NURS1020 Clinical Course Evaluation

Final Evaluation

Student: Emily Andrews

Clinical Instructor: Rose Ramey
Missed Clinical Hours: 6

Missed Lab Hours: 0

(Satisfactory)
Unsatisfactory
Please circle the appropriate box

NURS1020 Clinical Course Evaluation

Program Goals
Students graduating from this program are prepared as generalists entering a self-regulating profession in situations
illness.
Students graduating from this program are prepared to work with people of all ages and genders (individuals, famili
communities and populations) in a variety of settings.
Students graduating from this program are prepared to work with people of all ages and genders (individuals, famili
communities and populations) in a variety of settings.
Graduates will learn to continuously use critical and scientific inquiry and other ways of knowing to develop and ap
knowledge in their practice.
Students graduating from this program will be prepared to demonstrate leadership in professional nursing practice in
contexts.
Graduates will be prepared to contribute to a culture of safety by demonstrating safety in their own practice, and by
mitigating risk for patients and other health care providers.
Students will demonstrate the ability to establish and maintain therapeutic, caring and culturally safe relationships w
health care team members based upon relational boundaries and respect.
Graduates of this program will be able to enact advocacy in their work based on the philosophy of social justice.
Graduates will effectively utilize communications and informational technologies to improve client outcomes.
Graduates will be prepared to provide nursing care that includes comprehensive, collaborative assessment, evidence
interventions and outcome measures.

Year One Goals

Define and describe the term 'self-regulating' and what it means to a part of a 'self-regulating' profession. Build a se
between building a sense of self and profession.
Demonstrate the ability to work with the aging populations in the residential settings.
Recognize the meaning and relevance of the five foci within the nursing program.
Define the ways of knowing and learning with a focus on critical and scientific inquiry.
Recognize the experience of leadership in nursing and undertake a leadership role in peer groups.
Articulate their role as individuals and professionals in providing safe nursing care.
Establish and maintain a professional relationship with peers and an engaged, caring, and culturally safe relationship
Understand the concepts of advocacy and social justice. Begin to develop self-advocacy skills.
Explain the relevance of information and technology skills that are essential to safe health care.

Explain the components of the nursing process. Perform a basic biopsychosocial assessment of an individu
Identify evidence informed interventions and outcome measures with guidance.

Course Objective

Progress
Evidence/Indicators: (The student has ...)

Established therapeutic nurse-resident

relationships in residential long-term care
settings.

Visited various residents and spoke about things

that are important in their lives.
I believe I am well liked by many residents and

Met Objec

the development of this relationship allow them

to be comfortable sharing information with me.
Gained knowledge about many residents so I
am able to cater their care to their individual
preferences and needs.
Wrote about a therapeutic encounter to detail
methods that were effective or ineffective at
building a nurse-resident relationship.
Residents are comfortable talking to me about
personal matters and health concerns.
Instructors comments: Emily has demonstrated
continuous growth in this area. She was quite
reserved at the beginning but by the end she was
observed to have established many therapeutic
relationships. This was evident in her Therapeutic
encounter as she was successful in meeting her
yes
goal using a variety of techniques. She writes in
her journal that a genuine concern and
compassion is the most important part of being
therapeutic. Emily was genuine in her
interactions with the resident as she spent time
getting to know them.
Performed skills relevant to situating an
individual within his/her personal, familial and
community context

Designed a My Day poster for a resident to

show that there are people in the home who know

and appreciate him.
Greeted a new resident, introduced myself and
attempted to get to know him better. Told him
when my shift would be ending and that if he
needed assistance before then I would be around
to help.
Spent time with a resident who occasionally
needs to be oriented to her space due to
confusion (ex. You are at St. Josephs, can I take
you to your room?) .
Participated in the admission of a new resident
where we comforted the family using empathy to
build trust and establish a strong relationship.
Continued to respect clients space by knocking
before entering and asking where they would like
me to sit when invited in. This is to ensure the
resident feels that they have control over their
space.
Instructors comments: Emily showed that she
respected the residents personal space by

