jmpJames Madison University School of Nursing

Practicum Evaluation Tool

Student: Emily Suprynowicz Instructor: Janet M. Peterson, MSN,RN
Site: SRMH, SRMH OP, Summit House Course #: NSG 357L Term: Fall 2017 Spring Date: 8/30-10/11/17
Direct Patient Care: Simulation: Observation: Precepted:
Missed Clinical Hours: Other: Total Clinical Contact Hours: 46
Formative Evaluation (MUST BE ADAPTED TO THE CLINICAL COURSE)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Daily Clinical Evaluation
– Formative Evaluation
Exceeds Meets NI Exceeds Meets NI Exceeds Meets Ni Exceeds Meets NI Exceeds Meets NI Exceeds Meets NI

Clinical Preparation (SLO

1,2,3) □ X □ □ x □ □ x □ □ x □ □ x □ □ □ □
Critical Thinking Skills
(SLO 1,2) □ □ X □ x □ □ x □ x □ □ x □ □ □ □ □
Clinical Technical Skills
and Safety (SLO 1,2) □ X □ □ x □ □ x □ □ x □ □ x □ □ □ □
Priority and Organization
Skills (SLO 1,2,3,4) □ x □ □ x □ □ x □ □ x □ □ x □ □ □ □
Professionalism
(Appearance, Punctual, □ x □ x □ □ x □ □ x □ □ x □ □ □ □ □
Accountable, Reliable,
Accepting Constructive
Feedback) (SLO 5,6)
Teamwork,
Collaboration, and □ x □ □ x □ □ x □ □ x □ □ x □ □ □ □
Advocacy (SLO 2,3,4,5,6)
Actively Participates in
Post Conference □ x □ □ x □ □ x □ □ x □ □ x □ □ □ □
Activities and Other
Clinical Assignments
(SLO 1,2,4,5,6,7)
Instructor initials jmp jmp
jmp jmp jmp
Student initials
ES ES ES ES ES ES
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 Formative Feedback/Narrative

Week 1
Continue to develop and refine critical thinking skills to improve assessment, MSE, pt education and therapeutic communication skills.

Week 2
Completed oral SOAPI with peers. Presented promptly with professional demeanor
Met ojectives 1b,2b,3a,4a,5b,6a,7a

Week 3
Administered medications and documented in EMR.
Met objectives 1d,2b,3b,4a,5c,6a&c,7c

Week 4
Refining communication and critical thinking skills. Able to develop therapeutic relationship with assigned pt.
Met objectives 1c,2b,3a,4b,5b,6a,7b

Week 5
Demonstrated critical thinking and processing skills in meeting objectives in every section this week.
Met objectives in every section

Week 6

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 Summative Evaluation
Student Learning Outcomes
Pass/Fail
Health Promotion/Illness Care: Provide health protection and promotion, risk reduction, disease prevention, illness care, rehabilitation, and
end of life care to diverse populations within a holistic framework in a variety of settings.
Clinical Objectives: 1,2,3,5
Critical Thinking: Synthesize knowledge, skills, and technology from the established practice and science of nursing, the biological and
psychosocial sciences, and the humanities to engage in critical thinking, clinical reasoning and the nursing process in the care of clients.
Clinical Objectives: 1,2,3
Therapeutic Relationships: Develop caring culturally competent relationships with clients that are sensitive to diverse personal, socio-cultural,
and environmental characteristics, which encourage clients to assume primary responsibility for health care decisions, and in which the nurse
functions as advocate and advisor.
Clinical Objectives: 4
Communication: Use effective communication and information technology to communicate interpersonal and health care information.
Clinical Objectives: 4,6
Professional Role Development: Enhance professional role development.
Clinical Objectives: 4,6
Ethical and Professional Values: Engage in activities to promote self-awareness, self-growth, ethical accountability and legal responsibility in
the practice of nursing.
Clinical Objectives: 3
Scholarship: Contribute to excellence in nursing care by scholarly contributions through discovery, integration, application, and teaching.
Contribute to excellence in nursing practice by identifying and critiquing research evidence and integrating it with clinical practice, patient
preference, cost-benefit, and existing resources.
Clinical Objectives: 1,2,3
Final Grade
Skills performed (if applicable)
Instructor comments:

Student comments:

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1. Health Promotion/Illness Care: Provide health protection and promotion, risk reduction, disease prevention, illness care, rehabilitation, and end of life
care to diverse populations within a holistic framework in a variety of settings.
Course Objectives: (course specific)
a. Assist clients to recognize and effectively manage psychiatric symptoms.
b. Role model and teach clients to practice effective interactional skills and healthy adaptive coping mechanisms.
c. Develop and refine skill in facilitating therapeutic group activities and client health promotion maintenance.
d. Construct and present a health education group learning activity as part of psychosocial rehabilitation
Lead a group on methods to improve self-esteem that allowed clients to recognize different way on how to successfully boost self esteem. Presentation included an
interactive game where patients drew a phrase out of a hat such as “name 3 things that you are grateful for.”

