Patricia Kinneary
Department of Nursing
Queensborough Community College
Assessment Institute Fall 2014
Assessment Deliverables
1. The name of the course being assessed is: NU102 - Safe and Effective Nursing Care of Clients –
Level II. There are 8 clinical groups, or sections, included in the Fall 2014 semester. Each group consists of seven (7)
or eight (8) second semester students.
NU-102 provides the student with the theoretical basis and application of nursing concepts underlying the safe and
effective practice of nursing as it relates to self-care needs - across the life cycle - with a focus on the adult and pediatric
client. Psychosocial, end-of-life, spiritual and cultural aspects of care are included. Teaching-learning principles are
utilized for clients across the life span. Relevant therapeutic nutrition, pharmacology and holistic healing modalities
are presented. Students continue to develop communication and assessment skills as well as critical thinking strategies.
Professional practice is further developed utilizing evidence-based research. Clinical experiences take place in the
college laboratories, hospitals and community settings. A pediatric clinical experience is provided.
2. A total of 62 students will be assessed using the NU-102 Clinical Progress Report.
3. NU-102 Course Student Learning Outcomes and the related General Education Outcomes are presented in the
following table.
General Education Outcomes
1.
Communicate effectively through reading, writing,
listening and speaking
2.
Use analytical reasoning to identify issues or
problems and evaluate evidence in order to make
informed decisions.
3.
Reason quantitatively and mathematically as required in
their fields of interest and in everyday life.
4.
Use information management and technology skills
Effectively for academic research and lifelong learning.
5.
Integrate knowledge and skills in their program of
study.
NU 102 Student Learning Outcomes
Upon completion of NU102, the student will be prepared to:
Communication
 Demonstrate effective therapeutic communication through verbal, non-verbal, written and
technological communication when providing client-centered care.
Clinical Decision Making
 Apply critical thinking strategies, NU-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
Assessment
 Conduct comprehensive assessments of adult and pediatric clients utilizing the nursing process,
multiple data sources and incorporating developmental and cultural influences to establish a
foundation of nursing care.
Clinical Decision Making
 Apply critical thinking strategies, Nu-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
Professional Behaviors
 Apply knowledge of nursing best practice and professional standards when planning and
implementing safe, effective, quality, client-centered nursing care for the adult and pediatric
client.
Managing Care
 Utilize agency management systems to provide safe, effective client-centered care to the adult
and pediatric client(s).
Clinical Decision Making
 Apply critical thinking strategies NU-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
Caring Interventions
 Demonstrate compassionate and respectful nursing behaviors when caring for diverse adult and
pediatric client(s) and working with members of the healthcare team that results in dignified
quality care.
Teaching/Learning
 Incorporate principles of teaching, learning, and developmental and cultural influences when
developing a teaching plan for the adult and pediatric client(s).
6.
Differentiate and make informed decisions about issues
based on multiple value systems.
Clinical Decision Making
 Apply critical thinking strategies, NU-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
7.
Work collaboratively in diverse groups directed at
accomplishing learning objectives.
Collaboration
 Interact respectfully with peers and agency nursing staff in shared decision-making to
administer quality, safe, effective care to adult and pediatric clients.
8.
Use historical or social sciences perspectives to examine
formation of ideas, human behavior, social institutions,
or social processes.
Clinical Decision Making
 Apply critical thinking strategies, NU-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
9.
Employ concepts and methods of the natural and
physical sciences to make informed judgments.
Clinical Decision Making
 Apply critical thinking strategies, NU-102 and general education course content, and
fundamental evidence-based best practice information to plan and implement safe, effective,
quality care for adult and pediatric client(s).
10. Apply aesthetic and intellectual criteria in the
evaluation or creation of works in the humanities or the
arts.
Caring Interventions
 Demonstrate compassionate and respectful nursing behaviors when caring for diverse adult
and pediatric client(s) and working with members of the healthcare team that results in
dignified quality care.
4. Students regularly participate in a clinical rotation in various healthcare facilities. They are expected to apply nursing
concepts underlying the safe and effective practice of nursing as it relates to self-care needs across the life cycle.
Psychosocial, end-of-life, spiritual and cultural aspects of care are some of the essential elements commonly assessed.
NU-102 students attend the clinical component of the course twice weekly. They are provided with an experience that
is deemed necessary to meet the student’s learning needs. The students provide novice level nursing care to their
