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Nurs 101 K4y Final
Nurs 101 K4y Final
Danna Gonzalez
Linda Jorgoni
John Stone
NoSite
Class
U1
21-Nov-2014 To 12-Dec-2014
75
75
75
I declare that this is my original work and the sources used are acknowledged.
Student Rating
Teacher Rating
1. COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL, AND ETHICAL FRAMEWORK
1. 1 Comply with Humber College Institute of Technology and Applied learning (ITAL) policies,
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the Practical Nursing Program Student Handbook, Clinical Simulation Lab Code of Behaviour
contract, and professional nursing standards and guidelines.
D.G. : I comply with the Humber College ITAL policies and always refer to the Practical Nursing Student Handbook for any information
about the program. As a student I also try to demonstrate appropriate and professional behaviour in the clinical simulation labs.
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D.G. : I am aware and accept responsibility that I am responsible for completing assigned readings and tests to be submitted on time.
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D.G. : I make sure to attend class prepared with notes from assigned readings. Half of the notes that I bring to class consist of readings
assigned from the health assessment, which is aligned with systems that we are learning to assess in the lab.
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D.G. : I have continued to make sure that I work and learn in a safe environment by bringing only necessary equipment to class and lab
with me.
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D.G. : I improve on my skills by asking my clinical teacher about information that needs to be explained or clarified.
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D.G. : As a student nurse, I have been able to apply knowledge in the nursing access labs to demonstrate skills and professionalism.
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D.G. : I enjoyed participating in group discussions in class and in the lab, especially about what is expected in clinical assessment test
because it ensures that everyone is aware of the same information.
2. 2 Document clearly, accurately, and concisely using written and electronic methods.
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D.G. : I have knowledge of how to document patient information in a clinical setting, but I have yet to apply the the skills outside of school.
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D.G. : For this first semester, I have been able to practice reporting relevant information about patient care to my clinical teacher when we
do a symptom analysis during a health assessment on a particular system.
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D.G. : I have not been able to demonstrate my communication techniques with a health care team from a clinical placement yet, but I have
been able to do this with my clinical group. We communicate with student patients in a professional and caring manner as well as landmark
specific areas of the body using medical terms.
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D.G. : I am aware that, as a student nurse, I am responsible for maintaining privacy and confidentiality, I have yet to demonstrate this in the
clinical setting.
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D.G. : I stay on track with any announcements, upcoming assignments and tests by frequently checking the Blackboard site or
Knowledge4you. I retrieve most of the information about health assessments from the Physical Examination and Health Assessment
textbook and College of Nurses of Ontario documents that have been already provided for us but the clinical teachers.
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D.G. : I have established respectful, polite, and honest relationships with my peers, clinical teachers, and lab technologist.
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D.G. : I like to collaborative with other team members in the group because it ensures that everyone has an equal understand of the
learning objectives for the week.
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D.G. : So far, I have not had a lot of opportunities to apply my knowledge on strategies of conflict resolution. Because compromise is an
important component of conflict resolution, my clinical partner and I often have to demonstrate this whenever we have to decide on a day
to practice outside of school.
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D.G. : I have been able to recognize how one's behaviour affects peer relationships and practice, especially when one of the group
members is not in a good mood.
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D.G. : I respect the fact that every person in the learning environment entered the practical nursing program with a different background.
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D.G. : I have been able to apply my knowledge of health teaching and learning strategies whenever I practice on my health assessments. I
do this by explaining to the student patient what kinds of assessments I will be doing and why it is necessary for me to do so.
4. 1 Recognize situations that could lead to conflict and apply knowledge of conflict
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resolution.
D.G. : I recognize that certain situations in the clinical simulation labs may lead to conflict, but it also gives other group members to apply
strategies to resolve this. However, the members in my clinical group did not have any conflicts during the labs. When we collaborated to
practice skills assessments, we usually turned to our clinical teacher to quickly resolve any uncertainties.
4. 2 Demonstrate leadership skills that foster group work and a positive learning environment.
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D.G. : I demonstrate my leadership skills by continually participating in group work. I help provide a positive learning environment by
encouraging my peers when we have to prepare for our skills assessment tests.
