Clinical Performance Evaluations
The clinical component of each nursing course is designed to evaluate the student’s ability to meet clinical learning outcomes through both formative and summative assessments. The evaluation process supports the development of professional competency and ensures safe, effective clinical practice aligned with course and program outcomes.
Purpose of Clinical Evaluation
The clinical evaluation process is intended to assess mastery of essential nursing competencies, reinforce the significance of core nursing skills and professional behaviors, provide timely, constructive feedback to promote student growth and development, monitor student progress toward course, level, and program outcomes, encourage self-reflection through guided faculty feedback, and facilitate remediation through collaborative planning between student and faculty.
Evaluation Process
Formative Evaluation: Conducted on a daily or weekly basis by clinical faculty to provide real-time feedback and identify progress or areas needing improvement. Documentation includes verbal feedback and written anecdotal records.
Summative Evaluation: Conducted at the end of each clinical rotation using the Clinical Performance Competency Evaluation Tool, aligned with course-specific learning outcomes. A formal summative evaluation conference will be scheduled by the clinical faculty.
Remediation Process
If a student is not meeting clinical objectives, a Performance Improvement Plan (PIP) may be initiated. This plan outlines specific areas for improvement, a timeline for meeting expectations, and strategies and support measures for skill development. Failure to meet clinical competencies by the end of the rotation will result in clinical failure, which equates to course failure and prevents progression to the next nursing course.
Criteria for Unsatisfactory Clinical Performance
The following behaviors are considered examples of unsatisfactory clinical performance. Clinical faculty may identify additional concerns as appropriate:
- Inadequate preparation for clinical assignments.
- Failure to report significant patient condition changes promptly.
- Violation of safety principles that place patients at risk.
- Requiring continuous supervision or prompting for basic care tasks.
- Dishonest or unprofessional behavior toward patients, staff, peers, or faculty.
- Ineffective communication with patients, staff, or faculty.
- Participation in clinical activities while mentally or physically unfit.
- Inability to prioritize patient care effectively.
- Failure to use appropriate communication channels in care delivery.
- Breach of patient confidentiality (e.g., HIPAA violations).
- Disregard for college or clinical agency policies.
- Lack of personal accountability or insight into one’s actions.
Note: This list is not exhaustive. Faculty reserve the right to define additional behaviors as unsatisfactory based on professional standards and patient safety concerns.
Faculty Authority and Student Dismissal
Clinical faculty have the authority to meet with students to address concerns related to unsatisfactory behaviors, determine expectations and timelines for resolution, and dismiss a student from the clinical setting at any time due to unsafe practice or unprofessional conduct.