ࡱ> [ 3bjbj1[1[ 7S1\S1\*( ( (((8`$(Q PPPPx<<<$m"#%j<@<<Px |||<PRP(|<||"|PP46|! 0Q |%^%|%|@|<<<|<<<Q <<<<%<<<<<<<<<( > f: Ǹ Frances Payne Bolton School of Nursing Clinical performance evaluation Course Number___________________ MidTerm or Final____________________________ APN Program_____________________ Student_____________________________________ HistoryShows exceptional insight in establishing data base on every client assignedSystematically establishes or updates a complete and relevant data base for thorough client evaluation every timeEstablishes and updates data base with some consistency most of the time Data base is incomplete but relevant and accurateData is inappropriate, confabulated, lacks relevanceTime management is excellent, data is complete and thorough.Appropriate time utilization. Shows ability to focus client and acquire necessary dataGathers appropriate data within general time constraints of a student at  Data gathering takes excessive amounts of time and is not consistently complete.Time management is absent with no consistent pattern and erratic data collectionExceeds expectation of integration of developmental/ social/ economic/ and environmental factorsIntegrates developmental/ social / economic / environmental factorsIdentifies developmental/social/ economic/ environmental factors most of the time with beginning level of integrationLacks consistency in identifying or integrating developmental/social/ economic/ environmental factorsUnable to integrate developmental/social/ economic/ environmental factors Physical examHigh level of skill in use of dx techniques and technical skills necessary for excellent careDemonstrates the skillful use of dx techniques and technical skills necessary for safe and competent care.Demonstrates the use of diagnostic techniques and technical skills necessary for safe and competent care, but lacks consistency and polish Uncertain use of diagnostic techniques and technical skills, but care is safe and shows novice competenceDiagnostic skills are poor and care is not consistently safe and does not display competence Excellent organization, exam is complete and thorough without unnecessary techniquesOrganized, Complete and Thorough.Exam is complete and thorough with beginning level of organization and some unnecessary techniques although accurate Exam is not always complete and thorough lacks organization and may demonstrate a lack of accurate choice of techniquesExam techniques are done incorrectly, critical techniques are omitted, organization is not observedExcellent use of time.Appropriate use of time.Inconsistent use of timeNot always aware of timeInappropriate and sporadic use of timeSurpassesConsistently PerformsMeets performance standard Does not meet standard adequatelyPerformance is unsafe or completely inadequate Decision MakingExcellent diagnostic skill reflecting advanced ability to interpret dataMakes accurate diagnosis of normalcy and deviations based on correct interpretation of data.Able to identify deviations from normal and reflects beginning level of interpretation of data Inconsistent ability to identify deviations from normal and demonstrates naive interpretation of dataMisses obvious deviations from normal or unclear about rationale for exam skills, unable to explain what data is being soughtProblem/needs list is complete and reflects advanced interpretation of data base.Formulates complete problem / needs list based on correct interpretation of data base.Adequate problem/needs list based on correct interpretation of data base.Incomplete problem/needs list based on correct interpretation of the data baseIncorrect interpretation of data base with incomplete or inaccurate problem/needs listSeeks out literature and resources beyond the necessary informationKnows where to go and how to find necessary informationNeeds encouragement and direction to find necessary informationDependent on others for necessary informationUnable to identify when necessary information is needed. Doesnt follow through with direction to find necessary information Clinical ManagementDevelops comprehensive plan of care based on problem/needs list, supported by rationale/research and includes judgment of priorities, client preference and alternative methods.Plan of care is based on problem/needs list, supported by rationale/research and reflects consideration of priorities and client preferencePlan of care is based on problem/needs list and rationale reflects input of preceptor, research and collaboration with clientPlan of care is highly influenced by preceptor and lacks comprehensive research based rationale.Plan of care is inaccurate or incomplete and may reflect unsafe recommendations. Rationale is misdirected.Creative and advanced ability to competently implement or direct implementation of the plan of careImplements or directs implementation of the plan of care with competence.Implements or directs implementation of the plan of care with support of preceptor.Unable to be decisive in implementation of plan of care without significant guidance.Defers to preceptor for implementation of plan of care. More observer than participant. Approach to implementation is unsafe or non