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NURS 161 Weekly Clinical Evaluation

1
COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK
1. Demonstrate safe, competent practice in compliance with regulatory frameworks and Humber College Institute of
Technology and Applied Learning (ITAL) policies.
i.
ii.
iii.
iv.
v.
vi.
vii.

Comply with Humber College Institute of Technology and Applied learning (ITAL) policies, the Practical Nursing Program Student
Handbook, Clinical Simulation Lab Code of Behaviour contract, and professional nursing standards and guidelines.
Accept responsibility for own actions and for self-directed learning.
Demonstrate professionalism with attendance, punctuality, dress code, behavior, language, and timely submission of assignments.
Use theory-based approach.
Ensure a safe environment.
Ask relevant questions and answer questions based on thorough preparation.
Apply knowledge of the role of the student nurse.

Student Comments (S) ND U


- Demonstrated safe and competent practice
- Ensured safe environment for working
- Asked relevant questions based on the lesson

Signature and Date:

Faculty Comments

ND

Signature and Date:

KG 11/03/13
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development

U = Unsatisfactory

Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).

NURS 161 Weekly Clinical Evaluation


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Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development

U = Unsatisfactory

ACCURATE AND RELEVANT COMMUNICATION


2. Use communication techniques to report, document, and retrieve information.
i.
Participate in group sharing and discussions.
ii.
Document clearly, accurately, and concisely using written and electronic methods.
iii.
Demonstration reporting relevant information to the appropriate personnel.
iv.
Use communication techniques with the health care team.
v.
Maintain privacy and confidentiality.
vi.
Use technology to retrieve information from texts and other resources.
Student Comments S (ND) U
Faculty Comments
- Improving on my communication techniques but must
participate more in group discussions

Signature and Date:

ND

Signature and Date:

KG 11/03/13
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).

NURS 161 Weekly Clinical Evaluation


3
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development

U = Unsatisfactory

LEADERSHIP AND ADVOCACY


4. Act as a leader to empower self and peers.
CARING RELATIONAL PRACTICE
3. Use communication techniques that are caring, compassionate, and respectful.
i.
Recognize situations that could lead to conflict and apply knowledge of conflict resolution.
ii. Apply
Demonstrate
leadership
skills that foster
group work
and a positive
learning
environment.techniques furing the provision of nursing
i.
knowledge
of the therapeutic
nurse-client
relationship
and effective
communication
skills and assessments.

iii.
Provide feedback to peers and accept feedback from peers.
ii.
Establish respectful, polite, and honest relationships with peers, Professors/Clinical Teachers, and the Lab Technologist.
iv.
Advocate for self and peers for a quality learning environment.
iii.
Exhibit cooperative, helpful, and collaborative relationships with team members.
v.
Ask relevant questions to clarify understanding.
vi.
Respond
appropriately
to unsafe
and unacceptable
iv.
Apply
knowledge
of strategies
for conflict
resolution. behaviours.
Student
Comments
(S) behavior
ND Uaffects peer relationships and practice.
Faculty Comments S
ND U
v.
Recognize
how ones
vi.
Respect the diversity of peers in the learning environment.
Provided
and took
feedback
vii. - Apply
knowledge
of health
teaching and learning strategies.
Asked
relevant
questions
Student Comments (S) ND to
U further deepen my
knowledge
- Ensured caring and respectful attitude
- Demonstrated
leadership
skillsand
during
group work (lab
- Exhibited some
cooperative,
helpful,
collaborative
practice)
and
ensured
a
positive
learning
environment
with
relationships with my classmates
my
partner
- Applied knowledge of health teaching and learning
strategies

Signature and
and Date:
Date:
Signature

KG 11/03/13
11/03/13
KG

Faculty Comments

ND

Signature
and Date:
Date:
Signature and

Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).

NURS 161 Weekly Clinical Evaluation


4
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory

PLANS OF CARE:
MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES
5. Apply knowledge of the nursing process to assess, plan, and implement nursing skills.
i.
ii.
iii.

Identify the importance of assessing clients unique needs.


Plan holistic, client-centred assessments and interventions that are based on appropriate rationale.
Complete health assessments, interviewing, and nursing skills in an organized and timely manner.

iv.
v.
vi.
vii.

