CLINICAL PRACTICE EXPERIENCE BY THE BSN IV STUDENTS IN THE AFFILIATED HOSPITALS OF ST.

PAUL UNIVERSITY PHILIPPINES

A Research Study Submitted to the Director of Research of St. Paul University Philippines

Submitted by:

BRYIANE P. MEDINA, RN, MAN SHS FACULTY

S.Y. 2008-2009

Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction St. Paul University Philippines is the seat of quality education in nursing. In fact, among other nursing schools in the Philippines, the university garnered the highest score in the search for Center of Excellence in Nursing by the Commission on Higher Education last 2008. The University is consistently on the list of the top performing schools nationwide in the Nurse Licensure Examination. The School of Health Sciences College of Nursing continuously upholds the standards as center of excellence in nursing. The school assured that the quality of nursing practice is evidenced not only through academic performance but more so in the related learning experience (RLE) both clinical and community. Clinical experience has been the vital part of nursing education. According to Dunn and Burnette (1995), it is the avenue for the students to utilize the theories that they’ve learned in their discussion. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in

practice. The clinical practice stimulates students to use their critical thinking skills for problem solving. It is where the student nurses enhance their knowledge in nursing concepts and principles as well as to develop and improve their skills and attitude towards rendering quality of nursing services. Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice. Nursing is known to be a caring profession. In fact, Florence Nightingale, the founder of nursing, initiated and developed this role utilizing environmental resources. This brilliant founder also instituted specialized roles in health care setting through the years. In the Philippines, nursing course is evidently enrolled most of the college students. And the challenge among nursing schools is to provide this quality education. Evidently, St. Paul University Philippines College of Nursing does not fail its students in this quality education.

Thus. The rapid changed in the health care environment have many implications for nursing education and nursing practice. The rapidity of knowledge changes have resulted in knowledge become obsolete. 1999). It provides nursing students with an opportunity to use the theory and skills they have learned in the classroom and laboratory settings (Barney).Review of Related Literature Nursing students need sufficient practical experience to qualify with the full range of skills required for effective practice. The study considers the variety of support to the criteria in determining the accuracy of the analysis. Nicol & ox-Hiley. 1994). Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses . nurses need to keep learning in response to the rapidly changing healthcare environmenr so they can keep abreast of expectations of patient and the health care system (Studdy. Ensuring that nursing students receive sufficient practical experience to develop the full range of skills they need for effective practice has become a focus in nurse education (DOH. The clinical placement experience is a significant learning component within the nursing curriculum.

They were faced with different real clinical situations and are unable to generalize from what they learnt in theory. Patricia Benner is well known in the nursing community for her work over the past 21 years with the Dreyfus model of skill acquisition. It has been identified by Allmark and Tolly (1994). for practice. psychomotor. the literature suggests that there is a gap between theory and practice. In order to maximize nursing students' clinical learning outcomes. Rolfe (1995) suggests that by reconsidering the relationship between theory and practice the gap can be closed. is one way of reducing the theory-practice gap.) However.practice gap is felt most acutely by student nurses. (Chan. there is a need to examine the clinical learning environment. They find themselves torn between the demands of their tutor and practicing nurses in real clinical situations. theory which is developed from practice. Theoretical Framework Dr. The theory. He suggests facilitating reflection on the realities of clinical life by nursing theorists will reduce the theory-practice gap. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. and affective domains.with the opportunity to combine cognitive. The development of practice theory. Recently she has written about her studies in .

p. 2004. is more complex. the integrated. Benner writes that nursing requires both techné and phronesis. on the other hand. According to Benner. so the student must be given safe. rapid response is the hallmark of phronesis (Benner. in an article entitled “Using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice and education” (Benner. At this stage the learner cannot rely on previous experience. p. though students would benefit from previous simulated experiences. For adequately teaching techné the nursing program must provide for specific situated learning in the clinical situation. Techné is defined as explicit knowledge that can be captured from procedural or scientific knowledge.nursing using the Dreyfus model. where the nurse is continually improving her or his practice. . Phronesis. Phronesis is learned in the authentic situation with patients and feedback from experts. For techné. Benner gives the example of providing clear parameters and guidelines to students for determining fluid balance. Benner (2004. The Dreyfus model is developmental and is based on experiential learning. clear directions on how to proceed. it is a reasoned practice employed by expert clinicians through experiential learning. 196). 197) gives a complex example of phronesis where the nurse made some rapid decisions when the patient developed a carotid hemorrhage. 2004).

