To be completed by Student:
Student Name: Christian Pass
I#: 697464261
Course code: 310C 1
Facility Name:
Ashton living center
Clinical Area:
Ashton
Dates Attended:
2/24/17
Date:
2/24/17
I acknowledge that I have made a duplicate of this document and other documents that I have submitted which I will retain for
the duration of my course.
Students signature:________Christian Pass_________________________________ Date:____2/24/17__________________
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Student Self Evaluation Complete a self-assessment in the section of the Clinical Evaluation Tool based on your clinical
experience, and meet with your assigned clinical faculty to discuss. Use the next page to
determine your self-rating and explain specifically your rationale or give examples if you gave
yourself a rating below or above the minimum requirements for your semester level.
Clinical Judgment Component
NOTICING
Focused Observation E A B
D B U
Recognizing deviations from B
expected patterns E A
D B U
Information Seeking E A B
D B U
INTERPRETING
Prioritizing Data: E A B
D B U
Making sense out of data: E A B
D B U
RESPONDING
Calm, Confident Manner E A B
D B U
Clear Communication E A B
D B U
Well-Planned Intervention/ B
Flexibility E
A D B U
Being Skillful E A B
D B U
REFLECTING
Evaluation/Self-Analysis E A B
D B U
Commitment to Improvement E A B
D B U
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Copy permission obtained from Lasater (U:\SON\Diane\Bussard\Lasater Clinical Judgment Rubric Scoring Sheet.doc) Final document adapted from Lasater (2007a)
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Table 1: Adapted Lasater Clinical Judgment Rubric
Dimension Exemplary Accomplished Developing Beginning Unsatisfactory
Making sense of data Even when facing complex, Even when facing complex, In most situations, In simple, common, or Even in simple, common,
conflicting, or confusing data, conflicting, or confusing data, interprets the patients familiar situations, is able or familiar situations, has
is able to (a) note and make is able to (a) note and make data patterns and to compare the patients difficulty interpreting or
sense of patterns in the sense of patterns in the compares with known data patterns with those making sense of data; has
patients data, (b) compare patients data, (b) compare patterns to develop an known and to develop or trouble distinguishing
these with known patterns these with known patterns intervention plan and explain intervention among competing
(from the nursing knowledge (from the nursing knowledge accompanying rationale; plans; has difficulty, explanations and
base, research, personal base, research, personal the exceptions are rare or however, with even appropriate interventions,
experience, and intuition), experience, and intuition), in complicated cases moderately difficult data requiring assistance both
and (c) develop plans for and (c) develop plans for where it is appropriate to or situations that are in diagnosing the problem
interventions that can be interventions that can be seek the guidance of a within the expectations of and developing an
justified in terms of their justified in terms of their specialist or a more students; inappropriately intervention
likelihood of success. Seeks likelihood of success. experienced nurse. requires advice or
Effective responding involves:
Calm, confident Assumes responsibility Assumes responsibility within Needs to be prompted to Is reluctant to take on Except in simple and
manner within current scope of current scope of practice; take responsibility. responsibility; reassures routine situations, is
practice; assesses patients delegates team assignments; Appears to be unsure of patients and families in stressed and
efficiently and effectively. appropriately assesses appropriate co-ordination routine and relatively disorganized, lacks
Reassures patient and any patients and reassures of care. Is able to assess simple situations, but control, makes patients
support persons, adjust reassure the patient and any the patient, requires becomes disorganized and families anxious or
priorities of care based on support persons. assistance to priorities easily, unable to adjust to less able to cooperate
changes to patient condition. care but is able to changes in patients
appropriately reassure conditions.
