Self Assessment

2016 - 2016 - Final NURS - 208 Course Learning Outcomes (201509)

NUR 208 Practical Nursing Practice 4 (PN, 06-Sep-2016 - 09-Dec-2016)
Student : Janine Ervie Garcia
Clinical Teacher/Preceptor : Grace Jose
Program Coordinator : Judy Martin
Location : Halton Healthcare/Oakville Trafalgar Memorial Hospital
Placement Setting : Agency
Unit/Office/Clinic : 5C Nephrology
Period : 06-Sep-2016 To 09-Dec-2016
Student hours : 196
Required Hours : 196
Validated hours : 172
Teacher comment for validated hours:
12 hours missed due to Thanksgiving holiday.
12 hours missed due to illness.

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

Satisfactory Satisfactory
1. 1 Comply with regulatory standards, relevant legislation and the practice settings policies and

procedures.

J.E.G. : I comply with the standards, legislation, and policies and procedures by administering safe nursing care to my patients by following safety

standards set by the clinical institution and by CNO as well. For example, I go through the eight medication rights before administering patient

medications.

Satisfactory Satisfactory
1. 2 Act in a responsible, ethical and accountable manner.

J.E.G. : I document everything I do for my patients because by documenting my acts, I am therefore responsible and accountable for these acts.

Satisfactory Satisfactory
1. 3 Determine how the three factor and practice decision-making frameworks influence client care.

J.E.G. : Unstable patients can only be taken cared of by RNs because they have more in-depth knowledge and skills in caring for these type of

patients.

Satisfactory Satisfactory
1. 4 Use evidence informed practice and a theory-based approach to care.

J.E.G. : Evidence shows that atleast q2h turning of clients with limited mobility will decrease the chance of developing pressure ulcers therefore I

make sure I turn my patients with limited mobility q2h.

Satisfactory Satisfactory
1. 5 Carry out safety-based practices and risk management principles to ensure client safety and a

safe environment.
J.E.G. : For patient with fall risk, I make sure nursing interventions are performed such as educating the client about fall risk, making sure the call bell

is always reachable, putting necessary side rails up, make toileting routine, removing clutter from pathways and making sure pathways are well

illuminated to ensure client safety and providing clients with a safe environment.

Satisfactory Satisfactory
1. 6 Ask questions and clarify the plan of care, unclear orders or directions, and whenever uncertain.

J.E.G. : I ask my clinical instructor or the nurse in-charge of my patient if I have issues on my patient's plan of care or if there is anything I am

uncertain of. For example, there was a new order for medication. When I checked the MAR, the order keyed in different from the order so I told the

primary nurse and we had to contact the pharmacy for clarification.

Satisfactory Satisfactory
1. 7 Demonstrate professional behavior by seeking assistance in situations in which there is unsafe,

unacceptable and/or unprofessional behavior.

J.E.G. : I do not have an experience yet with unsafe, unacceptable and/or unprofessional behavior during my clinical, however, if such situation

arises, I will act professionally by seeking assistance from appropriate persons such as my clinical instructor and/or the primary nurse of my clients.

Satisfactory Satisfactory
1. 8 Demonstrate understanding about the role of the nurse within health care.

J.E.G. : I understand that its my responsibility to keep myself well-informed about my role and duties as practical nursing student therefore I do not

perform anything beyond my scope of practice.

Teacher comments for COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK :

Student consistently demonstrated accountability in nursing practice. Student was able to consistently demonstrate preparedness for
practice, assumed responsibility for learning, and actively participated in learning. Weeks 9- 14: Student was able to care for 2 clients
independently; medication administration (teacher supervising), morning routine, ADL needs, and documentation.

2. ACCURATE AND RELEVANT COMMUNICATION

Satisfactory Satisfactory
2. 1 Participate in team sharing and discussions.

J.E.G. : I participate in team sharing and discussions during our post-conference in clinical where I share my patients' conditions and how I deliver

my care for them.

Satisfactory Satisfactory
2. 2 Document clearly, accurately, concisely in a timely manner using written and electronic methods.

