Running head: CLINICAL EVALUATION

NURS1020 Clinical Course Evaluation

Mid-term Evaluation
Ainsley Kinch
Anne Vongprachanh
Missed Clinical Hours: 0

Missed Lab Hours: 0

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Progress
Course Objective

Established
therapeutic nurseresident
relationships in
residential longterm care settings.

Performed skills
relevant to
situating an
individual within
his/her personal,
familial and
community
context

Developed and

Evidence/Indicators: (the student has)

After being requested to feed one of the residents in her room

during both breakfast and lunch periods, I was able to
communicate effectively with her as she began to feel
comfortable in telling me how she preferred to be fed. I
incorporated the proper communication techniques taught in
both our Nursing 1000 and Nursing 1002 lectures in which and
SLP taught us the most effective way to have our voice be clear
and concise while avoiding infantilising them. I felt I
accomplished that with the resident as I asked her what she
would prefer to eat and let her establish the pace of eating as to
not overwhelm her. She was able to tell me when she was too full
to continue and I proceeded to cease instead of forcing food into
her mouth. She greatly appreciated my kindness as she said a
simple thank you which, in her cognitive state, was very
difficult to string many words together. I knew I made a valuable
connection and an impact that day.
Situating an individual within their familial context would involve
providing aid with simple daily tasks such as washing, getting
dressed, or walking. I have performed these skills many a times
over by performing bed baths, lifts and transfers, and feeding.
While doing these tasks, I use the proper techniques
demonstrated to us throughout our labs and guidance from the
PSWs as well as remembering this is their home and to treat it
as such.

Satisfactor

Unsatisfact

ory

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demonstrated
skills in basic
assessment
techniques
relevant to the
long-term care
population

Demonstrated
skills in providing
(resident) clientcentered support
for activities of
daily living

Developed
knowledge about

I have yet to have the opportunity to exercise this skill in a great

amount of detail in my clinical experience. However, I have had
the opportunity to manually measure blood pressure on the
corresponding RN for my unit as well as one of the patients.
Since residents in a long-term facility are typically older adults, I
was able to see the stark difference in skin integrity, pulse
strength, and blood pressure measurements that they have as
opposed to someone of my age.

I have definitely included the resident and took interest in their

preferences in regarding to their care. For example, when giving
a bed bath, I always ask if the temperature of the water is
tolerable for them and adjust it accordingly if needed. I ask the
resident if they can do it themselves first and foremost as I
believe giving them the choice provides grounds for gaining
independence which is so valuable in a long-term care setting.
For one resident in particular, she tells me what she likes and
how she likes it and allow her to provide feedback with what she
would like to wear or how shed like to be groomed that day. If a
resident asks to be toileted and they are capable of doing so, I
will definitely take the time to go through that process with them,
as I believe it is essential for them to have control over certain
aspects in their life, even if they do require a little assistance.
Involving the resident in all aspects of daily living allows the
resident to feel respected.

Having the same shift each week, I have been able to develop a

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the experience of
residents living in
a long-term care
setting

Demonstrated
safe and ethical
clinical practice at
the level
appropriate for a
year one nursing
student

basis of understanding of what is the standard routine for a

resident living in a long-term care facility. From 700 800 hrs,
residents are awoken and prepped for their first meal of the day;
this may involve a bed bath, selecting an outfit, or encouraging
them to come down for breakfast if they are fully independent. At
800 hrs, breakfast is served and residents have a choice of two
options that are presented to them individually. I am, during this
time, able to observe the norms such as, where each residents
sit, who needs help being fed, and what their preferences are.
After breakfast, residents who are ambulatory are free to come
and go as they please and those who are not, are taken to the
common area to visit. Around this time, the facility brings in a
new activity each week for the residents to enjoy such as a singa-long. Depending on the resident and the day, some are also
subjected to a bath while others take the opportunity to receive a
visit from family and friends. The RPN will also administer the
proper medication to each resident during this period of time. At
1200 hrs, the residents are again brought back into the dining
area to eat lunch with the same type of protocol as breakfast.
Being there for only a short period of time, I am still able to get a
sense of how much dependency some residents require and how
much they rely on PSWs to carry out simple daily tasks.
During my clinical experience, I have demonstrated safe and
ethical practice on many occasions. During a bed bath, I
maintain the privacy of a resident by covering them up with a
towel, which also preserves their dignity. I never do anything that
would embarrass the resident such as, talking about their bowel
movements to other residents or spread any confidential

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information. When performing lift and transfers, I clear the area

of any potential tripping hazards and place their chair at a 45degree angle. I also use the lift and transfer techniques the
physiotherapist demonstrated to me on our first orientation day
to make sure I am preventing any chance of injury to myself or
the resident. All of these examples are at a level that is
appropriate for a year ne nursing student.
Participated in
professional
development
based on
reflective practice
and clinical inquiry

Examined
personal attitudes
regarding the
elderly and other
residents of longterm care homes

Writing weekly reflections after clinical shifts has truly allowed

me to examine both my strong and weak points as a developing
nurse. Analyzing my weaknesses allows me to set areas for
improvement and exercise those skills during my next shift. I felt
more confident in asking questions when I didnt understand,
learning better ways to transfer residents as to not injure myself
again, and how to react in case of emergency. This has allowed
me to develop the skills I need to acquire in this life-long learning
profession as to be able to provide the best care I can to
residents and future patients in my future career as a registered
nurse.
Coming into the long-term care setting, I had preconceived
notions about the elderly and their both cognitive and physical
abilities. After receiving the opportunity to interact with them in
the clinical environment, I now see how misguided my personal
attitudes were. Some residents may not be in a fully functional,
cognitive or physical state, but that certainly does not apply to
all. For example, there are a few residents who are completely
independent, fully ambulatory, and extremely cognitive. There

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was another resident in particular who may have lost complete

physical capability, but that doesnt mean he is any less of a
person and should be treated as such. A physical incapability
doesnt diminish any cognitive function; he was definitely all
there and was able to communicate perfectly, but his requests
were not taken seriously due to his position. I was able to
recognize this and it truly opened my eyes and changed my
perception that elderly does in no way make you lesser or
incapable.
Developed a basis
knowledge of the
clinical
manifestations
and relevant
nursing
interventions of
chronic diseases

Ive taken many opportunities to go over residents charts to

familiarize myself with a wide variety of chronic diseases. Every
week, I am required to complete a clinical care card that outlines
one diagnosis that our resident has and outline, in depth, the
areas affected by that disease such as symptoms or treatments.
To get a head start, I decided to complete my care cards weeks
in advance to better my understanding and learning experience
in the clinical setting. Observing these residents and knowing the
chronic diseases they are diagnosed with, I have made
connections and developed a basis of knowledge of the clinical
manifestations and relevant nursing interventions of chronic
diseases.

Clinical Instructor Comments (Any area marked unsatisfactory need to be commented on).

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Signature of Instructor___________________________________________________

Date_________________

Signature of Student_____________________________________________________

Date_________________