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GRAND CANYON
U N IVE R S IT Y~

Clinical Evaluation Tool

NSG-432C

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Clinical Faculty First Name Last Name:

Course Objectives
1. Implement a holistic plan of care, incorporating physical, spiritual, and emotional needs for laboring, postpartum,
high-risk, and newborn clients.
2. Provide culturally sensitive education to the child bearing family regarding health promotion and disease
prevention
3. Interpret data from technology to improve care and outcomes for childbearing families.
4. Apply evidence-based practice in caring for the childbearing family.
5. Communicate therapeutically with childbearing families to improve outcomes and satisfaction.
6. Communicate effectively with the health care team to facilitate the provision of quality nursing care.
7. Demonstrate ethical, legal, and standard professional behaviors while providing client-centered care.

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 Midterm Final

NSG-432C Clinical Competencies ,;,i

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Assign a scort of I to 3 for racb

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Client-Centered Care Stt tbt Clinical Scoring
Guidtllnu below for additional
detail.
Develop an individualized plan of care with a focus on assessment and planning, utilizing the
nursing process while respecting the diversity of clients. )
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Demonstrate caring behaviors, including assessing for the presence and extent of pain and
suffering.*
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Conduct a comprehensive, holistic assessment while eliciting clients' values, preferences, and
needs. 2> ?;
Demonstrate developing skills in selected psychomotor activities.
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Demonstrate effective therapeutic communication skills with diverse clients and families.
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Perform effective teaching with clients, families, and caregivers that addresses client needs and
the promotion of wellness. ) ;)-
Safety, Informatics, and Quality Improvement
Demonstrate standardized infection control practices (hand washing and PPE) that support
safety and quality, and implement strategies to reduce risk of harm to self or others.* )
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Identify two client identifiers, six rights for medication administration, and verification of care
orders for the client prior to implementation as encountered in the clinical environment.* ) ?
Document clear and concise responses to care, as appropriate for clinical setting (i.e., EHR,
paper documentation, care plan). 3 3
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 Protect confidentiality of all client data and promote the ethical use of electronic health
infonnation. * ) 1
Identify methods to deliver care in a timely and cost-effective manner.
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Teamwork and Collaboration
Develop effective verbal and written communication skills with clients, team members, and
family. 3 J
Identify relevant data for communication in preconferences and postconferences.
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Identify intraprofessional and interprofessional team member roles and scopes of practice, and
establish collaborative relationships with team members. ) ?;
Identify the need for help when appropriate to situation.
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Professional Role
Demonstrate core professional values (such as caring, altruism, autonomy, integrity, human
dignity, and social justice) while complying with the ANA Code of Ethics and Standards of
Practice, and policies and procedures of Grand Canyon University, College of Nursing and ) 3
Health Care Professions, and clinical agencies.*
Maintain a positive attitude and interact with interprofessional team members, faculty, and
fellow students in a positive, professional manner, including accepting constructive feedback ) ~
and developing a plan of action for improvement.*
Arrive punctually, demonstrate expected behaviors, complete tasks in a timely manner, and
maintain professional behavior and appearance.* ] ?
Accept individual responsibility and accountability for nursing interventions, outcomes, and
other actions; engage in self-evaluation; and assume responsibility for learning.* J r
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Critical comf!.etencies ore highlighted in yellow. Students who score a 1 (Does Not Meet) 011 011y ofthese competencies otfi110/ evoluotio11 will/oil the cli11ica/
course. Target performo11ce is a Score of3 (ltrdependellt) 011 the compete11cies marked with 011 asterisk* by ji11al evafuotio11.
Content ofthis checklist is based on Quality and Safety Education/or Nurses (QSEN) competencies and knowledge, skills, and a11i111des (KSAs):
Quality and Safety Education for Nurses Institute. (2017). QSEN competencies. Retrieved from http: '!gscn.org/competencieslpre-licensure-ksas 1

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V
Midterm Evaluation Comments

Faculty Comments (Include strengths and areas for improvement):

Student Comments (Identify three areas for development):

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 Final Evaluation Comments

Faculty Comments (Include strengths and areas for improvement):

Student Comments (Identify three areas for development):

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Student and Clinical Faculty Signatures

Signatures indicate student and clinical faculty have reviewed and discussed the Clinical Evaluation Tool.

