Kristen Eden
Bethel College
CRITIQUE OF STUDENT CLINICAL COMPETENCE 2
detailed process requiring much attention and observation by the clinical faculty. Faculty must be
present to assess the student’s level of competence during performance of nursing skills such as
attention to the performance of one’s students allows the educator to confidently evaluate the
student and decide whether the student will pass the clinical rotation satisfactorily or fail due to
Evaluation of nursing students is an ongoing process that must start at the beginning of
the clinical rotation. When an educator observes a deficiency in the performance of a student,
they must provide immediate feedback to correct the mistake. It is not enough to provide
feedback and evaluation at the end of the clinical rotation in the form of a final or summative
evaluation. Students must be provided with frequent, detailed formative evaluations on their
performance throughout the duration of the clinical rotation (Billings & Halstead, 2016).
Formative Evaluation
The Bethel nursing students I have been working with are evaluated weekly in the form
of an e-journal. The students must write about how they successfully met the six clinical
1. Identify nursing judgment when making effective decisions regarding potential and
3. Apply the nursing process to deliver safe, quality care to patients experiencing
and chronic alterations in health while providing patient/family-centered care in the acute
care setting.
nursing judgment while caring for patients with potential and chronic alterations in health
6. Practice nursing behaviors of leadership and professionalism consistent with legal and
ethical while caring for patients with potential and chronic alterations in health in the
The students are required to self-evaluate their performance of each of the outcomes
using ratings of satisfactory (S), needs practice (NP), unsatisfactory (U), and not applicable
(NA). The clinical faculty and I then read the e-journals and determine whether the students’ self-
evaluation is accurate based on our observation of their performance during the clinical day. We
make comments in the body of the e-journal and then include our evaluations of their completion
of the outcomes at the end. This weekly evaluation enables us to provide suggestions for
poor performance and behaviors should we have to fail a student based on their failure to meet
Clinical Assignments
These medical-surgical level two students are each assigned one patient to care for during
the clinical day. They are required to attend pre-conference to receive their patient assignment
and be informed of any announcements the clinical faculty has for that day. Students are then
dismissed to the nursing unit and instructed to begin their shift by reviewing their patient’s
electronic medical record (EMAR). They are expected to review the patient’s diagnoses,
treatment plan, orders, and medications. By reviewing the patient’s chart, they develop an
understanding of the overall treatment plan for the patient and may safely begin their clinical
day. They will meet outcome five if they are familiar with gathering information from EMAR.
After reviewing the chart, the students are expected to request report from the nurse that
is caring for their patient. This allows the student to gain experience communicating with nursing
colleagues. The students include this information in their SBAR clinical paperwork which is
submitted for faculty review after the clinical week is complete. Successful communication
throughout the clinical day allows the student to meet outcome two.
The students are then required to complete a full head-to-toe assessment of their patient
by the third hour of clinical. This allows the student to become familiar with the assessment
findings associated with their patient’s disease or condition. Performing this assessment at the
beginning of the shift allows the student to note any changes to their patient condition and react
accordingly. If the student successfully completes their assessment and documents accurately,
Throughout the shift students are encouraged to perform their nursing skills such as foley
catheter insertions, colostomy system changes, and surgical dressing changes. The faculty and I
CRITIQUE OF STUDENT CLINICAL COMPETENCE 5
are able to assess the student’s competence in performing these skills to ensure they are
performed safely. If a student is planning to perform a clinical skill, they are instructed to first
review the skill using the Mosby nursing skill guide provided on the hospital’s intranet. They are
provided with instruction while performing the skill and feedback after they complete the skill.
Their performance is assessed and included in their weekly e-journal. If they successfully
Medication administration is one of the main focuses of this clinical rotation. Students
must have a thorough understanding of the medication including which class it is in, why their
patient is receiving the medication, and any safety implications of administering the medication.
Students are encouraged to bring their drug guides to review their patient’s medications and then
transcribe that information on their medication clinical paperwork. If a student is not prepared to
pass medications and answer the faculty’s questions they are deemed unsafe to administer that
Students are also instructed to seek out learning opportunities throughout the clinical day.
Sometimes students are assigned a patient with less needs and medications to administer. Instead
of sitting idle, students are encouraged to ask their peers, nurses, and patient care assistance if
they have any patient care needs they need assistance with. This allows the student to gain a
greater amount of experience and see a variety of conditions and treatment plans.
Unsafe Students
Students are deemed to be safe when they perform nursing skills according to policy and
best practice. When they fail to perform these skills safely, they are counseled to spend time in
the nursing lab to practice these skills so that they may competently perform them at a later time
CRITIQUE OF STUDENT CLINICAL COMPETENCE 6
in the clinical setting. If they continue to fail to perform the skill they receive a U for outcome
four.
When administering medications, students are required to review their drug guides or the
reference manual in the medication administration record (MAR). Before they administer the
medications to their patients, they must tell faculty what the medication is, what class the
medication is in, why the patient is receiving the medication, and what safety indications exist
for the medication. If the student is unable to do so they are deemed unsafe to administer the
medications and are not allowed to administer medications that clinical day. They will also
receive a U for outcome four. Faculty will counsel the student on the importance of safe
medication administration and encourage better preparation before passing medications the next
clinical day.
