Carroll Community College

Division of STEM, Nursing and Allied Health

Department of Nursing
NURS 233 – Nursing Concepts 3
SUMMATIVE Student Clinical Performance Evaluation

Student Gabrielle Noland Date 12/7/21 Week # 6 Faculty Prof. Schroeder

Criteria: S = Satisfactory N = Needs Improvement U = Unsatisfactory NA = Not (*) Critical
(Meets) (Requires assistance) (Unable) applicable behavior
Students who meet any of the following criteria will be given a remediation plan and may be placed on probation.
Failure to progress in these areas may result in failure of the course.
-One unsatisfactory grade in a critical behavior -Two needs improvements in a critical behavior
-Two unsatisfactory grades in a non-critical behavior -Four needs improvements
Instructor
Student Eval of
Course Goal 1 Self-Eval Student
Analyze the effectiveness of the plan of care (PG1) S/N/U S/N/U
Using faculty as a resource:
1. Prioritizes and completes daily nursing tasks S S
2. Completes assessments accurately S S
3. Uses EMR/MAR, patient charts, handoff report to provide care S S
4. *Establishes appropriate nursing priority list S S
5. Creates measurable patient outcomes S S
6. Establishes appropriate nursing interventions S S
7. Evaluates patient response to care and revises plan as needed S S
Instructor
Student Eval of
Course Goal 2 Self-Eval Student
Seek opportunities that promote professional growth (PG2) S/N/U S/N/U
Using faculty as a resource:
8. Adheres to dress code S S
9. Seeks input from patient, instructor, and healthcare team when providing care S S
10. *Demonstrates accountability and accepts responsibility for own actions and attitudes S S
11. Actively participates in all clinical experiences S S
12. Communicates learning needs to instructor S S
13. Completes assignments/evaluations as required S S
Instructor
Student Eval of
Course Goal 3 Self-Eval Student
Provide patient-centered care with faculty as resource (PG3) S/N/U S/N/U
Using faculty as a resource:
14. *Implements appropriate infection control precautions S S
15. Identifies client’s cultural needs S S
16. Accurately documents patient care S S
17. Communicates appropriately with patient, family, healthcare team, and instructor S S
18. Explains the actions, side effects, and nursing implications of medications S S
19. *Administers medication using the six rights S S
20. Demonstrates concern, compassion and empathy with patients S S
21. *Demonstrates physical and mental competence S S
22. *Notifies instructor and appropriate healthcare team members with safety concerns and changes S
in the patient’s condition S
23. Identifies patient and family health education needs S S
24. Provides nursing care in accordance with the Maryland Nurse Practice Act and the ANA Scope & S
Standards of Nursing Practice S
25. *Adheres to HIPAA guidelines S S

Approved 12/4/14. Revised 12/10/2014; 01/2015; 3/16/18, 1/2020

 Carroll Community College
Division of STEM, Nursing and Allied Health
Department of Nursing
NURS 233 – Nursing Concepts 3
SUMMATIVE Student Clinical Performance Evaluation

Criteria: S = Satisfactory N = Needs Improvement U = Unsatisfactory NA = Not (*) Critical

(Meets) (Requires assistance) (Unable) applicable behavior
Instructor
Student Eval of
Course Goal 4 Self-Eval Student
Implement nursing care based on scientific evidence (PG4) S/N/U S/N/U
Using faculty as a resource:
26. Incorporates evidence-based rationales that support the patient plan of care S
S
Student Reflection (Thoroughly answer all questions)
How has this clinical rotation helped to define your role as a nurse? Please explain.
I feel this rotation really helped me create a full picture of nursing care and what it means to me. This was the fi rst term I was really
comfortable completing all of my assessments accurately on my own, implementing morning care/hygiene care as needed and
feeling really familiar with various labs, tests and medications. Repetition definitely helps build comfort and co nfidence and I feel
that I gained those through this clinical rotation.

