Self Assessment

2014 - 2014 - Final NURS-101 Practical Nursing Practice 1

NURS 101 Practical Nursing Practice 1 (PN, 09-Sep-2014 - 11-Dec-2014)
Student :
Clinical Teacher/Preceptor :
Program Coordinator :
Location :
Placement Setting :
Unit/Office/Clinic :
Period :
Student hours :
Required Hours :
Validated hours :

Shante K. Brown
Vasanthy Harnanan
John Stone
NoSite
Class
U1
25-Nov-2014 To 12-Dec-2014
75
75
75

I declare that this is my original work and the sources used are acknowledged.

Abilities and Outcomes / Learning Outcomes

Student Rating

Teacher Rating

1. COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK

1. 1 Comply with Humber College Institute of Technology and Applied learning (ITAL) policies,

Satisfactory

Satisfactory

the Practical Nursing Program Student Handbook, Clinical Simulation Lab Code of Behaviour
contract, and professional nursing standards and guidelines.
S.K.B. : i have followed all of humber's student handbooks, and followed all simulation lab code behaviours

1. 2 Accept responsibility for own actions and for self-directed learning.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : i have taken responsibility for my own actions. I bring all equipment required

1. 3 Demonstrate professionalism with attendance, punctuality, dress code, behavior,

language, and timely submission of assignments.

S.K.B. : I have a good attendance within this class, i never missed a day, I'm always in my scrubs and i hand in all assignments on time
expect this one

1. 4 Use theory-based approach.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

S.K.B. : I refer back to my theory book for practices

1. 5 Ensure a safe environment.

S.K.B. : wearing my white, non mesh, gripped shoes for protection of my feet.

1. 6 Ask relevant questions and answer questions based on thorough preparation.

S.K.B. : i ask some questions with the teacher when i don't understand but for other questions has been asked by other students

1. 7 Apply knowledge of the role of the student nurse.

Satisfactory

Satisfactory

S.K.B. : After reading Jarvis, i apply what i learn within class

2. ACCURATE AND RELEVANT COMMUNICATION

2. 1 Participate in group sharing and discussions.

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : rarely participate in group sharing and discussions

2. 2 Document clearly, accurately, and concisely using written and electronic methods.
S.K.B. : i document clear, accurately and use all materials that are given in class correctly

2. 3 Demonstration reporting relevant information to the appropriate personnel.

S.K.B. : I demonstration reporting relevant information to the appropriate personnel

2. 4 Use communication techniques with the health care team.

S.K.B. : some communication techniques used when group work

2. 5 Maintain privacy and confidentiality.

S.K.B. : I try to remember to ensure privacy and confidentially when perform my assessments

2. 6 Use technology to retrieve information from texts and other resources.

S.K.B. : I use my phone to retrieve blackboard information

3. CARING RELATIONAL PRACTICE

3. 1 Apply knowledge of the therapeutic nurse-client relationship and effective

communication techniques furing the provision of nursing skills and assessments.
S.K.B. : I apply knowledge to the therapeutic nurse-client relationship and communication techs

3. 2 Establish respectful, polite, and honest relationships with peers, Professors/Clinical

Teachers, and the Lab Technologist.
S.K.B. : i am respectful and polite to my peers, profs and lab techs

3. 3 Exhibit cooperative, helpful, and collaborative relationships with team members.

S.K.B. : i try my best to be helpful and collaborative with others

3. 4 Apply knowledge of strategies for conflict resolution.

S.K.B. : i apply knowledge that i know for conflicts

3. 5 Recognize how ones behavior affects peer relationships and practice.

S.K.B. : recognized that if one persons relationship is poor it can affect another practice

3. 6 Respect the diversity of peers in the learning environment.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : i am able to respect the diversity of peers

3. 7 Apply knowledge of health teaching and learning strategies.

S.K.B. : i apply the knowledge from Jarvis and nursing theory to my learning

4. LEADERSHIP AND ADVOCACY

4. 1 Recognize situations that could lead to conflict and apply knowledge of conflict
resolution.
S.K.B. : whenever in conflict i am able to apply the knowledge that i know

4. 2 Demonstrate leadership skills that foster group work and a positive learning environment.
S.K.B. : hardly demonstrate leadership skills

4. 3 Provide feedback to peers and accept feedback from peers.

S.K.B. : When practicing for clinical i was able to provide feedback and accept it from my partner

4. 4 Advocate for self and peers for a quality learning environment.

S.K.B. : advocate myself self and others in the classroom

4. 5 Ask relevant questions to clarify understanding.

S.K.B. : whenever i was unable to understand something i ask for clarification

4. 6 Respond appropriately to unsafe and unacceptable behaviours.

S.K.B. : i didn't experience any unsafe and unacceptable behaviours, but would respond appropriately

5. PLANS OF CARE:MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES

5. 1 Identify the importance of assessing clients unique needs.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : the importance of assessing clients needs, like providing privacy and comfort

5. 2 Plan holistic, client-centred assessments and interventions that are based on appropriate
rationale.
S.K.B. : Use holistic and interventions that are based on appropriate rationale

5. 3 Complete health assessments, interviewing, and nursing skills in an organized and timely
manner.

