NURS 1020 H Clinical Course Evaluation

Student: __Katherine Matienzo__________________________________

Clinical Instructor: _Doneath Stewart-Forrest___________________________

Total Virtual Clinical Hours: ___28/28 midterm + ____33/33 = _____61/61 total

Total Lab Hours: ___12/12

Satisfactory Progress (SP): The student demonstrates sufficient knowledge, and skill and ability to safely practice or achieve a competency with  an average level
of teaching support and guidance; or the level of performance is what the instructor would expect of an average student at that level and point in time; and the
instructor reasonably anticipates that if the student continues at the current pace of practice and achievement, the student should be able to fully meet the
objective at the end of the course.
 
Unsatisfactory Progress(UP): The student does not demonstrate sufficient knowledge, or skill, or ability to safely practice or achieve a competency, even with
constant, intensive teaching support and guidance;  or the level of performance is far below what the instructor would expect of the average student at that
level and point in time; and the instructor reasonably anticipates that if the student continues at the current pace of practice and achievement, the student is
not likely to  meet the objective at the end of the course.
 
Needs Development(ND): The student demonstrates sufficient knowledge and ability to safely practice or achieve a competency,  but requires more than
average teaching support and guidance; or the student demonstrates knowledge but needs more practice to achieve the competency; or the level of
performance is below what the instructor would expect of the average student at that level and point in time; and the instructor reasonably anticipates that if
the student focuses his/her learning in the required area, and gains sufficient practice, the student has the potential to meet the objective at the end of the
course.

Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)

