NURS1020 Clinical Course Evaluation
Mid-term Evaluation
Student: __Hyunjeong Park_____________
Clinical Instructor: _Cindy Davidson_________
Missed Clinical Hours: _0_
Missed Lab Hours: __0__
1
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.
2
Course Objective
Established therapeutic nurse-resident
relationships in residential long-term care
settings.
Performed skills relevant to situating an
individual within his/her personal,
familial and community context.
Progress
Evidence/Indicators: (The student has ...)
- Learned to build rapport with residents by showing
empathetical communication. Communicated with
different residents of what procedures will be performed
and introduced myself as a student nurse.
- practiced effective communication skills such as eye
contact, nodding, paraphrasing what their needs were,
and did not interrupt resident when they were talking.
- also kept my promises (ex. When a resident wanted to
go to the bathroom, I told her I will tell a PSW and that I
will be back. I returned to her right after I told a PSW to
reassure her so that she wouldn’t wait indefinitely.)
- Showed interest in resident’s artwork and stories.
Helped residents with basic hygiene such as combing
hair and placing oxygen tank near the resident.
Aided residents to the dining table.
Attended activity day with four residents to provide
some social support by complimenting their
achievements (ex. One resident served in the army and
we complimented her and appreciated her work) and
showed interest in their stories.
-
Developed and demonstrated skills in
basic assessment techniques relevant to
the long-term care population.
Listened to lung sounds of one resident, listened to heart
sounds and took one blood pressure measurement of one
resident (for practice only), observed mobility of
resident during transfers, observed awareness (cognitive
assessment) of resident by talking with them.
- assessed skin status during brief chaning and bathing.
- assessed swallowing during feeding.
Satisfactory Unsatisfactory
Y
☐
Y
☐
Y
☐
3
-
Assisted staff for basic activities of daily living such as
dressing, bathing, and feeding.
- respected resident preferences (ex. Did not place jam
on toast if they did not want it / during serving, went
around tables because resident wanted us to practice
table manners / always asking before I touch or take
away their food / asked what clothes resident wanted to
wear by giving them two choices) therefore it
demonstrated client-centered care.
- also, by asking for consent, I was able to respect their
needs.
Y
☐
-
Learned both AM and PM routines.
- I didn’t realize that some residents are “bored” – they
felt lonely and wanted company. This was articulated
during an activity day where we served tea and talked
for two hours with four residents.
- learned that some had “table manners” preference, and
to respect their culture.
- learned that most people are cognitively capable and
that even residents with dementia are able to
communicate well.
Y
☐
-
Only performed skills that I learned or was somewhat
confident with—practicing within boundaries (what I
learned in labs and courses)
- ensured that I was supervised with lifts and practiced
proper transfer technique
- always got consent first or started only after I have told
them what I would be helping with
- demonstrated safe feeding by checking inside the
Y
☐
Demonstrated skills in providing
(resident) client-centered support for
activities of daily living.
Developed knowledge about the
experience of residents living in a longterm care setting.
Demonstrated safe and ethical clinical
practice at the level appropriate for a year
one nursing student.
4
Participated in professional development
based on reflective practice and clinical
inquiry.
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.
mouth to make sure they were swallowing
- kept confidentiality by not mentioning the resident’s
names
Asked questions to RPN, PSWs and clinical instructors
when I was unsure, and researched information by
looking up the resident’s charts.
- reflective journal was done every week to talk about
things that I’ve learned, and how I can improve practice.
- Examples: I learned not to place confidential
material outside of nursing desk to be more accountable
/ learned that I should reflect on my culture in order to
bathe residents professionally and provide dignity with
client-centered care.
My stereotype of elderly was that people are somewhat
mentally incapable to communicate well but I was
wrong because I learned that even residents with
dementia was capable of communicating their needs.
Also, I learned that people who have physical
incabilities are at LTC homes, not only people who have
cognitive problems.
Another stereotype I had was that older adults always
prefers company, but I was wrong because people have
different preferences and some want to be left alone.
I gained some knowledge of clinical manifestations and
relevant nursing interventions of chronic diseases by
writing a weekly clinical care card and medical cards.
Also, by researching resident’s charts, I was able to
gather more knowledge of what types of diseases and
medicines were needed. It was an eye-opener because I
never realized older adults took so many various
medications in a single day.
Y
☐
Y
☐
Y
☐
5
Clinical Instructor Comments (Any area marked “unsatisfactory” need to be commented on).
Click here to enter text.
Signature of Instructor__Click here to enter text.___________________ Date___Click here to enter a date.
Signature of Student____Hyunjeong Park____ _______________ Date_13/02/2014
6