NURS 3021H Clinical Practice Focused on Chronic Disease Management – Spring 2022

Mid-Term Evaluation Final Evaluation X

Student: Emily Moss

Clinical Instructor: Nicole Drumm

Clinical Placement Hospital: PRHC Unit: Palliative

Date: June 6, 2022

Missed Clinical Hours: 0 Missed CLC Lab Hours: 0

 NURS 3021H Clinical Practice Evaluation
Program Goals 3000 Level Outcomes
Students graduating from this program will be: On completion of 3000 level courses students will be
able to:
1. Prepared as generalists entering a self-regulating Fully understand how to practice in a self-regulating
profession in situations of health and illness. profession.
Analyze clinical situations and reflect on individual roles of the
nurse as it impacts upon patients and the nursing profession.
Rationalize the link between health and illness.
2. Prepared to work with people of all ages and genders Understand the complexity adults, of all genders, to achieve
(individuals, families, groups, communities and optimal health.
populations) in a variety of settings.
3. Expected to have an enhanced knowledge of the program Use a critical perspective in applying the foci to nursing
foci: indigenous, women's and environmental health and knowledge and practice.
aging and rural populations.
4. Prepared to learn to continuously use critical and scientific Integrate critical reflective evidence-informed care using
inquiry and other ways of knowing to develop and apply multiple ways of knowing.
nursing knowledge in their practice.
5. Prepared to demonstrate leadership in professional nursing Develop and embody leadership at the point of care.
practice in diverse health care contexts. Expand awareness of leadership in nursing.
Identify strategies to develop leadership potential.
6. Prepared to contribute to a culture of safety by Anticipate, identify and manage risk situations.
demonstrating safety in their own practice, and by Demonstrate awareness of resources related to risk
identifying, and mitigating risk for patients and other management.
health care providers
7. Able to establish and maintain therapeutic, caring and Engages in deliberative personal centred relational practice to
culturally safe relationships with clients and health care assist individuals, families and communities to achieve health.
team members based upon relational boundaries and Acknowledge own potential to contribute to effective
respect. collaborative team function.
8. Able to enact advocacy in their work based on the Advocate for individuals, families, and communities
philosophy of social justice. recognizing the influence of public policy on health.
Recognize contextual influences on persons lived experiences
within the health care system.
9. Able to effectively utilize communications and Integrates and applies critical thinking to the use of
informational technologies to improve client outcomes. information technology and dissemination strategies as related
to clinical outcomes.
10. Prepared to provide nursing care that includes Critically assess the individuals, family and community health
comprehensive, collaborative assessment, evidence- status.
informed interventions and outcome measures. Collaborate to identify priority health needs.
Identify evidence informed interventions and health outcome
evaluation in complex care situations.
Before completing the evaluation form, students and preceptors should review the objectives and sub-objectives. While
students and preceptors should comment on each of the seven course objectives, it is not necessary to write comments about
each sub-objective. It is better to provide specific and detailed comments about a few sub-objectives than to write broadly
about many.

Each objective should be awarded one of the following ratings:

Midterm:
Satisfactory Progress (SP): The student consistently demonstrates sufficient knowledge, and skill and ability to safely practice
or achieve the objective with an average level of teaching support and guidance; or the level of performance is what the
instructor would expect of an average student at that level and point in time; and  the instructor reasonably anticipates that if
the student continues at the current pace of practice and achievement, the student should be able to fully meet the objective
at the end of the course. 
 
Needs Development(ND): The student demonstrates sufficient knowledge and ability to safely practice or achieve the
objective,  but requires more teaching support and guidance; or the student demonstrates knowledge but needs more
practice to achieve the competency; or the level of performance is below what the instructor would expect of the average
student at that level and point in time; and the instructor reasonably anticipates that if the student focuses his/her learning in
the required area, and gains sufficient practice, the student has the potential to meet the objective at the end of the course.

Unsatisfactory Progress (UP): The student does not consistently demonstrate sufficient knowledge, or skill, or ability to safely
practice or achieve the objective, even with constant, intensive teaching support and guidance;  or the level of performance is
far below what the instructor would expect of the average student at that level and point in time; and the instructor
reasonably anticipates that if the student continues at the current pace of practice and achievement, the student is not likely
to  meet the objective at the end of the course. 
Final:
Satisfactory (S): The student consistently demonstrates sufficient knowledge, and skill and ability to safely practice or achieve
the objective with an average level of teaching support and guidance; or the level of performance is what the instructor would
expect of an average student at that level.

Unsatisfactory (U): The student does not consistently demonstrate sufficient knowledge, or skill, or ability to safely practice or
achieve expected objectives, even with constant or intensive teaching support and guidance; or the level of performance is far
below what the instructor would expect of the average student at that level.
 NURS 3021H Clinical Practice Evaluation

Progress
Course Objective Evidence/Indicators Evidence/Indicators
MIDTERM FINAL
1. Demonstrate accountability and responsibility in Student: Student:
the teaching-learning relationship. - Demonstrated responsibility by - Showed up on time each week
completing the 15 required drug prepared and dressed accordingly in
Progress Midterm Progress Final cards for clinical practice as well scrubs, running shoes, name badge
as additional drug cards for and supplies (ie. stethoscope, cards,
 SP  S simulation prep and care plans. etc.)
 ND  U - Researched patients’ diagnosis - Completed pre and post clinicals to
 UP and medications prior to arriving the best of my ability containing
to clinical to ensure that I have a information specific to my patients
good understanding of my - Reported to my preceptor/ nurse/
patient and feel prepared. colleagues when I was on break as
- Utilized my fellow students, well as the beginning and end of my
clinical instructor, and other shift
nurses on the floor as guidance. I - Took responsibility for my patents
often asked my peers for and reported concerns to primary
assistance or asked questions nurse and preceptor
about things I was unclear about. -
For example, asking questions
about where supplies are
located, best practice for wound
care, assistance with bathing/
peri-care, etc.
- Had my nurse/ clinical instructor
double check my notes/ charting Clinical Instructor:
to ensure that I am documenting
properly.
- Ensured that clinical instructor or
nurse was present when
completing nursing skills (ie.
wound care, performing
medication administration,
 breathing techniques, etc.).

Clinical Instructor:
- Emily has shown professionalism
by being on time and prepared
for clinical.
- Emily has completed the
assignments, pre clinicals, and
post- clinicals
- Emily has taken responsibility for
seeking out further learning
opportunities.

2. Explain the experience of chronic illness in Student: Student:

individuals receiving care in chronic care - Participated in post-clinical - Cared for patient with prostate
settings discussion after every clinical cancer metastatic to bone. The
practice. Discussed clients’ patients pain, mobility and mood
Progress Midterm Progress Final situations, how they progressed, was greatly dependent on their
how I felt while providing care condition. They would have good
 SP  S and what their care plan looked days where they were able to
 ND  U like. reposition and transfer
 UP - Participated in post-simulation independently, eat meals, have
discussions after every family visits on the patio and watch
simulation. Discussed the Netflix on their ipad. However, on
situation, what components I felt bad days, the patient had great
confident doing and areas where difficulty rolling in bed, did not wish
I require improvement. Also had to have bed baths or ambulate and
the opportunity to relate/ was often confused (ie. could not
compare my experience of recall password for ipad).
simulation to what I see on the - I cared for a pt with a small bowel
palliative floor. obstruction that caused a lot of
- Provided report to clinical pain. This pt also experienced
partner before each break (ie. chronic pain related to a previous
breakfast, lunch, dinner). Also MVA. She spent most of her time in
received report and monitored bed because it helped to reduce the
 partners patients while they pain. She would sit up in her chair
were on break. for meals and wanted to go back to
- Experienced different stages of bed right after. Many care providers
the grieving phase: anger, denial, would encourage her to stay in chair
and acceptance. Had one patient as it was good for her but she often
who was given a new diagnosis wanted to transfer to the bed. Care
that left them with 2 weeks to team ensured that she was as
live. The client had a lot of comfortable as possible throughout
trouble accepting and every shift.
comprehending their situation. I - I cared for a patient in late stages of
also witness anger with some prostate cancer. He was NPO and
patients. For example, one client refused all treatment from nurses.
I have been caring for is upset He had completed a first meeting
because his roommate is being with MAID consultation which he
discharged home. He doesn’t qualified and was awaiting the
understand why everyone else second meeting. Despite the pt’s
keeps getting discharged, but he terminal prognosis and flat affect,
isn’t getting any tests completed he was polite, thankful and
or news about going home. This respectful to all staff. He also had
makes patient angry and restless. family visit daily. The next week of
Witnessed acceptance with a clinical when going to check on pt,
patient who had chosen to he was in medical sedation. Before
receive MAID. She had accepted the patients second consultation
her illness and condition and with MAID his condition declined
chose to take this option rather and he remained in a confused
than suffering for any longer. state. For this reason, the pt was
considered not competent to make
the decision. After consulting with
Clinical Instructor: care team and family, it was
- Emily has been able to provide understood that pt was looking
care and participate in daily living forward to MAID. For this reason
activities with patients and d/t his circumstance, the pt was
- Emily completed pre-clinicals offered medical sedation, to
pathophysiology and etiology of increase comfortability until he
patient’s diagnosis. would pass of natural
- Emily completed medication consequences.
 pass, understand the 12 rights of
medication administration to
patients with chronic illness
- Emily has demonstrated empathy
in her practice and been able to
establish therapeutic
Clinical Instructor:
relationships with patients and
staff

3. Interpret critical aspects of the person’s Student: Student:

experience of chronic illness in relation to the - Assessed skin temperature, - Head-to-toes and ordered vitals
nursing process such as common signs and breathing pattern, LOC, and skin were completed on patients. As
symptoms, responses to treatment, patterns of mottling in an actively dying these assessments are not typically
coping, and impact on individual and family patient. Assessed a patient who done on a palliative floor I would ask
relationships. has passed away and discussed pt if they were willing to have me
Progress Midterm Progress Final common signs of near death/ complete these assessments to
dying with clinical group. improve my practice.
 SP  S - Built an understanding that there - Pain management was a huge
 ND  U
is a lot of other factors that aspect of providing care on the
 UP
patients have to worry about palliative care. Including
while coping with their chronic repositioning, mobility training and
illness besides their physical medication administration (ie. PO,
health. For example, one patient subcut injections, PCA pumps)
was worried about selling his - Emotional support is an extremely
house and he was no longer important aspect on this floor. I
capable of taking care of it on his found that I spent majority of my
own, another patient had worries time communicating with patients
about his social relationships and their families.
declining, many patients - MAID consultation was very
vocalized how they missed their common on this floor. I witnessed
pets, etc. the importance of this treatment for
- Witnessed different family pt as it allowed them meaningful
dynamics and how this affected time and less suffering during the
the clients overall health and last moments of their life.
mood. For example, one patient
would become much more calm
 when their wife was present,
another patient actually became
more stressed when their son
was in the room, some clients
had family who take care of them
(ie. feeding, changing, peri-care,
etc.) and some clients had no
visitors.

Clinical Instructor:
- Emily has completed head to toe
assessments and vitals on two
patients and completed
electronic charting on patients
with chronic illness
- Emily has participated in post-
conference discussions regarding Clinical Instructor:
palliative and end of life nursing
care.
- Emily has interacted with
patient’s and family members to
better understand the coping
mechanism used by them when
dealing with grieve diagnoses.
4. Identify symptoms and common medical Student: Student:
treatments of selected chronic illness. - Assessed and identified the need - A patient with COPD would have
for pain control in patients on symptoms of increasing
Progress Midterm Progress Final palliative floor. Noted that breathlessness, persistent cough,
breakthrough pain and more frequent chest infections, persistent
 SP  S rigid control is needed for wheezing and fatigue. Treatment of
 ND  U comfort care during end-of-life this condition may include
 UP stages (Ie. PCA pump). bronchodilators, corticosteroids,
- Thoracentesis was completed at antibiotics, combination inhalers,
the bedside to remove ascites as pulmonary rehabilitation and
a result of cancer. The oxygen therapy.
thoracentesis would have to be - A patient with urospesis would have
 completed routinely to remove
the fluid. This became and ethical
issues when it came time to
question how long this procedure
should continue while the patient
is approaching end of life.
- Majority of patients I provided
care for were in pain.
Additionally many of the reasons
for admission and previous
medical history is also related to
pain. A common treatment for
this is readjustments, pain
management and pain control
with pain medications (ie.
Tylenol, hydromorphone,
morphine sulfate, etc.).
- Cancer is a common diagnosis on
the palliative floor. Many symtoms of; either fever or
patients experience pain, fatigue, hypothermia, tachypnea, chills,
and loss of appetite. Some tachycardia along with any symtoms
common treatments include of a UTI which could include
radiation and chemotherapy. delirium. Treatment for this
condition is a possible blood
Clinical Instructor: transfusion, a broad spectrum of
- Emily has completed antibiotics then a narrow antibiotic
assessments on patient to help once culture specimen is conducted.
determine the use of PRN You would treat any symtoms and
medications. avoid further infection, removing
- Emily has completed pre-clinicals any catheters or IVs that may be
to better understand primary infected.
diagnosis of admitted patients - A patient with depression/ anxiety
and identified symptoms may have symptoms of persistent
associated with the patient’s low mood, feeling down, loss of
illness. interest in things they used to love,
feelings of worthlessness, poor
5. Demonstrate select nursing and collaborative Student: Student:
interventions related to caring for the person - Completed bed bath, applied - On two occasions I administered
with chronic illness such as specific lotion to dry skin and applied medication alongside my precentor
assessments, medication administration, protective Mepilex dressings to for my two patients. I looked up any
physical and chemical restraints, enteral patients with redness on heels/ medication I did not know before
feeding & residual volumes, NG tube insertions, coccyx. These dressings will help administering. I completed all
wound care, patient-controlled medication to provide pressure relief and medication and patient checks. I
administration pumps.
avoid pressure wounds from become more comfortable
developing. administering medication in
Progress Midterm Progress Final - Understood that Braden scale is comparison to my last placement. I
assessed on patients on a weekly am starting to become familiar with
 SP  S
basis. Practiced this assessment some of the common medications
 ND  U
on patients each Thursday and that PRHC uses.
 UP
Friday for more practice. - I had to complete a pain assessment
- Witnessed nurses flush IV lock on many occasions. I would also
sites to ensure that sites were compare assessment pre and post
clean and intact. medication administration. I asked
- Performed medication questions such as; on a scale from 1-
administration with my clinical 10 how bad is your pain? Where is
instructor. Checked medication it? What characteristics does it
dosages, explained use, ensured have? What makes it worse? What
correct med/ patient/ dosage/ makes it better? Is it radiating? Any
time prior to administration. form of pain relief was given, warm
Checked wristbands, confirmed blankets, repositioning or
verbally to ensure patient was medication. I would also document
being provided to right person. effectiveness.
- I also assisted with wound care on
Clinical Instructor: several occasions. I would check the
- Emily has completed head to toe order and gather all necessary
assessments on up to two supplies. Often I would clean the
patients a shift area with normal saline, and clean
- Emily has applied protective with gauze. A medication such as
dressings to prevent pressure iodine, or silver was often placed on
ulcers. top of the wound before placing the
- Emily has completed medication bandage.
administration with supervision
 of clinical instructor.

6. Identify potential consequences/complications Student: Student:

of select chronic illnesses and related - Many patients experience pain, - A patient with a fracture or sensitive
interventions. nausea, vomiting, discomfort, joint (ie. sore knee) has the
anxiety, and other symptoms potential not to heal properly due to
Progress Midterm Progress Final related to cancer. constant movement. Often for these
- My one patient’s lung collapsed types of injuries to heal, minimal
 SP  S because there was a tumor movement is required. This also
 ND  U causing too much pressure. The poses potential complications such
 UP complications included pain, as ulcers, bed sores and falls.
SOB, trouble speaking/ eating - Potential complications for many
and hunger for air. patients included pressure ulcers.
- Weakness and lethargy related to This is because of the sedentary
cancer was witnessed while lifestyle that comes with palliative
assisting patient on commode. It care. Because of this we make sure
took patient an extended period to complete integumentary
of time to catch breath while assessments and put preventative
transporting, using the commode measures in place (ie. protective
and after. I was providing an bandaging, using pillows for
assist for patient while they used support, repositioning, movement
their walker to increase patient therapy, etc.). When patients do
safety. develop pressure ulcers, we ensure
that proper assessments and care is
Clinical Instructor: done. Pts may receive wound care
- Emily has demonstrated consultations. Wounds are cleaned
knowledge of patient’s and bandaged appropriately
medications and the indications according to order. Assessments are
which they are used for relating compared over time to determine
to the chronic illness, such as whether sores are improving or
COPD and pain. getting worse.
- Emily has developed nursing care - This lack of movement also results
 plans of nursing priorities of in muscle weakness and reduced
patients with chronic illness. mobility. Which results in an
increased risk for falls. This is why it
is so important for each pt’s
mobility to be assessed upon arrival
to the floor. Knowing the pt’s
abilities allows us to provide any
necessary assistance or aids. This is
crucial to prevent falls. When
patients are on a mechanical lift, 2
registered staff are required for
assistance.

Clinical Instructor:

7. Under the supervision of a Registered Nurse, Student: Student:

demonstrate safe, competent, evidence- - Spoke with patients about death
informed, holistic nursing practice with clients and the dying process. Discussed - Each week I would introduce myself to
with chronic illness nutrition, medications, water each patient and tell them that I am a
a. Use a wide range of effective requirements, pain relief, student nurse and I would be taking care of
communication strategies and comfortability, etc. with patient. them for the day. Once I introduce myself
interpersonal skills to appropriately Also discussed what the process to the patients I would complete my
establish, maintain, re-establish and
would be like for the family. assessments and communicate with them
terminate the nurse-client relationship
Ensured family was present for throughout. While caring for my patients
b. Demonstrate accountable, responsible
and ethical practice these conversations so they were each time I enterd the room I would learn a
c. Engage in respectful, collaborative, also well-informed and little more about them and what their
therapeutic and professional comfortable. Applied theoretical preferences were. I would maintain a
relationships framework of autonomy to therapeutic relationship with the patients
i. Demonstrate therapeutic use of ensure that patient was in charge throughout my shift and tell them I will be
self of their decisions regarding their back the next day to care for them. If it was
ii. Create a culturally safe last days. on my last day on the unit for that week I
environment - Discussed with nurse and would tell them that and say goodbye to
d. Apply nursing models and theories recognized the need for a them.
e. Demonstrate health promotion and subcutaneous line to be put in - I was able to demonstate accountable and
illness prevention practices for routine dilaudid and observed responsible practice by arriving on time
f. Demonstrate patient advocacy
 g. Predict outcomes of nursing care the nurse while they inserted line each day prepared to care for my patients
h. Evaluate client response to nursing and set up PCA pump. under the supervision of my clinical
care - Promoted independence and instructor and the nurses on the unit. I have
i. Critically appraise own practice in mobility with patients whenever prepared for my day through the labs each
relation to nurse-client/family possible (ie. assisting to week, reading my textbooks and
interactions and as a member of the washroom, oral care, completeing the pre and post clinicals each
health care team repositioning in bed, etc.). For week on my patients. In my pre and post
example I would allow patients clinicals I have considered the patients
Progress Midterm Progress Final to complete portions of their bed physical, psychological, spiritual and social
bath that they were comfortable wellbeing in my assessments and nursing
 SP  S
with completing (ie. washing face interventions.
 ND  U
and arms). This tends to elevate - I worked with a patient who was in a great
 UP
patients mood and increase their deal of pain. She liked to be in bed often
independence with ADLs. Also and spent a lot of time relaxing. I would
benefits discharge care plan. assist her with transfering to her chair for
meals. Once she was done eating, I would
Clinical Instructor: assist her with her any needed care and lied
- Emily has demonstrated active her comfortably in bed. She was very
listening with patients who are greatful to be comfortable in bed as it
emotional. would help her pain to slowly subsid.
- Emily has communicated
abnormal results to the CI and
primary nurse on patients.

Clinical Instructor:

8. Critically appraise own practice in relation to Student: Student:

nurse-client/family interactions and as a - An experience I had with a - When interacting with a patient and
member of the health care team patient and their family member their family, I make sure to always
was during a change in nursing introduce myself and tell them that I
staff at 7am. The patient had am a nursing student and am part of
requested pain medication and their healthcare team. Before
became upset and agitated when providing care or treatment, I
Progress Midterm Progress Final I returned without the med. I explain what I am doing and the
explained that the nurses were in reason before completing the task.
 SP  S the process of shift change, that I
 ND  U was not able to administer the - I attended a meeting where I was able to
 UP medication myself and that the sit in and listen to the health care providers
new nurse would be with them and family of the patient interacts and
as soon as possible. I then went communicate to develop a plan for
to find my clinical instructor, discharge. The family of the patient
discussed the two of us included all kids and wife and the
administering the PRN dose of healthcare team consisted of; PT, OT, NP
dilaudid with the primary nurse and nurse. Each profession participated in
and nurse starting shift. And then the conversation about the pt and their
administered the dose of opinions on the needs of the pt in order to
medication with my clinical discharge home. At the end the family and
instructor. I apologized to the health care team agreed on terms such as;
patient and their family member homecare to assist with bathing and the
for having to wait and for any purchase of a hospital bed to help with the
uncomfort it may have caused patients chronic pain.
them. Before leaving I ensured - Over the weeks I was able to
the patient was comfortable and communicate with the other nursing
that the call bell was in reach in students, staff and my preceptor regarding
case they needed anything else. any questions or concerns I may have. I was
- When interacting with a patient able to assist others when needed and
and their family, I make sure to offered my help to the other nursing staff
always introduce myself and tell regarding any help with care they needed. I
them that I am a nursing student communicated with the other health care
and am part of their healthcare professionals, such as the physiotherapist
team. Before providing care or when they were to be assisting the patients
treatment, I explain what I am with morning care to assess their level of
doing and the reason before independence.
completing the task.
- Identified when my patient was
anxious about her particular
situation (worsening condition).
Had the primary nurse contact Clinical Instructor:
patients daughter to come in for
a visit. Ensured that the patient
was comfortable and provided
company/ comfort measures
 until the family member arrived.
Had conversations about how
the patient was feeling, fears
they had about the future and
their feelings about dying.

Clinical Instructor:
- Emily has use communication
techniques to establish
therapeutic rapports with
patients and family members.
- Emily communication with peers
and within the care team

9. Participate in professional development based Student: Student:

on reflective practice and critical inquiry - Completed a reflective journal on - Based on the reflective journal I
a particular experience that I had completed, I make improvements to
Progress Midterm Progress Final during clinical practice. my practice that benefited not only
- Participated in post-clinical my pt but the rest of the healthcare
 SP  S discussion after every clinical team
 ND  U practice. Discussed clients’ - I also reflect on my first experience
 UP situations, how they progressed, of inserting a catheter using sterile
how I felt while providing care technique and inserting subcut lines.
and what their care plan looked I used my first experience to reflect
like. on what I could have done better in
- Participated in post-simulation the future. I am eager to practice
discussions after every these skills again as I feel my
simulation. Discussed the competence has increased.
situation, what components I felt - Throughout my experience on D2 I
confident doing and areas where became more and more
I require improvement. Also had comfortable with the dying process
the opportunity to relate/ and having professional
compare my experience of conversations with patients and
simulation to what I see on the their families about death. Rather
palliative floor. than seeing the process as
- Noticed myself becoming more something scary, I have begun to
 comfortable with the dying view this stage of life as something
process which allows me to give rewarding and beautiful.
more of my focus and energy to
supporting patients and their
families.

Clinical Instructor: Clinical Instructor:

- Emily has participated in
reflective practice by
participating in post conference
after clinicals with peers and SILO
- Emily has participated in critical
inquiry in clinical practice by
communication with primary
nurse about abnormal vitals and
assessment findings.

This section to be filled out by the Student Areas of Strength Student Areas of Strength
student.
1. Adaptability 1. AM/ HS/ peri-care

2. Relational inquiry & effective 2. Therapeutic communication

communication
3. Compassion/ empathy
3. Collaborative practice
Student Areas for Future
Student Areas for Future Development
Development
1. Time management
1. Time management
2. Confidence
2. Assertiveness
3. Nursing skills (ie. IVs, medication
 3. Confidence administration, etc.)

Clinical Instructor Summative Comments:

Emily has had a successful half to her chronic placement in palliative. She has shown great compassion and empathy
when interacting with patients and families. She has been able to build rapports with the staff and report patient findings to
peers and primary nurse. Emily can continue to work on her time management and confidence in skills.

Clinical Practice Attendance (12 Hours Per Shift)

Shift 1 Shift 2
Week 1 12 12
Week 2 12 12
Week 3 12 12

Total number of clinical practice hours absent: _____0_____

Clinical Practice Outcome (completed by Clinical Instructor): Satisfactory Unsatisfactory

Clinical Learning Centre

Total number of clinical simulations completed 2 / 2

Total number of labs completed 5 / 5

Clinical Learning Centre Outcome (completed by Course Lead): Satisfactory Unsatisfactory

Signature of Course Lead: __________________________________Date: _____________________

Signature of Clinical Instructor: , RN. Date: May 25, 2022

Signature of Student: ______________________________________Date: June 6, 2022