Carroll Community Coilege

Division of STEM, Nursing and Allied Health

Oepartment of Nursing
NUR$ 140 * Nursing Ccneepts 2

$tudeni Clinical Performance Evaluation

Studsnl

SUMMATIVE

Batc 14120115 Location NW

Todd Stewart

;Efffesteru-][:rc
gautents whi, maet arit ofthefot6wng

havior

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
'ades in a non-critical bahavior -Four needs
-Two unsatisf
ements

Outcome

lnstructor
Eval of
Student
S/N/U

Apply the nursing process whon creating a plan of care. (SL0 1 , GE 3)

Collects evidence related to assigned patient(s)from appropriate resources. This in alw*y* a
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Ddffiistr;ies ;ccu6te patient asie$ment skifla?.;reyr, eTl**pt*a]* W;;& g;4* tus.c tCI
la* *x****rw*n *{1 v*ur ;:*ltxnlx, r,*r:*a*\xrrily axk;r,q i'**Xrt;r;t*r f*r a{,si*la**,* ,;eil* i*lxrpr*littg
**rst:rrxal fiwitr:*x" **n'?. rli**rsrsr:l xl1 1?:* ir:tr:rrmali*rt y*ts g*li*xl by utt*r*cling wil?t y*t:r p*ti*rrt.
Prilling t:.:t l ,:nds ad xl*3?v:*t:*fitt {}fi a pxli*rtliz very triL** r:t lh* r,ilr**'* a***c*ril*r'l
ishes a
ent assessment.
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i

Uses therapeutic communication techniques during nurse/patient interactions to facilitate

the nursing process.
US$lfy qpprqp"Ll?lP
:gd on.assesqm.ent
Demonstrates knowledge of medications for assigned patienls. \{t:t.t ;s**e*,* mecs ftv* *r:l

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nAdministers
Ad m i n ster s medication
m ed ca !- o.lr,ssafely
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af el y usinq
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response to care and revises plan as

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0utcom6 2
Seek opportuniUes that promote personal and professional growth and a commitrnent to lifelong
learning. ($10 2, GE 5)

Patt[-ipates acilvef

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experience .

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Student
Self-

lnstructor

Eval

Student
SIN/U

S/NIU

Eval of

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a*d iffiprovern*ntin

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Discusses patient's plan of care with instructor. Yr:'L r.t:tr** * l*nr"tr'"aay i* irl*r*.ityir:g y:r*l:l*n:* ar:,*

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lnstructor

Outcome 3

Eval of

Plan holistic, culturally competent care for palients and farnilies. (SLO 3, GE 6)

Student
S/N/U

Demffi;tr;6#
wi

thpeogle f rom

Approved

12J41141

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erse b""*gp*U!_q,

Revised 10/23/201S

Canoll Community College

Oivision of STEM, Nursing and Allied Health
Departmant of Nursing
NURS 140 * Nursing Concepts 2
Student Clinical Performance Evaluation - SUMMATIVE

Consi{ets patient valueS,cultgalgharactedltics an(J:S:lkiouF_Cj{elqfsgggnqllttqqtilg qete, ".

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Student lnstructor

Outcome 4

Self-

Contribute to healthcare teams to provido patient-cantered care. (SLO 4, GE 1)

Eval
S

Eval sf
Student
SINIU
$

r]

slN/u
ldentifies_

palientfgljly health qdqcallg[ nee!!!:

lmplements patient and family education. Took gre;li iniliciiv* ih* iasl lveck *i cliirci:l tu Lr,:ulr
your patie;rt alroul diabetes - rrrce lch
Seeks input from patient, instructor, peers, and healthcare team in the delivery of patient care
'Updates inslructor and healthcare leam regarding changes in the patient's condition.
'ldentifies safety concerns and notifies instructor and appropriate healthcare team members.
Demonstrates initiative in assisting peers and healthcare team members in the clinical setting
Demonstrates communication skiils using SBAR. { rrcC*l*rJ irr:w t* Eivs qfiective ;r;r:ir"rg ':irif i
t*p*11, rjid*'t d* al*l<s{ lhisv*rxatly, bul y*r: pe'{*c'r,rl :i in y;,-r' 'r-'rtten di;.,;Ltii'r*!rl;il ;. i i;iir:k
vcu l-rav* i[ - r:*:w build *n it,
Acts as an advocate fnr patients and families

