Evaluation-Peds

NRS 411 Peds Clinical & Seminar Evaluation Tool

Student: Emily Tarrell Instructor: Erika Bourdeaux Advisor: Taylor Garcia/Katie Selle

Semester: Summer I

Course Description: (Revised 12/13) Clinical course focused on nursing care of pediatric clients in an acute care setting. The course is designed to further develop the necessary

skills for baccalaureate generalist nursing practice including an introduction to patient safety, quality improvement, and information management. Continued development and

application of professional practice standards are addressed.

Student Signature: ______________________________________________

I am willing to have subsequent clinical instructors review this evaluation for the purpose of promoting my learning in future clinical experiences.

Course assignments are designed to allow students to demonstrate the knowledge and behaviors essential to meet each clinical objective and succeed in the course. The

interdependent nature of the objectives precludes having any one assignment sufficiently correlate with or measure student progress. Instructor ratings and comments on the

various assignments, do however serve to document the student’s growth and areas for development. Ratings of – or + should be supported with comments.

Each critical behavior is considered essential and must be satisfactorily demonstrated to pass the course. Passing the course includes satisfactory completion of all the

assignments.

Evaluation Standards

Meets the standard Fails to meet the standard

• Demonstrates expected behavior consistently.

• Initiates expected behaviors constantly.

• Requests assistance as needed and appropriate.

• Rarely requires reminders to demonstrate

expected behavior.

• Demonstrates competence in expected behavior.

• Performance improves with practice and

experience.

• Consistently solves routine problems.

• Demonstrates expected behavior only occasionally or inconsistently.

• Requires promoting or reminders from others to initiate executed behaviors.

• Requires assistance from others to demonstrate the behavior.

• Seldom initiates expected behavior.

• Performs expected behavior inaccurately or incompletely.

• Makes errors in performance and/or judgment, or would make errors without the intervention of others.

• Does not recognize need for assistance and/or does not request assistance when needed.

• Performance is not significantly improved with practice and experience.

• Often fails to solve simple problems or make routine clinical decisions.

• Makes accurate clinical decisions in routine

situations.

Essential II. Apply skills in

leadership, quality

improvement, and patient

safety to provide high

quality health care in a

systems environment.

Competencies:

1) Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the

oversight and accountability for care delivery in a variety of settings.

2) Participate in quality and patient safety initiatives, recognize that these are complex system issues, which involve individuals, families,

groups, communities, populations, and other members of the healthcare team

Evaluated by: Date Comments

Competency 1

1) As demonstrated by advocating for

patient.

6-6-2015 As the SN, I spend the greatest amount of time with my patient. I communicate throughout the day with my nurse

as I begin to notice slight changes in her affect. As the condition worsens, I call for extra help and the

neurosurgeon comes to assess the patient.

(+) This student used critical thinking, recognized a change in patient behavior and demonstrated patient

advocacy during a specific emergent situation. She took control of the situation and acted appropriately by

calling for her primary nurse and staying with the patient and family until the situation was stabilized. The

student was open to discussion when finalizing decisions and updated staff on patient progress.

2) As demonstrated by taking initiative

of patient’s care and approaching

instructor/nurse for direct nursing care

actions (ex. giving meds).

6-3-2015 I approach Professor B, as well as Tracy (RN), to discuss the POC. I collaborate with my nurse and verbalize which

medications prepare to administer. I use the SBAR process to communicate with my nurse my assessment for the

day, as well as my recommendation for the evening shift. For example, “SG’s temperature has been rising steadily

throughout the shift, I recommend frequent temperature checks throughout the evening shift.”

(+) This student demonstrated taking initiative in patient care on several occasions by consulting her

instructor/nurse regarding direct nursing care actions and followed through with the action independently.

3) As demonstrated by approaching

instructor or nursing staff with question

regarding patient. Student should have

6-3-2015 I prep my medications for the day regarding patient, SG. I know the proper dosage, safe dosage, and reason for

administration. I take the initiative to approach Professor B, as well as my RN, to discuss the reason for

administering Wellbutrin. I am prepared to discuss its effects as an antidepressant, as well as alternate uses, such

some knowledge base about topic prior

to asking question.

as ADHD. However, the medical history does not show either diagnoses. We discuss how this may be a home

medication in order to treat his anxiety.

(+) This student approached the instructor throughout the clinical to clarify patient information,

documentation, medications, and procedures.

Competency 2

1) As demonstrated by initiating or

upholding patient safety precautions.