Perform health assessments, interviewing, and nursing techniques and skills accurately, safely, competently and in a timely manner.
Perform initial assessments of clients vital signs, neurological, cardiovascular, respiratory, and gastrointesitinal systems.
Use the nursing process as a decision-making tool.
Utilize the nursing process to meet clients healthcare needs related to hygiene, including integumentary care, nutrition, hydration, digestion,
elimination, mobility, and safety.
Discuss environmental strategies that promote health safety, and reduce risk including infection control, emergency codes, and ethically
appropriate and safe use of restraints.
Utilize infection prevention and control practice, including, but not limited to: hand washing and basic personal protective equipment (PPE).

viii.
ix.

Student Comments
-

(ND)

Faculty Comments

ND

Continued practice for further knowledge with all the


Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
assessments
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).

Signature and Date:

Signature and Date:

KG 11/03/13

Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory

COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM


6. Be an effective and responsible member of the team.
i.
Participate knowledgably in discussions with peers and faculty.
ii.
Acts as an effective and valuable member of the group.
iii.
Ask knowledgeable questions and answer questions knowledgeably.
iv.
Seek out assistance
v.
Use group process and conflict resolution skills to build consensus and collaboration.
vi.
Demonstrate respect for peers and others.
Student Comments S (ND) U
Faculty Comments S
- Seeked out for assistance
- Demonstrated respect for peers and others
- Asked knowledgable questions
- But must continue to improve on participating in class

ND

Client:

Signature and Date:

Signature and Date:

KG 11/03/13

Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see Glossary, Entry-toPractice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, or weighting of significance. Learning outcomes are
inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario Registered Practical Nurses
(2011).

NURS 161 Weekly Clinical Evaluation


6
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory

QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE


7. Participate in Quality Assurance activities consistent with the regulatory framework of Quality Assurance.
i.
Identify strengths and areas for improvement using reflective practice.
ii.
Utilize self-reflection and feedback from Professors / Clinical Teachers and peers to identify strengths and areas for improvement.
iii.
Assume responsibility to seek out learning opportunities that foster professional development.
iv.
Create a learning plan to address areas for improvement.
v.
Come prepared to apply theory by reviewing all required preparatory learning materials and completing all activities.
Student Comments (S) ND U
Faculty Comments S
ND U
-

Recognizes my strengths and areas for improvement


using reflective practice

Signature and Date:

Signature and Date:

KG 11/03/13
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).

NURS 161 Weekly Clinical Evaluation


7
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development

U = Unsatisfactory

Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be
referred to as a patient or resident. (see Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor
weighting of significance. Learning outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related,
and incorporate the Entry-to-Practice Competencies for Ontario Registered Practical Nurses (2011).

NURS 161 Weekly Clinical Evaluation


8
USE CRITICAL THINKING, PROBLEM-SOLVING & DECISION-MAKING EFFECTIVELY
8. Use problem-solving skills and decision-making skills appropriate to the situation.
i.
ii.
iii.
iv.
v.
vi.

Utilize problem-solving and decision-making skills related to foundational aspects of nursing interventions, skills, and practice.
Use a theory-based approach, problem-solving, and decision-making skills in a professional and accountable manner.
Use relevant theory to explain the rational underlying the health assessment and interviewing strategies and techniques and the
foundational nursing skills being used.
Apply knowledge from nursing, health, biological and social sciences.
Demonstrate professionalism and accountability.
Recognize strengths and limitations and seek appropriate assistance and support.

Student Comments ( S) ND U
- Recognizes strengths and weaknesses and seeks
appropriate assistance and support from both
professors and peers

Signature and Date:

Faculty Comments

ND

Signature and Date:

KG 11/03/13
Student Name (Printed): Katherine Guillermo Student Number: 823-440-169 Professor / Clinical Teacher: Parminder Ghuman
S = Satisfactory ND = Needs Development U = Unsatisfactory

Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical settings, the client may be referred to as a patient or resident. (see
Glossary, Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. Learning
outcomes are inter-related and interactive with each other. The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for Ontario
Registered Practical Nurses (2011).