NURS 3021H Clinical Practice Focused on Chronic Disease Management – Fall 2023

Mid-Term Evaluation Final Evaluation

Student: Erin Kerr

Clinical Instructor: Victoria Wright

Clinical Placement Hospital: PRHC Unit: C3

Date: 02/13/2023

Missed Clinical Hours: Missed CLC Lab Hours:

 NURS 3021H Clinical Practice Evaluation
Program Goals
Students graduating from this program will be:
1. Prepared as generalists entering a self-regulating
profession in situations of health and illness.
2. Prepared to work with people of all ages and genders
(individuals, families, groups, communities and
populations) in a variety of settings.
3. Expected to have an enhanced knowledge of the program
foci: indigenous, women's and environmental health and
aging and rural populations.
4. Prepared to learn to continuously use critical and scientific
inquiry and other ways of knowing to develop and apply
nursing knowledge in their practice.
5. Prepared to demonstrate leadership in professional nursing
practice in diverse health care contexts.
6. Prepared to contribute to a culture of safety by
demonstrating safety in their own practice, and by
identifying, and mitigating risk for patients and other
health care providers
7. Able to establish and maintain therapeutic, caring and
culturally safe relationships with clients and health care
team members based upon relational boundaries and
respect.
8. Able to enact advocacy in their work based on the
philosophy of social justice.
9. Able to effectively utilize communications and
informational technologies to improve client outcomes.
10. Prepared to provide nursing care that includes
comprehensive, collaborative assessment, evidence-
informed interventions and outcome measures.
3000 Level Outcomes
On completion of 3000 level courses students will be
able to:
Fully understand how to practice in a self-regulating
profession.
Analyze clinical situations and reflect on individual roles of the
nurse as it impacts upon patients and the nursing profession.
Rationalize the link between health and illness.
Understand the complexity adults, of all genders, to achieve
optimal health.
Use a critical perspective in applying the foci to nursing
knowledge and practice.
Integrate critical reflective evidence-informed care using
multiple ways of knowing.
Develop and embody leadership at the point of care.
Expand awareness of leadership in nursing.
Identify strategies to develop leadership potential.
Anticipate, identify and manage risk situations.
Demonstrate awareness of resources related to risk
management.
Engages in deliberative personal centred relational practice to
assist individuals, families and communities to achieve health.
Acknowledge own potential to contribute to effective
collaborative team function.
Advocate for individuals, families, and communities
recognizing the influence of public policy on health.
Recognize contextual influences on persons lived experiences
within the health care system.
Integrates and applies critical thinking to the use of
information technology and dissemination strategies as related
to clinical outcomes.
Critically assess the individuals, family and community health
status.
Collaborate to identify priority health needs.
Identify evidence informed interventions and health outcome
evaluation in complex care situations.
Before completing the evaluation form, students and preceptors should review the objectives and sub-objectives. While
students and preceptors should comment on each of the seven course objectives, it is not necessary to write comments about
each sub-objective. It is better to provide specific and detailed comments about a few sub-objectives than to write broadly
about many.

Each objective should be awarded one of the following ratings:

Midterm:
Satisfactory Progress (SP): The student consistently demonstrates sufficient knowledge, and skill and ability to safely practice
or achieve the objective with an average level of teaching support and guidance; or the level of performance is what the
instructor would expect of an average student at that level and point in time; and the instructor reasonably anticipates that if
the student continues at the current pace of practice and achievement, the student should be able to fully meet the objective
at the end of the course.

Needs Development(ND): The student demonstrates sufficient knowledge and ability to safely practice or achieve the
objective, but requires more teaching support and guidance; or the student demonstrates knowledge but needs more
practice to achieve the competency; or the level of performance is below what the instructor would expect of the average
student at that level and point in time; and the instructor reasonably anticipates that if the student focuses his/her learning in
the required area, and gains sufficient practice, the student has the potential to meet the objective at the end of the course.