J.E.G. : I double check my documentation and make sure I have documented clearly, accurately and concisely in a timely manner. Before I key in

any documentation, I make sure I am documenting for the right patient especially now that we are taking care of more than one client.

Satisfactory Satisfactory
2. 3 Report relevant information to the appropriate personnel.

J.E.G. : If I have taken any out of the normal range vital sighs, I make sure I report it, usually to the primary nurse.

Satisfactory Satisfactory
2. 4 Use communication techniques with the client and the inter-professional health care team.

J.E.G. : For clients with hearing or visual barriers, I make sure I hand them their hearing aids or eye glasses so there will be a clear two way

communication between me and my patients and talk to them using simple, appropriate words. For the inter-professional health care team, I

communicate with them regarding my clients and their progress or any significant issues while communicating with respect and I ask them if I have

any questions.
 Satisfactory Satisfactory
2. 5 Ensure privacy and confidentiality according to the Personal Health Information Protection Act

(PHIPA).

J.E.G. : I have never talked about my clients and their condition out the circle of care and outside out post-conference which is aimed at gaining

knowledge regarding different conditions.

Satisfactory Satisfactory
2. 6 Use technology to retrieve and share information including research, data and other information.

J.E.G. : I use the unit's computer to access information especially medications that are uncommon as well as information regarding unusual

conditions that my clients have.

Teacher comments for ACCURATE AND RELEVANT COMMUNICATION :

Student communicated clearly, concisely, and correctly in the written, spoken, and visual forms that met the needs of the clients. Also,
student responded to relevant information in a manner that ensured effective communication.

3. CARING RELATIONAL PRACTICE

Satisfactory Satisfactory
3. 1 Use effective communication techniques.

J.E.G. : Each morning I introduce myself to the primary nurse/s of my clients then when I go to my clients' rooms, I introduce myself as a student

nurse and that I will be caring for them throughout the day and they can ask for my assistance if they require. I ask open ended questions after I

introduce myself such as "how are you feeling today?" to get a general idea of how they are feeling and to let them know they can talk to me.

Satisfactory Satisfactory
3. 2 Establish therapeutic caring, compassionate, and culturally safe relationships with clients and

health care team members.

J.E.G. : I treat everyone in clinical and all my clients the same regardless of race and gender. I address the health care team and my clients how they

want to be addressed and I let the primary nurse/s know what I am capable of doing in terms of nursing care and I let my clients know I am available if

they need my help.

Satisfactory Satisfactory
3. 3 Demonstrate therapeutic use of self to foster client well-being.

J.E.G. : I make sure my patients get enough encouragement to eat especially my clients with limited mobility so they will less likely develop pressure

ulcers as well as I make sure there are no creases in their bed linens and I re-position them at least q2h.

Satisfactory Satisfactory
3. 4 Use self-awareness to identify the effects that beliefs, values, and personal experiences have on

relational practice.

J.E.G. : I make sure I know my clients and their families, their beliefs/religion, values and personal experiences such as emotional trauma because

having a knowledge on this is vital in demonstrating a relational practice.

Satisfactory Satisfactory
3. 5 Collaborate with clients and members of the inter-professional health care team and consult

appropriately.

J.E.G. : For example, for clients that came in with aspiration pneumonia, the primary nurse and I had to collaborate with Speech Language

Pathologist to determine how my client would eat preventing another aspiration pneumonia.

Satisfactory Satisfactory
3. 6 Support the diversity of clients and the inter-professional health care team.
J.E.G. : I treat each client as well as members of the inter-professional health care team equally and with respect.

Satisfactory Satisfactory
3. 7 Display sensitivity and respect for clients cultural, religious, and other beliefs and values

influencing their choices and decisions.

J.E.G. : For my clients who are vegetarian due to their beliefs, I respect their choice and belief so I make sure the food service knows that my client is

a vegetarian.

Satisfactory Satisfactory
3. 8 Provide effective client education.

J.E.G. : For my client who are taking anti-hypertensives such as ACE inhibitors, I ask them to sit on the edge of the bed first and dangle their feet

before slowly getting up because such anti-hypertensive can cause orthostatic hypotension.