As graduation approaches.Dr. “advanced beginner” or new graduate.” or the period in the nursing program when students have no experiential background on which to base their approach or their understanding of the clinical situation. Newly licensed graduates. For the purpose of this position statement. Benner’s stages of skill acquisition include the “novice. Benner (2004. students are expected to function at the “advanced beginner” stage of skill acquisition. feedback and reflection throughout the nursing education program. and “expertise. “competent” or one to two years in practice. In the novice stage the nursing instructor carefully selects patients that are stable and predictable. 191) states.” a transitional stage on the way to expertise.” Qualified faculty provides coaching. As with the earlier discussion of techné. Benner (2004) suggests that the novice operates from the perspective of inflexible.” which involves practical wisdom or phronesis. p. “proficiency. 2004). the focus is on the stages of the novice and advanced beginner. . rule-governed behavior. have a heightened awareness of feedback and they frequently experience anxiety and excessive fatigue (Benner. “Skills that are performed easily on a mannequin in a skills lab require adaptation and communication and reassurance skills when performed on a range of patients who may be calm or highly anxious. who function as advanced beginners.

1999).Conceptual Framework Ensuring that nursing students receive sufficient practical experience to develop the full range of skills they need for effective practice has become a focus in nurse education (DOH. nursing students have given the opportunity to utilize the theory and skills they have learned in the classroom discussion and skills laboratory. . The hospital related learning experience is an important learning factoring nursing education. In the research paradigm. Research Paradigm Input Theories and Skills learned in the discussion And in the Simulation Laboratory Process Output Clinical Practice/ RLE Duties Effective performance: -Enhanced Knowledge -Developed Skills -Improved Attitude Figure 1. The related learning experience (RLE) duties in the hospital will serve as a tool to enhance more the knowledge. develop the skills. process and output of the study. and improve the attitude of the nursing students. A paradigm showing the relationships of the input.

How do the students rate their clinical performance as to their: a. Paul University Philippines. Paul University Philippines? 2. What are the suggestions of the students to improve the program of the school in the clinical practice? Significance of the Study . How extent from which these expectations have been met? 3. What are the expectations of the BSN 4 students in the affiliated hospitals of St.Statement of the Problem This research study aims to investigate the learning experiences of the BSN 4 students in their clinical practice from the affiliated hospitals of St. Knowledge b. Attitude 6. What is the rate of the students on the managerial/leadership aspects of their Clinical Instructors? 4. What are the problems encountered by the students during their clinical practice? 7. Specifically. How do the students rate the importance of the clinical activities in the area? 5. Skills c. it answers the following questions: 1.

Scope and Delimitation The study had focused on the BSN 4 students of the School of Health Sciences and it is limited only to the second batch of RLE. . Students who will enroll and currently enrolled in nursing. Researcher of the study who is also one of the clinical instructors of the students to know whether the activities in the area are performed by the students as well as to know what to improve on in terms of managerial/leadership aspects in the clinical practice. Faculty members who will follow up the students in the of the nursing program on Related Learning clinical area to improve their managerial/leadership aspects as clinical instructors.This study will benefit the following groups of people: Administrators of the University where the researchers as faculty members are working could use the findings as inputs for enhancing their administrative and supervisory skills for the improvement Experience. to motivate them to focus on their studies for them to apply the theories and skills effectively in the clinical practice.

Refers to the area on attitude. Is a profession that utilizes a body of knowledge integrating physiological and biopsychosocial sciences. Clinical Instructor. Nursing. Affiliated Hospital. feelings and/or emotion of an individual. Refers to the person who supervises. guides and teaches students during the clinical practice in the hospital. caring approach across the Health – Illness continuum. It is a practice discipline using a holistic. Refer to the area of knowledge. Refers to the related learning experience of the students in the hospital. Clinical Practice. Cognitive Domain. . Refers to the clinical placement of nursing students or any health-related course with an opportunity to use the theory and skills they have learned in the classroom and laboratory settings.The study had utilized survey questionnaire to investigate the learning experiences of the students. Definition of Terms Affective Domain.