Student Signature at Midterrn:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Date:_ _ _ _ __

Student Signature at Final:.~ :..._:__ ____:~f----_;__--lr-h...+1---,~- - -_,.__= - - - - - - - - - - - - -Date: &/ 0/Jq

Clinical Faculty Signature at Midterm:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Date:_ _ _ _ __

Clinical Faculty Signature at Fi@;ce::::::4:::~ ~~ ~s:::::::D...e;~~ ~ ~ - - - - - - - - - - -Date: { () ( rsl \°(

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Remediation for Unsatisfactory Areas
If a student earns a score of 1 on any competency at either the midterm or final evaluation, the clinical faculty and student must
complete the following documentation for remediation of unsatisfactory areas. Didactic faculty are required to sign off on this plan as
well.

Unsatisfactory Student-Centered Strategy for Success

Include Situation (dates and behaviors), Background, Assessment,
Indicate applicable competencies
and Recommendation (including timeframe)

I have reviewed the content with the clinical faculty and agree with the remediation plan for the student.

Didactic Faculty Signature at Final:_ _ __ _ __ __ _ _ _ _ _ __ _ __ _ _ _ _ _ _ __ Date :, _ _ _ _ __

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Clinical Scoring Guidelines
The .Clinical Evaluation
. .Tool (CET) ·is used ma
· ll chmcal
. . nursing courses across the BSN Pre-Licensure
. . .
program. Each chmcal
~urstg ~~~se ahgns with its co-requisite didactic course and builds on prior knowledge, skills, and attitudes from other courses and
~~e. s wit m th~ program, as appropriate. Faculty members will perform either a final clinical evaluation, or both a midterm and final
c ~meal evaluation depending on the length of the clinical rotation, using the CET for each student. Faculty will discuss the evaluation
wtth students, a~d both students and faculty must sign and date the form acknowledging the evaluation was completed and discussed.
A copy of the signed CET should be uploaded into the LoudCloud classroom. Faculty will also complete the corresponding rubric in
LoudCloud for each student.
General Criteria:
When observing students in the clinical setting and assigning a score, faculty will consider the following general criteria:
• Supervision: The degree of supervision required for the expected level of clinical practice.
• Clinical Judgment: The competence of nursing care based on the application of the nursing process, nursing diagnoses, and
clinical reasoning to make informed decisions that provide safe, quality client care.
• Professionalism: The nature of the interactions and communication with clients and the interdisciplinary team, professional
demeanor, and appearance.
• Application of Skills and Knowledge: The ability to apply nursing knowledge, theory, and skills in the clinical setting.
• Self-Direction: The ability to address one's own learning goals and needs.

Scoring Guidelines:
Faculty will assign a score of I to 3 for each clinical competency listed on the CET. When observing students in the clinical setting,
faculty will apply the following sets of criteria holistically when assigning a score for each clinical competency. If a student scores a l
in any category, the clinical faculty should complete an Early Alert and meet with the student to discuss the student's performance and
plans to improve. The clinical faculty also needs to complete the remediation portion on the CET. The remediation portion will then
need to be shared with the didactic faculty for review and signature.
Score a: 3 (Independent)
To achieve a score of 3, the student:
• Functions independently, appropriately, and safely in the clinical setting.
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 • Demon st rates frequent, infonned clinical judgment and ensures sate. quality client care.
• De~on st~ate~ ~onsistent professionalism and effective communication with clients, families, and the interdisciplinary team
while mamtammg professional demeanor and appearance at all times.
• Demon strates consistent, accurate integration of nursing knowledge, skills, and attitudes in the clinical setting.
• Engages consistently in a self-directed approach to learning, independently seeks appropriate guidance and resources.

Score = 2 (Witlt Assistance or Supervised)

To achieve a score of 2, the student:
• Functions appropriately and safely with occasional guidance and/or supervision in the clinical setting.
• Demonstrates average clinical judgment and ensures safe, quality client care.
• Demonstrates sufficient professionalism and effective communication with clients, families, and the interdisciplinary team
while maintaining professional demeanor and appearance most of the time.
• Demonstrates reasonable integration of nursing knowledge, skills, and attitudes in the clinical setting.
• Attempts a self-directed approach to learning, but needs help recognizing resources and learning opportunities.

Score = 1 (Does Not Meet)

To achieve a score of l , the student:
• Does not function safely in the clinical setting, even with persistent guidance.
• Rarely demonstrates appropriate clinical judgment and struggles to rationalize measures for safe, quality client care.
• Demonstrates a consistent lack of professionalism and effective communication skills with clients, families, and the
interdisciplinary team while failing to maintain a professional demeanor and appearance.
• Demonstrates a significant lack of integration of nursing knowledge, skills, and attitudes in the clinical setting.
• Does not attempt a self-directed approach to learning and requires persistent, detai led instructions regarding learning
opportunities and resources and is unable to utilize them without support.