Carroll Community College

Division of STEM, Nursing and Allied Health

Department of Nursing
NURS 242 – Nursing Concepts Clinical 4
SUMMATIVE Student Clinical Performance Evaluation

Student Sweta Viroja Date 03/08/2022 Week # 6 Faculty Professor Victor Pekar
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
Use the nursing process to optimize client health (PG1) S/N/U S/N/U
1. Prioritizes and completes daily nursing tasks S S
S S
2. Completes assessments accurately
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
Assimilate into the profession of nursing (PG2) S/N/U S/N/U
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
14. Demonstrates initiative in assisting peers and healthcare team members S S
Instructor
Student Eval of
Course Goal 3 Self-Eval Student
Provide patient-centered care (PG3) S/N/U S/N/U
15. *Implements appropriate infection control precautions S S
16. Identifies client’s cultural needs S S
17. Accurately documents patient care S S
18. Communicates appropriately with patient, family, healthcare team, and instructor S S
19. Explains the actions, side effects, and nursing implications of medications S S
20. *Administers medication using the six rights S S
21. Demonstrates concern, compassion and empathy with patients S S
22. *Demonstrates physical and mental competence S S
23. *Notifies instructor and appropriate healthcare team members with safety concerns and changes S
in the patient’s condition S
24. Identifies patient and family health education needs S S
25. Provides nursing care in accordance with the Maryland Nurse Practice Act and the ANA Scope & S
Standards of Nursing Practice S
26. *Adheres to HIPAA guidelines S S

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

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 242 – Nursing Concepts Clinical 4
SUMMATIVE Student Clinical Performance Evaluation

(Meets) (Requires assistance) (Unable) applicable behavior

Instructor
Student Eval of
Course Goal 4 Self-Eval Student
Engage in evidence-based practice (PG4) S/N/U S/N/U
27. Critiques current practice based on evidence S
S
Student Reflection (Thoroughly answer all questions)
How has this clinical rotation helped to define your role as a nurse? Please explain.
These clinical rotations helped become more efficient and comfortable in head-to-toe assessment. I had up to 4 patients assigned
and I was able to manage my time to complete assessments on all my patients. My communication skills also improved. I was able
to communicate my learning needs with my clinical instructor. I was also able to communicate with the interdisciplinary team
regarding patient care. I also feel more comfortable giving medication to patients through various routes using six rights of
medication under supervision of my clinical instructor. I have various experiences with these clinical rotations. I have patient who
was talking Japanese and there was a patient who was non-verbal. I was able to communicate with these patients about their care
using interpreter and communication board. I was able to go see endoscopy procedure with one of my patients and it was a good
learning opportunity for me to check pre-procedure check list and post procedure assessments in PACU. I have learned how
unexpected things happens through the day like confused patients becoming violent or different family members would like to talk
to you about patient’s care plan. I can say, I enhanced my skills for time management and prioritization of various clinical tasks for
safe patient care.

Which objective did you accomplish during this rotation? How did you do it?
 Prioritizes and completes daily nursing tasks- I identify patient’s needs and prioritize tasks to provide safe and effective
patient care. For example, administering pain medication before PT/OT. Provide bed bath and hygiene care before
breakfast.
 Completes assessments accurately- I performed complete head-to toe assessments.
 Establishes appropriate nursing interventions- Utilized clinical judgement plan of care to create and reassess goals and
interventions
 Accurately documents patient care- I able to chart assessments and medication administration in patient’s chart.
 Identifies patient and family health education needs- I used teach back method to identify patient’s learning needs and
provided education material to patients about new diagnosis and new medications
 Communicates learning needs to instructor- I communicate with my instructor when I had question or have something
that I have not done it before.

What are your goals for your next clinical rotation?

This is my last clinical rotation for this semester. I would like to be more independent during practicum and ask for help from my
proctor when needed. I would like her to observe my performance and correct me when needed. I also want to be more
comfortable

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).

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 242 – Nursing Concepts Clinical 4
SUMMATIVE Student Clinical Performance Evaluation

During this clinical orientation Sweta was given a wide variety of patients to grant her as much breadth of experience as possible.
Having the advantage of working in the Carroll Hospital ED she was able to work with patients she had experience with in the ED.
This allowed her to see the different prioritization on separate units, as well as changes patients go through over the course of
treatment. As Sweta stated in her reflection, she had several patients that were difficult to either communicate with, or establish
rapport over her shift. Many times these patients, while medically stable, can be some of the most difficult to manage as they
either are not compliant with the nurse or require great lengths of time to gain compliance through extensive communication
(interpreters, white board, or just explaining the situation for someone with poor medical literacy).

Throughout the clinical Sweta communicated with her patients and the multidisciplinary team to help her patients reach their
optimal outcomes. In many cases this was seamless as the providers and auxiliary services were open to her input, however she
was able to witness the strain the profession can place on healthcare workers. In particular, one of the primary nurses had no
sense of urgency for obtaining pain medications for a post operative patient and made no attempts to communicate why with
Sweta or her patient. While unpleasant and a bit alarming, it is an important learning experience for what to and what not to
emmulate when she begins practice.

After demonstrating safe and efficient care I fully believe Sweta is prepared to move on to practicum and on to telemetry upon
graduation and successful completion of the NCLEX Exam.

Student Signature: Sweta Viroja Date: 03/08/2022

Instructor Signature: Victor Pekar Date: 03/08/2021

Definitions:
Coaching – Faculty guides student to define objectives, set goals, and develop action plans through collaboration in the decision-making process
Assistance – Student unable to perform task independently; needs some aid or minimal direction from faculty to complete tasks. Not autonomous but does not
require coaching.
Resource - Faculty serves as a facilitator but student is capable of completing self-directed tasks.

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