Remediation in the form of a learning contract provides students with an understanding of the
deficiencies in their meeting the clinical outcomes and a detailed plan to improve their
performance. A learning contract is a written document detailing the problems with the student’s
performance in relation to the clinical outcomes. The document should list available resources to
assist the student in improving their performance and include detailed activities required to meet
the learning outcomes in the future. The learning contract must then be discussed with the
student in private to formulate a plan for future success. The student must be given detailed
examples of how they have currently failed to meet expectations and the actions that they must
take to improve their performance. Once the plan has been made, the student and faculty must
sign the document. The learning contract will be used to determine a student’s continuation in
Student Comparison
During my time working with the medical-surgical level two students from Bethel
College I have been able to observe the clinical competence of 12 students. The degree of
competence and skill varied among the students. Some were better at medication administration
I used the clinical course outcomes in the clinical syllabus to evaluate the performance of
two students in the clinical setting. I chose to evaluate Beth and Jackie and compare and contrast
their clinical performance. The comparisons are observations that have been made weekly and
Beth has shown to perform at a higher degree of competence than Jackie. She is prepared
for clinical and has been on time to clinical each day. She speaks respectfully to her patients,
peers, and clinical faculty. She has also demonstrated leadership skills when offering to pray for
the clinical group and patients during preconference. Because of this she has received an S for
In comparison, Jackie has been late to clinical twice. She was unprepared on the first day
of clinical because she had forgotten her clinical paperwork at home. When asked why she had
forgotten her paperwork she stated that she was rushing out the door. She stated she felt like an
idiot and hated herself for forgetting, calling herself a derogatory term. Because of these
behaviors she has received a U for outcome six for the first two weeks of clinical and has also
Beth has shown competence in her assessment and charting of her patients. She can relate
how her assessment findings correlate with her patients’ diseases and charts those findings
CRITIQUE OF STUDENT CLINICAL COMPETENCE 8
accurately and in a timely manner. She has received an S for outcomes three and five. Jackie,
however, struggled to recognize that her patient with COPD needed to have oxygen applied
when her patient’s oxygen saturation was at 86%. She did not recognize this as a significant
finding and struggled to chart these findings at an appropriate time. She also did not
communicate these findings with me or the patient’s nurse. It was by chance that I saw her
charting and brought the finding to her attention. Because of the failure to recognize an abnormal
assessment finding, communicate this finding, and chart appropriately she has received a NP for
Summative Evaluation
At the end of the clinical rotation, each student will be provided a summative or final
evaluation that will ultimately determine their passing or failing the clinical rotation. Page five of
the clinical syllabus provided the students with the summative evaluation criteria. Faculty will
review the weekly evaluations and outcomes to determine if the student is safe and competent
enough to pass the course. The form used is provided on page 12 of the clinical syllabus and
includes a section on student strengths, suggestions for improvement, comments, and signatures
I chose to complete theoretical summative evaluations on two students that I feel have
vastly different levels of knowledge, level of competence when performing skills, and overall
display of professionalism. The evaluations below have been reviewed by the clinical faculty
Student: Jackie Blauwkamp Faculty: Lisa Ericson, Kristen Eden (MSN student)
1. Strengths:
3. Comments:
Jackie has consistently failed to meet outcome 6 of professionalism due to her lack of preparedness for
clinical and timeliness. She failed to meet the requirements of her learning contract when she was 30
minutes late to clinical on 10/30/18. She shows a lack of safety when performing skills and administering
medications as evidenced by failure to meet outcome 4 on week 2, 4, 5, and 7. Week 5 she attempted to
insert a foley catheter on her patient but contaminated the sterile field. She was instructed to practice
the skill in the nursing lab but refused to do so stating “I don’t have time for this!”.
These assessments combined with her failure to pass the course requirement of an average test score
of 78% prevent her from successfully passing this clinical course.
Student: Beth Hawley Faculty: Lisa Ericson, Kristen Eden (MSN student)
1. Strengths:
3. Comments:
Beth has shown competence in the clinical setting. She performs nursing skill safely such as successful
insertion of foley catheter on week 2 and tracheostomy care on week 3. She is knowledgeable of
medications and administers safely with correct technique. She shows leadership skills and effective,
respectful communication with peers, staff, and faculty.
The above final evaluations are a result of the observations I made of these two students
while working with them in the clinical setting. Beth has shown competence in the clinical
setting by meeting the six clinical outcomes on a consistent basis. She displays respectful and
effective communication to her peers, patients, and faculty. She demonstrates consistent intent to
improve in her knowledge of disease entities and nursing care. Because of her performance in the
clinical setting it is determined that she will pass the clinical rotation and continue on in the
Jackie, however, has shown to be clinically incompetent and unsafe to advance to the
next clinical rotation due to her lack of safety when performing clinical nursing skills and
concern. Because of the observations made weekly, it has been determined that she will not pass
the medical-surgical two rotation. Should she desire to challenge the faculty on her failure of the
course, she must appeal to the Progression Committee. Her weekly e-journals with faculty
comments and evaluations, learning contract, and final evaluation would all be sent to the
committee for review to determine if she should be allowed to pass the clinical rotation and
consistent observation by the clinical faculty. Students must be evaluated based on the criteria
provided to them in the clinical syllabus. Clinical outcomes must be clearly defined and
understood if students are to succeed. During the clinical rotation, faculty must provide frequent,
detailed feedback to the student on the quality of their performance and deficiencies in their
evaluation provided to students on a weekly basis. This ensures that students are aware of their
References
Billings, D. & Halstead, J. (2016). Teaching in nursing: A guide for faculty. St Louis, MO:
Elsevier.
Gardner, M. & Suplee, P. (2010). Handbook of clinical teaching in nursing and health sciences.