Developed and demonstrated skills in basic

assessment techniques relevant to the longterm care population

Demonstrated skills in providing (resident)

client-centered support for activities of daily
living

knocking on the door and asking permission to

assist with their care. She became familiar with
the routines of the facility both on days and
evenings assisting in the dining room, working as
part of the team getting people up for the day or
hs care. Emily took part in some recreational
activities such as Tai Chi and encouraged the
residents to take part in activities to enhance their
social and physical needs. Her My Day poster
was an overview of the residents past and
interests and was well received.
Preformed head to toe assessment on resident
with clinical instructor.
Gathered health history from resident.
Preformed checks for blood pressure, oxygen
saturations, heart rate, breath rate, temperature.
Listened to lung and bowel sounds.
Observed a skin assessment.
Observed the assessments involved in the
admission of new residents.
Continued to monitor my residents chart/ care
card to know his normal and to determine
unusual findings.
Instructors comments: Agree with the above
points. Emily took advantage of every
opportunity to practice and become efficient with
assessment skills. She has a good understanding
of the importance of reporting assessment
findings for documentation and to identify any
changes in the residents condition. Eg. observed
admission process. Her health assessment was
well detailed and was able to identify and
prioritize the nursing diagnosis. It was evident
that she had collected valuable information from
the resident and medical record.
Assisted in a tub bath and bed baths.
Preformed brief changes, toileting, and perineal
care.
Assisted residents with a complete daytime and
nighttime routine (face washing, teeth or denture
care, changing into appropriate clothing).
Assisted in feeding at meal times for resident
with different needs (ex. dysphagia, inability to
raise arms) and different textured diets. Used
prompting to help some resident bring their

yes

yes

attention back to the meal.

Assisted in manual and mechanical lifts of
residents.
Made unoccupied beds.

Developed knowledge about the experience of

residents living in a long-term care setting

Demonstrated safe and ethical clinical practice

at the level appropriate for a year one nursing
student

Instructors comments: As mentioned above,

Emily assisted with all ADLs safely and
followed the policy and procedures of the facility
eg.. mech lifts, hand hygiene. I encourage Emily
to be more organized with supplies at the bedside
when doing a bath and be confident in providing
a bath that is timely and efficient in promoting
comfort for the resident.
Experienced a death on the floor and saw how
other residents and staff respond to the transition.
Asked resident about changes he would like to
see in long term care to determine if any of his
needs were not being met.
Reflected a lot on loneliness experienced in
long term care and possible ways to decrease
upset feelings residents may have.
Developed knowledge on the activities of the
day (desired wake up times, meal times,
activities, when residents nap regularly).
Listened to speaker who discussed how coming
into long term care is a blessing (since many wait
so long to get in) and yet is still hard to lose
aspects of your independence.

yes

Instructors comments: Emily has seen first-hand

how many of the residents have adjusted to living
at St. Josephs at Fleming and some that have
not. She has observed the physical changes of the
older adult as she has incorporated her theory to
practice. Eg she writes in her journal that it is
yes
difficult to see some resident decline within the
last 3 months. Emily also has seen the
appreciation of the residents for the care that they
receive. Emily understands the need for advocacy
for the residents as routine and schedules are
important as a government funding facility.
Completed paper in health aging class which

discussed the life of a resident without violating

confidentiality.
Maintained confidentiality with all information
that was gathered over the semester.

 Worked with PSW/ HCA for all tasks that were

outside of skills set of a nursing student.
Reported back to PSWs at the end of the shift to
ensure there was accurate communication of the
events of the day.
Asked residents about their preferences. If they
did not want help with something, I supported
their autonomy by offering to come back later or
informing the PSW that the resident did not have
that care done.
Continued to practice skills in lab before
preforming in the clinical setting. Listened to
instructors experiences and feedback and tried to
incorporate it into the way I preform the skills.