assigned patients under the direct supervision of their clinical instructor. The clinical instructor is actively assessing
her students throughout the day. The instructor carefully evaluates the student’s delivery of care with regard to
achieving the student learning outcomes.
5. When evaluating the student in the clinical area, instructors assess for behavioral objectives that form the guidelines
for the progress of each student’s achievements in the clinical settings. The Clinical Progress Report reflects these
behaviors and supports assessment of the student’s competencies in eight different areas:
1. Professional Behaviors: Professional behaviors are fundamental to the discipline of nursing and encompass the
inherent core values of altruism, autonomy, integrity and respect for human dignity.
2. Communication: Effective communication is imperative to provide client-centered care that promotes safety
and enhances quality care.
3. Assessment: Comprehensive assessment is required to meet the client’s changing needs and provides the
foundation and rationale for all client care, planning and nursing actions.
4. Clinical Decision Making: Effective clinical decision-making is required to find solutions, individualize care
and assure delivery of safe, quality care.
5. Caring Interventions: Caring encompasses the nurse’s empathy for, connection to, and being present with the
patient as well as the ability to translate this into behavior that is compassionate, sensitive and patient-centered.
6. Teaching Learning: Teaching and learning processes are used to promote health, reduce risks, expand
knowledge and self-awareness, and change behavior.
7. Collaboration: Collaboration with clients, members of the healthcare team and community agencies facilitates
the delivery of high quality and safe patient care.
8. Managing Care: Managing care is accomplished through the process of planning, prioritizing, coordinating,
directing, delegating and evaluating in order to assist the client to move toward positive outcomes, and transition
within and across healthcare settings in a cost efficient manner.
The domains of the Clinical Progress Tool correspond to the Student Learning Outcomes as indicated in the chart
below:
NU-102 Student Learning Outcome
1. Professional Behaviors – Apply knowledge of nursing best
practice and professional standards when planning and implementing
safe, effective, quality, client-centered care for the adult and pediatric
client
Clinical Progress Report Domain
Attendance:
 Attends the clinical agency and lab in accordance with the
College “Attendance Requirements” and the Nursing
Department attendance policy.
Accountability:
 Appropriately prepared for clinical learning
 Applies knowledge and skills learned in previous courses
 Accepts accountability for nursing actions in the clinical area
 Uses resources for self-directed learning
 Accepts and utilizes construction feedback
Advocate of the Patient
 Begins to assume role of the nurse as a patient advocate
Legal/Ethical
 Identify the professional, ethical and legal issues used in the
practice of nursing
 Maintains confidentiality of patient information
 Utilizes the HIPPA guidelines when providing nursing care
 Identifies and verifies proper documentation for DNR, Health
Care Proxy, and/or Living Will
2. Communication – Demonstrate effective therapeutic
communication and other appropriate communication modalities
when providing client-centered care
3. Assessment – Perform comprehensive assessments on adult and
pediatric clients utilizing the nursing process, multiple data sources
and incorporating developmental and cultural influences to establish
a foundation of nursing care.
Professionalism:
 Administers nursing care in accordance with the roles and
functions of the professional nurse.
 Reacts professionally to emotional situations.
Communication:
 Utilizes therapeutic communication when interacting with
patient(s), client(s), families
 Uses appropriate channels of communication to accomplish
goals related to delivery of safe care
 Clarify orders with health care providers and instructor
Reporting
 Clearly communicates with appropriate health team members
 Accurately give “hand-off” communication to healthcare team
 Conveys to instructor the status of the patient/resident and
nursing care rendered in an appropriate and timely manner
Documentation
 In collaboration with instructor, accurately reports (verbally
and in writing) information concerning patient status/needs,
nursing care and outcomes of care in a timely manner
 Correctly documents the administration of medications
according to the institutional policy.
 Documentation is clear, legible, coherent, concise, and
accurate
o Utilizes correct grammar and terminology
o Utilizes accepted professional abbreviations
Assessment:
 Demonstrates a systematic approach to collection of
subjective and objective data on assigned client(s).
o Utilizes the nursing process to assess and formulate
individualized nursing care plans for adult and pediatric
patient with physiological, psychological or developmental
needs/deficits in the hospital and/or community setting
o Collects data regarding the assigned patient from agency
records and staff
o Uses a data collection form to obtain information from the
patient, primary nurse and medical record on the assigned
client(s).
 Performs a comprehensive physical assessment on assigned
client(s) within an appropriate time frame building upon
previous semester objectives/content.
Observes, gathers and records data on a continuous basis
