Self Assessment

2014 - 2014 - Final NURS-101 Practical Nursing Practice 1

NURS 101 Practical Nursing Practice 1 (PN, 09-Sep-2014 - 11-Dec-2014)
Student :
Clinical Teacher/Preceptor :
Program Coordinator :
Location :
Placement Setting :
Unit/Office/Clinic :
Period :
Student hours :
Required Hours :
Validated hours :

Danna Gonzalez
Linda Jorgoni
John Stone
NoSite
Class
U1
21-Nov-2014 To 12-Dec-2014
75
75
75

I declare that this is my original work and the sources used are acknowledged.

Abilities and Outcomes / Learning Outcomes

Student Rating

Teacher Rating

1. COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK

1. 1 Comply with Humber College Institute of Technology and Applied learning (ITAL) policies,

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the Practical Nursing Program Student Handbook, Clinical Simulation Lab Code of Behaviour
contract, and professional nursing standards and guidelines.
D.G. : I comply with the Humber College ITAL policies and always refer to the Practical Nursing Student Handbook for any information
about the program. As a student I also try to demonstrate appropriate and professional behaviour in the clinical simulation labs.

1. 2 Accept responsibility for own actions and for self-directed learning.

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D.G. : I am aware and accept responsibility that I am responsible for completing assigned readings and tests to be submitted on time.

1. 3 Demonstrate professionalism with attendance, punctuality, dress code, behavior,

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language, and timely submission of assignments.

D.G. : I have continued to be punctual in class to demonstrate professionalism and my eagerness to learn.

1. 4 Use theory-based approach.

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D.G. : I make sure to attend class prepared with notes from assigned readings. Half of the notes that I bring to class consist of readings
assigned from the health assessment, which is aligned with systems that we are learning to assess in the lab.

1. 5 Ensure a safe environment.

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D.G. : I have continued to make sure that I work and learn in a safe environment by bringing only necessary equipment to class and lab
with me.

1. 6 Ask relevant questions and answer questions based on thorough preparation.

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D.G. : I improve on my skills by asking my clinical teacher about information that needs to be explained or clarified.

Satisfactory

1. 7 Apply knowledge of the role of the student nurse.

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D.G. : As a student nurse, I have been able to apply knowledge in the nursing access labs to demonstrate skills and professionalism.

2. ACCURATE AND RELEVANT COMMUNICATION

2. 1 Participate in group sharing and discussions.

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D.G. : I enjoyed participating in group discussions in class and in the lab, especially about what is expected in clinical assessment test
because it ensures that everyone is aware of the same information.

2. 2 Document clearly, accurately, and concisely using written and electronic methods.

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D.G. : I have knowledge of how to document patient information in a clinical setting, but I have yet to apply the the skills outside of school.

2. 3 Demonstration reporting relevant information to the appropriate personnel.

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D.G. : For this first semester, I have been able to practice reporting relevant information about patient care to my clinical teacher when we
do a symptom analysis during a health assessment on a particular system.

2. 4 Use communication techniques with the health care team.

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D.G. : I have not been able to demonstrate my communication techniques with a health care team from a clinical placement yet, but I have
been able to do this with my clinical group. We communicate with student patients in a professional and caring manner as well as landmark
specific areas of the body using medical terms.

2. 5 Maintain privacy and confidentiality.

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D.G. : I am aware that, as a student nurse, I am responsible for maintaining privacy and confidentiality, I have yet to demonstrate this in the
clinical setting.

2. 6 Use technology to retrieve information from texts and other resources.

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D.G. : I stay on track with any announcements, upcoming assignments and tests by frequently checking the Blackboard site or
Knowledge4you. I retrieve most of the information about health assessments from the Physical Examination and Health Assessment
textbook and College of Nurses of Ontario documents that have been already provided for us but the clinical teachers.

3. CARING RELATIONAL PRACTICE

3. 1 Apply knowledge of the therapeutic nurse-client relationship and effective

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communication techniques furing the provision of nursing skills and assessments.

D.G. : I have been able to practice establishing a therapeutic nurse-client relationship and effective communication techniques by
practicing going over the health assessment checklists. My clinical teacher always makes sure that we first introduce ourselves to the
student patient in order to properly establish a rapport with him or her. Even though I have not applied this in the clinical setting, I plan on
demonstrating this the same way I have been practicing at school.

3. 2 Establish respectful, polite, and honest relationships with peers, Professors/Clinical

Teachers, and the Lab Technologist.

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D.G. : I have established respectful, polite, and honest relationships with my peers, clinical teachers, and lab technologist.

3. 3 Exhibit cooperative, helpful, and collaborative relationships with team members.

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D.G. : I like to collaborative with other team members in the group because it ensures that everyone has an equal understand of the
learning objectives for the week.

3. 4 Apply knowledge of strategies for conflict resolution.

