Carroll Community College

Division of STEM, Nursing and Allied Health

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

Date Faculty
3/13/ Week # Professor
Student Kara Patrice 22 6 Harden
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
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
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 NA 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
in the patient’s condition S 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 &
Standards of Nursing Practice S 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.

This clinical rotation helped me to apply the last 2 years of classroom knowledge to patients of high acuity. On this specific floor,
completing a thorough head to toe was imperative to track the progression or digression of your patient throughout the shift.
Additionally, a lot of the patients in this rotation developed secondary diagnoses throughout their stay. I developed the ability to
see my patients diagnosis and almost prepare for those “oh crap” moments so when or if they occurred I would know how to
intervene as appropriately. This clinical rotation defined my role as a nurse because I got to utilize the critical thinking skills needed
in this profession. As a nurse we should be able to recognize those changes within our patients and know how to proceed. Being on
the IMC, I learned quickly how to do so.

Which objective did you accomplish during this rotation? How did you do it?

I accomplished establishing an appropriate nursing priority list. Throughout my shifts each week, my priorities changed at least
twice for each of my patients. Their conditions were constantly changing or there would be a vital sign or lab value that was
alarming enough for me to need to focus on. I did this by rounding on my patients throughout the day, constantly doing their vital
signs, monitoring responses to interventions, etc. Any intervention you do or medication you give, you must always evaluation the
patient’s status afterwards. If there is a change in the patient’s condition, this can quickly change your focus.

What are your goals for your next clinical rotation?

My goal for my next rotation is to be able to intervene quickly following a focused or full assessment of my patient. I would also
like to be able to perform certain skills such as foley catheter insertion or NG tube insertion. Another goal I have is to be able to
care of more than two patients at a time and provide exceptional care to each one.

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).

Kara,

Thank you for a wonderful clinical experience. I am so glad this clinical experience helped you to apply prior knowledge to
patient scenarios. Utilizing this prior knowledge, your head-to-toe assessment skills and critical thinking became imperative during
this clinical rotation on IMC. The complexity of the patients you encountered was not only defined by their acute condition but also
the comorbidities that they had been managing (or not managing) prior to admission. By understanding the many contributing
factors of your patients’ current condition, you were able to best care for them holistically and anticipate potential complications.
Once you were able to identify the “oh crap” moments you could intervene appropriately to prevent these incidents from
happening.

Continue to ask yourself the “why” questions as you review your patients’ orders (medications), assess adventitious findings,
or evaluate the plan of care for your patients. Through continual evaluation, assessments, and critical thinking we can better care
for our patients and ensure the plan of care suites their ever-changing needs. Pre and post assessment of your patients
surrounding nursing and pharmaceutical interventions will provide insight into the efficacy of our current plan and determine

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

where modifications must be implemented. Continue these practices throughout practicum and your future career.

During our clinical rotation I recognized many strengths in your nursing performance. You were able to “roll with the
punches” and adapt your priorities, plan of care and patient specific goals/interventions based on your assessment findings. You
are also considerate of your patients’ holistic needs and thorough in providing patient centered care. Your passion for nursing is
apparent.

I hope practicum will allow for further exploration of patient interventions and allow you to implement nursing
skills/procedures while managing a potentially more challenging patient load. Continue to be self-motivated and considerate of
your patients and I know you will be successful within this field.

Wishing you all the best going forward. Please let me know if you need anything.

Student Signature: Kara Patrice Date: 3/13/22

Instructor Signature: Britney Harden Date: 3/15/22

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