NR 537 Week 6 Collaboration Café

NR 537 Week 6 Collaboration Café

Student Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

NR 537 Week 6 Collaboration Café

Addressing Unsafe Clinical Practice as a Substitute Clinical Educator

As a substitute clinical educator, my top priority is to uphold patient safety and ensure that all clinical practices meet the established standards of care. When a nurse displays unsafe or poor clinical performance, it is my duty to intervene promptly and professionally to mitigate any potential harm. Rather than adopting a punitive approach, I would focus on guiding the nurse toward improved competence and accountability.

To begin, I would arrange a private and supportive meeting with the nurse to discuss the observed concerns. During this discussion, I would review her clinical objectives, professional responsibilities, and expected learning outcomes. This session would encourage reflection on her understanding of safe patient care and promote honest evaluation of her strengths and areas needing improvement.

Encouraging open communication is vital. My tone would remain empathetic yet firm, emphasizing both patient safety and the nurse’s opportunity for growth. By fostering a constructive dialogue, the nurse can gain insight into the clinical mistakes made and develop motivation to enhance her clinical reasoning and technical proficiency.

How Would You Address the Nurse’s Clinical Performance?

To address the nurse’s clinical performance effectively, I would identify and communicate specific knowledge, attitude, and skill (KAS) deficits observed during patient care. Providing objective, evidence-based examples ensures clarity and fairness in feedback. For instance, if the nurse contaminated a sterile field during a central line dressing change or neglected to perform a prescribed glucose monitoring test, these incidents would be documented factually and discussed.

This approach prevents defensiveness and highlights the seriousness of unsafe practices while also presenting an opportunity for improvement. The next step would involve collaborative goal setting, where the nurse participates in designing individualized learning goals aligned with her weaknesses. These goals would aim to improve clinical judgment, procedural accuracy, and adherence to infection control standards.

A shared action plan empowers the nurse to take responsibility for her own professional growth while maintaining a patient-centered focus. Continuous monitoring and guided reflection would ensure that progress is measurable and sustained.

Use of a Learning Contract

When performance issues persist despite verbal feedback and coaching, the use of a learning contract becomes essential. A learning contract serves as a formalized agreement between the educator and the nurse that outlines specific expectations, measurable outcomes, and timelines for improvement. It promotes accountability, structure, and transparency in the learning process.

Such a document not only defines the areas that require development but also provides the nurse with the resources and support necessary to achieve success. This contractual approach transforms the feedback process from disciplinary action into a collaborative developmental opportunity.

What Would the Learning Contract Include?

The learning contract should include clearly defined components that address the nurse’s deficiencies while supporting skill acquisition and professional growth.

By formalizing this process in writing, both parties acknowledge shared responsibility for success. The nurse gains a clear understanding of performance expectations, while the educator maintains documentation for accountability and institutional compliance.

Ongoing Evaluation and Feedback

After implementing the learning contract, continuous evaluation becomes an integral part of the improvement process. Regular feedback sessions help monitor progress, reinforce strengths, and address recurring issues.

I would conduct scheduled progress meetings—weekly or biweekly—to review the nurse’s clinical practice, discuss reflective journals, and assess her application of new skills. The use of competency checklists, clinical simulations, and direct observation would serve as valuable tools for objective evaluation.

Constructive feedback should highlight both achievements and remaining gaps, promoting self-efficacy and professional accountability. Encouraging the nurse to reflect on her progress helps build resilience and confidence, essential traits for long-term success in clinical practice.

Importance of Patient Safety in Clinical Education

Ensuring patient safety is the cornerstone of effective clinical education. Allowing unsafe practices to persist without timely intervention can lead to adverse patient outcomes, loss of trust, and legal or ethical consequences for the healthcare institution.

Clinical educators carry the responsibility of maintaining an environment where safe care delivery, ethical practice, and continuous learning coexist. Addressing unsafe performance promptly through structured tools such as learning contracts ensures that both patients and learners remain protected.

Furthermore, proactive performance management fosters a culture of safety and professionalism. When educators model accountability and fairness, learners develop similar values, contributing to an overall culture of excellence in healthcare delivery.

Conclusion

In summary, the role of a substitute clinical educator extends beyond supervision—it encompasses mentorship, evaluation, and the promotion of lifelong learning. By combining supportive feedback, structured guidance, and documented expectations, educators can transform performance challenges into opportunities for professional growth.

Through clear communication, continuous feedback, and a commitment to patient safety, clinical educators nurture not only competent nurses but also compassionate professionals dedicated to delivering safe and ethical care.

References

Oermann, M. H., & Gaberson, K. B. (2017). Evaluation and testing in nursing education (5th ed.). Springer Publishing Company.

Billings, D. M., & Halstead, J. A. (2023). Teaching in nursing: A guide for faculty (7th ed.). Elsevier.

American Nurses Association (ANA). (2021). Nursing: Scope and standards of practice (4th ed.). ANA Publishing.