6-3-2015 My patient is a high-fall risk due to his history of Ewing’s sarcoma and present infection in his left lower extremity.

Activity orders only allow touchdown movement, no weight-bearing activities. I take extra precautions while

adjusting and repositioning my patient, helping him stand, and assisting with the urinal. We use appropriate

devices, like the walker, to get SG standing steadily to void properly.

2) Safe medication administration.

Including passing the pediatric

medication quiz.

3-31-2015 Peds Med Quiz. Pass - I completed the pediatric medication quiz during the theory course prior to the clinical

experience.

3) Uses optimal judgment in safety for

pediatric patients.

6-6-2015 My patient is very unsteady throughout the shift. I make the decision to always transfer with two medical

personnel instead of with her mother due to safety concerns regarding her care.

4) Discuss potential and actual impact of

national patient safety resources,

initiatives and regulations. Discuss

current patient safety initiatives that

the unit is working on.

6-6-2015 In our post-conference discussion, I relay the impact of safety resources to my classmates regarding AFCH’s QI

about pain control in pediatrics. I find a presentation from the nursing staff that presents current standards, new

discussions, and future goals for the unit.

5) Seek information about outcomes of

care for populations served in care

setting

6-10-2015 I am interested in the two cases I observe in the sedation clinic. I try to ask as many questions as possible, and I

learn about the preparation for an MRI as it is performed on a six month old. I am able to watch a VCUG for an

eleven year old.

6) Communicate observations or

concerns related to hazards and errors

to patients, families and the health care

team.

6-6-2015 As mentioned in Competency 1, I use the SBAR method of communication to describe the concerns I have

regarding my patient’s differing behavior throughout the shift. At first, the nurse and I are concerned that the child

is having a bad reaction to her pain medication, Morphine. We try a different method of pain management in

order to see if this helps with her CNS changes.

7) Describe factors that create a culture 6-3-2015 I am aware of the policies on the unit, which allow parents to administer the medication to their children. After

of safety (such as, open communication

strategies and organizational error

reporting systems)

scanning in an order of Lactulose, my patient’s mother decides to wait for administration. I relay the information

to Professor B, as well as my assigned nurse in order to maintain appropriate medication administration. I strive to

promote safety for my patient by communicating with my nurse all of the medications I have administered as the

shift progresses.

Essential III: Translate

current evidence into the

practice of nursing.

Competency:

Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team

to improve patient outcomes


1) Address in weekly assignment,

weekly clinical preps, 3 clinical

assignments, and care plans.

6-11-2015 Physical Assessment Assignment (in APA format) submitted 6-11-2015

(+) Completed on time with a passing grade Development Assignment (in APA format) submitted 6-11-2015

(+) Completed on time with a passing grade

2) Participate effectively in

appropriate data collection and other

research activities and share in pre

and post conference discussions.

6-3-2015

through

6-12-2015

Each day I arrive on the unit prepared to work. I gather information pertinent to my patient for the day. I

communicate effectively with my classmates throughout the day, and I share information regarding new procedures

and treatments in post-conference.

(+) This student was prepared to contribute to post conference discussions including high/low of the day

SBAR patient hand off and any off site experiences.

3) Base individualized care plan on

patient values, clinical expertise and

evidence

6-3-2015

through

6-12-2015

Care plan 1 : 7(revised) 6-3-2015

Care plan 2: 8 (revised) 6-5-2015

Care plan 3: 9 (revised) 6-6-2015

(+) This student utilized instructor feedback to improve her assignments. She demonstrated increased

analytical skills and an upward progression in her scores over the over clinical rotation.

4) Weekly writing assignments/off

unit assignments that demonstrate

increasing analytical skills and

increasing depth of inquiry.

6-11-2015 Weekly assignments/off unit write-ups completed __X__

(+) Completed all submissions on time with a passing grade

I submitted my written assignment from my experience at the sedation clinic 6-10-2015

5) Describe how the strength and

relevance of available evidence

6-6-2015 I research the current practices of pain control in pediatrics on the unit and relay the message to my classmates

during post conference. This QI reveal a current council project in an effort to reduce the number of “pokes” per

influences the choice of interventions

in provision of patient-centered care

child per hospital stay. Trying to reduce pain in this population includes a new discussion for the unit. New methods

include ice packs, increased documentation, RNs’ ability to order emla cream, and PCAs for patients.

(+) This student was prepared to contribute to the quality initiative discussion in post conference presenting

relevant research and data on their chosen initiative at AFCH.