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D.G. : So far, I have not had a lot of opportunities to apply my knowledge on strategies of conflict resolution. Because compromise is an
important component of conflict resolution, my clinical partner and I often have to demonstrate this whenever we have to decide on a day
to practice outside of school.

3. 5 Recognize how ones behavior affects peer relationships and practice.

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D.G. : I have been able to recognize how one's behaviour affects peer relationships and practice, especially when one of the group
members is not in a good mood.

3. 6 Respect the diversity of peers in the learning environment.

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D.G. : I respect the fact that every person in the learning environment entered the practical nursing program with a different background.

3. 7 Apply knowledge of health teaching and learning strategies.

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D.G. : I have been able to apply my knowledge of health teaching and learning strategies whenever I practice on my health assessments. I
do this by explaining to the student patient what kinds of assessments I will be doing and why it is necessary for me to do so.

4. LEADERSHIP AND ADVOCACY

4. 1 Recognize situations that could lead to conflict and apply knowledge of conflict

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resolution.
D.G. : I recognize that certain situations in the clinical simulation labs may lead to conflict, but it also gives other group members to apply
strategies to resolve this. However, the members in my clinical group did not have any conflicts during the labs. When we collaborated to
practice skills assessments, we usually turned to our clinical teacher to quickly resolve any uncertainties.

4. 2 Demonstrate leadership skills that foster group work and a positive learning environment.

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D.G. : I demonstrate my leadership skills by continually participating in group work. I help provide a positive learning environment by
encouraging my peers when we have to prepare for our skills assessment tests.

4. 3 Provide feedback to peers and accept feedback from peers.

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D.G. : I find that I am able to learn more effectively when I am receiving feedback from my peers compared to just recognizing my own
mistakes. When my clinical lab partner asks for my feedback, I try to provide positive feedback as well as areas to improve on.

4. 4 Advocate for self and peers for a quality learning environment.

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D.G. : I realized that the clinical simulation labs are not always available on certain times of the week for my partner and I to practice for
our skills. Therefore, we try to make the most of the time we have when we are in the simulation lab, especially when our clinical teacher is
present in case we need help.

4. 5 Ask relevant questions to clarify understanding.

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D.G. : I try to ask as many questions as I can when I need to clarify anything during class, especially when it is about demonstrating a
particular skill for assessments.

4. 6 Respond appropriately to unsafe and unacceptable behaviours.

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D.G. : I feel it is important to monitor for unsafe and unacceptable behaviours because it affects other members in the group who are
trying to actually learn and practice skills. For the most part, I believe I have responded appropriately for these kinds of behaviours by
kindly asking the specific people to be a little more quiet in class when someone is speaking, or to focus on certain learning activities.

5. PLANS OF CARE:MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES

5. 1 Identify the importance of assessing clients unique needs.

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D.G. : I am able to identify the importance of assessing the student client's unique needs in the simulation lab by asking them questions
not only about their signs and symptoms, but also his or her hobbies and other environmental factors that may affect their health.

5. 2 Plan holistic, client-centred assessments and interventions that are based on appropriate

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rationale.
D.G. : I know how to write a nursing care plan for each problem that a patient presents, but I have not had the opportunity to do this in the
clinical setting yet.

5. 3 Complete health assessments, interviewing, and nursing skills in an organized and timely

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manner.
D.G. : With enough practice, I have been able to demonstrate my assessments, interviewing, nursing skills in an organized and timely
manner.

5. 4 Perform health assessments, interviewing, and nursing techniques and skills accurately,

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safely, competently and in a timely manner.

D.G. : When performing health assessments with my partner in the simulation lab, we try to practice the checklists as many times as we
can until we perform them correctly and within a certain time period.

5. 5 Perform initial assessments of clients vital signs, neurological, cardiovascular,

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respiratory, and gastrointestinal systems.

D.G. : In the simulation lab, I always try to take my partner's vital signs after i introduce myself and before I begin assessing any of the
systems.

5. 6 Use the nursing process as a decision-making tool.

D.G. : I have used the nursing process as a decision-making tool.

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5. 7 Utilize the nursing process to meet clients healthcare needs related to hygiene, including

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integumentary care, nutrition, hydration, digestion, elimination, mobility, and safety.

D.G. : During practice in the simulation lab, I use the nursing process to meet the my partner's healthcare needs, depending on what area
they need to improve on the most.

5. 8 Discuss environmental strategies that promote health safety, and reduce risk including

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infection control, emergency codes, and ethically appropriate and safe use of restraints.
D.G. : During practice, I provide my partner/client suggestions to enhance their health and and reduce infection, depending on what her
signs and symptoms are.

5. 9 Utilize infection prevention and control practice, including, but not limited to: hand

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washing and basic personal protective equipment (PPE).

D.G. : Before I begin any assessments, including vital signs, I always tell my partner/client that I will first wash my hands to inform her that
I am reducing the risk of infection in the room.

6. COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM

6. 1 Participate knowledgably in discussions with peers and faculty.

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D.G. : Participating in discussions with my peers and clinical teachers in class allowed me to show them that I am eager to learn and
improve on my skills.

6. 2 Acts as an effective and valuable member of the group.

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D.G. : I tried to be an effective and valuable member of my group by offering and providing help when someone needed it. My providing
help not only helps people around me, but it also consolidates my knowledge in practice.

6. 3 Ask knowledgeable questions and answer questions knowledgeably.

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D.G. : Whenever I am unsure of something, I always try to ask my peers before asking my clinical teacher.

6. 4 Seek out assistance

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D.G. : I am not afraid or reluctant to seek out assistance from my peers or clinical teacher because I know that asking for help will benefit
me more rather than not ask at all.

6. 5 Use group process and conflict resolution skills to build consensus and collaboration.

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D.G. : My group tries to build a consensus of deciding a specific order in which we will be tested for our skills assessments in a way that it
fair for everyone. For example, we put names of the pairs of people in our group to be randomly picked out from a cup.

6. 6 Demonstrate respect for peers and others.

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D.G. : I demonstrated respect for my peers and the clinical teachers by cooperating and listening to their instructions.

7. QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE

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7. 1 Identify strengths and areas for improvement using reflective practice.

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D.G. : I have been able to identify and improve in certain areas of my assessment skills, such as knowing all the rationale behind my
actions when assessing a person in a certain way.

7. 2 Utilize self-reflection and feedback from Professors / Clinical Teachers and peers to

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identify strengths and areas for improvement.

D.G. : I use self-reflection and feedback from my clinical teacher and peers to improve on my skills because sometimes they notice more
behavioural errors than I do when I practice.

7. 3 Assume responsibility to seek out learning opportunities that foster professional

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development.
D.G. : I improve on my professional development by continuously accepting advice and feedback from my peers and clinical teacher to
become a better nursing student.

7. 4 Create a learning plan to address areas for improvement.

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D.G. : I have not had the need to create a learning plan to improve on my assessment skills, but I will when I start my clinical placements.

7. 5 Come prepared to apply theory by reviewing all required preparatory learning materials

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and completing all activities.

D.G. : I always attended class prepared with my notes and ready to review them to complete the learning objectives.

8. USE CRITICAL THINKING, PROBLEM-SOLVING & DECISION-MAKING EFFECTIVELY

8. 1 Utilize problem-solving and decision-making skills related to foundational aspects of

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nursing interventions, skills, and practice.

D.G. : I use my problem-solving and decision-making skills in the clinical simulation lab by identifying which system to assess in relation
to the signs and symptoms that my partner presents to me.

8. 2 Use a theory-based approach, problem-solving, and decision-making skills in a

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professional and accountable manner.

D.G. : I apply the knowledge I learned from other classes so that I can make informed decisions on patient care.

8. 3 Use relevant theory to explain the rational underlying the health assessment and

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interviewing strategies and techniques and the foundational nursing skills being used.
D.G. : I always keep in mind to know the rationale for every assessment that I make when practicing because it helps me improve on my
skills, and makes me more competent as a student.

8. 4 Apply knowledge from nursing, health, biological and social sciences.

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D.G. : As a student nurse, I am aware that I have to provide clients holistic, client-centred care, which requires me to apply knowledge from
nursing, health, biological and social sciences.

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8. 5 Demonstrate professionalism and accountability.

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D.G. : I demonstrate professionalism and accountability when practicing my skills in the lab by always speaking to the client to establish a
rapport, and take responsibility when I forget to address or assess anything.

8. 6 Recognize strengths and limitations and seek appropriate assistance and support.

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D.G. : I know my strengths and limitations, and ask for feedback from my peers and clinical teacher so that I can improve on my skills.

Student Final Summary with Strategies for Continued Growth

I feel I have improved on my assessment skills since the beginning of the semester through repetitive and constant practice. I have been able to better
understand the function of systems because of how I learned to assess a client in a certain order specified by the checklists. Overall, I feel that I have
gained a valuable learning experience from my peers and my clinical teachers.

Teacher Final Summary with Strategies for Continued Growth

Danna's performance has been excellent. It has been a pleasure to see her gain knowledge during this semester. I can confidently say that Danna is
a very strong student that will became an asset to nursing.
Skills Testing- Satisfactory
Assessment Testing: Satisfactory
Final Exam: Pending
Overall final: Grade pending Final Exam

Program Coordinator comment

Congratulations

Grade

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Unsatisfactory

Referred to Clinical Excellence Committee (CEC)

Grade

Satisfactory

Program Coordinator Feedback

The Program Coordinator has reviewed the evaluation

Yes

No

Student Sign Off

I met with my Clinical Teacher/Preceptor and discussed my evaluation

Yes

No

In general this evaluation accurately reflects my performance

Yes

No

Submitted Date: 05-Dec-2014 19:06