Is a systematic. This process is accomplished through the transfer of theory to practice through meaningful clinical experiences in a variety of settings. Is built upon and uniquely integrated with the humanities.Nursing education. Refers to an area of skills. dynamic process through which the learner acquires knowledge of the science and art of nursing. Psychomotor. . arts and sciences. talent or abilities of a person. The nursing curriculum.

Y. It includes the research design. locale of the study.Chapter 2 RESEARCH METHODOLOGY AND PROCEDURES This chapter presents the methods and procedures used in the study. data gathering procedure. 2008-2009. Locale of the Study The study was conducted at the School of Health Sciences of St. . Paul University Philippines. Research Design The study had made use of Descriptive Method utilizing both Quantitative and Qualitative methods to investigate the learning experiences of the BSN 4 students in the clinical practice. and statistical treatment of data. Respondents of the Study The respondents of the study were the BSN 4 students Batch 2 of RLE on the 2nd semester of the S. respondents and sampling procedure.

For problem number 1.Research Instrument A Survey Questionnaire as devised by the researcher was being used in the study. Before the start of the session. weighted mean was used and interpreted by using the Likert scale. For problem numbers 2-5. the researcher distributed the questionnaire and then collected them after the session. Data collection The researcher floated the questionnaire during the scheduled plenary sessions. the frequency distribution and percentage was used. . Statistical Treatment of Data The researchers will use the more efficient and effective methods of analyzing The use data of in connection with the research instrument objectives. appropriate statistical provided a systematic structure for the organization. analysis and interpretation of research data.

80-2.39 1.40-4.00 3.20-5.79 QUALITATIVE INTERPRETATION Excellent Very Satisfactory Satisfactory Fair Poor .00-1.59 1.60-3.Likert scale interpretation: POINT SCALE 5 4 3 2 1 MEAN RANGE 4.19 2.

Medical and Nursing Staff share theories and experiences in their practice g. and development of good attitude in the area j. honesty and integrity f. Opens communication between the school and the hospital to ensure the safety of the students d.Chapter 3 PRESENTATION. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students FREQUENCY 101 PERCENTAGE 100% 101 101 101 101 101 101 101 101 100% 100% 100% 100% 100% 100% 100% 100% 101 100% . Table 1: Frequency Count and Percentage of Respondents with their expectations from the affiliated hospitals EXPECTATIONS a. Provides opportunities to render health services and practice nursing in the hospital b. Provides therapeutic climate for learning experience c. improvement of skills. INTERPRETATION AND ANALYSIS OF DATA 1. Securing the student the enhancement of knowledge. Involves students as members of the health team h. What are your expectations from the affiliated hospitals of the School of Health Sciences-College of Nursing regarding your clinical practice? Please check all that applied. Keeping communication lines open i. Nursing staff assumes Role Models as to practices of punctuality. Allows students to manipulate facilities or equipment available in the area e.

2. Medical and Nursing Staff share theories and HOSP SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC WEIGHTED MEAN 4.13 4.35 4.29 4.85 4. Allows students to manipulate facilities or equipment available in the area m.17 4. 100% of the respondents had checked all the given possible expectations from the affiliated hospitals. Nursing staff assumes Role Models as to practices of punctuality.29 4.10 4.Based from the data at the previous page.31 4. How will you rate the extent to which these expectations have been met? Table 2: Extent to which the respondents’ expectations have been met EXPECTATIONS a.16 4. Provides therapeutic climate for learning experience g.16 4.48 4.18 4.42 4.37 4.41 INTERPRETATION Excellent Very Satisfactory Excellent Excellent Very Satisfactory Excellent Excellent Very Satisfactory Very Satisfactory Excellent Excellent Excellent Excellent Very Satisfactory Very Satisfactory Very Satisfactory Excellent . Provides opportunities to render health services and practice nursing in the hospital d. honesty and integrity p. Opens communication between the school and the hospital to ensure the safety of the students j.46 4.70 3.

