NURS 3020H

Clinical Evaluation
Midterm

Student Name: Daijauna Falkins

Clinical Instructor: Sarah Jackman

Missed Clinical Hours: 0 Missed Lab Hours: 0

 Program Goals
Graduates are generalists entering a self-regulating profession in situations of health and illness.

Graduates are prepared to work with people of all ages and genders (individuals, families, groups, communities and populations) in a variety of
settings.

Graduates continuously use critical and scientific inquiry and other ways of knowing to develop and apply nursing knowledge in their practice.

Graduates will demonstrate leadership in professional nursing practice in diverse health care contexts.

Graduates will 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
Graduates will establish and maintain therapeutic, caring and culturally safe relationships with clients and health care team members based upon
relational boundaries and respect.

Graduates 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.

Objectives
1 Prepared to provide nursing
care that includes
comprehensive, collaborative
assessment, evidence-
informed interventions and
outcome measures.
2 Establishes and maintains
therapeutic, caring and
culturally safe relationships
through effective
communication.
Progress
Developing as Needs Does not meet
Indicators/Evidence expected Improvement expectations
- Head to toe assessments that are thorough, constantly assessing √
throughout the day. For example, I had a patient whose temperature
1 degree higher than earlier in the day, so I continued to monitor the
patients temp more frequently, and ensured to report it to the most
responsible nurse.
- I can assess a wound and know how to document about it. I changed
three dressing’s twice on the back of a man’s calf, assessed the
drainage, and the wound itself. I also saw the same man’s wound
when a peer was changing his dressing and assessed it comparing it
to when I last saw it a week prior. I noticed that there was more
blood on the dressings.
- Assisted a nurse with a full admission including the assessment. This
allowed me to be involved in a very thorough health history and gain
a better understanding of the types of questions I can be asking my
patients. For example, I noticed the importance of asking questions
about past health history or family history.
- I flushed many peripheral IV lock’s and know that this is important to
keep the lock patent. I learned what to assess for. For example, if
there is any resistance or pain for the patient, also if the IV has
become interstitial. I also learned the important of clamping the lock
after every use to avoid infection and backflow of blood through the
IV.
- I introduce myself as a nursing student upon entering patients room √
and ask about how the patient is feeling and if they need anything
before starting my assessment. I feel that this allows for my care to
be more patient-centred and allows me to start building a good
relationship with each patient right away. It gets away from the more
task-oriented stance that some people fall into.
- I created a good relationship with my patient I got assigned the
second week into clinical. I learned a lot about his life and found a
discrepancy that was in the chart about his history. This allowed me
to get clarification with the patient. I maintained good
communication with the patient even when I was assigned another
patient the following week.
- I had a patient with severe aortic stenosis. I researched it beforehand