Teacher comments for CARING RELATIONAL PRACTICE :

Student was able to establish sound relationships with peers, staff, clients, and teacher. Student consistently utilized well developed
communication and interpersonal skills.

4. LEADERSHIP AND ADVOCACY

Satisfactory Satisfactory
4. 1 Apply appropriate conflict resolution skills in therapeutic client and other interactions.

J.E.G. : I have not yet been confronted with a conflict in the clinical setting but I believe I will be able to resolve conflict using the CNO' Conflict

Prevention and Management Guidelines.

Satisfactory Satisfactory
4. 2 Evaluate and refine leadership skills to develop solutions and create a positive work

environment.

J.E.G. : I believe that to become a leader, I must first be a good team player therefore, I can achieve this goal by respecting my colleagues and the

inter-professional health care team, step up especially for my clients if I have to.

Satisfactory Satisfactory
4. 3 Provide feedback to peers and accept feedback from peers and members of the inter-

professional health care team.

J.E.G. : I gladly accept both positive and negative feedback from peers and from the inter-professional health care team because that is how I will

learn how to improve or on which skills needs practicing. Meanwhile, I also give feedback to my colleagues in a constructive manner.

Satisfactory Satisfactory
4. 4 Advocate for clients, self, others, and quality practice environment.

J.E.G. : For my client who had a language barrier who can speak the same language as I do, I was able to advocate for him and inform the health

care team of his needs.

Satisfactory Satisfactory
4. 5 Support clients rights for self-determination and choice.

J.E.G. : If my client refuses his/her medication, I would give a health teaching regarding the medication but if the client still refuses then I would

respect that and omit giving the medication. I then documents that the client refuses the medication.

Satisfactory Satisfactory
4. 6 Respond appropriately to unsafe, unacceptable, and unprofessional behaviours.
J.E.G. : I have not yet encountered any unsafe, unacceptable and/or unprofessional behavior during my clinical hours in the hospital but when the

situation arises I would face it in a professional manner and ask for help from the healthcare team and my clinical instructor on how to manage and

resolve the situation.

Satisfactory Satisfactory
4. 7 Collaborate and consult when implementing health care and nursing practices that are in the

best interests of the public and protect the public through collaboration and consultation.

J.E.G. : I communicate and interact with the health care team to find out the best quality of care possible for my client and if my client needs to be

seen by a specialist, I communicate with them as well to be able to collaborate and achieve a common goal for my client to achieve better health

status.

Satisfactory Satisfactory
4. 8 Contribute to the creation of quality practice solutions and strategies.

J.E.G. : By doing my own research and participating with research in school and hospitals, I am able to contribute to the creation of quality practice

solutions and strategies.

Teacher comments for LEADERSHIP AND ADVOCACY :

Student was able to demonstrate leadership skills related to peer interactions. Student Consistently demonstrated
professional nursing behaviour.

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

Satisfactory Satisfactory
5. 1 Incorporate the clients unique needs and expected outcomes into holistic and client-centred

plans of

care.

J.E.G. : For example, for my client who came in with aspiration pneumonia, I made sure I was giving my client a pureed, thickened diet as well as I

checked if my client is able to swallow. I ensured he is sit up right before feeding and stayed in the same position for at least 15 minutes after feeding.

I feed him with small amounts at time and allow him time to swallow his food as well as give him breaks in between while feeding.

Satisfactory Satisfactory
5. 2 Develop theory-based plans of care that are holistic and client centered and are articulated

competently in writing and orally.

J.E.G. : For example, for my client who has not had a bowel movement for 3 days, I looked at the client's MAR and there is a PRN order for laxative

so I discussed this with the primary nurse if I can administer the medication. I documented this on the client's health record.

Satisfactory Satisfactory
5. 3 Use knowledge, skill and judgment to assess clients, prioritize needs and outcomes.

J.E.G. : Every morning in clinical, I try to conduct my health assessments as early as possible so I will know the priority care my clients need. For

example, for my client who had head trauma, after assessment, I found out that he had been having constant headache. I elevated the head of his

bed to relieve the intracranial pressure. I conducted GCS assessment q2H-q4H and I constantly asked about his pain as well as evaluated his pain

level after giving pain medications.