6) Participates in first simulation

session at the CHES to demonstrate

assessment skills and translation of

simulation into practice.

5-19-2015 The CHES experience was successfully completed prior to the clinical at AFCH.

7) Participates in the second

simulation session to demonstrate

increased pediatric knowledge in

clinical judgment planning &

implementing during a scenario and

evaluating outcomes of care during

debriefing sessions.

6-2-2015 The second simulation at the Edgewood College Monroe Street campus was successfully completed prior to the

clinical at AFCH.

Essential IV: Demonstrate

knowledge and skills in

information management

and patient care technology

Competencies:

1) Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy

2) Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes


Competency 1

1) Uphold HIPPA policies regarding use

of a patient’s electronic medical

record.

6-3-2015

through

6-12-2015

I log off of the computers when I am done reviewing the EMR at AFCH. I refer to my patients by initials as I write

down information regarding their diagnosis and POC. I do not discuss patients using any identifiers, and I control

conversations to appropriate locations within the hospital.

2) Does not discuss patient information

in inappropriate settings. Including

6-3-2015

through

As aforementioned, I limit what is said about patients. This includes discussing them in inappropriate settings. I do

not use identifiers if the report needs to be discussed in the hallway. Additionally, I only reveal patient information

information that may appear through

the use of social media.

6-12-2015 with family members, after reviewing who is legally able to receive private information on the EMR.

3) Complete clinical organization Epic

Charting course/training.

May 2015 This Epic training was completed by my cohort during the second Spring session. It was verified before the summer

clinical began.

Competency 2

1) Comprehension of the unique health

care needs of pediatric patients and

national safety concerns regarding

appropriate care of the pediatric

patient within a technological health

care setting.

6-3-2015 I am aware that my patient is in an immunosuppressed state due to his history of cancer, as well as any residual

effects of his ten months of chemotherapy treatment. Due to the infection in his leg, his mobility is very limited. In

order to prevent pneumonia, or any other hospital acquired illness, I encourage SG to use the incentive spirometer

every hour when I check in. Also, I maintain clean and clear pathways in his room for he is a high fall risk patient.

Additionally, I keep his belonging close to him on the side table, and I ensure that his call light is within reach at all

times.

2) Competent use and appropriate

application of all bedside technology

systems (blood glucose meter, pulse

oximetry, bladder scan, volumetric IV

pumps, secured drug dispensation

system) and interpretation/use of data

in pediatric reference ranges.

6-3-2015 Professor B and I review the location of all the beside technology systems in order to take vital signs and make an

assessment as soon as possible when I come onto the floor. Prior to vital signs, I review the appropriate ranges for

the pediatric population, and anything that may be suitable for his height and weight.

(+) This student took the initiative to familiarize herself with bedside technology at this institution by asking the

instructor to personally review the equipment with her on the first day.

3) Appropriately documents in

computerized information system.

6-3-2015 I appropriate chart the necessary information regarding my first patient-VS and pediatric assessment q 4 hours,

Respiratory assessment and Sedation level q 2 hours, I/O q 8 hours.

4) Uses appropriate strategies to

reduce reliance on memory (such as

checklists)

6-3-2015 Regarding above assessments, I mark the times I need to complete each assessment and have my documentation

into Epic as soon as possible thereafter.

5) Able to delineate the benefits &

limitations of selected safety-

enhancing technologies (such as

barcodes, computer provider order

6-3-2015 I make sure to scan his wrist band prior to any administration of medications, and I go through the 6 R’s as I obtain

each medication from the med room. I am able to see the pharmacists during rounds, and I observe the

entry/confirmation of a new medication as it is ordered for SG.

entry, medication pumps, & automatic

alerts/alarms.

Essential VI. Perform

communication and

collaboration skills consistent

with professional standards

when working in

interprofessional settings to

improve health services

Competencies:

1) Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams


1) Initiates relationship building with

client, unit staff and other healthcare

professionals

6-3-2015 I quickly build rapport with my 16 yo male client, by sitting with him for an hour after his mother leaves for work.

We discuss his interests and hobbies, education, family his reaction to the hospital stay, and all of the emotional

responses to these factors.

2) As demonstrated by attending

multidisciplinary rounds on patient.

6-3-2015 I stay near my patient’s room and try to be involved in every meeting with all personnel within my patient’s IDT. I

hear from orthopedics, his pediatrician, the medical attending, pharmacy, as well as his primary nurse.

3) Participates in interprofessional

collaboration through shift-shift report.