Unsatisfactory Progress (UP): The student does not consistently demonstrate sufficient knowledge, or skill, or ability to safely
practice or achieve the objective, even with constant, intensive teaching support and guidance; or the level of performance is
far below what the instructor would expect of the average student at that level and point in time; and the instructor
reasonably anticipates that if the student continues at the current pace of practice and achievement, the student is not likely
to meet the objective at the end of the course.
Final:
Satisfactory (S): The student consistently demonstrates sufficient knowledge, and skill and ability to safely practice or achieve
the objective with an average level of teaching support and guidance; or the level of performance is what the instructor would
expect of an average student at that level.

Unsatisfactory (U): The student does not consistently demonstrate sufficient knowledge, or skill, or ability to safely practice or
achieve expected objectives, even with constant or intensive teaching support and guidance; or the level of performance is far
below what the instructor would expect of the average student at that level.
 NURS 3021H Clinical Practice Evaluation
Progress
Course Objective Evidence/Indicators
MIDTERM
1. Demonstrate accountability and responsibility in Student:
the teaching-learning relationship. This clinical I have been able to
demonstrate accountability in many
Progress Midterm Progress Final different ways. Firstly, I recognize that I
am working under someone else’s
◻ SP ◻ S license and that this is a privilege for me
to do. This means that I am always
◻ ND ◻ U working within my scope of practice and
am not afraid to ask questions if needed.
◻ UP
Another way I remain accountable and
responsible is by arriving to clinical on
time with the needed resources, dressed
professionally in the required uniform.
This is important as it demonstrates that
I am professional, reliable, excited, and
ready to learn. Another way I complete
this is by charting everything I do. This
helps me remain accountable because if
it was not charted it was not completed.
Charting on epic also ensures that staff
will be able to see who completed what
as everything I chart will come up with
my name.
Clinical Instructor: Erin has proven the ability nice to be able to get a better skill in
to be a great team player throughout the first
half of the midterm, she has demonstrated the
initiative to understand, and complete and teach
fellow peers on the sterile wound care
techniques. Through this she maintained
professionalism and confidence in completing
this procedure. She has gone out of her way to
Evidence/Indicators
FINAL
Student:
In the second half of this semester I have
been able to demonstrate accountability
and responsibility again through my
charting, completing nursing notes,
reporting and handing off to my nurse, as
well as ensuring that I am working with and
under my assigned nurse. First as always
charting is a crucial way to stay accountable
and responsible. Every bath, change,
medication, wound care, and assessment I
completed was charted correctly and
thoroughly. I was also able to expand my
accountability this semester with
completing nursing notes. In prior clinicals I
was not told what a nursing note was, so
being able to practice these before
consolidation was a great experience for
me. Finally, I was also able to gain a better
skill in completing assignment handoffs and
alerting my nurses about anything going on
in my patients day. While in my acute
clinical I was able to do this a little bit, their
reports were much more intense, so it was
completing less extensive reports.
 engage in learning opportunities and answering
call bells that are not her patients, as well as if
she notices a health care worker has a task to
complete she offers to assist or watch for a
learning opportunity. She asks appropriate
questions to enhance her learning and improve
her knowledge.
Furthermore, with Erin’s past history of working
in a long term care home she has been able to
grow that knowledge of basic ADL care and
engage and support other students with ADL
Clinical Instructor:
care.

Erin also takes writers feedback with no

concerns and completed with no concerns, again
will appropriately ask for clarification and feed-
back when necessary.