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 NURS 1020H Clinical Course Mid-Term Evaluation
Progress
Course Objective Evidence/Indicators
MIDTERM
1. Established therapeutic nurse- Student:
resident relationships in residential  I am able to facilitate conversations of
care settings. heavier topics, such as when my resident
had to deal with her parents’ illnesses, with
Progress Progress Final the resident feeling comfortable sharing
Midterm personal information by conveying open
body language.
 SP  SP
 I gained greater awareness of my posture,
 ND  ND
 UP  UP facial expression, and tone of voice when
speaking with the resident to produce a
welcoming and safe environment.
 I allow my resident to discuss off topic
conversations to increase depth,
understanding, and meaning of our
interactions. For example, she discussed
stories of her friends and their health, and
how it informs her health maintenance.
Clinical Instructor:
Katherine was able establish a therapeutic nurse
resident relationship in a residential care setting
based on her ability to initiate and conduct three
interviews with her assigned resident/volunteer
where she was able to develop and maintain a
Evidence/Indicators
FINAL
Student:
 Upon completion of the eLearning
module, Gentle Persuasive Approaches
(GPA) in Dementia Care, I learned how
to promote personhood in older adults
by recognizing the importance of
validating feelings and emotions.
 During seminar, I learned how to
establish therapeutic communication
by discussing the components of
creating an appropriate atmosphere for
assessments (For example, providing
adequate lighting, privacy, and safety).
 During virtual clinical, I learned the
importance of respecting patient
privacy to establish a therapeutic
relationship by remaining attentive to
features of the environment that could
be manipulated to protect privacy,
such as knocking on doors, pulling
blinds down, and closing curtains.
Clinical Instructor:
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 professional relationship while obtaining
information to populate her SPICES assessment
2. Developed knowledge about the Student:
experience of residents living in  After learning the resident lives in her own
residential care settings. house, I gained perspective on parts of a
Progress Progress Final home that can become difficult with aging.
Midterm For example, going up the stairs was
challenging for my resident.
 SP  SP  I learned about how family dynamics
 ND  ND changed in the case of my resident. For
 UP  UP example, she listens to and allows her
children to help look after her health now
and takes their advice.
 While reflecting on residential care settings,
I recognize the challenges these
environment presents, such as decreased
privacy, loss of independence, and COVID-
19’s impact on the residents’ sense of
safety.
Clinical Instructor:
Katherine was able to establish a therapeutic
nurse-relationship evidenced by participation
Elder Abuse workshop via Zoom. In the clinical
video assignment student demonstrated
empathy and competence required to initiate
a therapeutic relationship. Katherine wore
uniform, name badge, respected resident
environment and displayed knowledge of
caring transferable to the older adult in
residential care and community settings. This
student has met the course objective.
Student:
 On week 9, I achieved St. Pete’s
dysphagia certificate and I learned
about the impact dysphagia has on the
individual’s ability to enjoy food,
maintain independence, and increased
risk of choking events that must be
considered when caring for older
adults.
 In week 8, I learned about the impact
that transitions into residential care
settings have on older adults by
recognizing changes to independence,
social support, and life history that
could influence their resilience and
ease of adapting to new living
conditions.
 During week 6, I learned about the
different ways pain can be expressed
both verbally (i.e., Stinging, throbbing,
sharp, dull, etc.) and through physical
observation (Ex. Visual analogue scale),
which encourage me to be alert for
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 Katherine developed knowledge about the
experience of resident s living in a resident setting
evidenced by her self -reflection and participation
in post conferences. Katherine was able to expand
her knowledge by exploring how the COVID-19
pandemic impacted all the faucets of the quality of
life of the older adult. By exploring health aging
through eyes of the older adult and comparing self
– perception of healthy aging prior and post
interviews Katherine has enhanced her knowledge
of the older adults experience of residents in LTC
and the community..
3. Developed and applied Student:
therapeutic communication  To establish the nurse-client relationship, I
strategies and interpersonal skills to introduced myself professionally, stated
appropriately establish, maintain,
the purpose and goals of each meeting so
and terminate the nurse-client
relationship my resident could feel she plays an active
part in the therapeutic relationship.
Progress Progress Final  To maintain the nurse-client relationship, I
Midterm avoid conversation that steered away from
the goal of the interview by not sharing too
 SP  SP much information about myself, even
 ND  ND though I would like to have shared more.
 UP  UP  To terminate the relationship, I thanked her
for sharing and allowing me to learn about
older adulthood and wished her all the
signs of pain when the individual has
difficulty expressing it.
Clinical Instructor:
Katherine developed knowledge about the
experience of residents living in community
and residential settings in the Elder Abuse
workshop and the Goals of care, decision
making and advance care planning workshop.
Katherine enhanced knowledge related to
residents’ rights, reporting of abuse, how to
better identify abuse in residential settings.
This student has met this course objective.
Student:
 On Shadow Health, I learned how to
apply therapeutic communication
strategies and interpersonal skills by
practicing empathetic statements that
were appropriate in the conversation
with Tina Jones.
 I completed an online module on
palliative care by Pallium Canada and
developed knowledge on the palliative
care approach, which involves
identifying who may benefit from
palliative care, assessing patient and
family needs and values, and planning
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4. Demonstrated safe, ethical, and
culturally safe care.
best. I felt some sadness about terminating
the relationship but recognized that the
purpose was not for friendship, but instead
to learn and develop foundational nursing
skills for a professional relationship.
Clinical Instructor:
Katherine challenged her perceptions of health in
the elderly and developed her interpersonal skills
to establish, maintain and terminate the nurse-
client relationship. Katherine was able to develop
her communication strategies through the Shadow
Health module where she had the opportunity to
practice patient/resident privacy and reflect on the
value of communicating effectively with
patients/residents. Her contributions in post
conferences reflected the development of her
interpersonal skills.
Student:
 When the resident expressed her shift
away from her religion I was open to
and managing treatment and having
