Carroll Community College

Division of STEM, Nursing and Allied Health

Department of Nursing
NURS 140 – Nursing Concepts 2
SUMMATIVE Student Clinical Performance Evaluation

Faculty
Victor
Student Kaley Hamilton Date 5/12/21 Week # 4 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
Apply the nursing process when implementing a plan of care (PG1) S/N/U S/N/U
With assistance:
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
Participate in opportunities that promote professional growth (PG2) S/N/U S/N/U
With assistance:
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 assistance (PG3) S/N/U S/N/U
With assistance:
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 140 – Nursing Concepts 2
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
Plan nursing care based on scientific evidence (PG4) S/N/U S/N/U
With assistance:
26. Justifies patient’s plan of care using appropriate resources S
S
Student Reflection (Thoroughly answer all questions)

How has this clinical rotation helped to define your role as a nurse? Please explain.
This clinical rotation gave me a better understanding of what a nurse truly does from every aspect. I had little experience in the
hospital setting and this rotation showed me what to expect when becoming a nurse. I got to see what was within our scope and
when we needed to get help from the provider in order to help our patients. We can do everything within our abilities, but
sometimes still need to get more help to resolve an issue. This rotation I also saw the importance of communicating with everyone
in the care team to effectively care for patients and get the best outcomes. Lastly my role was also to support the patient not just
in a physical way, but also in an emotional way to have a bigger impact in their care.

How did you specifically meet the course goals for this course? Give detail for each. (Reminder, course goals are listed on the
evaluation here in blue).
Goal 1 I met through looking at the patient chart to get an idea of what was going on with the patient and comparing it to my
assessment findings. After putting all the connections together, I was able to identify 3 top priorities for my patients and coming up
with interventions within our scope to meet goals for my priorities. Goal 2 I met through actively learning when an opportunity was
available such as learning to take an IV out for a discharged patient or watching the urologist manually irrigate a bladder. I asked
questions to both my instructor and the nurse of my patients when clarification was needed and brought any changes I found
during assessment or through the day. Goal 3 was met through giving medications correctly while using the 6 rights and checking
the expiration dates as well as explaining to the patient what they were taking and what the medication does. I brought changes in
conditions to the instructor and the nurse after giving the medication and having a low blood pressure. I also communicated well
with my patients by providing emotional support and therapeutic communications in order to comfort them. Goal 4 was met
through putting all the information from the patient’s charts such as labs, clinical notes, history, assessment findings, and through
communicating with the patient to form a plan of care that was appropriate for my patient.

What is the biggest take away you have from this clinical rotation and how will that affect your future practice?
My biggest take away was the importance of noting the changes in your patient throughout the day, expected or not. Changes can
happen fast and the quicker someone picks up on them, the faster we can hopefully resolve them to keep our patient safe and
stable. I will use this in future practice by being vigilant when in my patients’ room in order to compare findings to the previous
assessment done.

What are your goals for your next clinical rotation?

My goal for next clinical rotation is to better time manage in order to effectively plan and preform care. I hope to get report and go
through the patient chart to understand what is going on further to get a fuller picture of the patient. I want to know what to focus
on that may have been going on during previous shifts. After getting this information I want to assess my patient in order to
formulate an appropriate plan of care for the day. This will help me prioritize my patient care and cluster the care to be the most
effective for all my patients. My goal is also to become more comfortable when pulling and giving medications to patients instead
of getting nervous.

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 140 – Nursing Concepts 2
SUMMATIVE Student Clinical Performance Evaluation

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).
-Throughout this clinical, Kaley has improved her skills, clinical judgement, and overall confidence by leaps
and bounds. During the first clinical with an agitated patient, she began the shift hesitant and required
assistance from her peers with more basic tasks. As the weeks progressed, she was increasingly independent
in engaging with patients, both in providing physical care as well as more nuanced aspects of
emotional/cultural needs. She was able to identify key changes in her assessments, in one case leading the
provider to order an MRI and finding an ischemic event in the patient that entirely altered their course of
treatment. She has developed a calm and methodical approach allowing her to react in a timely and rational
fashion to events that may have caused other students to falter into an emotional response (independently
helping an incontinent hospice patient with an incredibly unpleasant gi bleed). It is my hope she can take all
she has learned and continue to hone her abilities and confidence as she makes through the nursing program
and transitions from student to registered nurse.

Student Signature: Kaley Hamilton Date: 5/12/2021

Instructor Signature: Victor Pekar Date: 5/12/2021

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