Provide nursing care

S
q

q
q

Student
Self-

Outcoms 5

basd

on scicntific avidence. {SLO 4, GE 1)

ldentifies evldenced-based rationale that suoports the patient olan of care.

lnteqrates knowledoe from nursinq and other disciolines to plan care.

Outcoms 6
Plan nursing care based on legaland ethical principles and standards of practice. (Sl-Q 6, GE
7)
Adheres to attendance policv.
*Demonstrates safe clinical practice.
Provides nursinq care based on the policies and orocedures of the facility.
'Maintains legal accouniability for nursing practice in accordance with the Maryland Nirrse
Practice Act.
'Adheres to HIPAA suidelines reqardins patient confldentiality.
'Provides care accordinq to the ANA Nursing Scope and Standards of Practice
'Demonstrates accountability and resFon$ibility for own actions and attitudes.

Outcome 7
Derelop informatics skills using techmlogy and electonlc sources of hcalth care information to
support clinical decisions, promote communlcation, and monitor care outcomes. (Sl-O 7, 6E 4)
Gathers data from the elecfionic medical record to provide patient care. 1'ffi x*L*ally glad ll.:*l
wa had same weeks wh*r* th* campuler ff*re$s r!as sfcri.,. rl ferrcgrj y*v *ll t* get in th*
ro&ms and de m*re hands *n *ar*.
Uses electronic medical record to document patient care aqqqlqlsly ald !! 3 llmely !la!ner.

Eval

SINIU

s
S

Student
SelfEval
S1N/U

;5

fi
lnstructor
Eval of
Student
S/N/U

s
s
lnstructor
Eval of
Student
S/N/U

Student
Self-

lnstruetor

$/N/U

Eval of
$tud*nt
srN/u

Eval

on the rotation:
1

How have you grown as a nurse? PlEase explain and use specific examplos"

lfeel conlident I could pass medications safely to a patient. I gave subQ injeclions, used insulin pens, hung
piggyback lVs using a mechanical pump, and passed many PO meds. I participated in a blood transfusion learning
intimately a few of the many steps of the blood transfusion process. The pharmaceutical drugs, I study them,
appropriate dose, action, purpose, and likely side effects (1 try tCI glean Se from the action). I realized I need a better
understanding of vitamins and how they might benefit my patient. I know some of them but I really did not know
Vitamin C. I'll look up vitamins and minerals from now on, if I don't know their actlon and why my patient might need
them.
Approved

