Answered step-by-stepPromoting the Health of Older Adults Cl

Answered step-by-stepPromoting the Health of Older Adults Clinical Performance…                                                       Promoting the Health of Older Adults                                                           Clinical Performance Evaluation             Student:                                                                                                          Quarter     Directions To Students and Faculty: Review the behaviors listed under each objective that indicate accomplishment of the objective.  Analyze the degree to which each objective was accomplished throughout the rotation.Rate each objective using the evaluation scale (“superior,” etc.).  Note: In order to pass clinical, students must demonstrate adequate performance on each critical behavior, indicated with an asterisk (*), and each objective. Students, who do not pass a clinical rotation in, do not pass the course.Students complete the form and submit it to the faculty prior to the evaluation meeting.Students will meet with faculty and discuss the final evaluation and sign indicating awareness of grade.A copy of the clinical evaluation should be placed in the portfolio under Provider Skills. Evaluation Scale for Objectives The evaluation scale is based on the SU grading system.  Each objective is evaluated as:  Superior, Good, Adequate, or Poor.   Superior:  Consistently exceeds expectations. Meets objectives consistently and with reasonable guidance. Good:  Consistently meets expectations in meeting objective. Student usually meets objective with occasional direction.  Student consistently demonstrates professional conduct. Adequate: By end of clinical experience is able to adequately meet objective.  Consistently demonstrates professional conduct. Poor: Not passing.  Clinical performance in this area is inadequate. Indicates lack of skill, unsafe nursing practice, inadequate depth of knowledge, or inadequate application of nursing principles. Student functions below the expectations of a student at this level.  Student inconsistently demonstrates professional behavior.  Grading Faculty will identify the grade earned in clinical.  Consistent with the grading system, the scale grade is converted to a letter grade.           Clinical Objective 1Apply the process of assessment, diagnosis, outcome identification, planning, intervention and evaluation for health promotion and risk reduction in the care of older adults.Exemplar Behaviors Related to Objective: Collects thorough, relevant assessment data that accounts for the holistic needs of the clientDevelops meaningful Nursing Diagnosis Discuss Nursing Diagnosis, reasonable and measureable outcomes, and plan interventions  with clinical group members for assigned clients, considering both subjective and objective dataUses accurate health care terminologyRecognizes changes in client utilizing clinical interview & health assessment toolsDevelops understanding of the pathophysiology of medical diagnoses, use/effects of medications, & therapies (PT/OT)Uses various assessment tools: head-to-toe, KATZ, SPICES, hearing screening, oral assessment, pain assessment, nutrition assessment, etc. as assigned Utilizes critical thinking skills in all interactionsConsiders data and knowledge to promote health and reduce risk and injury·      Communicates effectively with the client, peers, faculty and staff ·      Performs nursing care in compliance with principles taught in and current evidenced-based practice Student Evaluation: SuperiorGoodAdequateNot Passing Comments: Faculty Evaluation: SuperiorGoodAdequateNot Passing Comments: Clinical Objective 2Identify functional abilities and distinguish their link to normal aging, acute and or chronic disease or disability.Exemplar Behaviors Related to Objective:Integrates knowledge learned in theory of normal aging changes with knowledge of a variety of acute and chronic diseases Considers client’s social and health history while interpreting client responsesPlans interview and assessment and direct care delivery considering individual presentation of assigned clientsIdentifies the limits of the client’s functional abilities and interprets clients response to adaptationBuilds a relationship with the client by spending adequate time to get to know the client  and his/her individualized  routineReflects on client’s responses regarding feelings of self-efficacy Student Evaluation: Superior Good AdequateNot Passing Comments: Faculty Evaluation: SuperiorGoodAdequateNot Passing Comments:       Clinical Objective 3Explain leadership concepts of advocacy, delegation and collaboration that enhance the safety and quality of inter-professional practice.Exemplar Behaviors Related to Objective:·      Protects the client’s rights to privacy and confidentiality.·      Demonstrates professional communication  with  peers, faculty, family members and staff about the client’s condition and care·      Identifies roles of multidisciplinary team members·      Collaborates with client, family and health care team as appropriate·      Demonstrates curiosity regarding alternative perspectives during clinical conference with peers and faculty·      Develops awareness of the variety of community based care and services available for clientsConnects knowledge of family and community to client care issues, activities, and resourcesUtilizes active listening skillsSuggests additional resources or services that might promote health and wellness of assigned client and communityBegins appropriately use of SBAR in clinical exchanges with staff, peers and facultyEvaluation: Superior Good Adequate Not Passing Comments: Faculty Evaluation: SuperiorGoodAdequateNot Passing Comments:  Clinical Objective 4 Demonstrate commitment to self – evaluation, life-long learning, professional behaviors, service, diversity and social justice in the care of older adults.Exemplar Behaviors Related to Objective:·      Respects client’s autonomy and integrity with regards to client’s decisions on dealing with chronic conditions·      Considers constructive feedback from peers, clinical faculty, and staff Identifies own strengths and learning needs pursuit of broader depth and understanding of professional nursing practiceDemonstrates honesty and accountability in accordance with principals of ethical conduct as describedExhibits professional behavior: appearance, attendance, punctualityDemonstrates respect for the client’s right to exercise choice in defining health regardless of own personal beliefs.Recognizes the ethical issues related to the health care of clients/families from diverse backgrounds. ·      Conveys respect for the ideas, values and beliefs of clients , families, peers, and members of the health care teamEstablishes a safe environment for the client.Provides a therapeutic environment for the patient respecting boundaries and individual needs Evaluation: Superior Good Adequate Not Passing Comments: Faculty Evaluation: SuperiorGoodAdequateNot Passing Comments: Student Summary:1.         Identify by number the objective that you accomplished best.  Give an example that describes how you met it in an exceptional way. 2. Identity by number the objective you feel was the greatest challenge.  Give an example that describes that challenge. 3.         Identify a specific goal you want to work on during your next clinical experience.           Faculty Summary:   Strengths Areas for Growth            Clinical Grade Letter Grade  Number GradeFaculty Observation Clinical Evaluation     60% SOAP Notes & SBAR    5% Geriatric Assessment Write Ups (2 each 10%)                  20%    Community Project  15 %     NURS Grade Earned:     Faculty _______________________ Date_______ Student _______________________ Date ______        Health ScienceScienceNursingNURS 356Share

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