48 4.52 4. Attending the general endorsement b. Securing the student the enhancement of knowledge. and development of good attitude in the area bb.31 4.1: Frequency Count and Percentage of the respondents who experienced RLE activities RLE ACTIVITIES a. How do you rate the importance of RLE activities? Have you experience them? Table 3. Utilizing the nursing care plan as tool in patient care YES FREQUENCY PERCENT 101 101 101 101 100% 100% 100% 100% NO FREQUENCY PERCENT . Keeping communication lines open y.71 4.48 4. Orientation before going to patients c.33 Excellent Excellent Excellent Excellent Excellent Very Satisfactory Excellent Excellent Excellent Excellent Excellent Excellent Excellent 3. improvement of skills.experiences in their practice s.27 4. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH 4. Participating in the Nursing rounds d.62 4.63 4.35 4.14 4.82 4.50 4. Involves students as members of the health team v.

11 3.2: Respondents’ rate of importance on the RLE activities RLE ACTIVITIES a.NGT feeding .NGT feeding .88 3.95 4. all of the respondents or 100% of the population experienced the RLE activities in the area.bronchial tapping .Medication administration .Vital signs taking . Utilizing the nursing care plan as tool in patient care e.Health Teachings . Table 3.turning. Attending the general endorsement b.00 INTEPRETATION Very much important Much Important Very much important Very much important Very much important .Medication administration .Health Teachings .Vital signs taking . Participating in the Nursing rounds d. Performing nursing activities s/a .suctioning .suctioning . Performing nursing activities s/a .92 3. Orientation before going to patients c.turning.others: please specify 101 100% Based from the table above.bronchial tapping .positioning .others: please specify WEIGHTED MEAN 3.positioning .e.

12 Satisfactory 3. Shows willingness to learn f. Gives the SNs a free access to the facilities to enrich their clinical experience g. neat and properly groomed b. Uses self therapeutically g.16 3. Secures that the responsibilities in the ares are all shared equally f.94 4. Keeps students satisfied in the assigned tasks j. How would you rate your clinical performance? CLINICAL PERFORMANCE ATTITUDE a. Opens to corrections and suggestion h. Reports for duty with complete paraphernalia c.72 Very satisfactory 3.86 4.4.70 5. Possesses caring behavior i.76 3.77 3.93 INTERPRETATION Excellent Excellent Excellent Excellent Excellent Excellent Excellent Excellent Excellent . Alerts in identifying student’s needs i. privacy and comfort to the patient WEIGHTED MEAN 4. Recognizes students as vital members of the health team h.11 3.00 4. Shows respect to CI.88 4. Collaborates well with others for patient care e.17 Satisfactory 3. Lets all students involved in goal setting/planning for patient care e. Secures team work and cooperation among students c.74 4. How would you rate the managerial/leadership aspects of the Clinical Instructors? MANAGERIAL/LEADERSHIP ASPECTS a.69 5. Demonstrates competence in the area d. Shows concern.00 4.78 Very satisfactory 3. Creative and innovative in organizing clinical activities b. staff and other students d. Reports for duty on time.52 Satisfactory Very satisfactory Very satisfactory Satisfactory Satisfactory Very Satisfactory 5.13 3. Treats students fairly and as a team WEIGHTED INTERPRETATION MEAN 3.

which eventually makes me anxious” . Records and reports accurately the patient’s status/improvement d. “There are some clinical instructors who embarrass their students in front of the patient” “Some approachable” “There are Clinical Instructors who does not treat of the Clinical Instructors are not their students fairly” “Some of the Clinical Instructors are toxic.91 Excellent 4.j.61 Excellent 4. Assesses the needs of the patient b. Plans with patient and other members appropriate nursing action d. Guides and motivates groupmates in doing responsibility task 5. Performs with accuracy the nursing procedures c.50 Excellent Excellent 6.73 Excellent 4.88 Excellent 4.96 Excellent 4. evaluates the patient accurately and effectively SKILLS a. What are the problems encountered by the students during their clinical practice? Several students stated that one of their problems during their clinical practice is their clinical instructor. explains the rationale behind each intervention e.97 Excellent Excellent Excellent 4.00 4.70 4.71 4.67 Excellent 4. Identifies well the problem based on the needs of the patient c. Accepts negative feedback as learning strategy KNOWLEDGE a. Manipulates instruments safely e. utilizes NCP effectively for patient care b.

