Evaluation Of The Clinical Training

Nugent, W., Sieppert, J., & Hudson, W. (2001). Practice Evaluation for the 21st Century. Belmont, CA: Wadsworth.

Assurance in my behalf will demonstrate lofty goals and a substantial performance within the following semesters. The ideals that I strive to achieve are the acquisition of effective clinical skills and studying skills; re-defining my character in pursuit of a hardworking nursing student. Failing this course left me devastated and ashamed to say the least.

This class was very challenging, interesting, and informative. First, students must push themselves to expand their knowledge and help themselves become more inquisitive, critical, reflective, and problem solve. As future professional nurse practitioner, we are striving for integrating clinical judgment skills. The knowledge gained in the textbook must be applied in the clinical settings without discrimination.

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

The Kaplan website offers a wealth of information and helpful tools for nursing students. The videos in the "How to Study" section offer practical advice for beginning nursing students and those who might be struggling with topics such as, Taking Notes, Studying, Reading Textbooks, Time Management, and Preparing for the Exam. The "Remediation by Topic" section offers students summaries of topics like Confidentiality, Critical Thinking Skills, and HIPAA. "The Focused Review Test" section offers an option to create a test to use as a study aid. This paper will give a summary of the topics, Critical Thinking Skills, the NCLEX-RN, and Therapeutic Communication. This paper will also discuss which methods are the

As a practicing teaching, I had the opportunity to assess students learning and provide them with feedback. This took place during a series of lessons (artefact 4) I taught to a year 8 Health and Physical Education class. Through the course each lesson taught and during professional experience, I formally and informally provided the students with feedback. There were opportunities to use formative feedback and assessment as well as summative feedback and assessment.

Plan: The primary goal for the nurse is to ensure Caroline is discharged able to administer and monitor her medications as well as recognise the indication, desired effect and potential side effects and adverse reactions for each drug. The nurse must apply health literacy principles, consider verbal and non-verbal communication techniques as well as apply adult learning principles to achieve this goal.

Drug administration forms a major part of the clinical nurse’s role. Medicines are prescribed by the doctor and dispensed by the

The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision

Evaluation is central to clinical supervision to perform as gatekeeping functions that require responsibility placed on supervisors (Bernard and Goodyear, 2014). Evaluation provides clear distinction between counseling and supervision (Inskipp, 1996). Distinction between formative and summative evaluation is key when supervising (Bernard and Goodyear, 2014). Formative evaluations provide direct and observational skill based feedback through weekly documentation for supervisors to assess supervisees’ effectiveness as a professional in training (Bernard and Goodyear, 2014). Summative evaluations provide an overall picture to decide whether goals and progress met standards and expectations of supervisors (Bernard and Goodyear, 2014). Summative evaluations used mostly in educational settings, seek to make decisions among supervisees. In conjunction with supervisors and education coordinators making decisions about the supervisee, the amount of time invested filling out evaluations is crucial to present clear and distinct assessments for those being evaluated (Bernard and Goodyear, 2014).

Nursing interventions that are appropriate for Mrs. J. at the time of her admission includes comprehensive nursing assessment

The workshop that I did in my clinical skills class helped me prepare for this activity. During this workshop, I had to go through patient’s chart, sort out medications that patient were taking and interviewed patient to find out the their problems. Once I identify the problems I have to inquire about allergy information and then provide recommendations based on gathered informations. I had to counsel patient on recommended medications regarding its use and side effects. Thus, since I have a similar experience before, I was confident that I would be able to perform this activity. Therefore, the educational experience that I gained during pharmacy school helped me prepare for this activity.

Throughout this semester, I have demonstrated a basic, multi-dimensional health assessment. I completed a multi-dimensional health assessment on my resident as demonstrated in completing part G of the RCP. Throughout this semester, I learned that as a nurse you will be constantly assessing the patient as soon as you walk into their room. I have implemented the habit as soon as I walk into my patient’s room, I assess his skin, his status of alertness, asking if he has any pain, as well as listening to his heart and lungs; then I do the focused assessment that is required for that day. As demonstrated in my weekly self-evaluations, I have improved on my documentation skills and will continue to improve on this skill throughout my career. I also

There is no better teacher than experience itself. This statement holds true with regards to acquiring knowledge and necessary skills in the nursing profession. Clinical rotation is when theories are actually put in to practice and competencies acquired. Indeed, during this clinical rotation I felt like I gained a whole lot of understanding about the nursing process, the legal and ethical matters surrounding the practice, and the public health nursing as a profession.

Self-assessment is a principal of learning; it enhances a student’s achievement, awareness, and reflection on the learning process. It is a student’s reflection on his or her progress to determine if they are meeting the concepts and criteria of the course (Al-Kadri, et al. 2012). The purpose of this paper is to reflect on past clinical experiences and evaluations to identify three areas of personal strengths to maintain and weaknesses to address, along with three clinical skills to obtain prior completing the program. Additionally, the history and role of nurse practitioners will be discussed, along with personal contributions to the profession of advanced practice nursing.