essential discussions.
 During week 5’s virtual clinical, I
developed strategies for maintaining
and terminating the nurse-client
relationship by learning to be vigilant of
the power imbalance nurses can create
when accepting gifts from patients and
ensuring that the patient is aware of
small gifts being shared with the rest of
the health care team.
Clinical Instructor:
Katherine applied communication strategies
and interpersonal skills during Shadow Health
cardiac, respiratory and abdominal
assessments. In zoom post conferences
personal shares related to the challenges
associated with establishing, maintaining and
terminating the nurse-client relationship were
explored. Katherine was able to build on
communication strategies and interpersonal
skills initiated in the first half of this course.
This student has met this course objective.
Student:
 After achieving a record of completion
in the Integrated GPA module in lab, I
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Progress Progress Final learning about why she changed beliefs and
Midterm to never assume religious beliefs, especially
when surrounding the topic of death.
 SP  SP  I would always ask my resident if she
 ND  ND consented to my partner and I recording
 UP  UP her responses and made sure she knew she
could leave the interview any time.
 I became mindful in differing belief
systems, upbringings, and world paradigms
during discussions with my peers, and this
promoted me to create a safe space for
facilitating discussion on my resident’s
experiences and how they shape her world
views.
Clinical Instructor:
Katherine demonstrated safe, ethical through her
recall of her interviews and further demonstrated
culturally safe care in our post conferences.
Katherine did not share the name of her resident/
volunteer, she maintained privacy throughout all
pre briefs and post conferences.
learned how to use safe gentle
redirection by carefully grasping the
patient’s wrists and walking side to side
with my midline body close to theirs.
 I demonstrated knowledge of ethical
care by participating in virtual clinical
discussions on elder abuse and
distinguishing between types of elder
abuse (i.e., Psychological, physical,
financial, sexual abuse).
 I learned about tailoring nursing care to
accommodate for cultural differences,
such as seeking a translator for
accurate pain assessment, and
providing appropriate patient
education that does not take away
from their cultural practices.
Clinical Instructor:
This student demonstrated safe, ethical and
cultural safe care evidenced in the care plan
developed and submitted in this course.
Katherine contribution and participation in
pre-briefs and post conferences conveyed that
this student understands the nursing
competency related to this course objective.
Katherine has met this course objective.
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5.Participated in professional Student:
development based on reflective  On Shadow Health, I collected health
practice and critical inquiry
history and learned how health challenges
are often linked together, and thus inspire
me to better understand the individual.
Progress Progress Final  I learned from my resident that achieving
Midterm healthy aging is not always as attainable for
everyone (Ex. Genetic predispositions,
 SP  SP workplace environment, social
 ND  ND determinants of health, etc.).
 UP  UP  In clinical meetings, we often engaged in
reflection, and I learned how to empathize
in a professional setting through different
methods and statements. My peers’
opinions also inform my practice and
promote me to respect diverse
perspectives.
Clinical Instructor:
Katherine participated in professional
development based on practice and critical inquiry
evidenced by her participation in post conferences
every week. Katherine critical inquiry will develop
as she continues through to the completion of this
course. She was very professional throughout all
zoom meetings and interviews, she has met the
objective for this section of the course.
Student:
 In week 7’s seminar, I learned about
intersectionality and it promoted me to
reflect on subjective experiences that
are affected by power dynamics and
how it varies from person to person,
for example, LGBT older persons and
older persons of colour are less likely to
seek help on their care.
 On week 8, I practiced critical inquiry
on falls and older adults and how using
restraints (Either pharmacological or
physical) to limit movement can
negatively impact a person’s mobility,
autonomy, and dignity.
 I demonstrated reflective practice by
learning about types of grief (i.e.,
Anticipatory, complicated,
disenfranchised grief, etc.) and how I
can use therapeutic and valuing
listening to help the person adapt.
Clinical Instructor:
Katherine attended pre and post conferences
and contributed respectfully to co-students.
Katherine also completed a self-reflection and
the focused care plan developed in this half of
the course supports that this student has met
this course objective.
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6.Examined personal attitudes Student:
regarding the elderly and other  I became aware of my preconceptions
residents of residential care homes
about older adults such as older persons
Progress Progress Final being less active or less tech savvy, my
Midterm resident was the opposite of these two
stereotypes, and this taught me to relearn
 SP  SP what I know about older adults.
 ND  ND  The empathy workshop I attended assisted
 UP  UP
me in challenging prejudice, finding
commonality with others, and expanding
my moral universe by addressing things
that get in the way such as the ego.
 I realized how important it is to respect
individuality in older persons, often older
adults are spoken for when having
decreased function, and I learned the
importance of facilitating independence
wherever possible.
Clinical Instructor:
Katherine examined her personal attitudes
regarding the elderly during her interview session
which focused on healthy aging. In post
conferences Katherine participated effectively in
zoom meetings and brought rich discussions that
were explored as a group. The trajectory of life
was explored and how aging impacted the
outcome of the older adult living in LTC and in the
Student:
 In reflection #2 for NURS1020, I
reflected on the impact of
environmental factors and how non-
therapeutic living conditions can be
powerful in creating unusual reactions
from the individual, therefore it
reminds to be aware of my biases by
seeking to understand the individual on
a holistic level.
 In reflection #2 for NURS1002, I
reflected on the risk continuum and
how autonomy for the patient whether
young or old, should be respected
when deciding to live with risk.
 I addressed my personal attitude on
suicide and learned about how my
biases on suicide leave out older
persons for suicide risk assessment,
and I learned to identify risk factors
among older persons.
Clinical Instructor:
This student continued to build on self-
examination of perceptions related to the
aging population who reside in community and
resident care home settings. During
workshops completed in this half of this
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 community.
7. Developed and demonstrated Student:
skills in basic biopsychosocial and  I developed skills in basic biopsychosocial