Compares and validates data with prior data/changes in client
health status
o Incorporates cultural/ethical/religious practices/beliefs
o Identifies normal stages of growth and development across
the life cycle
o Assess parenting skills when appropriate
Critical Thinking/Analysis
 Uses NU 102 and previous courses theoretical content to
identify patient’s basic self-care needs/deficits
 Incorporate knowledge from previous subject areas into
current practice
 Utilizes professional literature to incorporate evidence-based
practice, agency policies and resources persons as needed to
identify effective care.
 Asepsis – Utilizes and maintains appropriate infection control
precautions/isolation guidelines
 Physical safety – Maintains the physical safety and well being
of self and client.
Plan of Care
 Incorporates cultural beliefs and practices that impact health
care, i.e. nutrition
Overriding Areas of Care
 Emotional safety
o Promotes an environment conducive to the
maintenance or restoration of emotional well-being
 Therapeutic interpersonal relationships
o Initiates and maintains a therapeutic nurse-client
relationship that promotes the client’s physiological
and psychological well-being
Teaching
 Incorporate teaching/learning principles into practice
 Demonstrates ability to administer patient teaching by
providing information about basic health needs.
 Provide information to patients and families from
standardized teaching plans related to self-care needs/deficits
and appropriate to the individual’s level of development.
 Presents a health promotion teaching project to peers and
instructors for a young child (early school aged) using general
teaching guidelines.
o
o
4. Clinical Decision Making – Apply critical thinking strategies,
NU-102 and general education course content, and fundamental
evidence-based best practice information to plan and implement safe,
effective, quality care for adult and pediatric client(s).
5. Caring Interventions - Demonstrate compassionate and
respectful nursing behaviors when caring for a diverse adult and/or
pediatric client(s) and members of the healthcare team that results in
dignified, quality care.
6. Teaching Learning – Incorporate principals of teaching
learning, and developmental and cultural influences when developing
a teaching plan for the adult and pediatric client(s).
7. Collaboration – Interact respectfully with peers and agency
nursing staff in shared decision-making to administer quality, safe,
effective care to adult and pediatric clients.
8. Managing Care – Utilize agency management systems to provide
safe, effective client-centered care to the adult and pediatric client(s).
Delegation/management
 Collaborates with patients, families and healthcare team
members as needed to achieve appropriate patient outcomes
 Participate in discharge planning and begin to incorporate
interdisciplinary follow-up care.
Implementation
 Identifies patient care situations that require immediate
attention and seeks assistance appropriately
Delegation/management
 Collaborates with clients, families and healthcare team
members as needed to achieve appropriate client outcomes
 Participate in discharge planning and begin to incorporate
interdisciplinary follow-up care.
Prioritizes patient care
 Prioritizes the nursing care of a client in the clinical setting.
Students are evaluated during the course of the clinical day for evidence of the behavioral objectives associated with the
corresponding student learning outcomes. The NU-102 Clinical Progress Report reflects performance assessment in each
of the designated areas.
Queensborough Community College
The City University of New York, Bayside New York
Department of Nursing
NU 102 Clinical Progress Report
Student _____________________________________
I.D. Number __________________________________
Instructor ____________________________________
Semester ____________________________________
Mid-term: [ ] N.I. [ ] S
[]U
Final: ( ) N.I.
()S
()U
The following behavioral objectives will form the guidelines for the progress of each student's achievements in both the laboratory and clinical
settings. The instructor will provide the experience that is deemed necessary to meet the student's learning needs. A written midterm and final
progress report will be given to each student. An unsatisfactory grade on the final clinical progress report results in a failure for the course
regardless of the theory grade.
Performance in the designated behaviors will be assessed as follows:
S - Satisfactory
Clinical performance is safe and adequately demonstrates application of nursing process, communication and psychomotor skills, and integration
of theory. All of the objectives must be met in order to pass the clinical component of the course.
NI - Needs Improvement (only at midterm)
Clinical performance is safe but does not consistently demonstrate the application of the nursing process, communication skills, psychomotor
skills and/or the integration of theory. A written contract will be developed with the student at midterm, outlining specific criteria required to
obtain a satisfactory grade. By the end of the semester NI will be converted to an S or U
U - Unsatisfactory
Clinical performance is unsafe in application of the nursing process, communication skills, psychomotor skills and/or the integration of theory. A
written contract will be developed with the student at midterm, outlining the specific criteria required to obtain a satisfactory grade at the end of
the semester.
Midterm Final
S NI U S U
Overriding Areas of Care