How did you specifically meet the course goals for this course? Give detail for each. (Reminder, course goals are listed on t he
evaluation here in blue).
1. Effectiveness of Care Plan: I was able to use information from handoff report as well as basic information from my
patients’ charts to identify the importance of focused assessments before performing them. For example, a patient with
cellulitis of the legs would cue me to focus more attention on the legs during my head to toe assessment to identify the
condition of the infection and tissue integrity. From there, I would go back in to the chart and compare my findings to
previous trends, as well as intervening by contacting wound care or providing hygiene care myself. This helps build a solid
understanding of reasonable patient outcomes and necessary interventions for that patient that day and in the future.
2. Seek professional growth opportunities: I think there are aspects of clinical that different people may shy away from, but
it is important to have a well-rounded experience throughout the program to exercise your skills. For that reason, I’ve
always accepted all clinical opportunities openly. Administering new medications can be anxiety provoking for me, so I
make sure to ask lots of questions beforehand to provide the safest intervention possible. I’ve had opportunities to care
for patients on special precautions that required me to review proper PPE usage. I’ve also had opportunities to use
bladder scans, insert catheters, ambulate patients, etc. while asking questions as I go along.
3. Provide patient-centered care: I admittedly forget sometimes to identify patients’ cultural needs unless they’re more
obvious, which is something I plan to continue working on. However, I feel I identify emotional needs we ll and intervene
as needed. I’ve had a good amount of opportunities to provide therapeutic communication and emotional support to
patients who needed it. For example, I saw a patient go from silence to having tears in her eyes, so I sat at her level and
offered her my hand and told her it was okay to cry before asking what I could do for her. The psychosocial aspect of
nursing is not so straightforward, and I think it’s something a lot of people struggle with. Additionally, I was able to
identify proper safety precautions for my patients, such as falls or aspiration precautions, as well as using clinical
judgment to determine when a medication needed to be held. I’ve even questioned the absence of at-home blood
pressure medication for a patient with hypertension.
4. EBP in nursing care: I always do my best to piece together the “why” of treatment in relation to patient conditions. I had
one patient with sepsis who exhibited jaundice alongside elevated liver enzymes. Since there was no evidence of
additional health conditions affecting the liver, I had to search for connections before finding the potential for sepsis to
impact bilirubin regulation. While it was later revealed that gallstones were at the very least a contributing factor to the
jaundice, if it were solely due to sepsis, I would expect adequate fluids combined with phototherapy for this patient to
reduce jaundice and flush out excess bilirubin. Another patient who had aspiration pneumonia wanted to continue eating,
in spite of dysphagia. While a feeding tube may have been the safest bet for this patient, his needs were taken into
account and he was put on aspiration precautions that involved soft, thick foods, sitting up completely for meals,
remaining upright for at least 10 minutes after eating, and having a sitter throughout meals. These precautions are to
prevent aspiration and associated complications. These are just a few examples of EBP in nursing. We use the best
possible interventions for unique patient situations.

Approved 12/4/14. Revised 12/10/2014; 01/2015; 3/16/18, 1/2020

 Carroll Community College
Division of STEM, Nursing and Allied Health
Department of Nursing
NURS 233 – Nursing Concepts 3
SUMMATIVE Student Clinical Performance Evaluation

What is the biggest take away you have from this clinical rotation and how will that affect your future practice?
Something that had a large impact on me during this clinical rotation was the need to incorporate comorbidities into the trea tment
of hospitalized patients. One patient who was hospitalized for pneumonia also had dementia and Parkinson’s. These played a role
in his ability to swallow adequately, feed himself despite tremors and even ambulate. These important factors needed to be
included in his plan of care even though they weren’t directly related to the diagnosis. Another patient admitted for pneumonia
was improving progressively, but he also had CHF and elevated BUN and creatinine, which led to a longer hospital stay. Again,
these are ways that nursing care comes full circle, as opposed to being about one single diagnosis, assessment, etc. Patient care is
multidimensional, and it’s the nurse’s job to recognize how that applies to each individual patient.

What are your goals for your next clinical rotation?

I hope to enter fourth term with a solid understanding of nursing care and my role as a student. I would like to spend that t ime
practicing medication administration and documentation for my position after graduation. I plan to ask as many questions as
needed to continue gaining knowledge and increasing my comfort level on the floor. I would also like to continue evaluating what
type of nurse I would like to be in 5 or so months.

Faculty Comments/ Student Learning Goals (Goals must be established even if performance is satisfactory. If an item was
identified as N or U, narrative comments are necessary to clarify student performance along with goals to improve performance ).

Gabs,
Great reflection above. Yes, you did have a more independent role this semester. You were ready and demonstrated competence
in this role. You are progressing nicely toward your independent practitioner role. I am so glad it is all coming together for you.
😊
Nice safety and holistic examples of nursing care outlined in your reflection. Great job on the BP med pick-up!
I’ve only had you for 2 weeks and Prof. Harden specifically reported that you have great bedside manner and critical thinking. She
stated that you are fully engaged in patient care and look at each patient holistically. Keep working on the cultural aspect.

Based on your assessment you set appropriate outcomes and implemented nursing actions to achieve those goals. Medication
administration was effective, safe, knowledgeable, and accurate.
You take responsibility for your own learning, look for new opportunities each day and research topics when needed. I obser ve
you striving to improve your nursing care each day and you demonstrate enthusiasm for nursing.
When asked Socratic questions you were able to accurately answer and explain why you came to that decision. You were able to
make the connections between the patients and their presentation, diagnostic test, results for labs, and medications.

It has been a pleasure to have you during this clinical rotation. You are welcome to my group any time.
I wish you the best as you move forward and look forward to seeing you during the fourth term.

Student Signature: Gabrielle Noland Date: 12/7/21

Instructor Signature: Jane Schroeder, MSN, RN Date: 12/15/21

Approved 12/4/14. Revised 12/10/2014; 01/2015; 3/16/18, 1/2020

 Carroll Community College
Division of STEM, Nursing and Allied Health
Department of Nursing
NURS 233 – Nursing Concepts 3
SUMMATIVE Student Clinical Performance Evaluation

Approved 12/4/14. Revised 12/10/2014; 01/2015; 3/16/18, 1/2020