spiritual assessment relevant to the assessment through discussions about
older adult. what gives the resident meaning in life and
Progress Progress Final social support, that being her family. For
Midterm example, my resident enjoys just watching
her family grow and thrive in life.
 SP  SP  A spiritual assessment allowed me to gain
 ND  ND skills in understanding why and how people
 UP  UP change paths and directions in life, for
example, my resident is not religious or
spiritual anymore, and from this I learn that
core values can change in the course of life
and its challenges.
 I gained knowledge in how relationship
roles and dynamics affect social support,
for example my resident’s husband is her
main support through difficult times, as
well as how technology is helping my
resident see her loved ones during the
pandemic through “zoom parties”.
Clinical Instructor:
course, Katherine was able to examine
personal attitudes related to resident’s abuse
and resident advance care planning decision
process. The student has met this course
objective.
Student:
 I developed knowledge on
biopsychosocial assessment in older
adults by learning about barriers to
pain assessment and treatment, for
example, an older person may not
want to be perceived as a “complainer”
or they may fear losing self-control
with pain in the context.
 I demonstrated skills in spiritual
assessment for the older adult by
expanding my knowledge on the
importance of offering privacy,
compassionate presence, and
promoting gerotranscendence by
facilitating connections with people
who are significant for the older adults.
 I developed new skills on identifying
the tasks of mourning; acceptance,
working through grief, adjusting to
environment, and emotional
relocation, while considering how
spirituality can help the patient
progress through these steps
successfully.
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 Katherine will be able to develop and demonstrate
skills required to complete a basic biopsychosocial
of the older adult. The skill related to her
development of a spiritual assessment will be
developed in the next half of this course. On
developing the assigned care plan in the second
section of the course I am confident Katherine will
meet this course objective
8. Applied assessment data to Student:
formulate a nursing care plan based  By working with the SPICES framework in
on the needs of the resident
resident interviews, I learned how to better
Progress Progress Final connect health issues and suggest self-care
Midterm practices that tailor to their daily routine,
and I continue to learn about different
 SP  SP forms of assessments (Musculoskeletal,
 ND  ND integumentary, vital signs) in labs.
 UP  UP  When discussing to my resident about her
mobility, my partner and I assessed how
she continues to use the stairs and
sometimes cleans the house to maintain
strength and range of motion in joints.
 In lab sessions, I learned how to
recommend assistive devices for walking
while considering the “get up and go”
technique by assessing time and gait of
patient, these help me to practice critical
assessment and develop a care plan for the
future.
Clinical Instructor:
Katherine was able to demonstrate skills in
basic biopsychosocial and spiritual assessment
relevant to the older adult evidenced by care
plan developed in this half of the course.
Katherine demonstrated the integrated of
SPICES framework by selecting pertained
information to include in assignment care plan.
Student:
 I developed a nursing care plan with my
peer and learned how to implement
relevant nursing diagnoses, like health
promotion (Ex. Promoting the patient
to journal daily food intake to monitor
goals of meeting daily nutritional
needs).
 I applied assessment skills in
formulating a care plan with my peer
by connecting the patient’s signs and
symptoms with their chief complaints
and reflecting on how I can introduce
realistic, therapeutic short term and
long-term goals.
 In creating a care plan with my peer, I
also learned the importance of
assessing for life history, family history,
and risk factors that affect the patient’s
perception of health.
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 Clinical Instructor:
Katherine has begun to apply the assessment data
to formulate a care plan based on her collection of
data using the SPICES framework. This skill will be
further developed in the next half of this course
when Katherine will be assigned to write a care
plan. This objective will be met in the second half
of this course.
9. Demonstrated knowledge in  In lab, I learned how to provide support for
providing resident-centered support activities of daily living by practicing how to
for activities of shave a balloon and clean dentures with
daily living. respect and care.
 By developing resident-centered support
through assessment skills they allow me to
gather data on ADLs, and their capability to
perform self-care, which allows me to
better address issues when they first arise
and provide an effective solution before
the health concern has a chance to become
more serious.
 In Shadow Health, I practiced empathetic
statements while collecting information on
the patient’s lifestyle (Social history, health
history, career, living conditions, etc.).
These impact the ability and supports the
patient has in carrying out activities of daily
living.
Progress Progress Final In Zoom meeting discussions Katherine was able to
Midterm demonstrate knowledge related to resident-
Clinical Instructor:
Katherine applied assessment data and
formulated a basic care plan based on the
needs of the assigned resident. Katherine was
able to develop nursing diagnosis, short term
and long goals related to assigned resident and
write a focused care plan as per course
outline. Student has met this course objective.
 I learned about the impact of mental
health disorders such as PTSD and GAD
and how it can hinder an older person’s
motivation to carryout activities of
daily living, as a nursing student it is
important for me to assess for triggers
in order to create a therapeutic
environment.
 During week 12’s lab, I developed
knowledge in physical skills for assisting
a patient with voiding using bedpans,
urinals, catheters, and supporting them
with meals (For example, Adding
thickening agent for easier swallowing).
 When providing resident-centered
support for activities of daily living, I
learned that attributes of healthy aging
involve a continuous process of change
and adaptation, being self-defined, and
encouragement of their desire to
continue actively participating in life
processes.
Katherine demonstrated knowledge in
providing resident centered care evidenced by
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  SP centered support as activity of daily living for the the content of the care plan developed in this
 SP  ND older adult was explored. The level of care half of the course. During Zoom pre-briefs and
 ND  UP required by resident living in long-term care post conferences student contributions
 UP required versus an older adult living in the supported that student knowledge base
community was explored. This student has met related to providing activities of daily living for
this course objective. the elderly living in the community and
residential care settings was enhanced
significantly from week 1 to week 12.

