Sy GRAND CANYON UNIVERSITY” Clinical Evaluation Tool Semester/Year: Spring 2020 Evaluation Day and Date: February 4, 2020 ‘Student First Name Last Name: Evelina Balzhyk. Clinical Faculty First Name Last Name: Sheila Amberger Implement and evaluate a Communi _ Baronstate te pene ‘emotional needs for complex Synthesize knowledge of anatomy, physiology, pathophysiology, microbiology, and assessment findings in the ie education regarding interventions, health promotion, i ts evidence-based standards and protocols and data from client care technology to prioritize safe delivery of client care. care Jes of delegation to interdisciplinary team members based on knowledge of their role and scope of practice. © 2018. Grand Canyon University. All Rights Reserved.“Anigaa sore of 0 Sor each | competency 1 bares tom Client-Centered Care | Gautier fr sort Develop an individualized plan of care with a focus on assessment and planning, utilizing the in nursing process while respecting the diversity of clients. ‘Demonstrate caring behaviors, including assessing for the presence and extent of pain and a5 suffering." ‘Conduct a comprehensive, holistic assessment while eliciting clients’ values, preferences, and needs. 3eks ‘Demonstrate developing skills in selected psychomotor activities. 313 Demonstrate eflective therapeutic communication skills with diverse clients and families. 313 Perform effective teaching with clients, families, and caregivers that addresses client needs and the promotion of wellness. 3) 2 Safety, Informatics, and Quality Improvement 3 3 3/3 ‘Document clear and concise responses to care, as appropriate for clinical setting (i.e., EHR, paper documentation, care plan). 3°| 3[ois confidentiality oF all client data and promote te ellieal use of elesonis Realy] information.* Tenily methods to deliver care iva timely and costelecive manner. ‘Teamwork and Collaboration Develop effective verbal and written communicaion skills with eit, fam members and family Tnify relevant data for communication in preconferences and posteonferenses Teil raprofestonal and interprofessional tam member oles and scopes of practice, and ‘establish collaborative relationships with team members. Ten te need for help when appropriate to suation | Professional Role intin-a positive alte andinteret with interproessonal eam members, Faulty, and Fellow stadents in positive, professional manner, including accepting constructive feedback land developing a plan of action for improverent.* Tre punsoally, demonstrate expected behaviors, complete tasks ia timely manner and trainin professional behavior and appearance * Fess iv al TesponsTiiy and accouiailiy Tor nursing ntrvetions, oucomes and ‘ther actons: engage in selF-evaluation; and assume responsibility fr learning, * | eee aepeden on he compen ard wit axes ya ealaon. Safty El oy ant ey Educator Nae ate, 207) QSEN camps Reeve fom hae scones Tare performance on fr Nes (OSEN compton ond neds Cont of his cc isa on Quay\ confere ce. Best Teamwork a be aware of scope with physicians and team. Effective communi you will hone your education of the the exception of week 2, you arrive to eli , and Quality Improvement: : "An area of development for m SBAR.” As y ten skills used wh ‘Your upcoming Skeovee Education — R and documenta 5 ime ready to begin. You are considerate of your peers, and cont ute to post De wal bh ProgramStudent and Clinical Faculty Signatures Signatures indicate student and clinical faculty have reviewed and discussed the Evaluation Tool. ‘Student Signature at Midterm: Student Signature at Final: Shy Clinical Faculty Signature at Midterm: Clinical Faculty Signatu