Professional Documents
Culture Documents
NSG-432C
Semester/Year: _____________Summer/2020_____________
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.
Midterm Final
Student
Student
Faculty
Faculty
Client-Centered Care Assign a score of 1 to 3 for each
Critical competencies are highlighted in yellow. Students who score a 1 (Does Not Meet) on any of these competencies at final evaluation will fail the clinical
course. Target performance is a Score of 3 (Independent) on the competencies marked with an asterisk* by final evaluation.
Content of this checklist is based on Quality and Safety Education for Nurses (QSEN) competencies and knowledge, skills, and attitudes (KSAs):
Quality and Safety Education for Nurses Institute. (2017). QSEN competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/
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Student Comments (Identify three areas for development):
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Final Evaluation Comments
Abigail, you were willing to participate in clinical in all areas. You were not afraid to ask questions and engage in
conversation. I do think that you will be a great nurse, especially in patient teaching. You were not afraid to ask the questions and
admit what you did not know. This is important in patient teaching. You know your limitations. Continue to build on your skills and
confidence because you have the knowledge. Once you build on these things, I’d imagine you will be a strong nurse in whatever field
you desire!
1. I want to gain more knowledge on the medications used in L & D; there are many that are seen a lot, so I feel like it is a goal I
am capable of meeting.
2. Patient teaching- in the ATI activities we did, I struggled a couple of times with patient teaching. I need to distinguish the
important information over all of the information, to inform the patient with the best teaching.
3. Confidence- through the ATI activities, I would second guess myself and proceed with the wrong step, when my first guess
was correct. In the clinical setting this can very much happen again, so I need to work on it.
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Student and Clinical Faculty Signatures
Signatures indicate student and clinical faculty have reviewed and discussed the Clinical Evaluation Tool.
Clinical Faculty Signature at Final: Jasmine Gayongala Date: May 26, 2020
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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.
I have reviewed the content with the clinical faculty and agree with the remediation plan for the student.
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Clinical Scoring Guidelines
The Clinical Evaluation Tool (CET) is used in all clinical nursing courses across the BSN Pre-Licensure program. Each clinical
nursing course aligns with its co-requisite didactic course and builds on prior knowledge, skills, and attitudes from other courses and
levels within the program, as appropriate. Faculty members will perform either a final clinical evaluation, or both a midterm and final
clinical evaluation depending on the length of the clinical rotation, using the CET for each student. Faculty will discuss the evaluation
with students, and 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 1 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 1
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 = 3 (Independent)
To achieve a score of 3, the student:
Functions independently, appropriately, and safely in the clinical setting.
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Demonstrates frequent, informed clinical judgment and ensures safe3, quality client care.
Demonstrates consistent professionalism and effective communication with clients, families, and the interdisciplinary team
while maintaining professional demeanor and appearance at all times.
Demonstrates 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.