) GRAND CANYON UNIVERSITY Clinical Evaluation Tool Semester/Year:_f0\\\ 20\4 Evaluation Day and Date:_|0|2‘6\\1 Student First Name Last Name: LAUOK) TWD Clinical Faculty First Name Last Name: 1. Perform foundational nursing skills while caring for clients. 2. Develop techniques to perform a comprehensive health assessment that incorporates the diverse preferences and needs ized plan of care using the nursing process. 4. Provide client education that addresses the needs of clients and promotes wellness. 5. Demonstrate appropriate safety protocols and standards while working in the client-care setting. 6. Correctly document it health care information. 7. Demonstrate basic therapeut Is while communicating with clients. 8. Demonstrate clear and professional communication with the health care team. 9, Exhibit ethical, legal, and professional nursing behaviors while providing client care. communication © 2018. Grand Canyon University, All Rights Reserved.Client-Centered Care Develop an individualized plan of care with a focus on assessment and planning, nursing process while respecting the diversity of clients, Demonstrate caring behaviors, including assessing for the presence and extent of pain and suffering.* ‘Conduct a comprehensive, holistic assessment while needs. iting clients’ values, preferences, and Demonstrate developing skills in selected psychomotor activities. ‘Demonstrate effective therapeutic communication skills with diverse clients and families. Perform effective teaching with clients, families, and caregivers that addresses client needs and the promotion of wellness. BP [HPP |W [Py BP Jefe} Pp fw lo Safety, Informatics, a nd Quality Improvement Document clear and concise responses to care, as appropriate for clinical setting (ie., EHR, paper documentation, care plan). Protect confidentiality of all client data and promote the ethical use of electronic health information.* Identify methods to deliver care in a timely and cost-effective manner. WW] W PN | Ww o|¥]% fa 2)Teamwork and Collaboration tion skills with cli ts, team members, and Develop effective verbal and written communi family. UW Identify relevant data for communication in preconferences and postconferences. ierprofessional team member roles and scopes of practice, and ith team members. W Jo Identify the need for help when appropriate to Professional Role ow Wo W ee w demonstrate expected behaviors, complete tasks in a timely manner, and maintain professional behavior and appearance. Ww and accountability for nursing interventions, outcomes, and ; engage in self-evaluation; and assume responsibility for learning.* UW and Safety Education for Nurses I Midterm Evaluation CommentsFaculty Comments (Include strengths and areas for improvement): : pe Pens Gene Open ston) Up Pons nousn, CQeky wn conyahsrcs cad Up Dory cotion Uw asada Uperoue DBoacon Ganalcanok “\ URE LondconlysrtsoGh commmeatusn Se Sees S Heer SBAe . Serious Ye Use on You sod TOOL OdmadeMatk arch Dee ie perehomicn Ol RAMS PrOcnn Ux ‘Student Comments (Identify three areas for development): \. ve WANE OF opening AYeA ON sMarps 40 rhe aren wiry my hdlnds. 7 RAN fy DL More cONMALMY when Applying Wey nding Wer vernory hen WN Gear 3, quCUMENe NGY\r AW with ” wing Pyatn yng VAM as Hear and preaye As vussiaeFinal Evaluation Comments Faculty Comments (Include strengths and areas for improvement): MMeatO, O PSOne, orofessicnedl Odd, Corinne Ve Uso On BANKMNNNG | Soomar doo, oss Ysa YOR ADS BOmoomsak - tify three areas for development): Moye IN ALP Quesnovis 1M odor to undorrrand Student Comments ACHIND Vy 0 ; Wr PAU inva rt ull Vandy ve more canerdenr In) y On care plan ANSWENS to queTionsStudent and Clinical Faculty Signatures Signatures indicate student and clinical faculty have reviewed and discussed the ature at Midterm: Student Signature at Final: ADIN /N 2 (hot Upiaiia cal Faculty Signature at Midterm: WO sy Wu A peesd Oud Date:_\OD& cal Faculty Signature at Final: \W@ inp CEN Ont Date:_\\AB ASLRemediation for Unsatisfactory Areas Ifa student earns a score of | on any competency at either the midterm or final evaluation, the clinical faculty and student must e the following documentation for remediation of unsatisfactory areas. Didactic faculty are required to sign off on this plan as have reviewed the content with the clinical faculty and agree with the remediation plan for the student. Didactic Faculty Signature at Final: Date: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: in the clinical setting and assigning a score, faculty will consider the following general criteria: When observing student © 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. Ifa 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 C mn 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. 8+ 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 Score = 2 (With Assistance or Supervised) To achieve a score of 2, the student: © Functions appropriately and safely with occasional guidance and/or supervisi + Demonstrates average elinical judgment and ensures safe, quality client care, ‘+ Demonstrates sufficient professionalism and effective communication with clients, families, and the interdisciplinary team maintaining professional demeanor and appearance most of the time. ‘© Demonstrates reasonabl © 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 1, the student Does not funetion safely in the clinical setting, even with persistent guidance. ‘© Rarely demonstrates appropriate clinical judgment and struggles to rationalize measures for safe, quality client care, + Does opportunities and resources and is unable to utilize them without support, 9