for explains carefully to patients and ability (e.g., giving directions); communicating;
communication as needed; explains understanding calms and reassures any support persons; could be communication with patients, explanations are confusing;
interventions in a manner that all patients and any support persons. more effective in establishing and any support persons is only directions are unclear or
involved are able to understand; rapport. partly successful; displays some contradictory; patients and
calms and reassures patients and empathy. families are made confused
any support persons; or anxious and are not
reassured
Well-planned Interventions are tailored for the Interventions are tailored for the Develops interventions on the Develops interventions on the Focuses on developing a single
intervention/flexibility individual patient; monitors patient individual patient; monitors patient basis of relevant patient data; basis of the most obvious data; intervention, addressing a likely
progress closely and is able to progress closely and is able to adjust monitors progress regularly but monitors progress but is unable solution, but it may be vague,
adjust treatment as indicated by treatment as indicated by patient does not expect to have to to make adjustments as indicated confusing, and/or incomplete;
patient response and by worsen response. change treatments. by the patients response. some monitoring may occur
patient condition.
Being skillful Shows confidence and co- Shows confidence and capability of Displays proficiency in the use of Is hesitant or ineffective in using Is unable to select and/ or
ordination of necessary nursing necessary nursing skills, requires most nursing skills; could nursing skills, requires perform nursing skills
skills with minimal supportive cues infrequent supportive cues from improve speed or accuracy, continuous verbal and frequent
from staff or faculty. staff or faculty. requires frequent verbal and/or physical cues.
physical cues.
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Table 1: Adapted Lasater Clinical Judgment Rubric
Dimension Exemplary Accomplished Developing Beginning Unsatisfactory
Commitment to Demonstrates commitment to Demonstrates commitment to Demonstrates a desire to Demonstrates awareness of the Appears uninterested in
improvement ongoing improvement; reflects on ongoing improvement; reflects on improve nursing performance; need for ongoing improvement improving performance or is
and critically evaluates nursing and critically evaluates nursing reflects on and evaluates and makes some effort to learn unable to do
experiences; accurately identifies experiences; accurately identifies experiences; identifies from experience and improve
strengths and weaknesses and strengths and weaknesses and strengths and weaknesses; performance but tends to state so; rarely reflects; is
develops specific plans to eliminate develops specific plans to eliminate could be more systematic in the obvious and needs external uncritical of himself or
weaknesses. Uses reflective nursing weaknesses. evaluating weaknesses. evaluation. herself or overly critical
practice effectively. (given level of development);
is unable to see flaws or
need for improvement
Table 2
Resource for Students: Examples of questions from the Lasater Clinical Judgment Rubric (LCJR) that simulate deep thinking and learning so student think like a nurse.
Tanner Model Phase LCJR Dimension Example of Question
Noticing Focused observations What did you first notice about the patient?
Recognizing deviations from expected What was different than what you expected? Have you seen this before in other
patterns patients?
Information seeking What other information would be helpful? How can you get that information?
Interpreting Prioritizing data How did you prioritize the patient information/data? In other words, what was most
important for this patient now?
Making sense of the data On what did you base choice of intervention? If intuition, what kinds of data might offer
evidence to support your gut feeling?
Responding Calm, confident manner What was your approach with the patient? How comfortable did you feel?
Clear communication How did you think you gained the patients trust? What did you say to the patient? To
the family?
Well-planned interventions/flexibility What factors, including patient feedback, impacted the treatment plan?
Being skillful How did your skill compare to nursing standards of care?
Reflecting Evaluation/self-analysis What went well? What didnt go so smoothly as your planned? Why or why not?
Commitment to improvement What would you do differently if you had the opportunity?
K. Lasater / Nurse Education in Practice 11 (2011) 86e92
Students and facilitators are expected to complete an interim and a final reflection on the clinical placement.
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Clinical facilitator/preceptor name:_______________________ Clinical facilitator/preceptor signature:_____L Canon RN___________ Date:________________
Revised 7/18/16