Reflection On Clinical Evaluation

A clinical assessment is then conducted for treatment needs. Different treatment plans are made for each client. Individualized treatment plans are used to make referrals and they are updated periodically.”

(What nursing actions were used? How well did they work to help your patient reach their outcomes?)

This would include physicians, nurses, directors, and any other support staff. Getting the input of coworkers can help find if the mission, vision, and values of the facility are correctly understood and to evaluate how they are received by the organizations staff. After completing this task, seeking input from those outsides of the facility should be received. This could contain input from the community, patients, family of those patients, or other facilities within the surrounding areas. After collecting the information from both, internal and external sources, the outcomes need to be evaluated to find mutual themes and then compare them to the existing values that the practice holds presently. Next, removing obsolete information and reports that presently do not line up with the organization will then permit the usage of the Teals process of refreshing the way the practice can keep up with current medicine. Customers and coworkers need to be able to see how every value is signified and how each value will line up with the practices mission and vision statement. The organization needs to continue to communicate the values constantly because it will allow the staff to have a better and more concise understanding of what they stand

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

Evaluation of a patient’s outcome, to determine the effectiveness of the treatment that they received while under my care, is

As a HNC Health Care student I am required to provide evidence of the following principal aims and objectives: to integrate knowledge, theory and practice, to develop and apply a broad knowledge and skills and to have an individual patient/client focus in my practice. To achieve all of the above I am required to complete project in a form of Graded Unit which consists of three stages: planning, development and evaluation.

Journey’s intake unit completes all initial assessment to assess client for different level of care and accurately assign them to the most appropriate unit. The different level of care ranged from intensive inpatient care unit to medication only. As a practicum student, I worked in the outpatient services unit. The assessment was completed via an online program with an intake staff and the client, usually a week or two before the first scheduled appointment with a clinician. Therefore, once a client is assigned to me, I have access to review their file. The assessment are usually completed in a brief model format, and as the clinician assigned to work with a client, I am expected to use the first two sessions of therapy

In January 2015 a patient observation was conducted on an inner city psychiatric male admission ward commencing at 10.30 am and concluding at 11.30am. The observation was carried out by the ward manager and the patient advice liaison service (PALS) manager.

The purpose of this journal is to reflect on my experience and skills gained during my clinical placement at Ben Taub Hospital. On my first clinical day, I was excited and nervous at the same time. My first placement was in the PREOP/PACU area. I was assigned to help a patient who had been in the PACU area going on 2 days. Normally, once the patient comes from surgery they are only in the PACU area for a short period of time before they are discharged home or given a bed in another area of the hospital. This particular patient still had not received an assignment for a bed. The physicians would make their rounds to come check on him daily. The patient was a 28-year-old Hispanic male, non-English speaking, he had a hemicolectomy. He had a NG tube, urinary Foley catheter, and a wound vac. My preceptor had just clocked in and she needed to check on the patient’s vitals and notes from the previous nurse. Once she introduced me to the patient and explained while I was there, she then asked me to check his vitals. (Vital signs indicate the body’s ability to regulate body temperature, maintain blood flow, and oxygenate body tissues. Vital signs are important indicators of a client’s overall health status (Hogan, 2014). I froze for a quick second. I have practiced taking vitals numerous of times and I knew I could do it correctly. I started with the temperature first, when I was quickly corrected on a major mistake I had made by my preceptor. I HAD FORGOT TO WASH MY HANDS and PUT

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).

My reflective clinical practice experience was based on my eight weeks placement in an acute mental health ward in a hospital. I was not sure of what to expect because I have never worked or placed in an acute ward and this was my second placement. Before starting my placement, I visited the ward and was inducted around the ward. This gave me a bit of confidence and reassurance about working in an acute ward.

The aim of this ten minute reflection is to show my experience of how my mentor and I used the ABCDE approach when dealing with a patient with chest pain. The concept of this ten minute reflection is to outline the areas that I can develop on for my future placements. This ten minute reflection will show my emotional state and my knowledge that I applied in this situation. It will outline my learning and development when in my placement area and help me to decide if a better outcome could have been achieved if I performed differently. From my learning to date, by completing this ten minute reflection it has enabled me to critically analyse my own practice and compare this to what I would of done now upon completion of this module. This reflection has highlighted how much my skills, knowledge and performance has improved from last year. In accordance of the NMC (2008) a pseudonyms will be used in order to protect the patients’ identity.

It is obvious that all of our instructors have a common goal, which is for all of us to learn as much as we possibly can. I honestly think that by allowing as many opportunities as possible to see and experience as much as possible will help us all learn from our clinical experiences.

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.

I have learned to communicate better with both my colleagues, patients and their families and how to develop therapeutic relationships. I have also improved in academic writing. I feel I have made positive impact on both patients and their families during module three and four placements. I safely practiced the clinical skills acquired during theory and on placement and have developed more confidence in delivering these skills.