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D.G. : I find that I am able to learn more effectively when I am receiving feedback from my peers compared to just recognizing my own
mistakes. When my clinical lab partner asks for my feedback, I try to provide positive feedback as well as areas to improve on.
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D.G. : I realized that the clinical simulation labs are not always available on certain times of the week for my partner and I to practice for
our skills. Therefore, we try to make the most of the time we have when we are in the simulation lab, especially when our clinical teacher is
present in case we need help.
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D.G. : I try to ask as many questions as I can when I need to clarify anything during class, especially when it is about demonstrating a
particular skill for assessments.
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D.G. : I feel it is important to monitor for unsafe and unacceptable behaviours because it affects other members in the group who are
trying to actually learn and practice skills. For the most part, I believe I have responded appropriately for these kinds of behaviours by
kindly asking the specific people to be a little more quiet in class when someone is speaking, or to focus on certain learning activities.
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D.G. : I am able to identify the importance of assessing the student client's unique needs in the simulation lab by asking them questions
not only about their signs and symptoms, but also his or her hobbies and other environmental factors that may affect their health.
5. 2 Plan holistic, client-centred assessments and interventions that are based on appropriate
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rationale.
D.G. : I know how to write a nursing care plan for each problem that a patient presents, but I have not had the opportunity to do this in the
clinical setting yet.
5. 3 Complete health assessments, interviewing, and nursing skills in an organized and timely
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manner.
D.G. : With enough practice, I have been able to demonstrate my assessments, interviewing, nursing skills in an organized and timely
manner.
5. 4 Perform health assessments, interviewing, and nursing techniques and skills accurately,
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5. 7 Utilize the nursing process to meet clients healthcare needs related to hygiene, including
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5. 8 Discuss environmental strategies that promote health safety, and reduce risk including
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infection control, emergency codes, and ethically appropriate and safe use of restraints.
D.G. : During practice, I provide my partner/client suggestions to enhance their health and and reduce infection, depending on what her
signs and symptoms are.
5. 9 Utilize infection prevention and control practice, including, but not limited to: hand
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D.G. : Participating in discussions with my peers and clinical teachers in class allowed me to show them that I am eager to learn and
improve on my skills.
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D.G. : I tried to be an effective and valuable member of my group by offering and providing help when someone needed it. My providing
help not only helps people around me, but it also consolidates my knowledge in practice.
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D.G. : Whenever I am unsure of something, I always try to ask my peers before asking my clinical teacher.
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D.G. : I am not afraid or reluctant to seek out assistance from my peers or clinical teacher because I know that asking for help will benefit
me more rather than not ask at all.
6. 5 Use group process and conflict resolution skills to build consensus and collaboration.
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D.G. : My group tries to build a consensus of deciding a specific order in which we will be tested for our skills assessments in a way that it
fair for everyone. For example, we put names of the pairs of people in our group to be randomly picked out from a cup.
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D.G. : I demonstrated respect for my peers and the clinical teachers by cooperating and listening to their instructions.
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D.G. : I have been able to identify and improve in certain areas of my assessment skills, such as knowing all the rationale behind my
actions when assessing a person in a certain way.
7. 2 Utilize self-reflection and feedback from Professors / Clinical Teachers and peers to
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development.
D.G. : I improve on my professional development by continuously accepting advice and feedback from my peers and clinical teacher to
become a better nursing student.
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D.G. : I have not had the need to create a learning plan to improve on my assessment skills, but I will when I start my clinical placements.
7. 5 Come prepared to apply theory by reviewing all required preparatory learning materials
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8. 3 Use relevant theory to explain the rational underlying the health assessment and
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interviewing strategies and techniques and the foundational nursing skills being used.
D.G. : I always keep in mind to know the rationale for every assessment that I make when practicing because it helps me improve on my
skills, and makes me more competent as a student.
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D.G. : As a student nurse, I am aware that I have to provide clients holistic, client-centred care, which requires me to apply knowledge from
nursing, health, biological and social sciences.
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D.G. : I demonstrate professionalism and accountability when practicing my skills in the lab by always speaking to the client to establish a
rapport, and take responsibility when I forget to address or assess anything.
8. 6 Recognize strengths and limitations and seek appropriate assistance and support.
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D.G. : I know my strengths and limitations, and ask for feedback from my peers and clinical teacher so that I can improve on my skills.
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