Carroll Community College

Division of STEM, Nursing and Allied Health

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

Student Staci Bigott Date 5/10/21 Week # 1-2 Faculty Professor Emilly Habighorst
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 na N/A
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
Criteria: S = Satisfactory N = Needs Improvement U = Unsatisfactory NA = Not (*) Critical
(Meets) (Requires assistance) (Unable) applicable behavior

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

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:
How has this clinical rotation helped to define your role as a nurse? Please explain.
This rotation helped me gain a better understanding of the diversity in nursing. I feel fairly comfortable working with the adult
population but was uncertain coming to work with pediatrics. The nurses and staff that I worked with took the time to walk me
through the process of caring for children and infants from assessments to reasoning why the medications and interventions were
chosen. These interactions helped me to see a day in the life of a pediatric nurse and expose me to a different patient populations.

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).
I applied the nursing process when implementing a plan of care when I worked with RJ by collecting patient data through a
physical assessment and reviewing the chart, and then deciding on what the priorities for the shift should focus on. The nurse helped
me determine interventions that were appropriate for the patient, and when her situation changed we came up with plans on how to
modify the care plan based on the new symptoms.

I participated in opportunities that promote professional growth by observing the rounding sessions and watching or assisting the
staff with the patient activities. I asked questions when I wasn’t sure what was happening and used electronic resources to research
on my own when applicable.

I provided patient-centered care with assistance by attending the patient throughout the shift. I was able to offer more support to
EW since she was a more dependent patient, so that involved washing, changing, dressing, and playing or soothing her. I researched
the patient medications to gain a better understanding of the care plan and make real-world connections to the patient condition and
textbook knowledge of the disease processes.

I planned nursing care based on scientific evidence by reviewing the orders and reflecting on why the interventions were ordered
for the individual patient scenarios. If there were ones I was unsure about I looked them up or asked the nursing staff. For example, I
understood the intervention of weighing all diapers to assist with the care goal of maintaining nutrition and hydration status –but had
to research why the baby with pulmonary hypertension needed supplemental oxygen.

What is the biggest take away you have from this clinical rotation and how will that affect your future practice?
These kids are champs! I had the misconception that the babies in the hospital had the same turn-around time as the adults I’ve
worked with during acute care clinicals –but several of the patients I saw during clinical had been there for months at a time. In the
case of the older pediatric I worked with, there were staff members I talked to who’d been on her care team since she was a child. I
learned the importance of knowing the individual normal for the patient in order to see when things are abnormal –when it comes to
patients who can’t talk it’s important to be their advocate.

What are your goals for your next clinical rotation?

I’d like to become more proficient in performing a head-to-toe assessment for infants, and I’m curious to learn how the assessments
vary for each of the stages from toddler through adolescent. I’ll work to be able to identify the priorities for patients based off their
health complications and assessments. I plan to continue researching medications so I can identify their purpose and interventions
needed when administering them.

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 140 – Nursing Concepts 2
SUMMATIVE Student Clinical Performance Evaluation

Staci- You did an exceptional job during clinical these past two week. I was impressed with you looking up diagnosis and
medications and trying to understand the reasoning for them. Continue to work on your assessment skills but overall excellent
work at clinical.

Student Signature: Staci Bigott Date: 5/10/2021

Instructor Signature: Professor H. Date: 5/11/2021

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