3 Applies the four ways of
knowing and informational
technologies to effectively
care for diverse, acutely ill
patients.
and realized how serious it was. When I got to placement and talked
with my patient about it, he seemed to be upset when I mentioned
his upcoming valve replacement surgery. I was able to sit and talk
with him which really helped with the anxiety. He told me how he
was just fearful because it was such a big surgery and that his wife
was scared, and he could tell. I assured him that yes it was a big
surgery, but it will really help his quality of life and allow him to be in
less pain and full of anxiety each time he had chest pain. This and just
talking with someone about it seemed to be very helpful. He was in a
much better mood the rest of my shift.
- I respect family involvement by saving parts of my assessment that
are not vital at that moment in time so my patient can have time with
their visitors.
- I had a non-verbal patient in my first week that I wrote my reflection
on. She was also unable to move her limbs or body in any way. I had a
difficult time understanding how to talk with this patient but I tried
my best. I always verbalized what I was going to do, and when I
entered or exited the room. I used props to help explain my plan as I
could not fully tell if she was understanding me. I feel that I did very
well ensuring the patient was comfortable and provided her with
excellent care. This really tested my communication skills.
- Personal: I consistently try to volunteer for new skills so I can √
maximize my knowledge on the floor. I have been learning about
dressing changes, catheter care, IV lock flushes, etc. I am hoping to
insert a catheter soon, and I continue to refresh my memory by
watching videos of the proper technique.
- Empirical: I spend each week researching my patient’s conditions in
my preclinical. I also ask my instructor and nurses about medical
conditions, or medications if I am unsure about them. I also look up
anything in the patient’s chart that I am unsure of in order to gain an
in-depth knowledge of my patient’s history. For example, when my
patient had GERD and Barret esophagus, I looked up care plans prior
to clinical so I knew how to help with the acid reflux (lifting the head
of the bed, avoiding certain foods).
- Aesthetic: I try to critically think about my patient’s condition before
assessing them in order to get an idea of their possible needs. I also
assessed my patient’s dressing and noticed that there was purulent
 and serosanguinous exudate seeping through. I knew to take action
and get my clinical instructor, so I could change the dressing. I
maintained a sterile field.
- Ethical: I ensure confidentiality by shredding any papers I used that
include patient identifiers and not talking about patients or
identifying information off of the unit or outside of post-clinical. I
ensure to advocate for my patients if they are concerned about
something and want information or are in pain and need medication.
4 Adheres to professional - Putting beds down, reporting things, dress appropriately, introducing √
practice standards and myself, signing as a nursing student.
organizational polices to
contribute to a culture of - I ensured the facility had my proper N95 mask upon entering the unit.
safety. - I ensure to use proper hand hygiene upon entering and leaving
patient rooms, throughout care, etc. I also ensure to properly use PPE
when taking care of patients on isolation.
- I ensure to check patients mobility and ask the nurses about their
transfers before helping patients in/out of bed/chairs. This helps
reduce the risk of falls and provides safety to myself and my patients.
- I make sure to document very thorough so that it is clear what I have
done for the patient that day, and how their day was. I also ensure to
provide the opposite shift students with a thorough report on my
patient.
- When giving aranesp, an erythropoiesis-stimulating protein,
(subcutaneous injection) I researched the reason beforehand. I
checked all of the rights and also completed all 3 checks, including the
last bed-side check before giving the medication.
5 Exercises leadership to - I demonstrate professionalism by dressing appropriately with my ID √
enhance patient care, and badge and explaining my role as a nursing student to the patients and
support professionalism in
nurses.
practice.
- Taking the lead when planning care with my partner for the day
(morning care for both patients), ensures to get things done in a
timely manner
- I assisted my peer with their first dressing change by providing her
with advice on how to change a dressing that I have changed before
and helping get the supplies she needed together. I also helped her
write a comprehensive note about the wound and dressing change.
- I exercise leadership when asking nurses if they need any help with
their other patients. For example, on the evening shift I ask the night
 nurses if they would like me to complete their patient’s vitals for
them. I always collaborate with my most responsible nurse.
- I ask the nurses and my instructor questions that I am unsure of.

Clinical Instructor Comments (All areas marked as unsatisfactory must have a comment)
Daijuana is a very friendly, kind, interpersonal, driven nursing student. She is a fast learner and is always looking for new experiences, for
example learning correct cardiac monitor lead placement, observing a patients admission assessment as well as discharge planning, and the
important steps taken for administration of a blood product. She asks questions and enjoys getting a bigger picture from the patient themselves.
She is eager to try new things as well as share her new knowledge and lead other students with new skills of their own. Daijuana always comes
to clinical on time, in appropriate TFSON attire, with her pre-clinical prepared and ready to share, and introduces herself to the care team and
patient with professionalism. She dons and doffs PPE effectively and makes sure her patients are always left safe and comfortable, advocating
for their best wishes and needs. Daijuana has been safe and effective in demonstrating full thorough head to toe assessments and proper
documentation so such, obtaining, documenting, and reporting of vital signs, personal care to patients focusing on their privacy, dignity, and
comfort, sterile dressing care and charting of wound staging, flushing a NS LOK, showering a patient, safely using the ceiling Hoyer lift as per
PRHC’s policy, oral suctioning using a yonker, a subcutaneous medication administration, discontinuing an IV, and priming an IV line with NS.
Daijuana has researched and shared her knowledge with the team of the following: pneumonia, diabetes mellitus, MVA, AFIBB, hypertension,
Barrett esophagus, aspiration pneumonia, myoproliferative disease and Hydroxyurea as a medication for such, renal failure, and aortic stenosis.
Daijuana is a fun, motivating, and eager nursing student whom I am looking forward to seeing her growth in this acute care placement.

Signature of Instructor___________________________________________________ Date _____________________________

Signature of Student_____________________________________________________ Date ______________________________