therapeutic.Teaching demonstrates expertise and reflects insight into cultural needs of the clientProvides appropriate client / family teaching.Usually provides client/family teachingRarely includes client/family teachingOmits teaching, Inappropriate or inaccurate when teachingIndependently able to identify appropriate treatment choiceKnows effect and side effects of medication / nonpharmacologic therapeutics.Depends on leadership of preceptor for choice of therapeutic, but knows when knowledge is inadequate and where to go for information. Weak understanding of effects and side effects of medications/nonpharmacologic therapeutics and not always certain of information necessaryDangerous lack of understanding of effects/side effects of medications, unclear of where to go for informationPlans and clearly articulates plan for appropriate follow-up.Plans for appropriate follow-up.Usually appropriately plans for follow-upOften unclear about reasonable plan for follow up. Plans for followup too soon or not soon enough.Shows no rationale for choice of plan for followup, appears to be random.SurpassesConsistently PerformsMeets performance standard Does not meet standard adequatelyPerformance is unsafe or completely inadequate Reporting-Verbal/WrittenRecords are comprehensive and appropriate with advanced choice of pertinent data and clearly stated rationaleRecords are comprehensive and appropriate with clear rationale.Records are accurate and appropriate.Records are inadequate and rationale for plan is unclear, but plan is appropriate.Records are inadequate and/or inappropriate.Consistently and excellently completes records in a timely fashion.Records in a timely fashionUsually records in timely fashionRequires excessive amount of time to complete records.Records are left incomplete.Oral presentation is well organized, clear, and concise with pertinent data and clear rationale.Oral presentation is clear and concise.Oral presentation is usually clear and concise. Oral presentation may ramble with difficulty selecting most salient data. Oral presentation is inadequate with inappropriate or inadequate data.SurpassesConsistently PerformsMeets performance standardDoes not meet standard adequatelyPerformance is unsafe or completely inadequateRoleEvaluation of care given shows excellent insight and advanced skill at determining completeness and effectiveness.Realistically and accurately evaluates the completeness and effectiveness of care given.Evaluation of the completeness and effectiveness of care given is usually realistic and accurate.Inconsistently able to realistically evaluate the completeness and effectiveness of care.Unable to realistically evaluate the completeness and effectiveness of care.Excellent communication skills with attention to needs of both clients and family. Communicates effectively with clients and families.Communication is adequate, but occasionally excludes considerations of client or family.Communication with clients and families is sporadic in effectiveness.Communication reflects students agenda rather than needs of client or family.Excellent sensitivity to the needs and issues of the client and family and well developed skills in providing emotional support.Sensitive to the needs and issues of client and family and provides emotional support.Usually sensitive to needs and issues of patient and family and developing skills to provide emotional support.Sporadic in sensitivity to needs and issues of client and family with minimal ability to provide emotional support.Insensitive to needs and issues of client and/or family and inadequate provision of emotional support.Actively participates as a member of the health care team.Functions effectively as a member of the health care team.Able to participate as a member of the health care team with encouragement.Confusion regarding role on the health care team compromises effectiveness.Membership on health care team is inappropriate.Mature relationship with all members of team.Relates well to members of team.Relates well to most members of the team.Difficulty with team relationships.Unable to relate with team members.Seeks and accepts guidance and critique from others. Accepts guidance and critique from others.Displays some resistance to guidance and critique from others.Resists guidance and critique from others.Rejects or ignores guidance and critique from others.Student is proactive in identifying learning needs and appropriately seeks to meet those needs.Student evaluates and seeks to meet own learning needs.Student needs assistance to evaluate and meet own learning needs, but follows through.Student needs assistance to evaluate and meet own learning needs, and inconsistently follows through. Student is unaware of learning needs and rejects assistance in evaluating and meeting those needs.OVERALL RATING Student surpasses expected performance at this point in the program.Students performance consistently meets and may exceed the expected performance at this point in the program.Student meets the performance standard at this point in the program.Student does not meet the standard adequately at this point in the program. 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