GRAND CANYON UNIVERSITY Clinical Evaluation Tool Semeseivean HCP Pt lotion Day and Date: NAA [i100 Sole Fw None None Al Aint Cini Facly Fit Name Last Name: vod Nt ge a eng Pi of ce is a ee sl lie ences ee i eA cet ary ina assessment, ab, and diagnostic data to detect changes in condition and plan an prontize appropriate care of the Duct crt ineiptiny tam menbers ase nko of tie an sop of rt. Implement collaborative elen-centered transitional plan of care tha incles mediation edaton, scf-care strategies and follow-up care forthe adult cheat Demonstrate the use of effective communication strategies with iets, family and ineniscpinary team members. Demonstrate inteasing proficiency inthe performance of psychomotor nursing skills with healt et. Demonstrate appropriate safety protocols and standards of care while working inthe ciat-cate set Exhibit profesional nursing behaviors based upon the standards and scope of nursing practice {© 2019, Grand Canyon University. All Rights ReserveClient-Centered Care Develop an individualized plan of care witha fous on asessment and planning, wlizng the ‘nursing process while respecting the diversity of client. tie Demonstae caring Bhavan ncding sesing frie oS wa aT a suffering * ae Tape anand agnosie Ua odie Sng Sadan aan oP interventions inthe Cae of the ad cent v It ‘Develop collaborative, eat centered ranean Tae arial medeaTon dest selene sss, an fllow-ap cae othe a cle vie Dowsing oie inte evomancet pychwnoar RATE TE WATE dul cleat aD Safety, Informatics, and Quality Improvement ‘Denmonste standardized infection con paces (and washing and PPE Hat appar pg age eet oarmee oT Tieay tro cen Wenn, ax igs fer medicaton Unni, and venicaronaTeam| ‘orders forthe client prio o implementation as encountered in the clinical environment. > \|o Demons props ley roan sand afar wile wong nthe ciewrone 15 |» sexing a pope documento er paProtet confidentiality of all Gen data and promow te acl use of election Deal ] information.® ong Tae metind To Geer cars a ney and Con TeSvG maT + Io ‘Teamwork and Collaboration Deelpetfeive ver and write communion STs Wihcieas Ran meabas and p fen » | > ‘entify relevant data for communication in preconferences and postconferences. 4 Tani ivaptesiomT and mtaeonl an nema anT Sopa any exabinh cals wath wi eam mendes b |e Dette ce ein a mente bal on ROTTIRSST RATE TAT ST Y 5 practice et Tani a ep Wen pT non Th Professional Role ‘Demnonswate core profesional values such cag, asi, autonomy. Teg, man Aignty, and social justice) while complying withthe ANA Code of Ethics and Standards of Practice, and policies and procedures of Grand Canyon University. College of Nursing and a |y Health Care Professions. and clinical agencies. * ‘Mainfain a postive atitde and interact wih iterpofesvonal eam members focally an fellow sens ina ose, profional mame mlaingacepingconscive eack | 7 | 3 and developing a plan of ston fr improvement * ‘rive pus denon expe beivion Songlee mA ancy maa and —| 5 | natin professional behavior an appearance * d ‘Accept individual responsibly and accounabiliy Tor using ineventons, outcomes and] “ther actions ngage in sfevauation: and asume responsibility fr learning * 1? |4 } Glee rent rseng imam na emenn nnn Comer of hice is based on Quay on Softy Education or Nares(QSEN) comptes ond hedge, il and ates (KSA): Quay and fy Beaton fe Nes Insite 2017). QSEN competnin Reise ins cmpeinsp-sAsa 3‘Midterm Evaluation Comments Faculty Comment (Include strengths and areas for improvement} ‘Student Comments (entity three seas fr development: ~ Ua: UO ht tn syely Wil (Hike win 10.40 dul Ine : an wih YOR: jim | get id TUVAN fo wold them yy, oY A thet to-do CCU AEN aye | with, unfiatnce ~ aden dani rowel - on iu va tye Ai il Cv HyNUlH Ue dnd Yael! Sal Evaluation Comments Faculty Comments (Include strengths and areas for improvement) Student Comments (ldemity thee areas for development)Student and Clinical Faculty Signatures ‘Signatures indicate student and clnial faculty have reviewed and discussed the Clinical Evaluation Tool ‘Student Signature at Midterm: gail hye of Date: wu i ston Sige t Fi SL MU axe__(efo4feetd Clinical Faculty Signature at Midherm: Ing