tains over-riding principles of safe care for client(s)/self:
o Asepsis - Utilizes and maintains appropriate infection control precautions/ isolation guidelines.
o Emotional safety- Promotes an environment conducive to the maintenance or restoration of emotional well-being.
o Therapeutic interpersonal relationships - Initiates and maintains a therapeutic nurse- client relationship that promotes the
client’s physiological and psychological well-being.
o Physical safety – maintains the physical safety and well-being of self and client.
1. ASSESSMENT

a systematic approach to collection of subjective and objective data on assigned client(s).
o Utilizes the nursing process to assess and formulate individualized nursing care plans for adult and pediatric patient with
physiological, psychological or developmental needs/deficits in the hospital and/or community setting.
o Collects data regarding the assigned patient from agency records and staff.
o Uses a data collection form to obtain information from the patient, primary nurse and medical record on the assigned patient(s).

a comprehensive physical assessment on assigned client(s) within an appropriate time frame building upon previous
semester objectives/content.
o Observes, gathers and records data on a continuous basis.
Midterm Final
S NI U S U
o Compares and validates data with prior data/changes in patient/client health status
o Incorporates cultural/ethical/religious practices/beliefs
o Identify normal stages of growth and development across the life cycle
o Assess parenting skills when appropriate
2. ANALYSIS / NURSING DIAGNOSIS
Critical Thinking / Analysis
 
NU 102 and previous courses theoretical content to identify patient’s basic self-care needs / deficits.




printed literature, agency policies/procedures and resource persons as needed.


physical assessment data by comparing to norms.




knowledge from previous subject areas into current practice.
the NANDA list to categorize data
nursing diagnosis with supporting data.
 
nursing diagnoses/care according to needs/deficits
3. EXPECTED OUTCOMES / PLAN
Outcomes
 
outcomes appropriately reflect patient’s self-care needs/deficits.




are time framed with emphasis on short-term goals.


outcomes periodically


reflect socio-cultural status of patient(s)/client(s).
expected outcomes that are measurable and realistic.
Midterm Final
S NI U S U
Plan of Care
 
NU 102 theory and the nursing process to develop a written plan of care that accurately reflects the
patient(s)/client(s) needs.


a care plan related to a child’s stage of growth and development.


professional literature to incorporate evidence-based practice, agency policies/procedures and resource
persons as needed to identify effective care.


teaching learning strategies appropriate for the patient(s)/client(s) level of understanding.
 
cultural beliefs and practices that impact health care i.e. nutrition
4. IMPLEMENTATION
 
patient care situations that require immediate attention and seeks assistance appropriately.










demonstrates the application of the nursing process and integration of NU 102 and previous course(s
theory/skills.




administers medication(s) under the direct supervision of the instructor within the legal limits, safety
protocols and institutional policy.

Priorities patient care
and responds appropriately to changes in the patient(s)/client(s) condition.
necessary equipment.
patient(s)/client(s) using at least 2 identifiers
implements the nursing care identified on the patient’s care plan and agency chart, as assigned by instructor.
and compares current medication with those ordered for the patient prior to hospitalization.
o Prioritizes the nursing care of a patient in the clinical setting.
Teaching
 
teaching/learning principles into practice.


ability to administer patient teaching by providing information about basic health needs.
Midterm Final
S NI U S U


a health promotion teaching project to peers and instructors for to a young child (early school-aged) using
general teaching guidelines


information to patients and families from standardized teaching plans related to self-care needs/deficits and
appropriate to the individual’s level of development.


and implements a standardized teaching plan related to self-care needs/deficits appropriate to the
individuals’ level of development.
Communication
o Utilizes therapeutic communication when interacting with patient(s)/client(s)/families.
o Uses appropriate channels of communication to accomplish goals related to delivery of safe care
o Clarify orders with health care providers / instructor
Reporting
o Clearly communicates with appropriate health team members.
o Accurately gives “hands off” communication to healthcare team.
o Conveys to the instructor the status of the patient/resident and nursing care rendered in an appropriate and timely manner.
Documentation
 
collaboration with instructor, accurately reports (verbally and in writing) information concerning patient
status/needs, nursing care and outcomes of care in a timely manner.