Satisfactory Satisfactory
5. 4 Collaborate in the evaluation and modification of plans of care.

J.E.G. : For example, my client had routine laxative ordered and during report, the nurse conveyed that he had a large amount of bowel movement

that night therefore we decided to omit the routine laxative as it has been discussed with the primary physician.
 Satisfactory Satisfactory
5. 5 Safely and competently implement and evaluate nursing assessments and nursing interventions

in a manner that demonstrates knowledge and skill.

J.E.G. : For example, for my client who had head trauma, after assessment, I found out that he had been having constant headache. I elevated the

head of his bed to relieve the intracranial pressure. I conducted GCS assessment q2H-q4H and I constantly asked about his pain as well as evaluated

his pain level after giving pain medications.

Satisfactory Satisfactory
5. 6 Use the Three-Factor and practice decision-making frameworks to guide practice.

J.E.G. : For example, for my client who has not had a bowel movement for 3 days but has normal bowel sounds in all 4 quadrants, I looked at the

PRN medications that the doctor has prescribed, I planned to give the laxative and administered it to my client. My client was then able to have a

bowel movement.

Satisfactory Satisfactory
5. 7 Prioritize nursing care and nursing interventions in order to manage workload, time, and physical

resources.

J.E.G. : By performing physical assessments of my clients in the morning, I am able to prioritize my client's needs and address them accordingly. By

doing some neurological and circulatory assessments in the morning when waking up my client and introducing myself as well as doing more physical

assessments during hygiene care, I am able to multitask and save time. I am able to allocate my time for more nursing care and interventions and

divide my time between my clients as we are handling more than one client in clinical already.

Teacher comments for PLANS OF CARE: MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES :

Student practiced within the ethical guidelines of the care facility, expectations of Humber College, and the CNO.

6. COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM

Satisfactory Satisfactory
6. 1 Collaborate with clients and members of the inter-professional health care team to assess

clients, determine health needs, and to achieve mutually agreed expected outcomes.

J.E.G. : For my client with a risk for aspiration pneumonia, SLT was involved in the plan of care for my client and it was determined that my client

need to be on pureed, thickened diet as well as my client needs to be up right when eating. There needs to be a break in between while feeding and

allowing time for my client to swallow his food and to make sure small amounts of food is given every time.

Satisfactory Satisfactory
6. 2 Contribute as a member of the inter-professional health care team to respond to the changing

needs and expected outcomes of clients.

J.E.G. : For example, for my client who was a high risk for falls, I made sure the bed alarm is on, 2-3 side rails are up, the bed is kept in a low

position, his call bell is within reach and I constantly remind him to call whenever he needs to go to the washroom or need anything else.

Satisfactory Satisfactory
6. 3 Seek out assistance and consult with members of the inter-professional health care team.

J.E.G. : For example, for my client who had limited mobility, PT and OT was consulted regarding my client's mobilization.

Satisfactory Satisfactory
6. 4 Use teamwork, consensus building, and conflict resolution skills to meet expected client

outcomes.
J.E.G. : One of my client has been refusing to eat therefore his capillary blood glucose would not go up to 4 mmol/L. I kept encouraging him to eat

but I was still unsuccessful so the healthcare team got involved and we had to implement the hypoglycemic protocol in order for my client's blood

glucose to increase.

Satisfactory Satisfactory
6. 5 Use effective, collaborative, and consultative strategies to meet clients needs within a changing

environment.

J.E.G. : For example, for my client who was at risk for aspiration pneumonia, dietitian was consulted for his need for a unique type of diet as well as

SLT for his ability to swallow.

Satisfactory Satisfactory
6. 6 Interact with members of the health care team respecting their unique role and competencies.

J.E.G. : I ask relevant questions to the primary nurse especially if it concerns my patient. If further information is needed such in terms of

medications, I would call pharmacy and I would call the lab department or diagnostics department if there are lab results or diagnostic results needed

to be followed-up or cleared.

Teacher comments for COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM :

Student developed strong relationships both with peers, hospital staff, teacher, and clients. Student utilized effective interpersonal skills
and therapeutic communication.

7. QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE

Satisfactory Satisfactory
7. 1 Act in the best interests of clients and protect clients from harm through collaboration and

consultation with members of the inter-professional health care team and through competent and safe

practice.

J.E.G. : For example, for my client who came in with aspiration pneumonia, I made sure I was giving my client a pureed, thickened diet as well as I

checked if my client is able to swallow. I ensured he is sit up right before feeding and stayed in the same position for at least 15 minutes after feeding.

I feed him with small amounts at time and allow him time to swallow his food as well as give him breaks in between while feeding.

Satisfactory Satisfactory
7. 2 Engage in ongoing reflective practice to identify strengths, areas for improvement; and, integrate

feedback into practice.

J.E.G. : I always reflect on how I deliver patient care and evaluate the good and bad practice. I only keep the good practice while dismissing the bad

and finding out ways to enhance my patient care.

Satisfactory Satisfactory
7. 3 Create, implement, and evaluate a learning plan consistent with the Quality Assurance program

(CNO).

J.E.G. : I have developed my learning plan and aimed to achieve my goals within the time frame I have given myself. For example, I had difficulty

with time management as we currently caring for 2 clients in clinical therefore I assessed my clients and to know their priority needs and organized my

day according to the nursing care I need to provide my clients.

Satisfactory Satisfactory
7. 4 Seek out learning opportunities and feedback that foster professional development; and,

integrate these into practice.

J.E.G. : I always ask if there are other things I can do or say yes in doing something that is allowed in my scope of practice. For example, the

primary nurse opened an opportunity for me to administer a Flu vaccine and I say yes right away. After administering the vaccine, I evaluated myself

on how I located the correct site and how I administered the medication. I also asked feedback from the primary nurse who supervised the act.

Satisfactory Satisfactory
7. 5 Use nursing research to foster professional development.

J.E.G. : I have conducted nursing research using peer reviewed articles from well-established journals and implement this in my nursing practice. For

example, I have conducted a research about culture sensitivity and how others have different health practices. This way, I am able to understand my

client's views especially if it differs to my own as a student nurse.

Satisfactory Satisfactory
7. 6 Use a theory-based approach and evidence-informed practice.

J.E.G. : It has been proven through evidence-informed based practice that measures such as keeping the bed low, having the call bell and important

personal belongings such as cellphones within reach, toileting routine q2h, removing clutter from hallways, keeping hallways well lit and informing the

client to call whenever they need assistance can greatly minimize the risk of falls.

Satisfactory Satisfactory
7. 7 Apply knowledge of changes to the health care system, technology, and in society as these

affect nursing practice.

J.E.G. : I am able to achieve this by developing consistent knowledge acquisition through evidence based rational for decisions and practices.

Teacher comments for QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE :

Student consistently sought knowledge and provided evidence based rationale for decisions. Student was able to use acquired knowledge
and apply it to practice. Student increased ability to organize and prioritize related to client care.

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

Satisfactory Satisfactory
8. 1 Use critical thinking and problem-solving skills to inform decision-making in all aspects of nursing

care.

J.E.G. : I use critical thinking and problem-solving skills by conducting a comprehensive physical assessment to gain knowledge about my client's

conditions and what he is currently presenting to have informed decision-making that would greatly benefit my clients.

Satisfactory Satisfactory
8. 2 Use critical thinking, problem-solving and decision-making skills to assess clients and to

determine nursing diagnoses, expected outcomes, nursing interventions, and evaluative criteria.

J.E.G. : For my client who had a head trauma and was experiencing headache, I assessed his pain using PQRSTU and came up with a nursing

diagnosis of acute pain with a numeric scale of 7/10. I developed a goal of my client verbalizing less than 3/10 or no pain at all after an hour. I

planned my nursing interventions as:

- keeping the head of his bed on semi-Fowlers position to decrease intra-cranial pressure

- I conducted GCS every 15 mins, especially if his pupils are reactive

- I assessed his nose and ears for clear or red discharge for possible signs of CSF or blood drainage

- I administered pain medications

- I limited distractions that could enhance his headache

I then evaluated his pain level after an hour to see the effectiveness of the pain medications as well as my other interventions.
 Satisfactory Satisfactory
8. 3 Evaluate critical thinking, problem-solving, and decision-making skills and design a plan to

improve

these.

