After the Clinical Day is Over p atient evaluations and self-evaluations 洪志秀副教授 吳淑如講師

The Clinical Day is Over The time is spent reflecting on 1. clinical performance 2. patient responses 3. writing summaries

Standards of Professional Nursing Performance (ANA) Include:  systematic evaluation of the quality and effectiveness of nursing practice  The evaluation of one’s own nursing practice.

Purpose of Performance Evaluations-1  A performance evaluation is the process of determining how well the nursing student does that which is required.  The purpose is not to blame or shame students.

The Questions to be Addressed with the Performance Evaluation Are: (1) Are you providing safe and effective care? (2) What grade did you earn? (3) Should you be promoted to the next level?

Purpose of Performance Evaluations-2  The clinical objectives and specific daily objectives of the course are used as standards to evaluate performance.  Performance evaluations are based on standards and objective criteria.

Clinical Performance Objectives  Assessment  Nursing Diagnoses  Planning  Implementation  Evaluation  Documentation  Professional Qualities

Assessment  Prepares each patient profile by gathering complete, relevant information needed to develop a concept map care plan

Nursing Diagnosis  Develops a concept map

Planning  Develops patient goals, objectives, and nursing interventions

Implementation 1.Provides safe and effective nursing care 2.Safely and effectively implements all procedures and treatment 3.Safely and effectively administers medications 4.Safely and effectively teaches and is emotionally supportive to patients and families 5.Communicates effectively 6.Collaborates with other health-care workers

Evaluation 1.Evaluates the concept map plan of care 2.Evaluates self-performance

Documentation  Documents accurately, concisely, completely and in a timely manner

Professional Qualities 1.Acts professional at all times 2.Acts ethically at all times

Constructive Criticism-1  It provided you believe in respecting others’ rights to their opinions.  The criticism received is valuable and helpful, and requires changing behaviors.  The valuable and helpful criticism is termed constructive criticism.

Constructive Criticism-2  Constructive criticism is based on lack of performance of specific behavioral objectives.  Its intent is not to shame or blame on a personal level.  Specifically, the intent of constructive criticism from your nursing faculty is to give you feedback on your performance and to help you grow into your role as a professional nurse

Carrying out Responsibilities and Showing Initiative  The fastest way to be dismissed from clinical and possibly even from the nursing program is to jeopardize patient safety.  Performance appraisals are also used to decide if a student should be dismissed.

Dismissal for Unacceptable Clinical Behavior Policy  Examples of unacceptable clinical behavior include, but are not limited to:  Refusal to care for an assigned patient based on patient characteristics such as race, culture, religious beliefs, or diagnosis

Clinical Evaluations  There are links between performance evaluation, professional growth and development, and the rewards of providing excellent care.  Faculty and students give feedback to each other in order to evaluate the student’s performance, professional growth, and development.  The focus is on behaviors and skills.

Clinical Evaluations:  Formative  Summative

Formative Evaluations  Start out each term by reviewing specific clinical objectives that you will need to meet in order to complete the course.  It is very important for you to be aware of what is expected of you.  Then, on a weekly formative basis, you and your faculty will jointly select experiences to meet those objectives.

Summative Evaluations  Each clinical course also entails summative evaluations.  Usually at midterm and at the end of the term.

Basic principles of receiving an evaluation  1. View all your constructive criticism feedback as having been given with helpful intent.  2. Listen to your faculty’s perspective and avoid excuses.  3. Ask for clarification and ask for examples of the inappropriate behavior.  4. Check with your clinical faculty for mutual understanding.  5. Ask for help and support in the areas of future growth.

Making Mistakes  Keep in mind that everyone makes mistakes because no one is perfect  Honesty and integrity are paramount to safe and effective nursing care.  A student coveting up mistakes is acting unethically because it is dishonest  Don’t beat yourself up about mistakes publicly or privately. It is unhealthy to engage in self-recrimination

Summary  You alone must take responsibility for your own development  You must seek out learning experiences to develop yourself in ways that support the achievement of outstanding nursing care

CHAPTER SUMMARY  You alone must take responsibility for your own development.  You must seek out learning experiences to develop yourself in ways that support the achievement of outstanding nursing care.