- Points 90
- Submitting a website url or a file upload
This assignment space should be used to upload your Shift Debrief and your Clinical Log for only one DFC experience. For each DFC experience you'll need to submit to a different Integration Checklist.
DFC Integration: Shift Debrief
The purpose of the shift debrief, for DFC integration, is to reflect on and share information about the DFC experience you just completed.
Instructions: Share a short summary, in the space provided, about your shift spent at the SOFE site. Be sure to include 4-5 sentence responses to each of the following questions. Your answers should clearly reflect the learning experience.
- What went well: Discuss and explain the best moments of your clinical experience? Describe when you were able to apply what you have learned from didactic to the clinical setting.
- Opportunities for improvement: What did not go well that you could improve for next time? Discuss the difficult moments during clinical. Did you have difficulty applying any concepts from didactic? Please explain.
- Take-away: How do you plan to elevate your nursing education and grow prior to the next clinical shift?
This is a discussion-type entry where writing mechanics will not be evaluated. This shift debrief is due within twenty four (24) hours of the end of each DFC.
- Please note - the Shift Debrief must be submitted below, reviewed & evaluated by faculty, before this competency can be evaluated within the DFC Integration checklist.
DFC Integration: Clinical Log
The purpose of the clinical log, for DFC integration, is an accountability check and self-report of time spent in a DFC at a SOFE site. It should be accurate and complete.
Instructions: Download the clinical log form to track the DFC hours/time as a running list. Submit in the appropriate location (below), within 24 hours of the end of each DFC.
Clinical Log Form Download Clinical Log Form
- Clinical hours may include time spent in the DFC at the SOFE site.
- Clinical hours do not include time spent in preparation, reflection, journaling, or meeting with faculty.
- Please note - the Clinical Log must be submitted below, reviewed & evaluated by faculty, before this competency can be evaluated within the DFC Integration checklist.
DFC Integration: Evaluation
If you receive more than 8 Does Not Meet competencies or MISS the DFC you will FAIL the DFC. If a DFC is missed or failed, you must complete a scheduled make-up session, if available, to pass the course. Learners who MISS or FAIL 2 DFCs during the semester must withdraw from the course and reenroll the following semester.
Rubric
DFC Integration Checklist & Safety Orientation
| Criteria | Ratings | Pts |
|---|---|---|
|
This criterion is linked to a Learning OutcomeClient-Centered Care (a) |
3 ptsSatisfactoryThe learner consistently creates an individualized plan of care for patients, fully incorporating the patient’s values, clinical expertise, and evidence. The plan effectively utilizes theoretical knowledge and current (within 5 years) evidence, addressing all of the patient’s needs and aligning with best practices.2 ptsApproaching SatisfactoryThe learner demonstrates some difficulty in creating an individualized plan of care for patients, occasionally struggling to fully incorporate the patient’s values, clinical expertise, and evidence. While the plan may include some theoretical knowledge and current (within 5 years) evidence, it does not consistently address all of the patient’s needs or align with best practices. 1 ptsNeeds ImprovementThe learner finds it difficult to create an individualized plan of care for patients, often failing to incorporate the patient’s values, clinical expertise, and evidence, resulting in a plan that lacks theoretical knowledge and current (within 5 years) evidence and does not fully address the patient’s needs or align with best practices.0 ptsDoes Not MeetThe learner fails to create an individualized plan of care for any patient, unable to incorporate the patient’s values, clinical expertise, or evidence, resulting in a plan that lacks both theoretical knowledge and alignment with current (within 5 years) evidence, and does not adequately address the patient’s needs. |
3 pts |
|
This criterion is linked to a Learning OutcomeClient-Centered Care (b)Delivers effective treatments incorporating patient values, preferences, and expressed needs. |