J.E.G. : I always evaluate my nursing care and all of my actions including my critical thinking, problem solving and decision making skills. I always

observe the members of the healthcare professional and how they do do things and try to incorporate the good behaviors in my nursing practice.

Satisfactory Satisfactory
8. 4 Integrate knowledge from a variety of nursing, health, and other theory into nursing practice to

provide safe and competent care.

J.E.G. : For changing a dressing for example, I would consult with the wound care nurse regarding the most appropriate dressing type for my client's

wound as well as research different type of dressings and have a discussion with the wound care nurse and jointly come to a decision that would

benefit my client and have an improved integumentary.

Satisfactory Satisfactory
8. 5 Prioritize effectively.

J.E.G. : I would prioritize on administering oxygen to my client first if the vital signs and physical assessment shows signs of difficulty breathing and

lack of oxygen in the peripheries before informing the healthcare team and asking for further assistance.

Satisfactory Satisfactory
8. 6 Demonstrate professionalism and accountability.

J.E.G. : I demonstrate professionalism by being punctual and documenting all my activities regarding my patient, however little, to show that I have

done it and I am accountable for it.

Satisfactory Satisfactory
8. 7 Use the practice decision-making and the nurse-client-environment frameworks to inform and

guide practice.

J.E.G. : For example, for my client who had a high risk of developing pressure ulcers, I assessed his integumentary system, nutrition and

environmental factors that would affect his integumentary system and circulation. I then planned my care such as to turn my client q2h and gathered

my resources and equipment such as offloading boots. I implemented my plan of care and intervened to prevent my client from developing pressure

ulcers.

Teacher comments for USE CRITICAL THINKING, PROBLEM-SOLVING & DECISION-MAKING :

-. Student successfully cared for 2 clients for several weeks. Student was able to apply analytical, interpersonal, and technical skills to
implement a safe effective plan of care.

Student Final Summary with Strategies for Continued Growth

I still need to continue on developing my critical thinking, problem solving and decision making skills by having greater knowledge on different health
conditions and spending more time in clinical to get exposed to different clients. I also need to engage more in communicating with the members of
the inter-professional team and ask relevant questions especially those concerning my clients.

Teacher Final Summary with Strategies for Continued Growth

Congratulations in finishing your clinical! You did a great job in meeting your objectives and presenting yourself in a professional manner. I suggest
you continue to focus on your documentation, communication, critical thinking, and nursing skills. All of these take time but, the more you are
prepared and exposed to different situations you will become proficient in these areas. Good Luck for next semester!
Student's References

College of Nurses of Ontario (2006). Practice Standards: Therapeutic Nurse-Client Relationship, Revised 2006. Toronto, ON: College of Nurses of
Ontario.
College of Nurses of Ontario (2009). Practice Standards: Confidentiality and PrivacyPersonal Health Information. Toronto, ON: College of Nurses of
Ontario.
College of Nurses of Ontario (2009). Practice Guideline: Culturally Sensitive Care. Toronto, ON: College of Nurses of Ontario.
College of Nurses of Ontario (2009). Practice Guideline: Conflict Prevention and Management. Toronto, ON: College of Nurses of Ontario.
College of Nurses of Ontario (2015). Quality Assurance Program. Toronto, ON: College of Nurses of Ontario.
College of Nurses of Ontario (2015). Practice Reflection: Learning from Practice. Toronto, ON: College of Nurses of Ontario.
Jarvis, C., Browne, A., MacDonald-Jenkins, J., Luctkar-Flude, M. (2014). Physical Examination and Health Assessment, Canadian Edition, 2nd
Edition [VitalSource Bookshelf version]. Retrieved from https://pageburstls.elsevier.com/books/9781926648729

Grade Satisfactory Unsatisfactory

Referred to Clinical Excellence Committee (CEC)

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

Student Comment

I will continue on improving my documentation, communication, critical thinking and nursing skills.