2. Explain the experience of chronic illness in Student: Student:

individuals receiving care in chronic care This placement I have been able to work
settings on my communication skills with my
patients and been able to form more
Progress Midterm Progress Final meaningful relationships. This is due to
the fact that most of the patients I met
◻ SP ◻ S on the first week are still there on the
next shifts so I can continue building that
◻ ND ◻ U bond. This also means that I am able to
talk to these patients about their
◻ UP
experiences in the hospital. For one
patient in particular, I was able to talk to
her specifically about her time in the
hospital and her interactions with the
staff. From the conversation I was able
to have it seems as if her experience was
positive for the most part. All of the
patients seem to be very content with
the level of care and compassion they
receive in the hospital. Most of the staff
are very personable with the patients
Through this clinical I have learned that the
experience of chronic illness for everyone is
completely different. On this unit, most
patients were experiencing different
illnesses. Being able to see patients fully
mobile and no longer cognitive as well as
being able to see patients that were fully
cognitive but bed bound really
demonstrated the variety of care needed in
a chronic placement. Knowing your patient
and what care and communication they
need in order to promote their quality of
life and provide the best quality of care is
crucial. For example, one patient liked to be
alone for 30 minutes before his wound
change in order to prepare himself for the
task. Us as nurses completing this, is
allowing for him to control his own care and
promote his experience. With this being
 and are even familiar with the patients
families. With this being said I have also
been able to see the effects chronic
illnesses have on patients mental health.
While the patients are content with their
care some do seem discouraged within
themselves, lonely, and bored. These
can all be due to the ability a patient has
to cope. Some patients may be able to
cope with their illnesses better than
others, so it is important to understand
that everyone is at different places
within their acceptance and
management of their illness.
said there was also another patient who did
not want this and liked her wound care to
be done right then and there to get it over
with. As these patients are living with these
chronic illnesses not us, it is important we
are still providing individualized care, as it is
now clear that the experiences one has in
receiving care for chronic conditions is
extremely situationally and client based.
Clinical Instructor:

Clinical Instructor:
Erin has demonstrated great examples of the
older population. She has been able to recognize
the needs of these individuals. She has
recognized the importance of the needs for the
chronically ill patient and furthermore taking the
initiative to complete tasks that are not assigned
to them on her shift to enhance the patients
feelings; extra baths throughout the week,
communication with the patient and just
listening to how their day is, involving them in
activities etc. Erin is very prompt at completing
re-positioning, bathing and basic ADL care for
these patients. Along-side seeking out the
appropriate assistance when required.
I am beyond pleased with Erin’s need to
recognize the basic approaches for this
population's quality of life, and furthermore
ability to aid in the care and assist her peers
when time permits.