3 ptsSatisfactoryThe learner provides treatments tailored to the individual patient by actively incorporating the patient's values, preferences, and expressed needs into the care plan, engaging in shared decision-making, respecting cultural beliefs, and ensuring that care aligns with the patient’s desired outcomes to promote satisfaction and optimal health results.2 ptsApproaching SatisfactoryThe learner demonstrates some difficulty in tailoring treatments to the individual patient’s values, preferences, and expressed needs, which occasionally results in a care plan that partially considers shared decision-making and cultural beliefs, and while there are efforts to align with the patient’s desired outcomes, it does not fully address all aspects. 1 ptsNeeds ImprovementThe learner finds it difficult to tailor treatments to the individual patient’s values, preferences, and expressed needs, resulting in a care plan that does not adequately consider shared decision-making, cultural beliefs, or alignment with the patient’s desired outcomes.0 ptsDoes Not MeetThe learner fails to provide treatments tailored to the individual patient by not incorporating the patient’s values, preferences, or expressed needs into the care plan, lacking engagement in shared decision-making, disregarding cultural beliefs, and failing to align with the patient’s desired outcomes. |
3 pts |
|
This criterion is linked to a Learning OutcomeClient-Centered Care (c)Supports and reflects patient values and beliefs when providing care. |
3 ptsSatisfactoryThe learner consistently demonstrates strong support for the patient’s values and beliefs, showing sensitivity and respect for the patient’s diversity when providing care, which ensures that the care approach adequately reflects and accommodates the patient’s personal values, cultural background, and diverse needs.2 ptsApproaching SatisfactoryThe learner demonstrates some difficulty supporting the patient’s values and beliefs but shows occasional lapses in sensitivity and respect for the patient’s diversity when providing care, leading to a care approach that partially reflects or accommodates the patient’s personal values, cultural background, or diverse needs. 1 ptsNeeds ImprovementThe learner finds it difficult to support the patient’s values and beliefs and lacks sensitivity and respect for the patient’s diversity when providing care, resulting in a care approach that may not adequately reflect or accommodate the patient’s personal values, cultural background, or diverse needs.0 ptsDoes Not MeetThe learner fails to demonstrate support for the patient’s values and beliefs, lacking sensitivity and respect for the patient’s diversity when providing care, resulting in a care approach that fails to reflect or accommodate the patient’s personal values, cultural background, and diverse needs. |
3 pts |
|
This criterion is linked to a Learning OutcomeClient-Centered Care (d)Provides nonjudgmental nursing care. |
3 ptsSatisfactoryThe learner consistently demonstrates nonjudgmental nursing care by providing compassionate, empathetic, and attentive care, showing awareness of the patient’s emotional, spiritual, mental, and cultural needs.2 ptsApproaching SatisfactoryThe learner provides nursing care that is non-judgmental and demonstrates some difficulty in providing compassion, empathy, and attentiveness, showing some awareness of the patient’s emotional, spiritual, mental, and cultural needs, but inconsistently, which affects the quality of care and the establishment of supportive patient relationships. 1 ptsNeeds ImprovementThe learner provides nursing care that is non-judgmental and finds it difficult to demonstrate compassion, empathy, and attentiveness, showing some awareness of the patient’s emotional, spiritual, mental, and cultural needs but not consistently, which hinders the quality of care and the establishment of supportive patient relationships.0 ptsDoes Not MeetThe learner fails to provide non-judgmental nursing care that is compassionate, empathetic, and attentive, demonstrating little to no awareness of the patient’s emotional, spiritual, mental, and cultural needs. |
3 pts |
|
This criterion is linked to a Learning OutcomeIntentional Learning with Reflection (a)Explains pathophysiology of patient condition and treatment. |
3 ptsSatisfactoryThe learner consistently shows a clear understanding of the patient’s condition and associated treatment by effectively applying theoretical knowledge and clinical evidence, resulting in a well-defined comprehension of the patient’s condition and the rationale for the treatment.2 ptsApproaching SatisfactoryThe learner shows some difficulty demonstrating a basic understanding of the patient’s condition and associated treatment, but with inconsistent application of theoretical knowledge and clinical evidence, leading to an unclear comprehension of the patient’s condition and the rationale for the treatment. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate understanding of the patient’s condition and associated treatment, with insufficient application of theoretical knowledge and clinical evidence, resulting in unclear comprehension of the patient’s condition and the rationale for the treatment.0 ptsDoes Not MeetThe learner fails to demonstrate understanding of the patient’s condition and associated treatment, failing to apply theoretical knowledge and clinical evidence effectively, resulting in an unclear comprehension of the patient’s condition and an inadequate rationale for the treatment. |
