Transcript
NURS1020 Clinical Course Evaluation Final Evaluation
Kirsten Bunce Student: __________________________________
Clinical Instructor: _____Alicia Anderson_______________________
Missed Clinical ours: __0____
Missed !a" ours: __0____
Satis#actor$ Unsatis#actor$ Please circle circle the appropriate appropriate box box
NURS1020 Clinical Course Evaluation %ro&ra' (oals 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 contets. 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 !ustice. Graduates will effectively utili"e 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. )ear *ne (oals #efine and describe the term $self-regulating$ $self-regulating$ and what it means to a part of a $self-regulating$ profession. profession. %uild a sense of identity between building building a sense sense of self and profession. profession. #emonstrate the ability to work with the aging populations in the residential settings. &ecogni"e the meaning and relevance of the five foci within the nursing program. #efine the ways of knowing and learning with a focus on critical and scientific inquiry. &ecogni"e the eperience of leadership in nursing and undertake a leadership role in peer groups. 'rticulate their role as individuals and professionals in providing safe nursing care. stablish and maintain a professional relationship with peers and an engaged, caring, and culturally safe relationship with older adults. nderstand the concepts of advocacy and social !ustice. %egin to develop self-advocac y skills. plain the relevance of information and technology skills that are essential to safe health care.
plain the components of the nursing process. *erform a basic bio psychosocial assessment of an individual. +dentify evidence informed interventions and outcome measures with guidance.
Course *"+ective stablished therapeutic nurse-resident relationships in residential long-term care settings.
%ro&ress Evidence,Indicators: -. -./e student /as •
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*erformed skills relevant to situating an individual within hisher personal, familial and community contet
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#eveloped and demonstrated skills in basic assessment techniques relevant to the long-term care population
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#emonstrated skills in providing (resident) clientcentered support for activities of daily living
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Built a trust with most of the residents in the long term care home (on rare occasions residents did not allow me to provide them care) Walked with residents while talking to them to establish relationships Learned how to calm down specific residents when they were upset Learned about many different residents families (how much they visit, the relationship with the different members etc.) Learned about how they feel about making relationships within the home Learned about how they feel about keeping relationships they had prior to entering the home
Met *"+ective
Assessed blood pressure of residents and peers accurately and efficiently Performed the Glascow Coma Scale assessment in a timely manner Listened to chest sounds properly Checked oxidization levels of residents Took the vitals of residents independently and efficiently while making very few mistakes
Getting them dressed in the morning (independently (independen tly for more independent residents and with a PSW for more dependent residents) residents) Prompt and remind for tasks they can do themselves (wash face and brush teeth) Fed residents who were unable to do it themselves Listening to what they feel they need and try to
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#eveloped knowledge about the eperience of residents living in a long-term care setting
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#emonstrated #emonstrated safe and ethical clinical practice at the level appropriate for a year one nursing student
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*articipated in professional development based on reflective practice and clinical inquiry
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accommodate them Provided night care to residents, including ones with more specific needs because of catheters and colostomy bags Talked to residents and learned about the changes they experienced from going from their own home to the long term care home Tried to understand how they feel about not being able to do what they want when they want (living by someone else’s schedule), which made me ask what time they like to get up in the morning to receive their morning morning care. This allowed them to have a small bit of control over their daily schedule. Realised that they weren’t all there by their own choice Learned about the medical events they have experienced experience d that stop them from doing things that they used to do I can now recognize when residents are having “bad days” due to the feeling of having no control over their lives because of the fact of living in a long-term care setting. Noticed the pattern of many of the residents feeling like they are burdens Only did skills that I had been taught in labs Asked for help when needed Didn’t participate in things that I felt uncomfortable with or was not allowed to do because I am a student
Reflected on the tasks I did and thought of ways I could improve (ex. ways to make feeding more efficient, making assessments flow more easily),
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amined personal attitudes regarding the elderly and other residents of long-term care homes
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#eveloped a basis knowledge of the clinical manifestations and relevant nursing interventions of chronic diseases
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and in turn used the strategies I thought of to actually improve my skills. Asked PSWs for constructive criticism on how to be more effective in providing care and took this criticism to improve the care that I can provide. Made goals in my learning plans and referred to them to make sure I was on the path to achieving them Realised that old and frail aren’t the same thing Some older adults are still very independent Aren’t all withdrawing from life the way disengagement disengageme nt theory suggests Some are active Some residents want to be more active than they are able to be, and helping them walk around the facility or taking them outside in their wheelchair for a short time can allow them to feel better about their activity level. Learned about medical problems from weekly care cards From observing the PSWs and RN I s aw how every resident has an individual set of problems that determine how they need to be treated From doing the work of a PSW I am now able to recognize and carry out some basic nursing interventions of chronic conditions Learned about diabetes, arthritis and osteoporosis as well as medications that are used to treat the symptoms
+dentify personal st strengths de developed in in th this pl placement. +dentify tify ar areas re requiring fu further de development. /. 0ooperating 0ooperating with people that + don1t know know very well for the good good of others (eample. (eample. *S2s, and other students students who + did not know prior to clinical) 3. 4aving patience patience with residents residents who take longer to do very basic tasks tasks than the average average person person . #edication to my clinical clinical instructor, instructor, my residents, my peers peers and myself to come come to clinical prepared prepared and eager to learn each each day
+dentify areas requiring further development. 1. Since I am a type A personality personality I set unrealistically unrealistically high expectations for myself, so one area needing further development would be to set more realistic expectations for myself. 2. I am shy, so I need to work on building the confidence to approach residents when I need to take their vital signs or do other similar assessments. 3. I have a hard time saying no, so I sometimes find myself committing myself to doing more that I am able to do in the short time I am at clinical. clinical. I could work on saying no to ensure that I am able to get everything everything I commit to done. Clinical Instructor Co''ents
Attendance
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