(Using and documenting with the SBAR

processes)

6-3-2015 I write my first SBAR note as my daily shift summary report, and I communicate this to my nurse before signing off

for the day.

(+) This student reviewed her SBAR nursing shift summary note with the instructor each clinical day before singing it

and reporting off the floor using the SBAR process.

4) Arrives at resolutions to conflict

through brainstorming, questioning,

active listening or negotiation.

6-6-2015 I am able to provide care for a patient on P4 two days in a row. Therefore, I was able to see the changes in her

behavior as she travelled from the unit, to OR, PACU, PICU, and back to P4. As I start to question changes in affect, I

brainstorm that the patient may be experiencing absence seizures and relay the message to my nurse who agrees to

bring in neurosurgery.

5) Involves the client in decision-making. 6-3-2015 My client is in a lot of pain, and I allow him to guide the transition process in order to get him up to void. I ask him to

rate his pain in bed, as well as in the standing position. I allow him to guide the time it takes to move through each

position.

6) Uses developmentally appropriate

communication strategies with patients

and families. Communicates effectively

using verbal and nonverbal techniques

6-3-2015 My patient is able to communicate well for his age. At 16, I treat him like an adult, rather than a child, like he sees a

lot on this unit. As a teenager, individuality is very important. Therefore, I try to incorporate this aspect into his care

throughout the day.

7)Participates in SBAR exercise to

practice communication strategies

6-2-2015 At the Edgewood Monroe Street campus, my cohort goes through three simulations. My last unit was the SBAR

practice. I successfully communicate various examples to my classmates in preparation for this clinical.

Essential VIII:

1)Integrate professional

standards of moral, ethical

and legal conduct in nursing

practice.

2)Formulate a personal

professional practice model

that addresses

accountability, continuous

professional engagement &

lifelong learning.

Competencies:

1) Demonstrate the professional standards of moral, ethical, and legal conduct

2) Assume accountability for personal and professional behaviors

3) Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession

4) Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional

boundaries with patients and families as well as among caregivers

5) Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable

populations

6) Protect patient privacy and confidentiality of patient records and other privileged communication

7) Incorporate professional attitudes, values, & expectations on the care of the very young, frail older adults & other vulnerable populations.


Competency 1

1) Will follow the Edgewood College

SON Code of Professional Conduct, as

it applies to the clinical unit.

6-3-2015

through

6-12-2015

My educational background at Edgewood College has allowed me to utilize the Dominican values throughout my

career as a nursing student. I strive to tie in each of the values to my relationships with my classmates, professors,

professional staff at clinical sites, and especially my patients.

Competency 2

1) Engage in self-evaluation on a

regular basis

6-3-2015

through

6-12-2015

Each day at post-conference I take the time to reflect upon my day in order to debrief and evaluate my performance

throughout the shift. My written assignments also reflect self-evaluation.

2) Seeks constructive feedback

regarding one’s own practice

6-6-2015 I engage in discussion with my nurse after a situation with our shared patient. I am happy to hear that my nurse is

pleased with my critical thinking skills.

3) Takes action to achieve goals

identified during the evaluation

process

6-10-2015 I seek constructive criticism and feedback from Professor B on previous assignments, and I strive to make progress on

future assignments.

Competency 3

1) Will arrive at clinical with all pre-

clinical work completed.

6-3-2015

through

6-12-2015

I work ahead in order to prepare as much as possible. I worked diligently during the theory course in order to apply

that knowledge to the clinical experience. I am not afraid to admit my limitations, and I strive to research the

problems that I do not yet know.

2) Demonstrates energy, excitement

and a passion for quality work.

6-3-2015

through

6-12-2015

I come to AFCH each day eager to participate; I am an avid learner. I use my positivity to see each experience as an

opportunity to grow as a student, and as a nurse.

3) Willingly accepts mistakes by self

and others, thereby creating a culture

in which risk-taking is not only safe,

but expected.

6-3-2015

through

6-12-2015

Throughout the clinical experience, I have been open and honest about my work. I strive to provide the most

beneficial patient-centered care daily. Still, I am humbled by the idea that I am still a learner in this process. I try to

learn something new from every patient, each nurse I follow, and all experiences incorporated into this clinical.

Competency 4

1) Will arrive on time and

professionally dressed.

6-3-2015

through

6-12-2015

I follow the guidelines as presented in the Edgewood Code of Conduct, as well as the specifications listed on the course

syllabus. My scrub uniform is clean and pressed each day. My hair is pulled back, and I am ready to go each day when I

arrive at the hospital.