documents the administration of medications according to the institutional policy.
is clear, legible, coherent, concise, and accurate
o Utilizes correct grammar and terminology.
o Utilizes accepted professional abbreviations.
Midterm Final
S NI U S U
5. EVALUATION
 


evaluates patient responses to interventions in relation to identified expected outcomes.
and implement changes to the plan of care
6. PROFESSIONAL BEHAVIORS
Attendance
o Attends the clinical agency and lab in accordance with the College “Attendance Requirements” and the Nursing Department
attendance policy. (see Student Handbook)
Accountability
o Appropriately prepared for lab/clinical learning.
o Applies knowledge and skills learned in previous courses.
o Completes all assignments as required within designated time frame.
o Accepts accountability for nursing actions when caring for patients in the clinical area.
o Uses resources for self-directed learning.
o Participates actively in pre and post conference
o Accepts and utilizes constructive feedback.
o Seeks guidance appropriately.
o Follows professional student dress code/uniform policy.
Advocate of patient care
o Begins to assume a role of the nurse as patient advocate
Delegation / management
o Collaborates with patients, families and health care team members as needed to achieve patient outcomes.
o Participate in discharge planning and begin to incorporate interdisciplinary follow-up care.
Midterm Final
S NI U S U
Legal / Ethical
o Discuss the basic legal, moral and ethical responsibilities of the nurse.
o Identify the professional, ethical and legal issues used in the practice of nursing
o Maintains confidentiality of patient information.
o Utilizes the HIPPA guidelines when providing nursing care.
o Identifies and verifies proper documentation for DNR, Health Care Proxy, and/or Living Will.
Professionalism
o Administers nursing care in accordance with the roles and functions of the professional nurse.
o Reacts professionally to emotional situations.
CRITICAL ELEMENTS
Critical Elements
o IVPB calculation and administration
WRITING ASSIGNMENTS
Writing assignments
o Completes and submits clinical assignments on time.
o Writing assignments reflect integration of theory, evidence-based practice and critical thinking
Midterm [ ] S [ ] N.I. [ ] U
Comments:
Student signature:
Date:
Faculty signature:
Date:
Final [ ] S [ ] U
Comments:
Student signature:
Date:
Faculty signature:
Date:
Analysis of Assessment Results:
The NU-102 clinical instructors record the grades of each student at midterm and end of semester and a written report is provided to each student.
The following tables demonstrates that a total of 33 students, or 54%, received a NI – Needs Improvement at midterm and 1 student received a U Unsatisfactory. The remaining 35 students, or 56%, received S – Satisfactory. By end-of-semester 57 students received S – Satisfactory and 1
student received U – Unsatisfactory.
Midterm Evaluation______________________________________
n
Percent
S – Satisfactory
28
45%
NI – Needs Improvement
33
54%
U - Unsatisfactory
1
1%
___________________________________________________
Total
62
100%
Final Evaluation_________________________________________
n
Percent
S – Satisfactory
57
93%
U – Unsatisfactory
1
1%
____________________________________________________
Total
58
94%
Four (4) students, or 6%, dropped out of the course after midterm but prior to end-of-semester due to failing grades in theory. Students must be
successful in both the clinical and theory components of this course in order to move forward to the next semester.
The following tables provide a further breakdown examining the number of students who successfully achieved each of the Student Learning
Outcomes at mid-term and end-of-semester.
Mid-Semester – Fall 2014
Student Learning Outcomes
Professional Behaviors – Apply knowledge of nursing best practice and professional standards
when planning and implementing safe, effective, quality, client-centered care for the adult and
pediatric client.
Communication – Demonstrate effective therapeutic communication and other appropriate
Communication modalities when providing client-centered care.
Assessment – Perform comprehensive assessments on adult and pediatric clients utilizing the
nursing process, multiple data sources and incorporating developmental and cultural
influences to establish a foundation of nursing care.
Clinical Decision Making – Apply critical thinking strategies, NU-102 and general
education course content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric clients.
Caring Interventions – Demonstrate compassionate and respectful nursing behaviors when
caring for diverse adult and pediatric client(s) and members of the healthcare team that results
in dignified, quality care.
Teaching Learning – Incorporate principals of teaching learning, and developmental and
cultural influences when developing a teaching plan for the adult and pediatric client(s).
Collaboration – Interact respectfully with peers and agency nursing staff in shared decisionmaking to administer quality, safe, effective care to adult and pediatric clients.
Managing Care – Utilize agency management systems to provide safe, effective clientcentered care to the adult and pediatric client(s).
S
NI
U
53
9
0
49
13
1
43
19
1
35
27
0
54
7
1
52
10
0
48
13
1
48
13
1
Clearly the student-learning outcome Clinical Decision Making was the most difficult outcome for these nursing students to achieve. 27 of 62
