NURS1020 Clinical Course Evaluation

Final Evaluation

Student: Erin Power

Clinical Instructor: Marnie Forbes
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 of health and
illness.
Students graduating from this program are prepared to work with people of all ages and genders (individuals, families, groups,
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, families, groups,
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 apply nursing
knowledge in their practice.
Students graduating from this program will be prepared to demonstrate leadership in professional nursing practice in diverse health care
contexts.
Graduates will be prepared to contribute to a culture of safety by demonstrating safety in their own practice, and by identifying, and
mitigating risk for patients and other health care providers.
Students will demonstrate the ability to establish and maintain therapeutic, caring and culturally safe relationships with clients and
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-informed
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 sense of identity
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 with older adults.
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 individual.
Identify evidence-informed interventions and outcome measures with guidance.

*Bold font has been added on after midterm evaluation*

Course Objective
Established therapeutic nurse-resident relationships in
residential long-term care settings.

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

Regularly sit down with my resident and have

meaningful conversations. We talk about her
interests, how she feels, what she likes and
dislikes.
Have conversations with residents while I
provide care. If dressing them, I ask how they
slept, if they would like and extra assistance.
While feeding I ask the residents if they are
enjoying, if they would like more. I allow
time to eat as much as they would like
without rushing.
I sit with residence who seem to be alone.
Even if they are unable to communicate I
make an effort to engage them.
I asked my resident personal questions,
such as major life events that allowed me to
understand why she is, who she is.
I am better able to read a residents body
language and facial expressions.
Developed ways of effectively
communicating with residents, such as cue
cards, gestures, and simple sentences.
When residents are attempting to

Met Objective

Did not meet

objective

Performed skills relevant to situating an individual within

his/her personal, familial and community context

Developed and demonstrated skills in basic assessment

techniques relevant to the long-term care population

communicate with me, I take time to listen

and try to understand concerns.
One resident who does not speak much
English has a hard time articulating her
requests, I stay with her until she is
satisfied with my care provided.
I take into consideration resident requests.
If they ask to go to the washroom, I help
them do so immediately, rather than
making them wait.
After breakfast, I help a resident to her room
and help her set up her television so that she
may watch the news.
I help residents to and from the daily
activities.
I ask my resident about her dcor in her
room, and what its significance is.
I made a My Day poster relevant to the life
style/hobbies of my resident.
I serve the morning coffee for residents.
At meals I ask residents which option they
would prefer.
One gentle man who is Asian, does not
make eye contact, I am culturally aware
and do not try to force it.
Continue to do head to toe assessments each
time I enter a room with residents I am not
familiar with.
Continue to take vital signs and blood
pressures of residents, then compare to their
baseline to assess accuracy
Explain the results of above results to

Demonstrated skills in providing (resident) clientcentered support for activities of daily living

resident.
Mentally preform mental status assessment
to determine how oriented a resident is.
Mentally note if a resident has labored
breathing, checking chart to determine
causation.
Perform bed baths for resident who are ill.
Execute safe transferring of residents.
Assist residences with morning care
(dressing, grooming, toileting).
Continue to encourage the residents to do as
much as possible.
While giving baths, I encourage residents to
help as much as possible. One residents
enjoys shampooing her own hair.
One gentlemen I bathed was very independent
with bathing, he only needed assistance with
shaving.
Each meal I ask residences that I am feeding
whether they enjoy the food, if not I focus on
other parts of the meal instead.
Each morning when picking out an outfit for
the resident in the morning, I begin with
what would you like to wear today?, as
some of the female residence prefer having a
say in their attire.
Always before entering a residents room, I
always knock and ask if it is alright for me to
come in.
I ensure privacy when caring for a resident
when they are outside of their room.
I answer call bells promptly.

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

Before pushing a residents wheel chair, I

ask if it is okay to do so.
If a resident is still sleeping, I move to the
next room with an awake resident, before
having to wake them.
Offer alternative lunch options for one
resident who usually only wants a peanut
butter and jam sandwich.
I ask my resident about what she enjoys to do.
I ask if she participates in any of the
scheduled activities and encourage her to
attend them.
I have noticed that she is often alone in her
room. She enjoys visitors, however is not too
keen on interacting with other residents. I
gained an understanding about how lonely
long term care can be.
I gained an understanding about how hard
a loss of independence can be by
experiencing residents frustration with
activities of daily living.
I noticed the lack of privacy in shared
rooms.
I asked my resident if she enjoys staying in
long term care.
I actively listened to presentations for BSO,
activities department, and the
physiotherapy departments.
I preform safe transfers with the help of staff
members.
I feed residents at a slow rate, making sure

Participated in professional development based on

reflective practice and clinical inquiry

that food is swallowed before giving more

food.
I have shaved the face of male residents.
I take accurate blood pressures and vitals
I use all PPE as required for isolation
precautions.
I get assistance to transfer residents who
may be too heavy for me to do so safely
alone.
I do not force residents to do something
they do not want to. One women likes to
skip her meals, however I make an effort to
tell her how she will feel better if she eats,
but I dont not force her to go.
I have asked questions to further my
understanding of a topic.
I am on time for meetings.
I do not perform tasks that are out of my
scope of practice.
I complete reflective journals each week
about my experience at clinical.
I ask PWS or check the residents chart if I
am having a hard time caring for the
resident.
I take into consideration feedback from
residents about care I have provided and
use that to improve or adjust techniques
for next time.
When I see the wound care nurse on the
unit, I ask her if I may watch, and she
explains her procedures.

Examined personal attitudes regarding the elderly and

other residents of long-term care homes

Developed a basic knowledge of the clinical

manifestations and relevant nursing interventions of
chronic diseases

I do not use baby talk, when talking to

residents.
I address residents by their last names, unless
told otherwise.
I do not yell to speak to residents.
When residents do not understand what I am
saying, I repeat and rephrase. I do not assume
it is due to their disabilities.
I always consider the residents as a person,
not just their illness.
When unsure about how to interact with a
resident, I ask the staff for guidance.
Through therapeutic encounters I
developed a deeper understanding of how
lonely living in a long term care home can
be.
Through talking to residents, one being 106
years old, she has expressed that you just
have to keep going one day at a time, and
the importance of taking your time and not
always rushing.
Changing residents brief has become
easier, I have a better understanding that
they are more than their age or illness.
Yellow bands across doorways to prevent
wandering.
Diabetic residents are encouraged to have
desserts with low sugar.
Completed care cards for hypertension,
arthritis, osteoporosis, and diabetes.
Yellow triangles above a residents bed or
on their chart represents a history of

violence.
Leaves on residents doorways and walkers,
indicates they are a wanderer.
Bed ridden residents should be moved
every two hours to prevent bed sores.
Residents get moisturized each morning to
help prevent skin break down.
Developed an understanding of what works
for specific residents. One gentleman
responds very well to music, this is useful
when getting him ready in the morning.

Identify 3 personal strengths developed in this placement.

1. Developing a good bedside manner, keeping composure even when frustrated.
2. Knowing my limitations of scope of practice/ability, and seeking assistance when needed.
3. Being an independent team member, taking initiative.
Identify 3 areas requiring further development.
1. Be more assertive about my abilities.

2. Become more comfortable starting conversations with new residents.

3. Become more efficient developing learning goals.
Clinical Instructor Comments

Attendance
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Missed due to
instructor
cancelation.

Total number of clinical hours completed: 60

Peer Evaluation Completed ____________ _____________________
Signature of Instructor___________________________________________________

Date____________________

Signature of Student_____________________________________________________

Date____________________