3 pts |
|
This criterion is linked to a Learning OutcomeIntentional Learning with Reflection (b)Identifies significance of diagnostic data. |
3 ptsSatisfactoryThe learner consistently demonstrates a clear understanding of the various diagnostic tools and effectively applies theoretical knowledge to interpret the data.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating a basic understanding of diagnostic tools and attempts to apply theoretical knowledge to interpret the data. However, the interpretation lacks depth or consistency, and the connection between the data and its clinical relevance is not fully clear. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate understanding of diagnostic tools and struggles to apply theoretical knowledge effectively. Interpretations are superficial or inaccurate, with minimal relevance to the clinical context.0 ptsDoes Not MeetThe learner fails to demonstrate an understanding of diagnostic tools and fails to apply theoretical knowledge. There is no attempt to interpret the data or connect it to the clinical situation. |
3 pts |
|
This criterion is linked to a Learning OutcomeIntentional Learning with Reflection (c)Applies pharmacologic knowledge to provide rational for treatment. |
3 ptsSatisfactoryThe learner consistently applies pharmacologic knowledge to explain and justify treatment decisions, demonstrating an understanding of drug mechanisms, potential side effects, interactions, and appropriate medication use, thereby ensuring that treatments are safe, effective, and tailored to the patient’s condition.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating a basic understanding of the patient’s condition and associated treatment but struggles with the application of theoretical knowledge and clinical evidence, leading to unclear insights into the patient’s condition and the rationale for the chosen treatment. 1 ptsNeeds ImprovementThe learner finds it difficult to understand the patient’s condition and associated treatment, with inadequate application of theoretical knowledge and clinical evidence, resulting in unclear insights into the patient’s condition and the rationale for the chosen treatment.0 ptsDoes Not MeetThe learner fails to apply pharmacologic knowledge effectively to explain or justify treatment decisions, demonstrating a lack of understanding of drug mechanisms, potential side effects, interactions, and appropriate medication use. |
3 pts |
|
This criterion is linked to a Learning OutcomeIntentional Learning with Reflection (d)Complete and submit 'Shift Debrief' assignment within 24 hours of the end of each DFC. |
3 ptsSatisfactoryThe learner submits the completed Shift Debrief assignment to Canvas within 24 hours of the end of the DFC, including 4-5 sentences for each section that effectively address what went well, opportunities for improvement, and key takeaways, with information clearly reflecting the learning experience.0 ptsDoes Not MeetThe learner fails to submit the completed Shift Debrief assignment to Canvas within 24 hours of the end of the DFC, and/or the submission is incomplete, lacking the required 4-5 sentences for each section and failing to adequately address what went well, opportunities for improvement, or key takeaways, resulting in unclear or unreflective information regarding the learning experience. |
3 pts |
|
This criterion is linked to a Learning OutcomeEvidence-Based Practice (a)Participates effectively in appropriate data collection. |
3 ptsSatisfactoryThe learner consistently gathers comprehensive, accurate, and sufficient data through physical assessments and patient interviews, leading to a clear and thorough understanding of the patient’s values, preferences, and needs, which ensures the delivery of effective patient care.2 ptsApproaching SatisfactoryThe learner has some difficulty gathering complete, accurate, and sufficient data through physical assessments and patient interviews, leading to a limited understanding of the patient’s values, preferences, and needs, which supports the delivery of effective patient care. 1 ptsNeeds ImprovementThe learner finds it difficult to gather data through physical assessments and patient interviews but often fails to achieve completeness, accuracy, or sufficiency, leading to an inconsistent understanding of the patient’s values, preferences, and needs, which requires improvement for effective patient care.0 ptsDoes Not MeetThe learner fails to gather complete, accurate, or sufficient data through physical assessments and patient interviews, resulting in inadequate understanding of the patient’s values, preferences, and needs. |
3 pts |
|
This criterion is linked to a Learning OutcomeEvidence-Based Practice (b)Utilizes appropriate technologies to enhance patient safety. |
