The Clinical Evaluation Tool (CET) lists five core concepts with bulleted illustrations of each concept. Caring, nursing process, comfort & pain, quality & safety, cultural awareness, and health promotion are displayed throughout the CET to demonstrate inclusion of  University’s philosophical framework. 

Instructions

The Professional student will complete the CET at midterm and final. For each evaluation period, the student will provide an overall summary statement AND a meaningful, substantive, narrative account under each core concept. This narrative will include specific clinical examples which support the “fully met” or “partially met” concept. The clinical instructor will review the completed CET and provide summary comments and added feedback as necessary. The final electronic document will be retained for the student’s academic file. The CET will be returned to the student for resubmission if it is not completed with sufficient detail.

  

Midterm Evaluation 

Date:   Pass/Fail:

Student Summary statement of overall performance, including strengths, areas for improvement, and goals for the remaining weeks:

Student Signature:

————————————————————————————-­­­­———————–

Final Evaluation 

Date:  Pass/Fail:

Student Summary statement of overall performance, including strengths, and areas on which to focus for the future:

Student Signature:

Core Concepts

I. Incorporate effective modes of communication with patients and other healthcare providers

The professional role transition student:

· Incorporates personal and professional caring attributes in the delivery of care (caring)

· Displays confidence and evaluates interactions in communicating with faculty, staff, healthcare team members, patients and families (nursing process)

· Demonstrates competence in using a variety of resources to facilitate communication with diverse patient populations, including those with limited English proficiency and health literacy (cultural awareness)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

II. Assimilate professional behaviors that adhere to standards of practice and legal/ethical codes

The professional role transition student:

· Integrates professional standards of diagnosis, assessment, outcome identification, planning, implementation, and evaluation into delivery of care (caring; nursing process)

· Advocates for effective pain management (comfort & pain)

· Arrives on time and prepared for clinical displaying a professional appearance (quality & safety)

· Integrates professional accountability and follow through (quality & safety)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

III. Engage in collaborative practices with the healthcare team

The professional role transition student:

· Collaborates with appropriate interdisciplinary team members to plan, deliver, and evaluate care in a timely manner (nursing process)

· Advocates for informed patient participation in care (quality & safety)

· Collaborates with patients and families to achieve mutually agreed upon goals (cultural awareness)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

IV. Evaluate evidence-based practice (EBP) in guiding professional nursing

The professional role transition student:

· Evaluates use of EBP into own professional practice (nursing process)

· Analyzes and individualizes evidence-based plan of care (quality & safety)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

V. Incorporate critical thinking in the application of professional nursing

The professional role transition student:

· Integrates the physiology, pathophysiology, pharmacotherapeutic, spiritual, and sociocultural knowledge in designing, implementing, and evaluating patient plan of care (nursing process; comfort & pain)

· Applies technology and information management tools to support safe processes of care (quality & safety)

· Prioritizes patient’s health promotion needs (health promotion)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final: 

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

 

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

• Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
• Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
• Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

Assignment: Assessing a Healthcare Program/Policy Evaluation

Program

policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

To Prepare:

• Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
• Select an existing healthcare program or policy evaluation or choose one of interest to you.
• Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

The Assignment: (2–3 pages)

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

• Describe the healthcare program or policy outcomes.
• How was the success of the program or policy measured?
• How many people were reached by the program or policy selected?
• How much of an impact was realized with the program or policy selected?
• At what point in program implementation was the program or policy evaluation conducted?
• What data was used to conduct the program or policy evaluation?
• What specific information on unintended consequences was identified?
• What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
• Did the program or policy meet the original intent and objectives? Why or why not?
• Would you recommend implementing this program or policy in your place of work? Why or why not?
• Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only)

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267.
Note: You will access this article from the Walden Library databases.

Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983–991. doi:10.1007/s40615-016-0302-4

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. doi:10.1016/j.outlook.2018.05.003
Note: You will access this article from the Walden Library databases.

Document: Healthcare Program/Policy Evaluation Template (Word document)

Required Media

Laureate Education (Producer). (2018). The Importance of Program Evaluation [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Laureate Education (Producer). (2018). Peter Beilenson: Ethics and advocacy [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior.

Assess clients presenting with disruptive behavior 

• Analyze therapeutic approaches for treating clients presenting with disruptive behavior 
• Evaluate outcomes for clients presenting with disruptive behavior 

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.
• View the media, Disruptive Behaviors. Select one of the four case studies and assess the client. 
• For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources. 

Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

1.an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. 

2.Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. 

3. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.

 

Select a leader you believe successfully led an organization through a crisis or challenge (e.g., public relations crisis, marketing mishap, shift in market demand, reorganization). Identify the leader and the company with which the leader is affiliated. Provide a brief context for the crisis or challenge. Identify the leadership models and approaches that were employed in the handling of the situation. Finally, explain why you think the leadership was particularly effective in this context. BE SURE TO ADD IN-TEXT CITATIONS AND REFERENCE