3. Interpret critical aspects of the person’s Student: Student:

experience of chronic illness in relation to the One way I have been able to interpret
nursing process such as common signs and critical aspects of a person’s experience One way I have been able to interpret
symptoms, responses to treatment, patterns of
 coping, and impact on individual and family of chronic illness would be in relation to
relationships. a response to a treatment. For this one
Progress Midterm Progress Final patient upon assessment I found a high
pain rating as well as an elevated blood
◻ SP ◻ S pressure that was not following her
baseline blood pressure trends. I was
◻ ND ◻ U able to think critically about what I know
surrounding blood pressure and was
◻ UP able to determine that the patients
blood pressure could have been high
due to the pain she was experiencing. In
response to this, I gave the patient a
PRN pain management pill. I then waited
30-45 minutes to go back to see if the
patients pain was the same level as well
as if her bloop pressure was elevated.
Fortunately the blood pressure and pain
went back to a normal level so we can
assume that the elevated blood pressure
was a pain response instead of an
underlying condition.
Clinical Instructor:
Erin has done exceptionally well in recognizing
this. She is very prompt to get reports, know her
patient (requirements for the day, comorbidities
etc) and thus completing a complete head-to-
toe. She has brought to my attention on multiple
examples that she has noted something
abnormal on her assessment, she knows
something needs to be done about it but not
100% sure (great examples above). One that
stands out for me is when she noted a patients
catheter had +++ sediment, decreased urination,
with a peer.. We discussed that there is a policy
for every facility of how often these catheters
should be changed. Once located, we replaced it
and got foul smelling urine back with +++
sediment and noted that the patient was
critical aspects of a patients experience of
chronic illness would be in relation to
wound care. Wound care was largely
prevalent on this unit. This was a great
opportunity for me as I was able to see how
different wounds and different patients
react to their care and prevention methods.
This really demonstrated the importance of
knowing your patients and their wishes. For
one example a diabetic patient was
susceptible to foot ulcers as a result of his
condition. As a preventative measure the
nursing staff gave him heel boots to relive
the pressure off his feet. This patient did
not tolerate these boots well as he stated
they were uncomfortable. As a result, we
stopped using the heel boots and switch to
floating his heels on a bed of pillows to
enhance his comfort and adherence to the
treatment. This helped in his coping with
the disease as it made him feel more
involved in his care plan. I was also able to
interpret critical aspects of this patients
experience in relation to pain management.
The first time we completed this patients
wound change, he experienced quite a lot
of pain as his wounds were very deep. This
was noted and charted on, and from there
we would always give the patient PRN pain
medication just a little before completing
the wound care, in hopes that it would
make the treatment more bearable and less
painful for the patient. This would enhance
his overall quality of life and care.
 lethargic. She took the initiative to take VS- WNL.
We furthermore discussed sending the urine for
a UA- which was sent and came back positive
and put on ABX. She listens when I walk
through the critical thinking pieces, and actively
participates with asking questions. With these
experiences she has demonstrated that even
though these patients have lived with these
chronic illnesses doesn’t mean that their status
can change.
4. Identify symptoms and common medical Student: This semester I have been able
treatments of selected chronic illness. to see many different chronic illnesses.
One example of this would be diabetes.
Progress Midterm Progress Final On the floor I am currently placed on
lots of patients do have diabetes. This
◻ SP ◻ S has allowed me to apply what I have
learned in previous courses such as
◻ ND ◻ U NURS-3000 to my practice. I have been
able to also understand why we are
◻ UP treating said patients with different
types of insulin. In some of my patients I
have been able to note symptoms that
are caused by a fluctuation in blood
sugar. I have been able to see this
specifically in the patients levels of
irritability, confusion, and even
sometimes a decrease in LOC. These are
all key things to pick up on as it can help
save your patient from going into DKA or
a hypoglycemic state. I have also been
able to get a better understanding of
when to give what type of insulin.
Clinical Instructor:
Great recognition. Diabetes has noted to be very
prevalent within this population. She has been
able to recognize the signs and symptoms of
diabetes and the considerations if IDDM when to
Clinical Instructor:
Student:
One chronic illness I was really able to learn
about this clinical was CHF. Most patients
on this unit had CHF as an illness or co-
morbidity, so during my head-to-toe
assessments I was able to find different
symptoms that were caused by this. A few I
was able to note would be significant
weight gain, edema, and even sometimes
diminished or crackly lung sounds. Getting
to see the diagnosis, hear, and see different
symptoms has really helped me get a better
understanding of the disease and how it
progresses in the body. These specific
symptoms taught me more about the fluid
overload it causes. With that being said, as
Lasix is a typical treatment of said fluid
overload, I was also able to see how nurses
must monitor patients in that sense. One of
my patients that has CHF and was on Lasix
was ordered daily weights. I was able to
recognize that this was ordered in order to
see how effective the Lasix was being in
decreasing the stress on the heart which
reduced the fluid overload via increasing
output. These daily weights were then
 give insulin; at the time of the meal.
Furthermore, She has expressed a very
compassionate side and supported these
patients with comfort care, changing patients,
getting them to activities thus decreasing the
mental health behaviors. Lastly, Erin has been
able to recognize when giving medication what
normal and abnormal ranges for BG levels,
ensuring to double check with another health
care provider.
5. Demonstrate select nursing and collaborative Student:
interventions related to caring for the person This clinical I have been able to get a
with chronic illness such as specific better understanding of select nursing
assessments, medication administration, interventions when caring for chronic
physical and chemical restraints, enteral patients in regards to when to provide
feeding & residual volumes, NG tube insertions, PRNs. One example for this was when I
wound care, patient-controlled medication was giving an PRN pain medication. In
administration pumps.
the beginning of the shift I went in to
meet my patient, introduce myself, and
Progress Midterm Progress Final complete my vitals and assessment.
Upon assessment I found that the
◻ SP ◻ S patient was in a high level of pain. I think
did a more specific assessment in
◻ ND ◻ U regards to her pain, asking questions for
◻ UP her to describe the pain, the location,
and if anything has made it better. Upon
assessment and discussion with my
clinical instructor we decided that her
scheduled Tylenol was not enough to
manage her pain. This meant that we
were able to give her a PRN to help with
this pain. Once the medication was given
I was then sure to follow up with the
patient to ensure the PRN had the
desired affect and that the patient was
tracked and compared to see how much
water weight was being lost daily. Seeing
this also has allowed me to be able to
educate my patients better on their
conditions and interventions.
Clinical Instructor:
Student:
Sometimes in chronic illness patient pain
management plan can be very extensive
and can require a lot of subcutaneous
injections. One patient I had during clinical
was receiving lots of different injections in a
day for different reasons such as diabetes,
pain management, and other medications.
As a way to promote this patient’s quality
of life, the nursing staff and MD decided
that a subcutaneous lock was warranted.
This helped the patient’s quality of life as he
was not receiving as many injections a day
which provided him more comfort and a
sense of peace. I was also able to practice
my subcutaneous lock placement skills and
communication skills while completing
potentially painful or uncomfortable
procedures or tasks.
Clinical Instructor:
 much more comfortable.