Participated in professional development

based on reflective practice and clinical
inquiry

Instructors comments: Emily has shown to be

respectful of the residents environment by
honoring their privacy and dignity. Eg draping a
resident while bathing, asking permission to
spend time doing the health assessment. Emily
provides care within the scope of practice as a
first yr nsg student and reports off the care she
has provided to the HCA. She maintains privacy
and confidentiality both in her written work and
in her clinical practice. Emily is attentive to the
rights of the resident noting the right of choice,
decision making, comfort and a safe
environment.
Continued to create care card to increase
knowledge on diagnoses, tests and treatments.
Continued to incorporate feedback from
instructor, peers, and staff into practice.
Explored NANDA diagnoses and researched
interventions related to patients with increased
risk for falls.
Read RNAO best practice guidelines related to
risk for falls, risk for pressure ulcers, person &
family centered care, dementia, delirium and
depression in older adults, constipation and
incontinence.
Listened to a guest speaker who explained the
admissions process (for client and family), the
experience of death, and how long term care
operates.
Instructors comments: Emilys written

yes

Examined personal attitudes regarding the

elderly and other residents of long-term care
homes

assignments were excellent. She was responsible

in getting her assignment submitted on time.
Emily has accepted constructive criticism and
notes any areas that she needs to improve on.
Emily writes in her journal that it is difficult for
her to leave work at work, that when you are
learning and you are not efficient in some areas it
is hard not to take that home and be upset about
how the resident or the staff perceived what you
did or did not. I encourage Emily to move
forward to make positive changes one step at a
time. She understands the importance of taking
care of herself in order to be able to care for
others.
Continued to write journals about experiences
had in clinical to reflect on attitudes and actions.
Completed a journal from the perspective of a
resident to examine differences that may exist
from my point of view and theirs.
Spoke in one journal about an experience which
prompted a change in opinions on older adults
desire to look presentable. I learned even at later
ages, some resident are still very concerned about
the way they present themselves.
Spoke with residents to determine if opinions/
attitudes I had were correct.
Discovered that it is important to consider each
person as an individual, and that having an
attitude toward the elderly is likely incorrect
because all older adults have their own
experiences and opinions which often make
generalizations an inaccurate reflection of the
entire population.
Instructors comments: Agree with the above.
Emily cares for each resident individually and
notes their uniqueness from their past
experiences. She is aware that ones self esteem
does not stop at a certain age. Emily has used
empathy in her reflection and how she has related
to her resident. She understands that empowering
one to do as much as they can for themselves is
crucial. It was really special to be a part of
someones day when they are feeling energetic
and able to do things that they are not usually
able to.

yes

yes

Developed a basis knowledge of the clinical

manifestations and relevant nursing
interventions of chronic diseases

Continued to create care cards to increase

knowledge of sign/symptoms and interventions
of diagnoses, lab tests, medications and natural
therapies.
Continued to attend complimentary classes and
read required materials to increase knowledge on
common problems experienced with aging.
Spoke with residents about their experience
with chronic disease to hear how they cope and
what effects it has on their life.
Wrote a paper on healthy aging and examining
how past life choices could have resulted in
current health issues.
Read many RNAO best practice guidelines to
know what interventions are suggested for
chronic diseases or issues prevalent in the aging
population.

Instructors comments: Agree with the above.

Emily shared her care cards with the clinical
group in post conference. Topics included COPD,
CAD,AAA, Secondary hypertension, vascular
dementia. She has started to link some
medication and blood values to the residents
diagnosis.
yes
Identify 3 personal strengths developed in this placement.
1. Building rapport with patients, and being able to speak easily with them about both
health and personal related topics.
2. Working as a part of a team, taking direction and using communication to discuss how
to be more effective in future care.
3. Applying skills learned in lab into clinical setting and being able to perform these
assessments with a high degree of precision.
Identify 3 areas requiring further development.
1. Linking clinical concepts to further understand relation between causes and effects. For
example, using health history findings to explain abnormal vital signs.
2. Taking better care of myself so I am able to take care of patients.
3. Taking more initiative and assuming a leadership role in the clinical setting.
Clinical Instructor Comments I agree with the above recommendations. Emily has
had a successful first clinical experience. She has been self- directed with her learning each
week through her personal reflection and clinical practice. Emily has met all course
objectives and it has been a pleasure to have her part of the clinical group.

Attendance
Week 1
Week 4

Week 2
Week 5

Week 3
Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Total number of clinical hours completed 66 hours

Signature of Instructor___________________________________________________
Date____________________
Signature of Student_____________________________________________________
Date____________________