31 Jan tudents consistently demonstrates

NUR646 Nursing Education Seminar 1

Week 4 Assignment

Midterm Clinical Evaluation

Complete the midterm preceptor evaluation as follows:

The preceptor will complete the “Midterm Clinical Evaluation of Student by Preceptor” form. Instructor discretion may vary the due date depending on student’s clinical practicum experience.

Review the evaluation with your preceptor.

Both the student and preceptor will sign electronically, and the preceptor will e-mail one copy to the instructor and one to the student.

This form must be submitted directly from the preceptor to the instructor. The student, preceptor, and instructor sign the form electronically.

The student must submit a signed copy to the instructor.

Unsigned submissions or those not submitted appropriately do not meet completion criteria. and may result in loss of points for this assignment.

NUR-646E Clinical Evaluation Tool

Clinical Performance Evaluation Guidelines

The clinical evaluation tool is used in all clinical courses across the Masters in Nursing in Education program. Clinical experiences align with theory presented in each course and build upon prior clinical knowledge, skills, and attitudes from other courses. Preceptors will perform clinical evaluations, using the scoring criteria listed for each competency. Students will review the evaluation. Faculty will complete the CET rubric in the LoudCloud classroom’s corresponding drop box.

Student Name:__________________________ Preceptor Name:_______________________________ Date Completed:_________

Clinical Evaluation Criteria Unacceptable (1) Below Expectations (2) Meets Expectations (3)

Judgement/Common Sense

Students responds to clinical situations logically and demonstrates good judgment and does consider the cost/benefits and ethical principles Student never responds to clinical situations logically or demonstrates good judgement, and does not consider the cost/benefits and ethical principles. Student inconsistently responds to clinical situations logically or demonstrates good judgement, and rarely considers the cost/benefits and ethical principles. Student consistently responds to clinical situations logically, demonstrates good judgement, and considers the cost/benefits and ethical principles.

Attitude/Cooperation

Student maintains professional composure and rarely aspects instructions; is well-motivated and does show enthusiasm Student never maintains professional composure and never accepts instruction. Student is not well motivated and does not show enthusiasm. Student inconsistently maintains professional composure and rarely accepts instruction. Student is somewhat motivated but shows little enthusiasm.

Student consistently maintains professional composure and routinely accepts instruction. Student is well motivated and does show enthusiasm.

Accountability / Dependability

Student is consistently in good attendance, punctual and well prepared; and does meet minimum clinical hour requirements. Student is never in good attendance, punctual, or well prepared. Student does not meet minimum clinical hour requirements.

Student is inconsistent in attendance, punctuality and rarely well prepared. Student does not meet. minimum clinical hour requirements. Student is consistently in good attendance, punctual, well prepared, and meets minimum clinical hour requirements.

Communication Skills

Student consistently communicates well with staff and patients and prepares concise, legible and well-organized progress notes. Student never communicates well with staff and patients and does not prepare concise, legible, well-organized progress notes. Student inconsistently communicates with staff and patients and rarely prepares concise, legible, well-organized progress notes. Student consistently communicates well with staff and patients. Student prepares concise, legible, well-organized progress notes.

Spirituality Dimension

Student consistently demonstrates spiritual dimension and utilizes advocacy in practice. Student never demonstrates spiritual dimension or utilizes advocacy in practice. Student inconsistently demonstrates spiritual dimension and rarely utilizes advocacy in practice. Student consistently demonstrates spiritual dimension and utilizes advocacy in practice.

Caring Dimension

Student consistently applies care of attributes when providing patient-centered care. Student never applies care of attributes when providing patient-centered care. Student inconsistently applies care of attributes when providing patient-centered care. Student consistently applies care of attributes when providing patient-centered care.

Critical Thinking and Clinical Knowledge Components

Student consistently applies critical thinking and clinical knowledge components in clinical practice. Student never applies critical thinking skills and knowledge in clinical practice. Student inconsistently applies and rarely applies critical thinking skills and knowledge in clinical practice.

Student consistently applies and critical thinking skills and knowledge in clinical practice.

Professional Role

Student consistently articulated their specific nurse educator scope of practice and habitually collaborates with other health care partners. Student never articulates their specific nurse educator scope of practice or collaborates with other health care partners. Student inconsistently articulates specific nurse educator scope of practice and rarely collaborates with other health care partners. Student consistently articulates specific nurse educator scope of practice and consistently collaborates

Teaching/Educating Patients

Students consistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and routinely provides appropriate anticipatory guidance. Students incorporate educational strategies when communicating in the clinical setting. Student never educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and never provides appropriate anticipatory guidance. Students never incorporate educational strategies when communicating in the clinical setting. Student inconsistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and rarely provides appropriate anticipatory guidance. Students rarely incorporates educational strategies when communicating in the clinical setting. Student consistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and routinely provides appropriate anticipatory guidance. Students always incorporates educational strategies when communicating in the clinical setting

History Taking

Student consistently elicits a complete and/or focused health history and documents effectively. Student never elicits a complete or focused health history and does not document effectively. Student inconsistently elicits a complete or focused health history and rarely documents effectively Student consistently elicits a complete or focused health history and documents effectively.

Research/ Quality

Students consistently implement nurse educator evidenced-based practice and applies continuous quality improvement in delivery of care. Student never implements evidence-based practice and does not apply continuous quality improvement in delivery of care. Student inconsistently implements evidence-based practice and rarely applies continuous quality improvement in delivery of care. Student consistently implements evidence-based practice and applies continuous quality improvement in delivery of care

Skills

Student consistently performs the skills appropriate to level of education. Student never performs skills appropriate to level of education. Student inconsistently performs skills appropriate to level of education. Student consistently performs skills appropriate to level of education.

Leadership Role

Students consistently demonstrates nurse educator leadership skills in patient care or professional relationships. Student never demonstrates leadership skills in client care and professional relationships. Student inconsistently demonstrates leadership skills in client care and professional relationships.