3 ptsSatisfactoryThe learner consistently utilizes information technology to access information needed for safe medication administration, demonstrates ability to access patient care data in the electronic health record, and documents select patient information in the electronic health record.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating the ability to utilize information technology for safe medication administration but occasionally struggles to access patient care data in the electronic health record and documents relevant patient information with some inaccuracies, which compromises the quality and safety of patient care. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate the ability to utilize information technology for safe medication administration, occasionally struggling to access patient care data in the electronic health record and documenting relevant patient information with some inaccuracies, which compromises the quality and safety of patient care and requires further improvement.0 ptsDoes Not MeetThe learner fails to demonstrate the ability to utilize information technology effectively for safe medication administration, struggles to access patient care data in the electronic health record, and fails to document relevant patient information accurately, compromising the quality and safety of patient care. |
3 pts |
|
This criterion is linked to a Learning OutcomeEvidence-Based Practice (c)Utilizes appropriate risk assessment tools. |
3 ptsSatisfactoryThe learner consistently demonstrates a clear understanding of appropriate risk assessment tools (e.g., Braden Scale, Morse Fall Risk, Cardiovascular Calculation Test) and effectively applies them to patient care.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating the understanding of appropriate risk assessment tools (e.g., Braden Scale, Morse Fall Risk, Cardiovascular Calculation Test) but struggles to apply them effectively to patient care, leading to inconsistent risk evaluation and management. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate understanding of appropriate risk assessment tools (e.g., Braden Scale, Morse Fall Risk, Cardiovascular Calculation Test) and struggles to apply them effectively to patient care, resulting in inconsistent risk evaluation and management that requires further development.0 ptsDoes Not MeetThe learner fails to show understanding of appropriate risk assessment tools (e.g., Braden Scale, Morse Fall Risk, Cardiovascular Calculation Test) and fails to apply them effectively to patient care, resulting in insufficient risk evaluation and management. |
3 pts |
|
This criterion is linked to a Learning OutcomeEvidence-Based Practice (d)Integrates resources needed to assist the patient and care team. |
3 ptsSatisfactoryThe learner consistently identifies and incorporates appropriate resources, such as clinical guidelines, support services, and healthcare technologies, to support both the patient and the care team, ensuring that care is evidence-based, collaborative, and meets the comprehensive needs of the patient while enhancing the efficiency and effectiveness of the care team.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating the ability to identify and incorporate resources such as clinical guidelines, support services, or healthcare technologies, but often falls short, leading to care that may lack evidence-based practices, collaboration, and a comprehensive approach to the patient’s needs, which potentially diminishes the efficiency and effectiveness of the care team. 1 ptsNeeds ImprovementThe learner finds it difficult to identify and incorporate resources such as clinical guidelines, support services, or healthcare technologies, leading to care that may not be evidence-based, lacks collaboration, and fails to address the comprehensive needs of the patient, potentially diminishing the efficiency and effectiveness of the care team.0 ptsDoes Not MeetThe learner fails to identify or incorporate appropriate resources, such as clinical guidelines, support services, or healthcare technologies, resulting in care that is not evidence-based or collaborative and does not adequately meet the comprehensive needs of the patient, ultimately diminishing the efficiency and effectiveness of the care team. |
3 pts |
|
This criterion is linked to a Learning OutcomeDecision-Making & Clinical Reasoning (a)Demonstrate an understanding of standardized plans of care as appropriate for the clinical setting. |
