Professional Documents
Culture Documents
Kailey
Kailey
Clinical Faculty First Name Last Name: _Lorraine Esther MHCA, MSN, RN____
Course Objectives
2
Midterm Final
Develop an individualized plan of care with a focus on assessment and planning, utilizing the
nursing process while respecting the diversity of clients. - - 2 2
Demonstrate caring behaviors, including assessing for the presence and extent of pain and
suffering.* - - 3 3
Conduct a comprehensive, holistic assessment while eliciting clients’ values, preferences, and
needs. - - 2 2
Identify two client identifiers, six rights for medication administration, and verification of care
orders for the client prior to implementation as encountered in the clinical environment.* - - 2 3
Document clear and concise responses to care, as appropriate for clinical setting (i.e., EHR,
paper documentation, care plan). - - 2 2
3
Midterm Final
Develop an individualized plan of care with a focus on assessment and planning, utilizing the
nursing process while respecting the diversity of clients. - - 2 2
Demonstrate caring behaviors, including assessing for the presence and extent of pain and
suffering.* - - 3 3
Protect confidentiality of all client data and promote the ethical use of electronic health
information.* - - 3 3
4
Midterm Final
Develop an individualized plan of care with a focus on assessment and planning, utilizing the
nursing process while respecting the diversity of clients. - - 2 2
Demonstrate caring behaviors, including assessing for the presence and extent of pain and
suffering.* - - 3 3
Demonstrate core professional values (such as caring, altruism, autonomy, integrity, human
dignity, and social justice) while complying with the ANA Code of Ethics and Standards of
Practice, and policies and procedures of Grand Canyon University, College of Nursing and - - 2 3
Health Care Professions, and clinical agencies.*
Maintain a positive attitude and interact with interprofessional team members, faculty, and
fellow students in a positive, professional manner, including accepting constructive feedback - - 2 2
and developing a plan of action for improvement.*
Arrive punctually, demonstrate expected behaviors, complete tasks in a timely manner, and
maintain professional behavior and appearance.* - - 3 3
Accept individual responsibility and accountability for nursing interventions, outcomes, and
other actions; engage in self-evaluation; and assume responsibility for learning.* - - 3 3
Critical competencies are highlighted in yellow. Students who score a 1 (Does Not Meet) on any of these competencies at final evaluation will fail the clinical
course. Target performance is a Score of 3 (Independent) on the competencies marked with an asterisk* by final evaluation.
Content of this checklist is based on Quality and Safety Education for Nurses (QSEN) competencies and knowledge, skills, and attitudes (KSAs):
5
Quality and Safety Education for Nurses Institute. (2017). QSEN competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/
6
Student and Clinical Faculty Signatures
Signatures indicate student and clinical faculty have reviewed and discussed the Clinical
Evaluation Tool.
7
Remediation for Unsatisfactory Areas
If a student earns a score of 1 on any competency at either the midterm or final evaluation, the clinical faculty and student must
complete the following documentation for remediation of unsatisfactory areas. Didactic faculty are required to sign off on this plan as
well.
I have reviewed the content with the clinical faculty and agree with the remediation plan for the student.
8
Clinical Scoring Guidelines
The Clinical Evaluation Tool (CET) is used in all clinical nursing courses across the BSN Pre-Licensure program. Each clinical
nursing course aligns with its co-requisite didactic course and builds on prior knowledge, skills, and attitudes from other courses and
levels within the program, as appropriate. Faculty members will perform either a final clinical evaluation, or both a midterm and final
clinical evaluation depending on the length of the clinical rotation, using the CET for each student. Faculty will discuss the evaluation
with students, and both students and faculty must sign and date the form acknowledging the evaluation was completed and discussed.
A copy of the signed CET should be uploaded into the LoudCloud classroom. Faculty will also complete the corresponding rubric in
LoudCloud for each student.
General Criteria:
When observing students in the clinical setting and assigning a score, faculty will consider the following general criteria:
Supervision: The degree of supervision required for the expected level of clinical practice.
Clinical Judgment: The competence of nursing care based on the application of the nursing process, nursing diagnoses, and
clinical reasoning to make informed decisions that provide safe, quality client care.
Professionalism: The nature of the interactions and communication with clients and the interdisciplinary team, professional
demeanor, and appearance.
Application of Skills and Knowledge: The ability to apply nursing knowledge, theory, and skills in the clinical setting.
Self-Direction: The ability to address one's own learning goals and needs.
Scoring Guidelines:
Faculty will assign a score of 1 to 3 for each clinical competency listed on the CET. When observing students in the clinical setting,
faculty will apply the following sets of criteria holistically when assigning a score for each clinical competency. If a student scores a 1
in any category, the clinical faculty should complete an Early Alert and meet with the student to discuss the student's performance and
plans to improve. The clinical faculty also needs to complete the remediation portion on the CET. The remediation portion will then
need to be shared with the didactic faculty for review and signature.
Score = 3 (Independent)
To achieve a score of 3, the student:
Functions independently, appropriately, and safely in the clinical setting.
Demonstrates frequent, informed clinical judgment and ensures safe, quality client care.
9
Demonstrates consistent professionalism and effective communication with clients, families, and the interdisciplinary team
while maintaining professional demeanor and appearance at all times.
Demonstrates consistent, accurate integration of nursing knowledge, skills, and attitudes in the clinical setting.
Engages consistently in a self-directed approach to learning, independently seeks appropriate guidance and resources.
10