2. Critical Thinking: Synthesize knowledge, skills, and technology from the established practice and science of nursing, the biological and psychosocial
sciences, and the humanities to engage in critical thinking, clinical reasoning and the nursing process in the care of clients.
Course Objectives: (course specific)
a. Select, articulate and adapt and support application from the current literature: evidence-based methods and settings to provide psychiatric nursing care based on
pathophysiology, pharmacology and theoretical concepts.
b. Develop and refine skill in conduction both formal/structured and informal MSE’s, physical and psychosocial nursing assessments.
c. Develop and refine skills in analyzing interactional processes through oral and written process recordings and clinical interactions.
Used therapeutic communication techniques found in the book to effectively manage a group of patients and allowing them to feel comfortable enough to talk in a group
setting, as well as provide feedback on illness and how self esteem effects it. Produced a process recording including an informal MSE of patient to which we sat next to
and talked about casual life situations, as well as his mental illness.

3. Therapeutic Relationships: Develop caring culturally competent relationships with clients that are sensitive to diverse personal, socio-cultural, and
environmental characteristics, which encourage clients to assume primary responsibility for health care decisions, and in which the nurse functions as
advocate and advisor.
Course Objectives: (course specific)
a. Demonstrate unconditional positive regard and genuine interest for all patients, family members/significant others, staff, students, and instructors.
b. Select and adapt appropriate therapeutic stance, attitudinal approach, and role boundaries based on psychiatric, physiologic and socio-cultural factors. Identify and
articulate non-therapeutic approaches.
Expressed genuine interest in patient’s background and mental illness by asking questions and providing direct eye contact, as well as produced a process
recording on nontherapeutic techniques used and how I would correct them in the future setting.
4. Communication: Use effective communication and information technology to communicate interpersonal and health care information.
Course Objectives: (course specific)

a. Develop and refine skill in using a variety of communication techniques including; reflecting, re-framing, validating, affirming, motivational interviewing, therapeutic
body language and affective expression.

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 b. Refine skill in written and EMR documentation and communication with staff, client, and providers. (Hand-off communication, HIPAA regulations, etc.)

While in the group setting I made sure to reflect on to how the group went, and we went around and asked for insight on how the group went for each patient. Expressed
therapeutic body language by sitting with the patients at lunch, directly across from them as they spoke, on eye level.

5. Professional Role Development: Enhance professional role development.

Course Objectives: (course specific)

a. Demonstrate increasing independence in safe, competent performance of PMHN interventions.

b. Maintain professional demeanor and interactions with facility treatment staff, client, instructor, and other students. (mature, appropriate, cooperative, positive).
c. Follows JMU and facility dress code and conduct for each clinical site.
Building confidence throughout the semester has allowed me to be more independent, as well as preform Into a more preofessional role teaching pateints about their illnesses and
answering questions they had. Followed professionalism by asking staff if they needed help, as well as followed JMU dress code with hair in bun, watch, kahkis, white shoes, badge and
purple polo.

6. Ethical and Professional Values: Engage in activities to promote self-awareness, self-growth, ethical accountability, and legal responsibility in the practice
of nursing.
Course Objectives: (course specific)
a. Maintain patient safety and confidentiality throughout the practicum.
b. Attend, participate and consistently represent JMU Nursing in a highly respectable manner in all practicum activities, on time and for the complete duration of each
activity.
c. Demonstrate self-directed learning by actively seeking out opportunities to learn, apply new knowledge and practice new skills.
d. Actively contribute to collaborative learning. (Listening, sharing, and engaging in team effort towards accomplishing clinical activity, throughout shift and in post-
conference.
e. Actively seek critique and feedback about performance and ways to improve.
f. Articulate orally and in writing ethical legal issues related to the provision of safe PMHN care; maintaining respect, awareness and appropriate approaches with
diverse clients who have been diagnosed with psychiatric and substance abuse disorders
Maintained patient confidentiality by keeping conversations only in the clubhouse setting as well as post conference. Asked patients and staff if they needed help with
anything around the clubhouse, helped pick up after lunch. Engaged in team efforts by participating and leading a group, and constantly asking instructor on ways to
improve, while articulating learning through written process recordings, SOAPIs and journals.

7. Scholarship: Contribute to excellence in nursing care by scholarly contributions through discovery, integration, application, and teaching. Contribute to
excellence in nursing practice by identifying and critiquing research evidence and integrating it with clinical practice, patient preference, cost-benefit, and
existing resources.
Course Objectives: (course specific)

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 a. Articulate (identify and use oral and written examples in assignments and in practicum setting) how current literature supports choice of psychiatric nursing
interventions and general plan of care. (Inter-professional collaboration, patient autonomy, recovery based, patient centered care, professional role boundaries,
therapeutic milieu, PMHN role and practice standards, etc.)
b. Identify specific examples of theoretical frameworks as noted above and how they support choice of PMHN and general plan of care interventions.
c. Utilize current literature and resources in the preparation and presentation of a health promotion activity to individual clients and during Clubhouse presentation.
d. Demonstrate identification of nursing knowledge deficit and available resources (current literature, inter-professional collaboration, clinical resources), and
present/teach to peers in post-clinical conference.
Used oral process recording as well as journal and post conference to reflect on the day, and ways to improve for future clinical experience. Plan of care, and critique is
discussed among peers and intrigue before clinical day begins, and the use of therapeutic communication as well as classroom knowledge while giving patient
medications, watching for side effects and holding conversations is expressed throughout the day.