N 584 Discussion Clinical Performance Situations
Please respond to ONE of the following prompts:
Justify the use of a total assessment tool/package to
measure the development of students’ critical thinking skills throughout a
nursing program and upon graduation. Which type of evaluation is more important
to curriculum development—formative evaluation that measures processes and progress
along the way, or summative evaluation that measures outcomes and the final end
product? Explain your rationale.
To what extent could the simulated/standardized patient
assessment format be applied to other clinical performance situations in nursing
education? Give the pros and cons for its use for each situation.
Welcome to Miami Dade College Bachelor of Science in Nursing Program. The purpose of this
manual is to assist the baccalaureate nursing student to meet program requirements for the
demonstration of care for complex patients, validating previous education. This manual also
provides guidelines to assist the student to navigate through the clinical courses taught in the
Bachelor of Science in Nursing Program. Throughout the program, students are responsible for
skills learned in previous nursing education and work experiences.
Students must receive a grade of “Satisfactory (“S”)” for all clinical nursing courses to progress
in the Bachelor of Science in Nursing program. The clinical evaluation tools for each course
describe the required performance behaviors expected by the faculty.
Review this manual carefully to understand what will be expected of you throughout the
Bachelor of Science in Nursing program.
CLINICAL EVALUATION COMPONENTS
Actions expected of all nurses and nursing students, which reflect the values, rules, and
practices of nursing. These behaviors must be demonstrated throughout each course and
throughout the program.
Critical Thinking Situations:
Simulated experiences, in writing and/or on audio or videotape or computer, which require the
student to provide responses demonstrating nursing skill and decision-making ability. Critical
thinking situations represent the outcomes expected of students validating current or previous
Required Clinical Course Assignments:
Additional learning activities assigned by course faculty. Submission of completed material by
the assigned date is considered a Professional Behavior.
Definition of BSN Learning Contract:
The vehicle for making the planning of learning experiences a mutual undertaking between the
learner and any helper, mentor, or teacher.
Skills Mastery List:
List of skills that students should be able to demonstrate or perform based on previous education.
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DEFINITION OF TERMS
Behaviors that must be demonstrated or documented to successfully complete performance
testing. These criteria identify expected competencies for the critical performance of a skill;
therefore, the student must meet all performance criteria for successful completion.
Specific nursing competencies that are inherent in the safe performance of all skills. Overriders
must be performed successfully in all aspects of nursing care to be safe. Overriders are expected
performance behaviors for every skill.
1. Asepsis – Washes hands before and after each patient situation and each skill. Follows
Universal/Standard Precautions. Protects self and others from cross contamination. Uses sterile
technique when necessary. Disposes of contaminated articles in designated containers.
2. Communication – Verifies written orders in the chart. Checks patient’s name band. Assesses
patient for any allergies. Provides privacy. Explains procedure(s) to patient. Reports changes in
patient’s condition to faculty and staff. Documents findings. Uses verbal and nonverbal
communication that demonstrates respect, understanding, and caring. Avoids abusive,
threatening, patronizing, or familiar communication patterns.
3. Safety – Uses correct body mechanics. Raises side rails when bed is in elevated position or
patient is in need of protection. Keeps environment free from potentially harmful elements (e.g.
cleans up spills, avoids electrical hazards). Protects patients from temperature extremes. Provides
care consistent with knowledge gained from previous courses. Uses Universal/Standard