3 ptsSatisfactoryThe learner consistently demonstrates an adequate understanding of how to develop a plan of care for patients across the lifespan from diverse backgrounds that is compassionate, age and culturally appropriate, and based on a patient’s preference, values, and needs.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating understanding of how to develop a plan of care for patients across the lifespan from diverse backgrounds but frequently lacks compassion and cultural appropriateness in their care, showing inconsistencies in incorporating the patient's preferences, values, and needs. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate understanding of how to develop a plan of care for patients across the lifespan from diverse backgrounds but often produces care that lacks compassion and cultural appropriateness, with inconsistencies in incorporating the patient's preferences, values, and needs, indicating a need for further improvement.0 ptsDoes Not MeetThe learner fails to demonstrate understanding of how to develop a plan of care for patients across the lifespan from diverse backgrounds, resulting in care that is neither compassionate nor culturally appropriate and fails to incorporate the patient's preferences, values, and needs. |
3 pts |
|
This criterion is linked to a Learning OutcomeDecision-Making & Clinical Reasoning (b)Initiates learning opportunities with minimal encouragement. |
3 ptsSatisfactoryThe learner consistently initiates and engages in learning opportunities with site staff, classmates, or faculty, demonstrating self-directed participation and collaboration with minimal encouragement or direction.2 ptsApproaching SatisfactoryThe learner shows some difficutly seeking out and engaging in learning opportunities with site staff, classmates, or faculty, but often requires encouragement or direction to participate effectively in learning and collaboration. 1 ptsNeeds ImprovementThe learner finds it difficult to seek out or engage in learning opportunities with site staff, classmates, or faculty, showing limited initiative in creating or participating in learning and collaboration, and requires substantial encouragement or direction.0 ptsDoes Not MeetThe learner fails to initiate or engage in learning opportunities with site staff, classmates, or faculty, showing a lack of self-directed participation and collaboration and requiring substantial encouragement or direction to participate in learning activities. |
3 pts |
|
This criterion is linked to a Learning OutcomeDecision-Making & Clinical Reasoning (c)Describes the primary concept and relationship of interrelated concepts of the patient and their health factors. |
3 ptsSatisfactoryThe learner consistently demonstrates the ability to identify the primary health concept affecting the patient and explains how various interrelated factors, such as comorbidities, lifestyle, and social determinants, influence the patient's overall health.2 ptsApproaching SatisfactoryThe learner shows some difficulty demonstrating the ability to identify the primary health concept affecting the patient but struggles to explain how interrelated factors, such as comorbidities, lifestyle, and social determinants, influence the patient's overall health, indicating a need for further improvement. 1 ptsNeeds ImprovementThe learner finds it difficult to show adequate ability to identify the primary health concept affecting the patient and finds it difficult to explain how interrelated factors such as comorbidities, lifestyle, and social determinants influence the patient's overall health.0 ptsDoes Not MeetThe learner fails to identify the primary health concept affecting the patient and cannot explain how interrelated factors, such as comorbidities, lifestyle, and social determinants, influence the patient's overall health, resulting in a lack of comprehensive understanding necessary for effective patient care. |
3 pts |
|
This criterion is linked to a Learning OutcomeOrganizational, Local, & Global Leadership (a)Is adequately prepared for the DFC experience. |
3 ptsSatisfactoryThe learner consistently demonstrates strong preparedness for the DFC experience, including punctuality, professional attire, and effective communication with faculty both before and during the DFC experience.2 ptsApproaching SatisfactoryThe learner shows some difficulty demonstrating preparedness for the DFC experience but occasionally struggles with punctuality, attire, and communication with faculty, which can impact their overall performance and effectiveness in the clinical setting. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate preparedness for the DFC experience but exhibits occasional issues with punctuality, attire, and communication with faculty, which may impact their overall performance and effectiveness in the clinical setting, indicating a need for improvement in these areas.0 ptsDoes Not MeetThe learner fails to demonstrate preparedness for the DFC experience, exhibiting issues with punctuality, inappropriate attire, and ineffective communication with faculty both before and during the DFC experience, which negatively impacts their overall performance. |
3 pts |
|
This criterion is linked to a Learning OutcomeOrganizational, Local, & Global Leadership (b)Displays a positive attitude when providing patient care. |