(+) This student consistently arrived on time wearing appropriate dress each clinical day.

2) Analyze differences in

communication style preferences

among patients and families, nurses

and other members of the health team

6-6-2015 I am disturbed by the attitude presented by my patient’s family. I notice that they use jokes and degradation in order

to communicate with my patient. I try to be a role model for positive reinforcement by playing games with the girl,

spending time with her, and giving compliments and encouragement throughout the shift.

3) Describe impact of own

communication style on others

6-3-2015 In post-conference, I reveal that I was nervous for my first patient interaction. I did not know if a 16 yo male would be

opposed to a young student nurse. I was so pleased to see that I quickly built rapport with him by making sure I saw

him as a person, not just another patient. I found ways to communicate with him in a way to make him feel like he

was in charge of the care I provided. By connecting with him, I was able to make him feel empowered in such a

difficult time.

4) Value the perspectives and

expertise of all health team members

6-3-2015

through

6-12-2015

I try to participate in each of the meetings, rounds, and discussions regarding each of my patients throughout the

clinical experience. I listen intently to each member of the healthcare team and I strive to provide appropriate nursing

care based on their recommendations.

5) Respect the centrality of the

patient/family as core members of any

health care team

6-3-2015 As aforementioned, I worked hard to build a professional relationship with my patient. I also tried to make his mother

feel as comfortable as possible. I knew that I had succeeded when she thanked Professor B for allowing me to work

with their family and all of the positivity I was able to bring into their day.

6) Recognizes the impact and values of

dealing with vulnerable populations by

demonstrating respect and completing

evaluations for guest presenters

speaking on pediatric topics.

5-28-2015 At the Monroe Street campus, I listen to all four guest presenters. I sit in the front row and actively engage in each

presenter. I complete evaluations for the presenters to utilize for future presentations. Additionally, I complete two

reviews and submit them prior to the due date.

Competency 5

1) Able to identify at risk populations

6-3-2015 I was able to adjust my POC due to my patient’s high fall risk. Additionally, I encouraged the incentive spirometer

several times throughout the day in order to keep his lungs open due to his lack of mobility.

(+)This student recognized their patient was at risk for various complications during the hospital stay and

implemented appropriate nursing actions on their shift to help decrease these risks.

2) Recognizes the pediatric population

as a highly influential group.

6-10-2015 I participate in the post-conference large group discussion regarding the influences of pediatrics, especially concerning

vulnerable populations like the hem/onc unit.

3) Completes 2 reviews of guest

speakers & topic based on

presentation and assigned article

5-28-2015 I wrote two guest speaker reviews prior to the clinical at AFCH, responding to the topics presented to our cohort at the

Edgewood College Monroe Street campus. Both of these papers were graded by Professor Patrick with passing rates.

For the pediatric topic, I chose to review the Bereavement Parents Panel.

(+) Completed on time with a passing grade

Competency 6

1) Follow HIPPA policies

6-3-2015 I log off of the computers when I am done reviewing the EMR at AFCH. I refer to my patients by initials as I write down

information regarding their diagnosis and POC. I do not discuss patients using any identifiers, and I control

conversations to appropriate locations within the hospital.

2) Will not take protected patient 6-3-2015 Like Essential IV, Competency 1 and 2, I only discuss patient information in pertinent situations while the location is

information off the unit appropriate. I do not discuss this information in any situation where the patient’s privacy could be at risk.

3) Maintain patient confidentiality

within legal and regulatory

parameters.

6-3-2015 In writing assignments, I refer to my patient by his initials. I discuss information with his mother and family friend after

confirming that these two individuals are granted release of information.

Competency 7

1) Use developmentally appropriate

and up to date patient education

when educating vulnerable

populations

6-10-2015 In the sedation clinic, I read an article regarding the art of distraction while providing mild, moderate, or deep

sedation. I put these tactics into practice as I follow my nurse for the day. Without a Child Life employee, I am able to

fulfill this role by distracting our patient during PIV placement.

Essential IX. Demonstrate knowledge

& skills in the care of patients,

including individuals, families, groups,

communities, and populations across

the lifespan and across the continuum

of healthcare environments.