Clinical Instructor:
Erin has been very in-depth through the process
of receiving her patient, reviewing the chart,
completing her head-to-toe (noting normals and
abnormal) , knowing her medication and pulling
and administering the medication as per
protocol per the university of Trent. She has
been able to develop a therapeutic relationship
with her patients to have open ended questions
with the patient of when they may need a PRN
medication administered.
Erin was able to recognize the above situation
and critically think and apply assessment skills to
improve the patients comfort.
6. Identify potential consequences/complications Student: Student:
of select chronic illnesses and related As a student within this clinical
interventions. placement, I have been able to recognize In this placement I have been able to
potential consequences or complications recognize different complications chronic
Progress Midterm Progress Final of chronic illnesses and their related illnesses may have. As mentioned
interventions. For a broad example it has previously poor mental health was a very
◻ SP ◻ S become apparent to me that a potential commonly seen complication of chronic
consequence of chronic illness is mental illness on this floor. A main driver of this I
◻ ND ◻ U health problems. Some patients are was able to notice was that patients were
becoming more lonely, sad, and often stuck on the unit and very isolated.
◻ UP hopeless after their diagnosis with a With the implementation of more activities
chronic illness which could all lead to hosted by the activity lead on the unit,
depression. Recognizing the potential hopefully this will be able to be combated
consequences chronic illnesses have on more. In order for me personally to combat
one’s mental health is extremely eye this, I took the time to play cards or
opening in the context of viewing a lived complete puzzles with patient’s who spirits
experience. Another broad example were down and who maybe didn’t have
could be related to medication very many visitors. Another complication or
adherence. In my clinical I have been consequence I was able to notice was falls.
able to see a diabetic patient Depending on the situation, if the risk is
consistently intervene with his condition further increased by heavy medication
inappropriately. This is an issue as since uses, a decrease in muscle mass, or a
he does not know the proper education
on his medication (the intervention), he
then gets potential complications or
consequences of said medication. A
specific example of this is when this
patient did not understand that he
needed insulin meaning that he
continued with a high blood glucose
which started to show negative
symptoms such as escalated behaviour
and even an increase in thirst. A final
example of this would that my chronic
patient who has MS is unable to move
her body on their own which
unfortunately has lead to the
complication of pressure ulcers. This is
difficult as pressure ulcers are already
difficult to heal, so when you add other
comorbidities, the healing process
becomes harder and longer.
decrease in overall strength of bones fall
risks are increased in this population. With
the increase fall risk, these falls are
becoming more prevalent causing different
fractures to occur. From my time spent on
this unit and as a PSW I have learned
different strategies to ensure these falls do
not happen. Proper lifting and transferring,
the use of PT/OT, and even ensuring rooms
and hallways are free of tripping hazards
are all important to decrease the
prevalence of these falls.
Clinical Instructor:

Clinical Instructor:
Erin has been able to complete an in-depth head
to toe to assess for the patients abnormalities,
and/or concerns that arise. Mental health is very
prevent within this population. She is always
taking extra time to develop this therapeutic
nurse client relationship and listening to
patients, and not rushing the patient. She is also
very aware of her environment and recognizing
that a multi-pharmacy for a patient can increase
there falls risk. She is always ensure measures
such as non-slip foot wear are in place, bed in
the lowest position, CBIR, bed alarm on, routine
toileting done etc. Further more, with the
situation above, Erin was reflecting on the
concerns she had and what they could have
done different to prevent pressure ulcers.
Writer informed Erin that health-teaching is

7. Under the supervision of a Registered Nurse,
demonstrate safe, competent, evidence-
informed, holistic nursing practice with clients
with chronic illness
a. Use a wide range of effective
communication strategies and
interpersonal skills to appropriately
establish, maintain, re-establish and
terminate the nurse-client relationship
b. Demonstrate accountable, responsible
and ethical practice
c. Engage in respectful, collaborative,
therapeutic and professional
relationships
i. Demonstrate therapeutic use of
self
ii. Create a culturally safe
environment
d. Apply nursing models and theories
e. Demonstrate health promotion and
illness prevention practices
f. Demonstrate patient advocacy
g. Predict outcomes of nursing care
h. Evaluate client response to nursing
care
i. Critically appraise own practice in
relation to nurse-client/family
interactions and as a member of the
health care team
Progress Midterm Progress Final
important in supporting these patients on
actively moving. Erin always takes initiative in
moving and providing extra baths for the
patients.
Student: This clinical placement I have
been able to work under the supervision
of my clinical instructor as well as under
the supervision of the RN’s and RPN’s at
PRHC. Throughout this clinical I have
been able to demonstrate many aspects
of my nursing care. First, I remain
responsible, accountable, and ethical by
charting and educating my patients on
all interventions before the intervention
takes place. Another way I have
demonstrated my nursing care is via
patient advocacy. One example of this
would be when my patient was
experiencing ear pain and trouble
hearing. The nurse originally thought the
hearing loss was just because she was
elderly but when I told her there was
also pain as well as the hearing loss, we
decided to look in her ear which allowed
us to see the problem of fluid and wax
build up. We were then able to contact
the doctor about this problem. Finally
one other aspect of my nursing care I’ve
been able to show would be building
respectful, collaborative, and
professional relationships. I complete
this by treating all the staff at PRHC with
respect as I recognize that I am a guest
at their place of employment and that it
is a privilege for me to be able to get
Student:
Throughout this semester I have been able
to ensure I am utilizing my communication
skills, education on nursing models, as well
as being able to critically appraise my own
interactions with clients and family to
promote the best and safest quality of care
I can. One way I was able to engage in a
respectful therapeutic conversation and
build a great relationship with my patient
would be following said patient to an x-ray.
One of my patients was being sent for an x-
ray and was very nervous about going. As I
had already built a good relationship with
this patient I offered to walk with her to
make her feel more comfortable. This made
her much happier with the idea of going
and overall reduced her stress level. Not
only did this help my relationship with my
patient it also allowed me to see the
different professions within healthcare such
as an x-ray tech, which in return will help
me work better in an interprofessional
setting. Throughout this placement I have
also been able to apply the different
models we have learned in our NURS-3001
course into my practice. Using models that
touch on quality of life and resiliency have
given me a different perspective on how to
care for patients with chronic illnesses.
◻ SP ◻ S
said experience.
◻ ND ◻ U Clinical Instructor:
I have no concerns with Erin’s ability to maintain able to demonstrate this by completing
◻ UP professionalism, ensuring patients privacy while
ensuring the patient is safe. Prior to Erin entering
the room she gets report on her patients, knows
how they move, co-morbidities that put their
safety at risk. She completes an environmental
scan and removes belongings that would be a
falls risk for the patient.
Erin has been able to provide health teaching for
this population on the importance on
repositioning and moving to prevent pressure
sores from developing and supporting them
throughout their ADL care.
Patients/health care staff have personally come
up to the writer to expressive the initiative she
takes to ensure the patients have there showers
or baths and the smiles on the patients face after recognize that and remain professional in
it is completed.
These frameworks have allowed me to
realize that while I may be busy, social care
is just as important. In this placement I was
puzzles with residents and even slipping
them an extra popsicle once and a while.
Finally, being able to critically appraise my
own practice in relation to my interactions
with patient’s has allowed my
professionalism and bedside manner to
improve. Being able to reflect on my
experiences has allowed me to see that
sometimes I may need to change my
manner depending on the situation or if the
patient’s family is in the room. In this
clinical I learned that some patients don’t
want their family knowing everything about
their condition, so it is important you
that sense by not breaching confidentiality
within the patient’s own family.

