You are on page 1of 6

Clinical Evaluation Tool

Djovannie Petit-Frere
SUNY Delhi
NURS 603: Measurement and Evaluation in Nursing Education
Kristy Digger
November 30, 2016
Link: https://voicethread.com/share/8503812/

Student Scenario
L.B. has missed 2 out the 10 clinical session (the maximum allowed to miss). The clinical sessions that she did
attend L.B. was often unprepared. On various occasion L. B. had forgotten the tools that she needed to complete
full patient assessments. She has forgotten her stethoscope, her watch with the second hand, and for two
consecutive weeks she has not worn an identification badge.
L.B. also has difficulty communicating with her peers, medical staff, and her assigned patients. In group
assignments L.B. keeps to herself. She does not ask for assistance when she needs in. With her assigned
patients, L.B has been unable to recognize acute changes in order to relay to the medical team.
Often times because of the anxiety L.B experiences when interacting with assigned patients, she is unable to
complete a full head to toe assessment and complete nursing history. She relies far too often on the primary RNs
assessment and the information that is in the charts. As a result her nursing care plans lack depth and growth.
L.B has not demonstrated her ability to prioritize patient care activities. This evident during post-conference
when L.B in unable to pick the scenario that is safest for the patient.

XYZ School Clinical Evaluation tool
Clinical Performance Evaluation Tool
Student
Name

L.B.

Faculty
Name

Djovannie Petit-Frere

Semes
ter

Fall 2016

Student must obtain a 3 (75%) and a yes (Y) in all competencies at the final
evaluation for the course.
Core Competencies
Score
Students will begin to develop critical thinking abilities utilizing the nursing process in the roles
of communicator and caregiver. Students will learn principles of professional nursing practice
and provide direct care to individuals in a variety of settings while recognizing the diverse
uniqueness of individuals with health alterations.
I. Patient-Centered Care
a Begin to develop an individualized plan of care with a focus on assessment and
planning utilizing the nursing process. Begin to Interpret and utilize patient
assessment data to modify patient care.
b Demonstrate caring behaviors. Communicate effectively with client.
c Conduct a basic assessment while eliciting patient values, preferences, needs,
with respect for diversity.
d Deliver care based on beginning knowledge of pathophysiology with respect
for individual values, preferences, needs, and diversity.
e Assess the presence and extent of pain and suffering.
f Demonstrate beginning competency in skills.
II. Teamwork and Collaboration
a Develop effective communication skills with all appropriate members of the
healthcare team
b Begin to develop collaboration skills in working with the inter-disciplinary team
members to address client care needs
c Participate in pre and post conferences to identify patient needs and methods to
deliver care more effectively for the next interaction.
d Demonstrate awareness of own strengths and limitations as a team member.
e Initiate requests for help when appropriate to situation.
III. Evidence-Based Practice
a Begin to understand the concept of evidence-based practice in determining best
clinical practice
b Begins to utilize evidenced-based resources for clinical learning and practice
IV. Quality Improvement
Begin to deliver care in a timely and efficient manner.
Begin to identify areas and information in the health care setting about
processes/projects to improve care (QI).
Begin to understand the importance of variance reporting in how it impacts patient
care protocols and risk prevention. For example: Fall Risk
V. Safety
a Integrate effective use of technology and standardized practices that support

2

2
2
3
2
2
2
2
2
3
2
3
3
2
3
3

3

safety.
Implement strategies to reduce risk of harm to self or others.
3
Begin to recognize and report abnormal findings
3
Recognize and adhere to national patient safety guidelines that affect outcomes 3
for patients and families.
e Perform clinical procedures demonstrating appropriate knowledge and skill.
2
f Examine the healthcare environment to determine patient and family safety
3
needs
g Develop the awareness of the impact of unsafe practices by self and others and 2
communicate findings to appropriate healthcare providers.
h Organize client care in a timely, effective, and safe manner
VI. Informatics
a Navigate the patient written/electronic health record to plan patient care and monitor
changes in patient status.
b Begin to document clear and concise responses to care in the patient written/electronic
health record as appropriate to the clinical setting.
c Manage data, information, and knowledge of technology in an ethical manner. Protect
confidentiality of electronic health records.
VII.
Professionalism
a Recognize and begin to demonstrate core professional values (caring, altruism,
autonomy, integrity, human dignity, and social justice).
b Maintain professional behavior and appearance.
b
c
d

c
d
e
f
g
h
i
j
k

Provide evidence of preparation for clinical learning experiences.
Comply with the Code of Ethics, Standards of Practice, and policies and procedures of
XYZ University,
School of Nursing and clinical agencies.
Accept constructive criticism and participate in plan of action for improvement.
Maintain a professional attitude when interacting with inter-disciplinary team members,
faculty, and fellow students.
Arrive to clinical experiences at assigned times.
Demonstrate professional behaviors
Accept individual responsibility and accountability for nursing interventions, outcomes,
and other actions.
Engage in constructive self-evaluation.
Assume responsibility for learning.
TOTAL SCORE ( of 128 points possible)

2
3
3
3

3
3
2
3
3
3
3
3
3
3
3
10
0

*See clinical evaluation tool guidelines for full descriptions of grades 1-4

(Exemplar must include correlating core numbers I-VII and knowledge, skills, and attitude letter
(KSA))
4-exceeds
expectations

3-meets
expectations

2-below
expectations

1-does not meet
expectations

Faculty Comments:
L.B. I have seen how hard you have worked this semester but unfortunately there were areas
during the clinical session that I believe you came up a little short. Although you are allowed to

miss 2 clinical sessions per semester, I feel that you could have benefited with that additional
time. You were very uncomfortable during your patient interactions, as a result patients were
uncomfortable sharing information with you. Hence, your care plans lacked depth. I understand
that you are a timid person but L.B. in healthcare you have to be able to speak up, in order to
protect yourself and your patients. You are an extremely intelligent girl that needs some more
time working with people in a clinical setting.
* Please note there is usually a signature page for faculty in addition to student comments and
signature