Competencies:

1) Engage in caring and healing techniques that promote a therapeutic nurse-patient relationship

2) Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care

3) Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare

microsystems

4) Create a safe care environment that results in high quality patient outcomes

5) Revise the plan of care based on an ongoing evaluation of patient outcomes

6) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the

healthcare team

7) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health

literacy considerations to foster patient engagement in their care

8) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and

promoting health across the lifespan

9) Deliver compassionate, patient-centered, evidence-based care that respects patient and family preferences

10) Implement holistic, patient-centered care that reflects an understanding of human growth and development, pathophysiology,

pharmacology, medical management, and nursing management across the health-illness continuum, across the lifespan, and in all

healthcare settings

11) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network


Competency 1

1) As demonstrated in weekly post-conference

discussions and observations of clinical instructor

6-3-2015

through

6-12-2015

My goal during post-conference is to always create an open atmosphere for my classmates to share. I

talk honestly about my experiences, and I show support and encouragement for them as well.

Competency 2

1) As demonstrated in developmental assignment.

6-11-2015 My completed developmental assignment on Thursday, 6-11-2015, with its assigned rubric attached.

Competency 3

1) As demonstrated by proper documentation in

institutions EMR.

6-3-2015 I have minimal corrections to make on my first experience documenting on this unit. I have all of the

necessary information concluded prior to 1000. Throughout the rest of the shift, I require no reminders

for appropriate documentation.

Competency 4

1) As demonstrated by using proper protective

equipment and following proper patient isolation.

6-3-2015 As my patient receives a PICC line, I explain to him and his family what is meant by a sterile field. I

maintain aseptic technique as I provide comfort and reassurance throughout the placement.

Competency 5

1) Able to interpret physical exam and change care

accordingly

6-3-2015

through

6-12-2015

Each day, I make every effort to plan care around my patient’s circumstances. When I care for SG, I

focus on pain management. With JS, I aim to reduce her fall risk.

2) Able to interpret laboratory data and change care

accordingly.

6-6-2015 I carefully observe the lab results for nine month old, JV. We are looking for indicators of LL pneumonia.

A decrease in WBCs demonstrates less chance of infection. Therefore, we are able to begin pulling

together all of his discharge instructions.

Competency 6

1) As demonstrated by hand-off reporting for lunch

and end of shift

6-3-2015

through

6-12-2015

Each time I leave the floor, I utilize the SBAR technique to effectively communicate with Professor B and

other members of the nursing staff.

Competency 7

1) As demonstrated in post-conference discussions

and observation of clinical instructor

6-3-2015

through

6-12-2015

In post-conference, I successfully communicate the techniques I have used for patient teaching. I have

care for developmentally appropriate and developmentally delayed patients. I share how I adjusted my

care in each circumstance.

Competency 8 6-3-2015 I wrote and revised three passing care plans, completed 6-3-2015, 6-5-2015, 6-6-2015

1) As evidenced by Care Plan assignments through

6-12-2015

Competency 9

1) Respects family/patient preferences

6-6-2015 I have two different patients due to low census, a discharge, and an admission back to the unit. I

recognize the differences between family preferences and I discuss them in post-conference.

2) Integrate understanding of multiple dimensions of

patient centered care:

· patient/family/community preferences, values

· coordination and integration of care

· information, communication, and education

· physical comfort and emotional support

· involvement of family and friends

· transition and continuity

6-10-2015 In large group, I talk about the different behaviors I have observed over the past week. I share my

experiences, and I support my friends as they discuss their observations. I understand the severity of

the stress placed on these families living with children suffering chronic illness. I strive to provide care

for my patients, as well as their families, and I admit when I have difficulty with withdrawn families as I

see its effect on the children.

3) Describe how diverse cultural, ethnic and social

backgrounds function as sources of patient, family,

and community values

6-3-2015

through

6-12-2015

It is apparent to me which families cope with stress in healthy ways, and which let it consume them.

The culture of family has been such an interesting topic as we discuss the relationships between our

patients and their loved ones.

Competency 10

1) Provides holistic patient care

6-3-2015

through

6-12-2015

My goal throughout this entire process has been to provide the best care possible to the patients I have

had the privilege to serve. In that, I try to look at the entire care process, including multiple aspects of

the patient’s life in order to offer the most holistic care possible.

Competency 11

1) Includes all team members in patient’s care

6-3-2015

through

6-12-2015

I have enjoyed learning about the dynamics incorporated at AFCH. I love working as a cohesive

member of the interdisciplinary team, and I work to include all members, opinions, and beliefs into my

care in a respectfully and care way.

Competencies that began prior to NRS 411 and continue throughout the entire program will be indicated by an *

Instructor Signature: ______________________________________________ Date:_________________________________

Student Signature: ______________________________________________ Date:___________________________________

Erika Bourdeaux, BSN, RN 07-01-2015

Documents

Evaluation-Peds