be ‘GRAND CANYON UNIVERSITY Clinical Evaluation Tool NSG-322C Semester/Year Seeing Acat Evaluation Day andDate Soa Colo Ba, Aran Student First Name Last Name: —slerdun E lert Clinical Faculty First Name Last Name: Rel Meng Course Objectives of care iver behavioral health needs in the setting. is and resources to clients with psychiatric mental Apply the nursing process to ereate and Create a transitional plan of care supportin Provide appropriate basic education regarding coping sl nesses. Incorporate best practices, standards of care, and personal and client safety measures while caring for clients with Psychiatric/behavioral hi Utilize interpersonal and client safety standards, protocols and interventions Communicate therapeutically with clients and families. Recognize potential crisis situations while caring for clients with psychiatric mental illness, and report as required. boundaries and standards when caring for c Incorporate ethical, egal, and professi ‘mental illnesses, © 2018. Grand Canyon University. All Rights ReservedNSG-300C Clinical Competencies ina quapnis Client-Centered Care Guidelines below for additional ToS for each boxes below. etal Develop an individualized plan of care with a focus on assessment and planning, utilizing the 3 2; nursing process while respecting the diversity of clients. = = Demonstrate caring behaviors, including assessing for the presence and extent of pain and pit suffering. S 3 Conduct a comprehensive, holistic assessment while eliciting clients’ values, preferences, and al + needs, 3 iS L— | Demonstrate developing skills in selected psychomotor activities. 3 iD: Demonstrate effective therapeutic communication skills with diverse clients and families. a 2% Perform effective teaching with clients, families, and caregivers that addresses client need: Safety, Informatics, and Quality Improvement sand the promotion of wellness DR afar ,2ZD Demonstrate standardized infection control practices (hand washing and PPE) that support safety and quality, and implement strategies to reduce risk of harm to self or others.* Te sl Document clear and concise responses to care, as appropriate for clinical setting (.e., EAR, paper documentation, care plan). Protect confidentiality of all client data and promote the ethical use of electronic health NJ [py ff) 3 3 information.* ©Teamwork and Collaboration | Develop effective verbal and written communication skills with clients, team members, and | family a 3 | Identify relevant data for communication in prevonferences and postconferences 2 2 3) Identify intraprofessional and interprofessional team member roles and scopes of practice, and establish collaborative relationships with team members. a \2 a Tdentify the need for help when appropriate to situation 3 L 2 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 Practice, and policies and procedures of Grand Canyon University, College of Nursing and 2, Health Care Professions, 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 learning. * s 3 [> Critical competencies are highlighted in yellow. Students who score a I (Does Not Meet) on any of these competencies at final evaluation will fe 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 (QSE. competencies and knowledge, skills, and attitudes (KSAs) Quality and Safety Education for Nurses Institute. (2017). QSEN competencies. Retrieved from23) GRAND can nen Final Eval proeudcdons Yi ea Sa rt oF sell RE eae apo ge Cas ae ee Sool Sig's Jy Gta aNd Seb GH ov Eire ses TEE Sst Ww ot ee Sie ROOK XO\\ Can cerform * a dadeopse cs SABREStudent and Clinical Faculty Signatures Signatures indicate student and el al faculty have reviewed and discussed the Clinical Evaluation Tool ‘Student Signature at Midterm: Z e A/aarlas Student Signature at “EF ¢ Dat Clinical Faculty Signature at Midterm: Date won 2S pae_9439{207 Clinical Faculty Signature at Final