” 7. “There are staff nurses particularly at Notre Dame de Chartres Hospital Baguio City are demanding. What are the suggestions of the students to improve the program of the school in the clinical practice? .” They also had encountered staff nurses who are not approachable and annoying. are also some who stated and that one of their others was that their patients significant “There are patients who do not want the students to stay with them inside the room” “Some of the patients and SOs always ask questions that sometimes I’m unprepared to answer.” The sudden shifting of the schedule was also their problems during the clinical practice. not approachable and always angry with us.” “Some staff nurses are moody and not approachable.There problems (SOs).” “Some of the SOs scold the students and even to the CI. “The five-day continuous duty made me so stressed and always tired that eventually affected my performance in the area.

” “The Clinical Instructor should always be available at all times and be approachable.” “The hospital should have enough facilities to have better opportunity for good clinical practice.” Chapter 4 SUMMARY .” Clinical instructors also have to treat the students fairly and become role models to them. “The Clinical Instructors should treat the students in a fair manner to avoid biases.” “The schedule was very toxic. I can no longer function well. ”They should change our schedule back to original. Therefore.Most of the respondents suggested bringing back the previous schedule which is three days RLE duty every week to prevent the toxicity.” “The Clinical Instructors should assume role model to their students most especially when coming in for duty. In fact.” “The hospital administration should allow the students utilize all the resources and operate the equipment available in the area. I am already exhausted. they should not be late. for the 4th and 5th day. when the third day comes.

REFERENCES . the researcher used statistical tool which is the frequency count and percentage as well as utilizing likert scale for evaluation. The researcher had designed a survey questionnaire for the investigation. Paul University Philippines. the staff and the patient and significant others.Summary This study was aimed to investigate the clinical practice experience of the BSN IV students in the affiliated hospitals of St. sudden change of schedule. it was found out that the BSN IV students excellently performed in their clinical practice from the different affiliated hospitals of the school. the researcher collated the data and tabulated them. questions It involves for seven questions. It problems was found out by from this study also that there were encountered these students during their clinical practice which include their clinical instructor. After the process of tabulation. After collecting the survey questionnaire. From this study. study and The the last rest two are serve qualitative quantitative study.

http://www. Amanda. Nicol. (1994).5:10 PM. 2009.bepress. M. Journal of Advanced Nursing. Chan. (1994). 186-193. 22(1):18-23 Dunn SV. Theory from practice for practice: Is this a reality? Journal of Advanced Nursing.pdf) April 2. Using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice and education.org/press/06profdevelop. Tolley K (1995). (). Rolfe G. (). P.5:15PM. Nurse Education Today. B. http://www... 24. Internet: Barney. Technology & Society. Journals: Allmark P. Listening to students: Course evaluation as action research. The Development of a Clinical Learning Environment Scale. Books: Benner.hari. Nurse Education Today. APPENDIX A . 2009. $ Fox-Hiley. D. 21(1):184-190 C. S.A. Journal of Advanced Nursing. 14. A. Nurses from Across the State Learn the Importance of Providing A Welcoming Environment.com/ijnes/vol1/iss1/art4. (1995). Nursing Student’s Perceptions of Hospital Learning Environments: An Australian Perspective. 22: 1166-1173.J. Classical view of the theory-practice gap in nursing. Burnette P.. Teaching and Learning clinical skills (Part 2: Development of teaching model and schedule of skills development. April 2. (2004). Bulletin of Science. 14(3):223-227 Studdy. 188-199. (1995).

PAUL UNIVERSITY PHILIPPINES. Paul University Philippines SCHOOL OF HEALTH SCIENCES Tuguegarao City. Thank you and more power! Respectfully.” In this connection. may I ask your genuine participation by answering the enclosed questionnaire needed for this research study. MEDINA.MAN SHS Faculty . Your active participation is highly appreciated. Cagayan North March 18.(Survey questionnaire) St. BRYIANE P. 2009 Dear respondent. Warm Paulinian Greetings! I am OF currently THE BSN conducting my study entitled: “CLINICAL PRACTICE IV STUDENTS IN THE DIFFERENT AFFILIATED HOSPITALS OF ST.

and development of good attitude in the area j. How will you rate the extent to which these expectations have been met? Use the following scale: 5 – Very much 4 – Much 3 – Moderate 2 – Little 1 – Not at all EXPECTATIONS HOSP 5 4 3 2 1 . Keeping communication lines open i. improvement of skills. What are your expectations from the affiliated hospitals of the School of Health Sciences-College of Nursing regarding your clinical practice? Please check all that applied. Nursing staff assumes Role Models as to practices of punctuality. honesty and integrity f.Name (optional): __________________________________________________________ Age: __________________ Sex: _________________ Please answer the following questions correctly and honestly. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students 2. Medical and Nursing Staff share theories and experiences in their practice g. Involves students as members of the health team h. 1. Allows students to manipulate facilities or equipment available in the area e. EXPECTATIONS a. Provides therapeutic climate for learning experience c. Provides opportunities to render health services and practice nursing in the hospital b. Opens communication between the school and the hospital to ensure the safety of the students d. Securing the student the enhancement of knowledge.

Provides therapeutic climate for learning experience g. Provides opportunities to render health services and practice nursing in the hospital d. Allows students to manipulate facilities or equipment available in the area m. Medical and Nursing Staff share theories and experiences in their practice s. Keeping communication lines open y. Securing the student the enhancement of knowledge.a. and development of good attitude in the area bb. honesty and integrity p. Involves students as members of the health team v. improvement of skills. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH SPH CVMC NDH 3. Opens communication between the school and the hospital to ensure the safety of the students j. Nursing staff assumes Role Models as to practices of punctuality. How do you rate the importance of RLE activities? Have you experience them? Use the following scale: .

Creative and innovative in organizing clinical activities b. Participating in the Nursing rounds d. Secures that the responsibilities in the ares are all shared equally f.bronchial tapping .turning.others: please specify 4. Utilizing the nursing care plan as tool in patient care e. Orientation before going to patients c.Health Teachings . Attending the general endorsement b. Lets all students involved in goal setting/planning for patient care e.NGT feeding .suctioning .Medication administration . Gives the SNs a free access to the facilities to enrich their clinical . Secures team work and cooperation among students c. Performing nursing activities s/a .positioning .4 3 2 1 – – – – very much much little unimportant YES NO 4 3 2 1 RLE ACTIVITIES a. How would you rate the managerial/leadership aspects of the Clinical Instructors? Use 5 – 4 – 3 – 2 – 1 – the following scale: Excellent Very Satisfactory Satisfactory Good Poor 5 4 3 2 1 MANAGERIAL/LEADERSHIP ASPECTS a.Vital signs taking . Demonstrates competence in the area d.

Uses self therapeutically g. privacy and comfort to the patient j.experience g. Identifies well the problem based on the needs of the patient c. Shows willingness to learn f. evaluates the patient accurately and effectively SKILLS a. neat and properly groomed b. staff and other students d. Shows concern. Possesses caring behavior i. Alerts in identifying student’s needs i. utilizes NCP effectively for patient 5 4 3 2 1 . Plans with patient and other members appropriate nursing action d. Accepts negative feedback as learning strategy KNOWLEDGE a. Treats students fairly and as a team 5. explains the rationale behind each intervention e. Shows respect to CI. Opens to corrections and suggestion h. Collaborates well with others for patient care e. Recognizes students as vital members of the health team h. Reports for duty with complete paraphernalia c. Keeps students satisfied in the assigned tasks j. Reports for duty on time. How Use 5 – 4 – 3 – 2 – 1 – would you rate your clinical performance? the following scale: Excellent Very Satisfactory Satisfactory Good Poor CLINICAL PERFORMANCE ATTITUDE a. Assesses the needs of the patient b.

What are your suggestions to improve the Related Learning Experience? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ______ . What are the problems evolved during the Clinical Practice? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ______ 7. Records and reports accurately the patient’s status/improvement d.care b. Guides and motivates groupmates in doing responsibility task 6. Performs with accuracy the nursing procedures c. Manipulates instruments safely e.

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