12J41

14: Rwised10nal?o 15

Carroll Conrrnu nity Callege

Sivision of STEM, Nursing and AJlied l'lealth
Department of Nursing
NURS 140 * Nursing Concepts 2
Student Clinical Ferformance Svaluation * $UMMATIVE
I was lucky lo have a patient with a knowiedge deficit of DM2, and the motivalion to learn. I enlightened the patient
as to the disease, the me<Ii*ations he is cunerrtly prescribed, the signs and symptoms of hyper and hypoglyeemia, and
actians he could take tsward preventions *f contplleations. I was thankful for having good teachers at that moment. I
was able to assess his kno#adg* l*vel and abillty tc lcarn. I was able to provide a ton rf information verbally and
printouts for him to take home. I dcubted he would have read the information so I went over his medications and how
they worked. I realized the value of quizzing him on the medications and the disease process, which is when I had
proof of his gaining of knowledge.
I was able lo do some wound care. I was abla to hetp change the drassing of a stage 3 decubitus ulcer, and how to
document and char*cl*riae the findings. I was abie to change, clean, asses$, rnsasure, characlerize, and documenl a
posl procedural abscess. I could not have learned this as good on a manneguin *r from a book. Wound care basics, I
believe, require a real world experience.
I was able tn witness many things that helpod nre to grow as a nurse. I watched a PICC nurse use an ultrasound to
locate a diffieult t* find vein. Another PICC nurs* who deaccessed and accessed a possible subq power porl
*nlightened me. $he could not identify the sub q port as a polrer port with certainty, so she used a standard naedle to
prevent possibie eonrpiicalions. I was able tr witness a NQ tube being inserted and gasiric contents being suctioned
out. A nurse enligh{ened us with some tip* and tricks about inserting a NG tube and ways to assess its proper
placement. Despite the obvious <jiscornfext of the patient, the nurse failing after many atlempts, having to use lhe other
nares after breaking m blaod vessel in the first nares, once the NG tube was in place the patient expressed thanks aneJ
relief. I wilness*d 2 patients attempting to ambulale without assistance; good catch Professor. I rushed rvhen I saw a
patient ambulati*E without assistance. The lesson i learned was get there fa*t. I was enlightened to witness many
handoff and rounding repnrts. I gleaned thevalue of the handoff, yes, however lhat informationcannot be taken as
absolute. I beiieve as a nur$e I need to know my patient from more than one source.
i learned how to beiter phrase interventions so to elicit better oul*omes. Through bet{er phrasing I gave a shower,
a bed bath, I helped to ambulale patients one who at flrst refused the nolion. I fed a patient their whole meal, though
she said she was flnished after only 2 bites, I wasn't pushy i was patient. I iound I had better outcoms when I was
able to collaborate with my patients on interventions.
t think I learned a gaod deal about performing general and fccused assssments, and documenting the flndings.
Having state of the art equipment and lools made performing assessments a good bit easier. I trnas able to witness the
wcrkflqw of a nurs, and picture myself performing that workflow.

Oo ycu have any ccntinuing eonearfi$ about your performance? Flsas* explain"
I have traubles finding information oul about my patients sonretimes. Especially with diagnostic tests, ljust do not
knaw where to lnok fnr the informati*n. At times lfound it difflcult to define a care plan for a patient who is it difficult lo
communicate with: dementia, depression, a low glasgow score, sr their acute needs override all else. When I cannot
eollaberate wilh the palient to formulate a eare plan, lfeel a little lost. I anr taking care of the patient, but I'm not sure if
they are getting bettor. Usually a few weeks after an experience like this one sornelhing clicks, bui as of now this stick
in my nrind. Could I have chosen a better plan?

as N or U, narr;ative c$mmeflts ar6

Faculty Csmments/ Student Learning Goats {*tf an itsm was
neces$ary to clarify student performance*)
T**d y*u als*w** gr**\ *f*rl" &n th* ***ir,al *xlling, a*b"utg *o*4 qa*#ti*rr* i* an *ll*r1t* undersland whal we* g*i{19
*n wiZh yusr pati*rzL*. | l*rsuE?tt y*u h*d x gr*al" b*dsids {rrwln*{ , y*'s r*ally **ervzs* t* lik* r,arsing. Keep w*rki*g *n
appl';ing y*tsr k*rzv&*"dgS* *f palhrsphysi*lagy *rz* pharmae*l*gy Z* yat*r px*ixrzl - thi* i* l*,a *asi* t*r all y*ur na:r*ing

w*r* Laxg?tl \** baxi*s t"?** rulatl*n: *rga*izing infarxaiian, pri*ritizi*E **r*, p*r{arming ph,g*i*,al
e****5rn*fits, & p*uxi*g *t*di*ati*r* - {1*w yr}* n**d l* builel *n ilr. TNwa* a plxa*ur* w*rkzng wilh yrsu at NWl
T*dtJ y*x

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signature: '--irr"' ';/

lnstruclor $ignature:
Approved 1 2l,il'l 4; Revis*d l$fiSi?01 5

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Date:

lAl2.1l18

Dale:

1{}12.211fr