S.K.B. : be able to do health assessments, interviewing and nursing skills on my spare time and on breaks

5. 4 Perform health assessments, interviewing, and nursing techniques and skills accurately,

Satisfactory

Satisfactory

Satisfactory

Satisfactory

safely, competently and in a timely manner.

S.K.B. : perform these assessments during class, PQRSTU with interviewing

5. 5 Perform initial assessments of clients vital signs, neurological, cardiovascular,

respiratory, and gastrointestinal systems.

S.K.B. : vital signs which include; T,P,R,BP,O,Pain , Neurological, Cardiovascular, Respiratory, and gastrointestinal system towards the
clients

5. 6 Use the nursing process as a decision-making tool.

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

S.K.B. : ADPIE used for decision- making tool

5. 7 Utilize the nursing process to meet clients healthcare needs related to hygiene, including
integumentary care, nutrition, hydration, digestion, elimination, mobility, and safety.

S.K.B. : ADPIE for hygiene, integumentary care, hydration, digestion, elimination, mobility and safety of the client should be learnt more

5. 8 Discuss environmental strategies that promote health safety, and reduce risk including

Satisfactory

Satisfactory

infection control, emergency codes, and ethically appropriate and safe use of restraints.
S.K.B. : some environmental strategies that will promote health safety of the client, this can include comfort for the client

5. 9 Utilize infection prevention and control practice, including, but not limited to: hand

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Unsatisfactory

Unsatisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

washing and basic personal protective equipment (PPE).

S.K.B. : wash hands for 20 seconds and have basic personal protective equipment ( gloves)

6. COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM

6. 1 Participate knowledgably in discussions with peers and faculty.

S.K.B. : Participate in group discussion in clinical

6. 2 Acts as an effective and valuable member of the group.

S.K.B. : tries to act as an effective and valuable members of the groups

6. 3 Ask knowledgeable questions and answer questions knowledgeably.

S.K.B. : Ask questions unsure about

6. 4 Seek out assistance

S.K.B. : assistances from peers

6. 5 Use group process and conflict resolution skills to build consensus and collaboration.

S.K.B. : uses groups process and conflict resolution skills to build consensus and collaboration

6. 6 Demonstrate respect for peers and others.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : respect peers spaces, belonging and reasoning of being present

7. QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE

7. 1 Identify strengths and areas for improvement using reflective practice.

S.K.B. : improving my confidence

7. 2 Utilize self-reflection and feedback from Professors / Clinical Teachers and peers to
identify strengths and areas for improvement.
S.K.B. : use feedback from my prof of self confidence to perform better on other assessments

7. 3 Assume responsibility to seek out learning opportunities that foster professional

development.
S.K.B. : responsibility of being on time , and prepare for class

7. 4 Create a learning plan to address areas for improvement.

S.K.B. : learning plan of doing readings before class and asking questions for understanding

7. 5 Come prepared to apply theory by reviewing all required preparatory learning materials
and completing all activities.
S.K.B. : prepared to apply theory for all activities

8. USE CRITICAL THINKING, PROBLEM-SOLVING & DECISION-MAKING EFFECTIVELY

8. 1 Utilize problem-solving and decision-making skills related to foundational aspects of

nursing interventions, skills, and practice.
S.K.B. : problem- solving and decision making skills for ADPIE, intervention and practice

8. 2 Use a theory-based approach, problem-solving, and decision-making skills in a

professional and accountable manner.
S.K.B. : use theory based to apply for problem-solving

8. 3 Use relevant theory to explain the rational underlying the health assessment and
interviewing strategies and techniques and the foundational nursing skills being used.

S.K.B. : some theory to explain the health assessment and interviewing techniques. e.g.. listening, open-end question

8. 4 Apply knowledge from nursing, health, biological and social sciences.

Satisfactory

Satisfactory

S.K.B. : apply knowledge from all nursing classes, psychology and anatomy to this class

8. 5 Demonstrate professionalism and accountability.

Satisfactory

Satisfactory

Satisfactory

Satisfactory

S.K.B. : provides professionalism and accountability; being on time, being in my scrub

8. 6 Recognize strengths and limitations and seek appropriate assistance and support.
S.K.B. : seek appropriate assistance to support my strengths and limitations

Student Final Summary with Strategies for Continued Growth

Being more confident with my work

Teacher Final Summary with Strategies for Continued Growth

Shante has shown improvement during lab times. However, she still needs to build her confidence during skills testing. There is still room for
improvement in some areas. With guidance and practice, Shante will excel in those areas. She has completed her final skills test. I wish her luck in
her final exam.

Program Coordinator comment

Congratulations

Grade

Satisfactory

Unsatisfactory

Referred to Clinical Excellence Committee (CEC)

Grade

Satisfactory

Program Coordinator Feedback

The Program Coordinator has reviewed the evaluation

Yes

No

Student Sign Off

I met with my Clinical Teacher/Preceptor and discussed my evaluation

Yes

No

In general this evaluation accurately reflects my performance

Yes

No

Submitted Date: 25-Nov-2014 16:20