the patient and any
Clear communication Communicates effectively; Communicates effectively; Generally, communicates Shows some Has difficulty
checks for understanding explains interventions; well; explains carefully to communication ability communicating;
and adjusts communication checks for understanding patients and any support (e.g., giving directions); explanations are
as needed; explains calms and reassures patients persons; could be more communication with confusing; directions
interventions in a manner and any support persons. effective in establishing patients, and any support are unclear or
that all involved are able to rapport. persons is only partly contradictory; patients
understand; calms and successful; displays some and families are made
reassures patients and any empathy. confused or anxious
support persons; and are not reassured
Well-planned Interventions are tailored for Interventions are tailored for Develops interventions on Develops interventions on Focuses on developing a
intervention/flexibi the individual patient; the individual patient; the basis of relevant the basis of the most single intervention,
lity monitors patient progress monitors patient progress patient data; monitors obvious data; monitors addressing a likely
closely and is able to adjust closely and is able to adjust progress regularly but progress but is unable to solution, but it may be
treatment as indicated by treatment as indicated by does not expect to have make adjustments as vague, confusing, and/or
patient response and by patient response. to change treatments. indicated by the patients incomplete; some
worsen patient condition. response. monitoring may occur
Being skillful Shows confidence and co- Shows confidence and Displays proficiency in the Is hesitant or ineffective in Is unable to select and/
ordination of necessary capability of necessary use of most nursing skills; using nursing skills, or perform nursing
nursing skills with minimal nursing skills, requires could improve speed or requires continuous verbal skills
supportive cues from staff or infrequent supportive cues accuracy, requires and frequent physical
faculty. from staff or faculty. frequent verbal and/or cues.
physical cues.
Evaluation/self-analysis Independently evaluates and Independently evaluates and Evaluates and analyzes Even when prompted, Even prompted
analyzes personal clinical analyzes personal clinical personal clinical briefly verbalizes the evaluations are brief,
performance, noting decision performance, noting decision performance with minimal most obvious cursory, and not used to
points, elaborating points, elaborating prompting, primarily about evaluations; has difficulty improve performance;
alternatives, and accurately alternatives, and accurately major events or decisions; imagining alternative justifies personal
evaluating choices against evaluating choices against key decision points are choices; is self-protective decisions and choices
alternatives. Assesses if alternatives. identified, and alternatives in evaluating personal without evaluating them
goals are being met. are considered. choices.
Commitment Demonstrates commitment Demonstrates commitment Demonstrates a desire to Demonstrates awareness of Appears uninterested in
to to ongoing improvement; to ongoing improvement; improve nursing the need for ongoing improving performance or
improvement reflects on and critically reflects on and critically performance; reflects on improvement and makes is unable to do
evaluates nursing evaluates nursing and evaluates some effort to learn from so; rarely reflects; is
experiences; accurately experiences; accurately experiences; identifies experience and improve uncritical of himself or
identifies strengths and identifies strengths and strengths and performance but tends to herself or overly
weaknesses and develops weaknesses and develops weaknesses; could be state the obvious and critical (given level of
specific plans to eliminate specific plans to eliminate more systematic in needs external evaluation. development); is
weaknesses. Uses reflective weaknesses. evaluating weaknesses. unable to see flaws or
nursing practice effectively. need for improvement
Table 2
Resource for Students: Examples of questions from the Lasater Clinical Judgment Rubric (LCJR) that simulate deep thinking and learning so
student think like a nurse.
Tanner Model LCJR Dimension Example of Question
Phase
Noticing Focused observations What did you first notice about the patient?
Recognizing deviations from What was different than what you expected? Have you seen this
expected patterns before in other patients?
Information seeking What other information would be helpful? How can you get that
information?
Interpreting Prioritizing data How did you prioritize the patient information/data? In other words,
what was most important for this patient now?
Making sense of the data On what did you base choice of intervention? If intuition, what kinds of
data might offer evidence to support your gut feeling?
Responding Calm, confident manner What was your approach with the patient? How comfortable did you
feel?
Clear communication How did you think you gained the patients trust? What did you say to
the patient? To the family?
Well-planned What factors, including patient feedback, impacted the treatment
interventions/flexibility plan?
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Being skillful How did your skill compare to nursing standards of care?
Reflecting Evaluation/self-analysis What went well? What didnt go so smoothly as your planned? Why or
why not?
Commitment to improvement What would you do differently if you had the opportunity?
K. Lasater / Nurse Education in Practice 11 (2011) 86e92
Students and facilitators are expected to complete an interim and a final reflection on the clinical placement.
Revised 7/18/16
Brigham Young University Idaho Nursing Program Clinical Evaluation Tool
Student is able to practice at expected level, recognizes need
I really feel that I became much more confident in my own for improvement and constant reflection of self and practice,
abilities! The first day of clinicals I was nervous about even willing to participate; ready for next step.
changing a bed, but as I got more experienced, I felt a ton
more confident, and I even feel like I could make decisions on
my own about the best plan of care for the patients.
Revised 7/18/16