nett BR GRAND CANYON UNIVERSITY” Clinical Evaluation Tool NSG-320C semesevvear: Sig, O20 Evaluation Day and Date: 2/14 120 student Fist Name Last Name: Jessica McVeouer Clinical Faculty First Name Last Name: Course Objectives fis T. Create a nursing plan of care that prioritizes safe, evidence-based, holistic ‘client-centered care for the adult client in a variety of settings. 2, Interpret assessment, lab, and diagnostic data to detect changes in condition and plan and prioritize appropriate care of the adult client. 3. Delegate care to int ‘eam members based on knowledge of their role and scope of practice. 4. Implement a collaborat tered transitional plan of care that includes medication education, self-care strategies and follow-up care for the adult client. Demonstrate the use of effective communication strategies with Demonstrate increasing proficiency in the performance of psychor Demonstrate appropriate safety protocols and standards of care while working in th Exhibit professional nursing behaviors based upon the standards and scope of nursing pr. em © 2019. Grand Canyon University. All Rights Reserved.NSG-320C Clinical Competencies Client-Centered Care Assigna’ compe Develop an individualized plan of care with a focus on assessment and planning, utilizing the nursing process while respecting the diversity of clients, Demonstrate caring behaviors, including assessing for the presence and extent of pain and suffering.* Interpret assessment, lab, and diagnostic data to detect changes in condition and prioritization of interventions in the care of the adult client. Develop a collaborative, ‘centered transitional plan of care that education, self-care strategies, and follow-up care for the adi Demonstrate increasing proficiency in the performance of psychomotor nursing adult client. Safety, Informatics, and Quality Improvement ‘Demonstrate standardi Identify two client identifiers, six rights for medication admi orders for the client prior to implementation as encountered i Demonstrate appropriate safety protocols and standards of care while working in the client-care setting, Document clear and concise responses to care, as appropriate for clinical setting (Le, EHR, paper documentation, care plan). PIX] O] GP [] e] B] Pp Bw) Ble | fo IM ho [vyit data and promote the ethical use of electronic health Protect confidentiality of information.* Identify methods to deliver care in a timely and cost-effective manner. Teamwork and Collaboration Develop effective verbal and written communication skills with clients, team members, and family. y relevant data for communication in preconferences and postconferences. ify intraprofessional and interprofessional team member roles and scopes of practice, and establish collaborative relationships with team members. inary team members based on knowledge of their role and scope of Delegate care to interd practice. Identify the need for help when appropriate to situation. PEAT ET] [Gf Wu Ws Ls] Lo Professional Role ‘Demonstrate core professional values (such as caring, altruism, autonomy, integrity, human dignity, and social justice) while complying with the ANA Code of Ethics and Standards of s and procedures of Grand Canyon University, College of Nursing and ions, and clinical agencies.* Maintain a positive attitude and interact with interprofessional team members, faculty, and fellow students in a positive, professional manner, including accepting constructive feedback and developing a plan of action for improvement.* ‘Arrive punctually, demonstrate expected behaviors, complete tasks in a timely manner, and ‘maintain professional behavior and appearance.* ‘Accept individual responsibility and accountability for nursing interventions, outcomes, and other actions; engage in self-evaluation: and assume responsibility for leamning.* bs i $ } ? ‘ 3 ; } i i Qg|¥] wo] wo Ly fe] & 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 hitp://qsen.org/competencies/pre-licensure-ksas! 3Midterm Evaluation Comments Faculty Comments (Include strengths and areas for improvement): Breas Yor unpwovernsnl posiasoah ace) aoe —Conknusr Lo Worle on “ Boemy Ochs Cee ConQy dane" a Sext, - Been More Conidae Mug : UU) Ayo AL coalhtan® cond Seek OP POrtundy to Umgrove \ates Skew” y ‘Student Comments (Identify three areas for development): “pwmiokee symptoms ov labs bo UMeEe formulating a Pproeer POC being move chnficunt wr te che 2 dui ev® — asking more questions Whon L entre dunt uncer stand ov wart 4D You Mone \ntd 4Student and Clinical Faculty Signatures | Evaluation Tool. Signatures indicate student and clinical faculty have reviewed and discussed the CI Student Signature at Midterm: Date: BAGW20 Student Signature at Final: Date: Clinical Faculty Signature at Midterm: Kees - Date: Q 19 i aD Clinical Faculty Signature at Final: Date: