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RANGER COLLEGE
Syllabus
COURSE NUMBER AND TITLE:RNSG 1461 – Clinical Nursing- Registered Nurse Training
CREDIT HOURS: _4_
HRS/WK LEC: _0_
HRS/WKLAB:_12_
LEC/LAB/HRS/WK COMBINATION: _12_
Name of Instructor:______________ Office Location:________________Office Hours:__________ Office
Phone:__________________ College E-Mail_________________
I. CATALOG DESCRIPTION
II.
A health-related work-based learning experience that enables the student to apply specialized occupational theory, skills, and
concepts. Direct supervision is provided by the clinical professional. Utilizes the nursing process to deliver care to individuals and
families in varied structured health care settings. Focus in on health promotion/health maintenance, nutrition, pharmacological
management, communication, ethical/legal aspects, and course-related psychomotor skills. Emphasis is on physical and
psychosocial assessment of newborns, children, and adults in the collaborative management of individuals and families during
childbearing and child rearing ages and in caring for individuals undergoing selected surgical interventions. Content includes
applicable competencies in basic workplace skills.
II. REQUIRED BACKGROUND/PREREQUISITES
Program Prerequisites:
PSYC
ENGL
BIOL
BIOL
COSC
2301
1301
2302
2420
1401
Introduction to Psychology
Composition I
Anatomy and Physiology I
Microbiology and Clinical Pathology
Computer Applications
Semester I Courses:
RNSG
RNSG
RNSG
BIOL
PSYC
1423
1460
1119
2402
2314
Introduction to Professional Nursing
Clinical-Nursing (RN training)
Nursing Skills I
Anatomy and Physiology II
Lifespan Growth and Development
III. TEXTBOOK (S); READINGS; MATERIALS
(See information under required texts in RNSG 2504)
Uniform - see Clinical Attire in Undergraduate Nursing Handbook.
Bandage scissors, watch, stethoscope, and penlight.
IV. METHODS OF INSTRUCTION
Lecture, skills demonstration, discussion, audio-visual materials, clinical, post-conference
V. COURSE OBJECTIVES
As a provider of care, the student will:
1. Critically evaluate situations from different perspectives to develop an in-depth comprehensive assessment
for multiple clients with predictable or unpredictable health care needs.
2. Function as a member of the interdisciplinary team by demonstrating clinical skills, with minimal
supervision, in caring for multiple clients with predictable or unpredictable health care needs.
3. Design a client specific appropriate plan of care, based on scientific rationales for clients with predictable or
unpredictable health care needs.
4. Demonstrate principles of nursing leadership.
5. Perform health screenings to identify areas where health promotion can be stressed.
6. Utilize the nursing process in relation to the assessment, development, implementation and evaluation of
patient teaching/learning.
7. Describe how the nurse can serve as model & resource for health education & information.
8. Correctly perform given skills using skills checkoff lists provided in course syllabus.
9. Safely care for up to three patients in the medical-surgical setting.
10. Accurately document care on all assigned patients.
11. Appropriately document, report and review patient responses to medications, treatments and procedures in
the clinical settings.
Coordinator of Care:
1. Evaluate effectiveness of interdisciplinary team’s communication skills that promote continuity of care for
multiple clients with predictable or unpredictable health care needs.
2. Initiate discharge planning in collaboration with interdisciplinary health care team.
Member of the Profession:
1. Apply professional behaviors to nursing practice (BNE NPA & ANA Code).
2. Evaluate behaviors that support advocacy for clients.
3. Collaborate with members of nursing and other health care organizations to promote the profession of
nursing.
VI. COURSE CALENDAR
Content Outline
Week 1
Urinary Catheter
Management
August 27 and 28
Readings/Class
Preparation
View Mosby’s Nursing
Skills DVD’s
Intermediate:
Urinary catheter
management
Reading assignments:
Perry and Potter Ch. 45
Objectives
Learning Activities
Course Objective # 8
Provider of Care
Skills lab practice
Unit Objectives:
1. Perform insertion
of urinary
catheter for male
and female
patients.
2. Maintain urinary
catheter.
3. Obtain a residual
urine.
4. Irrigate catheters.
5. Remove a
retention catheter.
6. Care of a
suprapubic
catheter.
Week 2
Airway Management
September 4 and 10
View Mosby’s Nursing
Skills DVD’s:
Intermediate:
Respiratory care and
suctioning
Reading assignments:
Perry and Potter Ch. 25
Course Objective # 8
Provider of Care
Unit objectives:
1. Provide
oropharyngeal
and airway
suctioning.
2. Provide
endotracheal care.
Checkoff the following
skills in the lab:



Inserting straight
or indwelling
urinary catheter
Care and removal
of indwelling
catheter
Perform catheter
irrigation.
Week 3
Orientation to acute
care setting
September 11
Unit Objectives:
Checkoff on the following
1. Obtain familiarity in the lab:
to processes and
procedures in the
 Oropharyngeal
acute care setting.
suctioning
 Airway suctioning
 Endotracheal tube
care
 Tracheostomy care
Week 4
Clinical experience
in acute care setting –
medical/surgical
September 17 & 18
Course objectives:
1,2,3,4,5,6,7,9, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7,9, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7,9, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7,9, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7,9, 10, 11 –
Provider of care; #1,2 –
Week 5
Clinical experience
in acute care setting
– medical/surgical
September 24 & 25
Week 6
Clinical experience
in acute care setting
– medical/surgical
October 1 & 2
Week 7
Clinical experience
in acute care setting
– medical/surgical
October 8 & 9
Week 8
Clinical experience
in acute care setting
-medical surgical
October 15 & 16
Week 9
Clinical experience
in acute care setting
-obstetrics
October 22 & 23
Week 10
Clinical experience
in acute care setting
-obstetrics
October 29 & 30
Week 11
Clinical experience
in acute care setting
-obstetrics
November 5 & 6
Week 12
Clinical experience
in acute care setting
-pediatrics
November 12 & 13
Week 13
Clinical experience
in acute care setting
-pediatrics
November 26 & 27
Week 14
Clinical experience
in acute care setting
-pediatrics
December 3 & 4
EVALUATION
Week 15
Week 16
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
Course objectives:
1,2,3,4,5,6,7, 10, 11 –
Provider of care; #1,2 –
Coordinator of Care;
#1,2, 3 – Member of
Profession
VII. COURSE/CLASSROOM POLICIES
1. Attendance/Lateness
It is imperative that students attend lecture, clinical, and laboratory experiences as scheduled. A week’s worth of
cumulative absences in any one course will result in faculty evaluation of the student’s ability to meet course objectives
and may result in failure of the course. Three tardies (over 5 minutes late for lecture, campus laboratory, or clinical) will
equal 1 hour of absence.
2. Class Participation
Students are expected to take an active role in the learning experience.
3. Missed Exams/Assignments/Make-Up Policy
A student not present to take an assigned nursing examination may receive a grade of zero for that examination. A student
may be allowed to make-up an examination under the following circumstance:
a. Absence is due to serious illness/hospitalization of the student or an *immediate
family member. Documentation by a health care provider will be required at the
time the student requests a make-up exam for the day they were ill.
b. Absence is due to a death in the *immediate family. Documentation will be
required.
c. An absence the faculty and/or Department Head deems as unavoidable.
*Immediate – family member living in the same household or outside household
totally dependent on the student for care such as a spouse, parent, child, sibling,
grandparent or grandchild.
To be eligible for a make-up exam in the above circumstances, the student must
notify their instructor prior to the absence, and must make arrangements within
48 hours after the absence for the retake. Faculty have the right to offer an
alternative form of the exam and/or to deduct up to 10 points from the exam
grade.
Clinical/Skills Lab Absences During Exam Week: A student who is absent from clinical or
skills lab up to 48 hours preceding an assigned nursing examination must present documentation from a health care
provider at the time of the exam in order to be eligible to take the test. Students without this documentation will not be
allowed to take the exam and thus will receive a grade of “0”. The student must see a health care provider on the day of
the absence with the excuse dated accordingly. Documentation (excuses) dated after the date of the clinical absence will
not be accepted. Faculty has the right to offer an alternate form of the exam and/or to deduct up to 10 points from the
exam grade.
Online Testing: Exams in online courses are always considered an independent student activity – NOT a group activity
(unless otherwise indicated by your course instructor.) Students are expected to take exams alone and not in a study group.
This means that you cannot refer to your textbook or any other materials while you are taking the exam. It is inappropriate
to share answers with other students. It is inappropriate to talk to other students while you are taking the test. Students
who do not follow the honor code will be subject to disciplinary action.
4. Lab and clinical safety/health
Learning Lab Center
The primary objective of the Ranger College Learning Lab Center is to promote excellence in clinical learning
through low to medium fidelity lab experiences learning/teaching for students and faculty by providing an environment to
evaluate basic and advanced skills/behaviors.
CLINICAL LAB POLICIES
• Students are never to discuss events or scenarios occurring during lab clinical simulation experiences except
during debriefing sessions. “What happens in clinical
simulation during lab stays in clinical simulation during lab…”
There is zero tolerance for academic dishonesty.
• Students are to dress for lab as if attending clinical. Scrubs, name badges and uniform policies are enforced.
• Faculty are responsible for supervising all students brought to the lab for training.
• Universal Precautions are to be followed at all times as are all safety guidelines used in the clinical setting.
Sharps and syringes are to be disposed of in appropriate containers. Anyone sustaining an injury must report it
immediately to their instructor.
• Equipment may not be removed from the lab for practice nor are the labs to be used for practicing clinical skills
unless supervised by faculty or staff.
• Students may be recorded during scenarios. Viewing of videos recorded during training are only permitted with
faculty members. The videos are the property of the
nursing program and students may not possess lab videos or
recordings.
• Coats, backpacks and other personal belongings are not to be in the lab during clinical
simulation and should be secured as directed by the instructor.
• All electronic devices are forbidden during clinical experiences during lab. (Cell phones, pagers, any type of
recording device, etc.).
• After a simulation take your personal belongings with you (i.e. papers, pens, stethoscopes, pen lights etc.).
• Food and drink are not permitted in the labs.
• If you have a latex allergy, inform your instructor before beginning simulation.
• Makeup days may not be available for students absent the day of simulation.
Standard Precautions
The Center for Disease Control and Prevention (CDC) Recommended Standard Precautions are outlined below. It
is the student’s responsibility to maintain compliance with these recommendations in all clinical settings.
Standard Precautions
Because the potential diseases in a patient’s blood and body fluids cannot be known, blood and body fluid and
substance precautions recommended by the CDC should be adhered to for all patients and for all specimens submitted to
the laboratory. These precautions, called “standard precautions,” should be followed regardless of any lack of evidence of
the patient’s infection status. Routinely use barrier protection to prevent skin and mucous membrane contamination with:
a. secretions and excretions, except sweat, regardless of whether or not they contain
visible blood
b. body fluids of all patients and specimens
c. non-intact skin
d. mucous membranes
Hand Hygiene
a. Wash hands after touching blood, body fluids, secretions, excretions, and
contaminated items, whether or not gloves are worn and/or immediately prior to any
client interaction or nursing intervention. Perform hand hygiene immediately after
gloves are removed, between patient contacts and when otherwise indicated to avoid
transfer of microorganisms to other patients or environments. It may be necessary to
wash hands between tasks and procedures on the same patient to prevent cross
contamination of different body sites.
b. Use a plain (non-antimicrobial) soap for routine hand washing.
c. Use an antimicrobial agent or waterless antiseptic agent for specific circumstances
(e.g., control of outbreaks or hyperendemic infections) as defined by the infection
control program.
Gloves
Wear gloves (clean non-sterile gloves are adequate) when touching blood, body fluids,
secretions, excretions and contaminated items. Put on clean gloves just before touching
mucous membranes and non-intact skin. Change gloves between tasks and procedures
on the same patient after contact with material that may contain a high concentration of
microorganisms. Remove gloves promptly after use, before touching non-contaminated
items and environmental surfaces and before going to another patient. Perform hand
hygiene immediately to avoid transfer of microorganisms to other patients or
environments.
Mask, Eye Protection, Face Shield
Wear a mask and eye protection or a face shield to protect mucous membranes of the
eyes, nose and mouth during procedures and patient care activities that are likely to
generate splashes or sprays of blood, body fluids, secretions and excretions.
Gown
Wear a gown (a clean nonsterile gown is adequate) to protect skin and prevent soiling of
clothing during procedures and patient care activities that are likely to generate splashes
or sprays of blood, body fluids, secretions or excretions or cause soiling of clothing.
Select a gown that is appropriate for the activity and amount of fluid likely to be
encountered. Remove a soiled gown as promptly as possible and wash hands to avoid
transfer of microorganisms to other patients or environments.
Patient Care Equipment
Handle used patient care equipment soiled with blood, body fluids, secretions and
excretions in a manner that prevents skin and mucous membrane exposures,
contamination of clothing and transfer of microorganisms to other patients and
environments. Ensure that reusable equipment is not used for the care of another
patient until it has been appropriately cleaned and reprocesses and single use items
are properly discarded.
Environmental Control
Ensure that the hospital has adequate procedures for the routine care, cleaning and
disinfection of environmental surfaces, beds, bed rails, bedside equipment and other
frequently touched surfaces and that these procedures are being followed.
Linen
Handle, transport, and process used linen soiled with blood, body fluids, secretions and
excretions in a manner that prevents skin and mucous membrane exposures and
contamination of clothing and avoids transfer of microorganisms to other patients and
environments.
Occupational Health and Blood-borne Pathogens
a. Take care to prevent injuries when using needles, scalpels and other sharp instruments or devices; when
handling sharp instruments after procedures; when cleaning used instruments and when disposing of used needles. Never
recap used needles or otherwise manipulate them with both hands or any other technique that involves directing the point
of a needle toward any part of the body; rather, use either a one-handed scoop technique or a mechanical device designed
for holding the needle sheath. Do not remove used needles from disposable syringes by hand and do not bend, break or
otherwise manipulate used needles by hand. Place used disposable syringes and needles, scalpel blades and other sharp
items in appropriate puncture-resistant containers located as close as practical to the area in which the items were used.
Place reusable syringes and needles in a puncture resistant container for transport to the reprocessing area.
b. Use mouthpieces, resuscitation bags or other ventilation devices as an alternative to
mouth-to-mouth resuscitation methods in areas where the need for resuscitation is predictable.
Patient Placement
Place a patient who contaminates the environment or who does not (or cannot be
expected to) assist in maintaining appropriate hygiene or environmental control in a
private room. If a private room is not available, consult with infection control
professionals regarding patient placement or other alternatives.
Student Occurrence
Any student involved in a clinical occurrence (e.g. needle stick, patient or student fall/injury,
medication error, etc.) must adhere to the following protocol for reporting the occurrence:
1. Notify the nurse responsible for the patient immediately.
2. Notify the clinical instructor, preceptor and/or faculty member as quickly as possible
after the occurrence happens. The clinical instructor, preceptor & faculty will provide
information on appropriate actions to be taken.
3. Notify the charge nurse.
4. Be prepared with details necessary for filling out a report and to sign the report as a
witness or the person responsible for the occurrence.
5. Meet any Ranger College or facility policy regarding occurrences.
5. Academic Dishonesty
Nursing students are expected to maintain an environment of academic integrity.
Actions involving scholastic dishonesty violate the professional code of ethics and are
disruptive to the academic environment. Students
found guilty of scholastic dishonesty are subject to disciplinary action including dismissal
from the Associate Degree Nursing Program and Ranger College in accordance with outlined criteria.
Examples of scholastic dishonesty include, but are not limited to:
CHEATING: Copying from another student’s test. Possessing or using, during
a test, materials which are not authorized. Using, buying, stealing, transporting,
or soliciting a test, draft of a test, test facsimile, answer key, care plans, or other
written works.
PLAGIARISM: Using someone else’s work in your academic assignments
without appropriate acknowledgment.
COLLUSION: Collaborating with another person in preparing academic
assignments without authorization.
Procedures for discipline due to academic dishonesty have been adopted published Ranger College Student Handbook.
6. Student Behavior Policy
Students are expected to observe the following guidelines for classroom behavior:
1. Neither children nor pets may be brought to classes or clinical agencies under
any circumstance. Children must not be left unattended in any area of the building.
2. All buildings housing the Associate Degree Nursing Program are nonsmoking
facilities.
3. No food or drinks are allowed in classrooms.
4. Students are expected to be seated by the designated starting time for classes.
5. A student deemed disruptive by a faculty member may be asked to leave the
classroom.
6. Cell phones must be turned off during class or lab. Pager/beepers, if used, must
be set on silence during class or lab. Messages received during lecture may be
returned during class breaks.
7. Respectful, formal communication skills are used in online forums.
7. Available Support Services
Library facilities are available at the main Ranger campus, the Heartland Mall center, and the Brownwood Public
Library. Reference materials are also available via online as well.
8. ADA Statement:
Ranger College provides a variety of services for students with learning and/or physical disabilities. The student is
responsible for making the initial contact with the Ranger College Counselor. It is advisable to make this contact
before or immediately after the semester begins.
VIII. ASSESSMENT
The grading system used in this course, RNSG 1461 is:
P (pass), F (fail), NC*, W
*Note: RNSG 2504 and RNSG 1461 must be successfully completed simultaneously to receive credit in either
course and graduate.
See Undergraduate Nursing Student Handbook for UNSATISFACTORY & UNSAFE Clinical Performance.
Satisfactory Completion of written assignments.
GUIDELINES FOR ASSIGNMENTS:
1. Achievement of Satisfactory Skills Check Off within 2 attempts
2. Patient flow sheets on 1-2 patients with 2 NCPs for PRIORITY Nursing Diagnosis on each.
IX. NON-DISCRIMINATION STATEMENT
Admission, employment, and program policies of Ranger College are non-discriminatory in regard to race, creed,
color, sex, age, disability, and national origin.
X. RECEIPT OF SYLLABUS FORM
ALL STUDENTS MUST COMPLETE THE FOLLOWING RECEIPT OF SYLLABUS FORM AND RETURN IT
TO THE INSTRUCTOR
RECEIPT OF SYLLABUS FORM
Legibly print the following information:
Name:__________________________ Date:___________________________
“I have received and understand the information in the syllabus for RNSG 1461 and I agree to abide by the
stated policies.”
Signature of Student: _____________________________
APPENDICES
NURSING CARE PLAN FORMAT
Patient’s Initials_____________ Dates of Care__________________________ Student’s Name____________________________________
NURSING DIAGNOSIS (validate
with subjective and objective data)
(reference)
PLANNING: Outcome
Criteria
THE CLIENT WILL......
NANDA Problem -
NURSING
INTERVENTIONS
(with scientific rationale and
reference)
EVALUATION
1.
(SR)
2.
RT
(SR)
3.
(SR)
As Evidence by
4
(SR)
S.
5.
(SR)
O.
(Author, page)
(OUTCOMES)
AASN NURSING CARE FLOW SHEET
Student’s Name
Pt’s Initials
Instructor
Ht
Dates of Care
Wt
HISTORY(Psycho-Socio-Economic):
Room
Age
M/F
Current Date
Allergies
CHIEF COMPLAINT:
LAB STUDIES (results & ranges):
ADMITTING DIAGNOSIS:
MEDICAL HISTORY:
MEDICATIONS:
SURGICAL PROCEDURES:
DIET:
ACTIVITY:
TREATMENTS
NURSING DIAGNOSES (2):
DIAGNOSTIC TESTS
Include ALL diagnostic tests for this
condition. Highlight the ones that are
abnormal.
PATHOPHYSIOLOGY
Etiology
Risk Factors
SIGNS & SYMPTOMS
Include ALL s/s for this condition. Highlight
the ones that pertain to your patient.
Pathophysiology
Reference:
_________________________________________________________________________________________________________________
NAME _________________________________________REFERENCES: __________________________________________
GUIDE FOR EVALUATING LAB DATA
LAB DATA
PATIENT VALUES
EXAM
EXAM
NORMAL VALUES
d
INTERPRETATION & NURSING CONSIDERATION
RANGER COLLEGE BROWN COUNTY CENTER
CLINICAL EVALUATION TOOL FOR RN PROGRAM
RNSG 1461: CLINICAL II
CLINICAL NURSING – REGISTERED NURSE TRAINING
DATE:
STUDENT:
Upon completion of the clinical experience the learner must have demonstrated mastery of the following
competencies. A cumulative score (total of midterm and final scores) of no less than 64 points is required
to continue in the nursing program.
ALL ITEMS ON THIS COMPETENCY LIST ARE CONSIDERED CRITICAL INDICATORS AND MUST BE
MARKED AT LEAST A 2 IN ORDER TO PASS THIS CLINICAL.
GRADING SCALE
SCALE KEY
A = 76 - 96 points
3 = performed independently/minimal assistance and correctly
B = 64 – 75 points
2* = required moderate/minimum guidance to perform and minimum correction
C = 48 – 63 points
1* = required intensive guidance and/or was unable to perform
D = 33 – 47 points
* = must be accompanied by supporting comments in evaluation tool or
through Student Action Plan forms
F = Below 32
A.
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
ROLE: PROVIDER OF CARE
Expected Clinical Behavior
Circle Number Score
1. Critically evaluate situations from different perspectives to develop an
in-depth comprehensive assessment for multiple clients with predictable
or unpredictable health care needs.
2. Function as a member of the interdisciplinary team by demonstrating
clinical skills, with minimal supervision, in caring for multiple clients
with predictable or unpredictable health care needs.
3. Design a client specific appropriate plan of care, based on scientific
rationales for clients with predictable or unpredictable health care
needs.
4. Demonstrate principles of nursing leadership.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
B.
5. Perform health screenings to identify areas where health promotion can
be stressed.
6. Utilize the nursing process in relation to the assessment, development,
implementation and evaluation of patient teaching/learning.
7. Describe how the nurse can serve as model & resource for health
education & information.
8. Correctly perform given skills using skills check off lists provided in
course syllabus.
9. Safely care for up to three patients in the medical-surgical setting.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
10. Accurately document care on all assigned patients.
1
2
3
1
2
3
11. Appropriately document, report and review patient responses to
medications, treatments and procedures in the clinical settings.
1
2
3
1
2
3
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
ROLE: COORDINATOR OF CARE
Expected Clinical Behavior
Circle Number Score
1. Evaluate effectiveness of interdisciplinary team’s communication skills
that promote continuity of care for multiple clients with predictable or
unpredictable health care needs.
2. Initiate discharge planning in collaboration with interdisciplinary health
care team.
1
2
3
1
2
3
1
2
3
1
2
3
C.
Mid-term
Final
Date/Inst Initial
Date/Inst Initial
ROLE: MEMBER OF A PROFESSION
Expected Clinical Behavior
Circle Number Score
1. Apply professional behaviors to nursing practice (BNE NPA & ANA
Code).
1
2
3
1
2
3
2. Evaluate behaviors that support advocacy for clients.
1
2
3
1
2
3
3. Collaborate with members of nursing and other health care
organizations to promote the profession of nursing.
Total points for each rotation
1
2
3
1
2
3
Mid-term Clinical Grade_________________
Final Clinical Grade____________________
MID-TERM
Instructor Comments:
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Student Comments:
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Student Signature
Instructor Signature
Date
Date
FINAL
Instructor Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Student Comments:
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_________________________________
Student Signature
Instructor Signature
Date
Date
Clinical Evaluation Tool
RNSG 1460: Clinical Nursing – Registered Nurse Training
Developed 4/10