3 ptsSatisfactoryThe learner consistently models professional behavior and a positive attitude when providing patient care in the clinical setting.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating professional behavior but occasionally displays unprofessional conduct and a negative attitude when providing patient care in the clinical setting, which can detract from the quality of care and affect patient interactions and the overall clinical environment. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate professional behavior and a positive attitude when providing patient care in the clinical setting, which can detract from the quality of care and affect patient interactions and the overall clinical environment, highlighting the need for improvement in professionalism and attitude.0 ptsDoes Not MeetThe learner fails to exhibit professional behavior and a positive attitude when providing patient care in the clinical setting, which detracts from the quality of care and negatively affects patient interactions and the overall clinical environment. |
3 pts |
|
This criterion is linked to a Learning OutcomeOrganizational, Local, & Global Leadership (c)Maintains a professional appearance and behavior for the DFC experience. |
3 ptsSatisfactoryThe learner consistently maintains a professional appearance in accordance with Nightingale College’s requirements, including a clean uniform, well-groomed nails, appropriate footwear, and visible ID badge.2 ptsApproaching SatisfactoryThe learner has some difficulty maintaining a professional appearance according to Nightingale College’s requirements, occasionally presenting issues such as an unclean uniform, unkempt or unpolished nails, or inappropriate footwear, and visible ID badge. 1 ptsNeeds ImprovementThe learner finds it difficult to maintain a professional appearance as per Nightingale College’s requirements, including issues with a uniform that is not clean, unkempt or unpolished nails, or inappropriate footwear, and visible ID badge.0 ptsDoes Not MeetThe learner fails to maintain a professional appearance according to Nightingale College’s requirements, including issues such as an unclean uniform, unkempt nails, inappropriate footwear, or a missing ID badge, which undermines their professionalism in the clinical setting. |
3 pts |
|
This criterion is linked to a Learning OutcomeOrganizational, Local, & Global Leadership (d)Is punctual, organized, and completes patient care within the timeframe. |
3 ptsSatisfactoryThe learner consistently demonstrates organizational and time management skills in the clinical setting, resulting in well-structured care delivery, timely task completion, and efficient use of time, which enhances the quality of patient care and overall clinical performance.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating organizational and time management skills in the clinical setting but exhibits inconsistencies that can lead to occasional disorganized care delivery, missed tasks, and inefficient use of time, indicating a need for further improvement in these areas to enhance the quality of patient care and overall clinical performance. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate organizational and time management skills in the clinical setting, leading to occasional disorganized care delivery, missed tasks, and inefficient use of time, which may negatively impact the quality of patient care and overall clinical performance, indicating a need for improvement in these skills.0 ptsDoes Not MeetThe learner fails to demonstrate adequate organizational and time management skills in the clinical setting, resulting in disorganized care delivery, missed tasks, and inefficient use of time, which negatively impacts the quality of patient care and overall clinical performance. |
3 pts |
|
This criterion is linked to a Learning OutcomeCommunication & Informatics (a)Communicates professionally with patients, family members, staff, classmates, and faculty. |
3 ptsSatisfactoryThe learner consistently demonstrates professional verbal and nonverbal communication techniques that support the establishment of therapeutic relationships with patients, family members, staff, classmates and faculty.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating effectiveness in verbal and nonverbal communication techniques but occasionally struggles to establish therapeutic relationships with patients, family members, staff, classmates, and faculty, leading to inconsistent interactions and rapport-building. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate effectiveness in verbal and nonverbal communication techniques but occasionally hinders the establishment of therapeutic relationships with patients, family members, staff, classmates, and faculty, leading to inconsistent interactions and rapport-building, indicating a need for further improvement in communication skills.0 ptsDoes Not MeetThe learner fails to exhibit effective verbal and nonverbal communication techniques and hinders the establishment of therapeutic relationships with patients, family members, staff, classmates, and faculty, resulting in poor interactions and a lack of rapport. |