students, or 43%, needed to improve their clinical decision making skills at mid-semester. Assessment followed with 19 students, or 31%, needing
improvement, Collaboration, Communication, and Managing Care each show 13 students, or 21%, needing improvement, Professional Behaviors
with 9 students, or 15%, Teaching Learning with 10 students, or 16%, and Caring Interventions with 7 students, or 11%, needing improvement in
attaining the Student Learning Outcomes.
End-of-Semester - Fall 2014
Student Learning Outcomes
Professional Behaviors – Apply knowledge of nursing best practice and professional standards
when planning and implementing safe, effective, quality, client-centered care for the adult and
pediatric client.
Communication – Demonstrate effective therapeutic communication and other appropriate
Communication modalities when providing client-centered care.
Assessment – Perform comprehensive assessments on adult and pediatric clients utilizing the
nursing process, multiple data sources and incorporating developmental and cultural
influences to establish a foundation of nursing care.
Clinical Decision Making – Apply critical thinking strategies, NU-102 and general
education course content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric clients.
Caring Interventions – Demonstrate compassionate and respectful nursing behaviors when
caring for diverse adult and pediatric client(s) and members of the healthcare team that results
in dignified, quality care.
Teaching Learning – Incorporate principals of teaching learning, and developmental and
cultural influences when developing a teaching plan for the adult and pediatric client(s).
Collaboration – Interact respectfully with peers and agency nursing staff in shared decisionmaking to administer quality, safe, effective care to adult and pediatric clients.
Managing Care – Utilize agency management systems to provide safe, effective clientcentered care to the adult and pediatric client(s).
S
NI
U
57
0
0
57
0
1
57
0
1
57
0
0
57
0
1
57
0
0
57
0
1
57
0
1
The above chart demonstrates that most of the students, or 93%, were successful in converting their NI – Needs Improvement performance to a SSatisfactory grade by end-of-semester. One student was not successful in achieving a satisfactory performance for the Student Learning Outcomes
of Communication, Assessment, Caring Interventions, Collaboration and Managing Care. This student was Unsatisfactory at midterm and final.
Four (4) students, or 6%, dropped out of the course after midterm but prior to end-of-semester due to failing grades in theory. Students must be
successful in both the clinical and theory components of this course in order to move forward to the next semester.
Student Learning Outcomes
NU 102 Clinical Progress Report Results and Student Learning Outcomes
The assessment results for the Fall 2014 semester provide confirmation of the Student Learning Outcomes that have been achieved and those
which were not met for the sample of NU102 students evaluated at the end of the semester. Overall, the results indicate that this sample of
students performed successfully in the clinical component of this course.
The one student who did not move forward to the next nursing course did not meet the competencies of Communication, Assessment, Caring
Interventions, Collaboration and Managing Care and was therefore unable to achieve the Student Learning Outcome associated with those
competencies. Students must achieve all of the Student Learning Outcomes in order to be successful and move forward in the program. The
majority of students, however, have demonstrated proficiency in meeting the competencies associated with each of the Student Learning
Outcomes.
The difficulty in achieving the student-learning outcome, Clinical Decision Making, reflects the complex content of this nursing skill. Nursing
students are required to apply general education, nursing theory, critical thinking and evidence-based information to support clinical judgments to
achieve positive outcomes in adult and pediatric clients. This is an intricate skill that requires consistency, practice and active learning from the
nursing student.
Students should be supported throughout the semester to continue to work on their Clinical Decision Making skills. Students who receive a NI –
Needs Improvement at midterm, in any of the eight (8) student learning outcomes, will meet with their clinical instructor to develop a written
contract outlining specific criteria required to obtain a satisfactory grade.
Suggestions for Addressing Areas of Improvement
Suggestions for working on areas of improvement focus on creative and innovative approaches to teaching learning in the clinical area and on
bringing the clinical experience into the theory component of the course, facilitating student’s ability to put their classroom knowledge to practice
in the clinical setting. Students must be encouraged throughout the semester to become active participants in their learning experience.
Active learning pedagogies must take place in the classroom to engage students with clinical realities. Students must actively participate,
experience and apply knowledge in order to understand the clinical implications of nursing knowledge.
There are many driving forces creating changes in nursing and healthcare today. It is imperative that we develop new ways of content delivery and
teaching methods to support and encourage student’s clinical thinking/reasoning skills.