This section to be filled out by Student Areas of Strength Student Areas of Strength
the student.
1. Ability to work effectively in a team 1. Able to apply organizational skills
to reach weekly goals
2. Therapeutic communication skills
2. Discipline in time management
3. Active listening and prioritization of tasks

Student Areas for Future 3. Empathetic verbal skills

Development
Student Areas for Future
1. Physical nursing skills Development

2. Leadership skills 1. Confidence in practicing physical

nursing skills
3. Assertiveness
2. Attentiveness to subtlety of
environment and patient that
affect assessment outcome

3. Ability to use medical terminology

and layman terminology when
appropriate
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MIDTERM:
Katherine has been a very focused student, pays attention to detail, has attended all pre briefs, post conferences and fulfilled all the
assignments required. I have no reservations that if Katherine continues at this pace, she will be successful in passing this course.

Electronic Signature of Instructor____ ___________ Date __March 15, 2021______________

Electronic Signature of Student______ _________________________ Date __02/22/21________________

Satisfactory Unsatisfactory
Please circle the appropriate outcome

Katherine has continued to be a very focused student, paid attention to detail, attended all pre-briefs, post conferences and
fulfilled all the assignments required for this course in the second half of this course. Katherine has met all the course
objectives of NURS-1020 virtual clinical practices.

FINAL:

Electronic Signature of Student_________ _________________ Date _______April 14, 2021__________

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Electronic Signature of Instructor___________ _______ Date ______April 20th, 2021__________

Satisfactory Unsatisfactory
Please circle the appropriate outcome

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Attendance

Hrs. Hrs.
Week 1 4 Week 5 6 Week 9 4
Week 2 6 Week 6 6 Week 10 6
Week 3 6 Week 7 2 Week 11 6
Week 4 6 Week 8 6 Week 12 3

Total number of virtual clinical hours completed______61_______

1. Clinical Component

Satisfactory Unsatisfactory
Please circle the appropriate outcome

2. Video – Physical Assessment

Satisfactory Unsatisfactory
Please circle the appropriate outcome

3. Clinical Learning Center- labs and simulations

Satisfactory Unsatisfactory
Please circle the appropriate outcome

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