Clinical Instructor:

8. Critically appraise own practice in relation to Student: As I am currently working as a Student:

nurse-client/family interactions and as a PSW in a LTC home, I find that my nurse-
member of the health care team client or nurse-family interactions are
very professional and friendly. I am very
confident within my communication
skills and am used to talking to patients
and their families. With this being said I
Progress Midterm Progress Final can recognize that as a part of the
patient’s health care team I do wish I
Throughout the rest of this clinical I have
been able to further develop my ability to
bond with patients and their families. As my
scope of practice is not very large and there
are only so many tasks to complete in a
shift, I was able to spend lots of time
getting to know my patients and their
families. In my second half of clinical I tried
◻ SP ◻ S
had a better knowledge and
understanding of most chronic illnesses.
◻ ND ◻ U I find that If patients or families ask me
questions in clinical regarding their
◻ UP health and chronic illness, instead of
being able to answer their questions I
often have to run and find their nurse
and ask them for clarification instead. I
would like to be able to get to a point
where I no longer need to do this
however, I do understand that this will
take time and lots of experience. For
now I am still able to communicate with
my patients and their families, build
therapeutic relationships, as well as give
them a little bit of happiness by
providing company and joy.
Clinical Instructor:
Erin has been able to take each experience good
and bad/needs improvements and reflect
individually, with writer or as a group. I have
seen her apply her reflection and improve her
practice. This has been by patients articulating
how good they feel post bath, or how pain
management prior to ambulating, recognizing
the importance that the simple things that
matter to these elders; that the patient had dirty
bedding, animals and taking the initiative to
wash them.
9. Participate in professional development based Student:
on reflective practice and critical inquiry In this clinical placement I have been
able to reflect on my performance and
Progress Midterm Progress Final see where I need to be making more
improvements. After the end of each
to gain more skill in talking with family
members. This is because sometimes family
members will have questions or concerns
that I may not know how to respond to. For
one of my patients I was with, her husband
was visiting very often. This allowed me to
sit and chat with both the patient and her
husband. I found this to be nice as I was
able to get lots of stories regarding their
marriage and children which overall
promoted my relationship with the patient
and family. While her husband did
occasionally ask me some questions related
to his wife’s status if I could not confidently
answer his question, I had no problem
asking for clarification or help from my
instructor or nurse. I believe that in a
chronic setting it is important to get to
know your patients as they will being to
trust you more and may feel comfortable
telling you changes in their health status
that they may be nervous telling a HCP
about or worried about what the outcome
could be.
Clinical Instructor:
Student:
In this clinical I have remained able to
reflect on my days through our debrief at
the end of the shift. Again, being able to sit
◻ SP ◻ S
shift we have a debrief within our clinical
group which allows us to reflect on what
◻ ND ◻ U we did throughout the day, what we
need to work on, and what we believe
◻ UP went well. One example of where I was
able to reflect on my performance and
further promote my professional
development would be after
experiencing a code blue. When this
code blue went off I was very nervous
and had no idea of how a real code blue
ran. While this patient that coded was
not mine I still was confused if I was
needed somewhere or what exactly I
should have done. After that clinical shift
we as a group debriefed about this and
realized that this was a common feeling.
After our clinical instructor heard this
she was able to set us up with the nurse
educator to run us through a mock code
blue and allowed us to explore the set
up and contents of a crash cart. I found
this to be very beneficial to us as I am
now much more comfortable and
confident in my abilities to help in a
code blue. This would not have been
able to occur if it was not for the
reflection of my practice to allow me to
realize where my skills were lacking.
and think about something in my day that I
didn’t quite know what to do about or felt I
did well with, was great for me to realize
what skills I need to improve on for the
future. An example of this would be in
regards to inserting a catheter. In the
beginning of the semester, I was not
confident in my ability to insert a catheter
and hearing other students talk about their
experiences made me feel less alone in my
feelings. This ultimately gave me the
confidence to put a catheter in. Then during
debrief I was able to talk about how
smoothly my experience went and how
while we are just learning, we should not
be afraid of learning and trying new things.
Reflecting on this has also made me much
more open to trying new skills as everyone
must start somewhere.
Clinical Instructor:

Clinical Instructor:
Erin has been able to reflect individually, with
writer or in post-debrief. She is always willing to
share her experience, and give feedback when
other students have experience. Once Erin has
reflected I can see her apply those skins to a
similar task and can see improvements/better

This section to be filled out by the
student.
outcomes. Her critical thinking is developing
from this and I am very happy with her progress.
Student Areas of Strength
1. Preforming baths on my
patients is a task I succeed at
2. I am confident in my ability to
pull medications from the ADU
3. I am also confident in my
therapeutic communication
skills with my patients
Student Areas for Future
Development
1. I would like to become more
organized within my head to
toes
2. I would like to become more
confident in my ability to give
and receive a nursing
assignment report
3. I would like to be more
comfortable answering call
bells
Student Areas of Strength
1.Managing my time better to allow
me to complete more personal care
before breakfast so patients are
ready for their day
2.I am able to take initiative for my
nurses and patients by taking the
time to stock supplies, clean
equipment, and chat to patients to
boost their clinical experience.
3.I have become much stronger in
my wound care
Student Areas for Future
Development
1. Developing more of a strategy to
help patients take medications when
they are hesitant or refusing
2.Determining what lab values are
out of normal range and thinking
critically as to what this could mean
4. Providing more education to my
patients surrounding their
 medications

Clinical Instructor Summative Comments:

As the above comments, Erin has been able to meet all required critical practice requirements thus far. She has shown professionalism,
eagerness, teamwork and confidence while growing her critical thinking.

Clinical Practice Attendance (12 Hours Per Shift)

Shift 1 Shift 2
Week 1 12 12
Week 2 12 12
Week 3

Total number of clinical practice hours absent: __________

Clinical Practice Outcome (completed by Clinical Instructor): Satisfactory ☐ Unsatisfactory ☐

Clinical Learning Centre

Total number of clinical simulations completed /2

Total number of labs completed /5

Clinical Learning Centre Outcome (completed by Course Lead): Satisfactory ☐ Unsatisfactory ☐

Signature of Course Lead: __________________________________Date: _____________________

Signature of Clinical Instructor: ___Victoria Wr____________Date: ______March 10, 24___________

Signature of Student: ______________________________________Date: _____________________