3 pts |
|
This criterion is linked to a Learning OutcomeCommunication & Informatics (b)Uses appropriate teaching strategies to promote health. |
3 ptsSatisfactoryThe learner consistently evaluates the effectiveness of communication techniques that promote the exchange of information, therapeutic relationships, and shared decision making with patients and families.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating the ability to evaluate communication techniques but inadequately assesses strategies for information exchange, therapeutic relationships, and shared decision-making with patients and families. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate the evaluation of communication techniques, including the assessment of strategies for information exchange, therapeutic relationships, and shared decision-making with patients and families.0 ptsDoes Not MeetThe learner fails to demonstrate the evaluation of effectiveness of communication techniques, resulting in inadequate promotion of information exchange, therapeutic relationships, and shared decision-making with patients and families, which negatively impacts care delivery. |
3 pts |
|
This criterion is linked to a Learning OutcomeCommunication & Informatics (c)Documents accurately according to the format used at the SOFE site. |
3 ptsSatisfactoryThe learner consistently documents patient care and related information according to the specific guidelines and format utilized at the SOFE site, demonstrating proper use of medical terminology, accurate recording of assessments, interventions, and outcomes, as well as adherence to legal and ethical standards of documentation.2 ptsApproaching SatisfactoryThe learner has some difficulty in documenting patient care and related information according to the specific guidelines and format utilized at the SOFE site, but shows occasional improper use of medical terminology, inaccuracies in recording assessments, interventions, and outcomes, as well as insufficient adherence to legal and ethical standards of documentation. 1 ptsNeeds ImprovementThe learner finds it difficult to document patient care and related information according to the specific guidelines and format utilized at the SOFE site, showing occasional improper use of medical terminology, inaccuracies in recording assessments, interventions, and outcomes, and insufficient adherence to legal and ethical standards of documentation, highlighting the need for further improvement.0 ptsDoes Not MeetThe learner fails to document patient care and related information according to the specific guidelines and format utilized at the SOFE site, demonstrating improper use of medical terminology, inaccurate recording of assessments, interventions, and outcomes, and a lack of adherence to legal and ethical standards of documentation. |
3 pts |
|
This criterion is linked to a Learning OutcomeCommunication & Informatics (d)Complete and submit Clinical Log assignment within 24 hours of the end of each DFC. |
3 ptsSatisfactoryThe learner completed and submitted the Clinical Log assignment to Canvas within 24 hours of the DFC ending, with the submission being accurate and complete, meeting all required components.0 ptsDoes Not MeetThe learner does not complete or submit the Clinical Log assignment to Canvas within 24 hours of the DFC ending, or the submission is inaccurate and incomplete, failing to meet the required components. |
3 pts |
|
This criterion is linked to a Learning OutcomeQuality & Safety Assurance (a)Consistently provides safe care and uses safety precautions. |
3 ptsSatisfactoryThe learner consistently demonstrates evidence-based strategies to reduce safety risks and environmental hazards and communicates observations or concerns related to safety risks in the clinical setting.2 ptsApproaching SatisfactoryThe learner has some difficulty demonstrating the use of evidence-based strategies to reduce safety risks and environmental hazards but occasionally struggles to effectively communicate observations or concerns related to safety risks in the clinical setting. 1 ptsNeeds ImprovementThe learner finds it difficult to demonstrate the use of evidence-based strategies to reduce safety risks and environmental hazards and shows occasional difficulty in effectively communicating observations or concerns related to safety risks in the clinical setting.0 ptsDoes Not MeetThe learner fails to demonstrate evidence-based strategies to reduce safety risks and environmental hazards and does not effectively communicate observations or concerns related to safety risks in the clinical setting. |
3 pts |
|
This criterion is linked to a Learning OutcomeQuality & Safety Assurance (b)Performs previously learned skills correctly and safely. |