Clinical Teaching Documentation and

Evaluation
Patient Care Assignments. Describe the process by which students were assigned
patients for care and describe your perception of the stress level of students prior to
a clinical day. What do you believe are the sources of their stress?

The clinical instructor for third level nursing students makes out a schedule
for clinical for the students. The schedule specifies each week which students
will be involved in direct patient care, pass medications, be the team leader,
go to off-sites, and work on focus care assignments. The students receive this
schedule and know ahead of time what their role will be on clinical day. The
Team leader acts as the charge nurse for the students taking care of patients
and the leader makes patient assignments on the morning of clinical.
The students are assigned clinical objectives each week coinciding with the
lecture content and nursing concept. I believe that the stress level of the
students is high prior to clinical, even though they do not know their patient
assignment, they are aware of their role for the day and the expectations of
the instructor.
I believe the sources of the students stress prior to clinical would first of all be
the skills they must complete and check off on. The students seem to focus
more on the skills aspect of nursing at times, because that is a huge part of
their grade.
The students that are passing meds expected to know the medications they
are administering and why the patient is taking them, and be on time. The
fast pace role of nursing is intimidating to students at times and causes
anxiety and stress.
The team leader is responsible for making rounds on all the patients, getting
report from the student nurses, making sure the students give their meds on
time, complete the patient charting in a timely manner and report back to the
instructor on all the patients. This role for a student can be very tasking if
they are not organized as a leader.

Describe/list the learning activities that occurred during the clinical day. How were
the learning activities planned, allocated, evaluated? How did these correspond to
the learning objectives for the day? Analyze this process. You may include a
summary of all of your clinical experiences in this description.

The students had multiple learning experiences throughout the day. The team
leader communicates with the floor charge nurse to find out if any patients
need skills performed and then the team leader assigns them to the
appropriate students to perform.
There were several students that had the opportunity to put in Foley
catheters, discontinue IV sites, and work with a patient that had NG tube. The
nursing students primarily performed the skills on their assigned patients.
The instructor and/or I were with the student each time a skill listed above
was performed. It is the policy of the institution that the instructor or nurse

chaperone the student during skills. Therefore, we were there to assist or

stand by while the student performed the skill such as inserting a foley
catheter; we made sure that sterile procedure was followed correctly.
One student was allowed to go with her patient to surgery, she watched as
the orthopedist put pins in the patients finger. The student reported on the
experience in post conference.
The students were evaluated on their skills, medication administration,
knowledge of their patients, and professionalism by the instructor throughout
the day.

You will evaluate one set (one assignment, one student) of clinical paperwork using
the course grading tools and make comments and assigning a grade per course
policy. Ask your mentor to independently grade the same paperwork. Compare your
evaluation with that of your mentor.

Each student is required to complete a concept map for one of their patients
each clinical day. I evaluated a concept map of a students, and compared the
evaluation with the instructor. My grading corresponded closely with that of
the instructor. The student did a very good job at detailing her patient and
disease process, along with the patient nursing diagnosis. She included a
thorough list of medications, chronic conditions, and expected outcomes.

Discuss clinical conferences you observed and/or assisted with presenting. Include
topic and reflect on your perspective of how the students related to the content.

The four students that worked on their patient focus care assignments,
presented their findings on their topic in post conference. The topic was to
evaluate patient education about antidepressant medications. The students
first researched the patients that were on the surgical floor to find out which
ones were taking antidepressants. Then the students interviewed several
patients to find out what they actually knew about the meds they were
taking. Afterwards, the students shared their experience and said they were
surprised that some patients knew a lot about their meds and some did not. I
think this was a great learning activity for the students because it made them
more aware of how important patient teaching really is. As nurses, we must
constantly teach our patients about their diagnosis and medications.
At the end of the day, we had post conference which includes a report from
the team leader on all the patients. The team leader also acknowledges each
team member for what they did well that day. The nursing students also
report on the team leader. This is also a time for the instructor to provide
constructive criticism and evaluate the students for the day.
This post conference is also a time for questions, and allows the students to
unwind and freely discuss events and situations they were involved in during
the day. This discussion allows for all the students to learn from each others
experiences.

Optional: Reflect on any clinical mentoring you observed from your preceptor.

I have witnessed my preceptor on many occasions praising the students for

their achievements, even the little ones. I think its very important to offer
positive feedback to students as often as possible because nursing school
itself is so stressful. There was are a couple of students that have absolutely
no confidence, and when they are praised or acknowledged for doing well,
you can see a sparkle in their eye.

Self-Evaluation: Describe your strengths and weaknesses in this clinical setting and
a plan for improvement per the qualtrics link.

Grading Criteria Teaching Documentation and Evaluation

Category
Patient Care Assignments
Learning Activities
Graded Paperwork
Clinical Conference
Self-Evaluation
Total

Points
Possible
15
25
30
10
20
100

Points
Earned