Cinical Faculty Signature at FinaRemediation for Unsatisfactory Areas If stadent cams a score of 1 on any competency at either the midterm or ial eva 3 competeny titer he mir a final evaluation, the clinical fatty and stent most nlc the flowing docamenton frenetic ares Dn ly ree in of nhs plen [Thave reviewed the content with the clinical faculty and agree with the remediation plan for the student. Didactic Faulty Signature at Fina: Date:Clinical Scoring Guidelines Raaratinthe rogram, as appropriate. Faculty members wll perform cider a aalsintal glason ee oral Srateation depending onthe length ofthe clinical ration, ving te CLT for each tule arly wil acute rece ‘with stadens, and both students and faculty must sign and date the forts ackaowledy i ty must signa acknowledging the evaluation was completed and discussed A copy ofthe signed CET s ‘he LoudCloud classroom. Faculty wl also complete the cortesponing rubric in old be pled no ‘LoudCloud for each student. . Genera Criteria: ‘When observing students in the clinical setng and assigning a sere faculty will consider the following general rt + Supervision: The degree of supervision required for the expected level of einical practice. Clinical Judgment: The competence of nursing care based on the applic ofthe nursing process, nursing diagnoses, and linia reasoning to make informed decisions that provide safe. quality clin! care Professionalism: The nature of the interactions and communication with lias and the inferiscplinar tam, professional ‘demeanor, and appearance, Application of Skills and Knowledge: Te ability to apply nursing knowledge, theory, and skills in the clinical setting SelfDiretion; The ability to addess one's own learning gos and needs. Scoring Guide culty will assign a score of | to 3 foreach clinical competency sted on the CET, When observing tens in the cineal sting, facelty wil apply the following sets of ertera holistically when assigning score foreach clinical competency. Ifa student wares ‘in any category, the clinical faculty should complete an Early Ale and meet withthe stalent to discuss the stadens performance and Plans to improve. The clinical faculty also nee to complete the remediation potion onthe CET. The remediation port wl fe need to be shared withthe didactic faulty fr review and signatire Score = 3 Undependent) Toacheve score of 3, the stent ‘+ Functions independently, appropriately, and safely in the clinical seting. 8Demonstrates frequent in = frequent, Yormed cia julmen and ensures sf, uty cet cae + Pemonstrates consistent professionalism ie mete on mu eetvecommuscation with clients, fanilis, and he inediscpinary eam = onal demeanor and appearance at all tines ‘+ Demonstrates consistent, accura * accu integration of suing knowledge, ils ndash incl sing + Engages consistently in a se Se cnsstenty ina selected apprechoaning,nependenly sek aperne pstenerot cces ‘Score = 2 (With Assistance or Supervised) To achieve a score of 2, the student, * Function appropriately and safely wth occasions guidance andor sevson in tecnica sing. + Demonstrates average clinical jajgment and ensures safe, quality client care * Qhmcutes sufficient professionalism and effective communication with lens, families, andthe intendciplinary tem ‘hile maintaining professional demeanor and appearance most ofthe time + Demonstrates reasonable integration of nursing knowledge, skills and titades 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 I, the stadent: + Does not funtion safely inthe clinical sein, even with persistent guidance Rarely demonstrates appropriate clinical judgment and struggles to rationalize measures fr safe, quality client cae, Demonstrates a consistent lack of professionalism and effective communication skills with clients, families, and the ‘mterdisciplinary team while failing to maintain a professional demeanor and pearance. Demonstrates a significant lack of integration of nursing knowledge, skills, nd attitudes inthe clinical sting, Does not attempt self-directed approach to learning and requires persistent, detailed instactons regarding learning ‘opportunities and resources and is unable to utilize them without sopper. 9