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To Prepare

· Refer to the “Population-Focused Nurse Practitioner Competencies” in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.

· Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

· Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

In 450–500 words, address the following:

Learning From Experiences

· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

· Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?

· What did you learn from this experience?

· What resources were available?

· What evidence-based practice did you use for the patients?

· What would you do differently?

· How are you managing patient flow and volume? How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

· Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

· Answer these questions: How am I doing? What is missing?

· Reflect on the formal and informal feedback you received from your Preceptor.

Submit your Journal.

American Psychiatric Nurses Association. (2013). Population-focused nurse practitioner competencies.

https://www.apna.org/files/Councils/Population-Focused-NP-Competencies-2013

Note: Review the Psychiatric-Mental Health Nurse Practitioner Competencies.

Assimilation and Synthesis: Content Reflection	45 (45%) – 50 (50%) Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Insightful and relevant connections are made through contextual explanations and examples.	40 (40%) – 44 (44%) Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Connections are made through explanations and/or examples.	35 (35%) – 39 (39%) Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Minimal connections are made through explanations and/or examples.	0 (0%) – 34 (34%) Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments.
Assimilation and Synthesis: Personal Growth	27 (27%) – 30 (30%) Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.	24 (24%) – 26 (26%) Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.	21 (21%) – 23 (23%) Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. There is minimal thought of future implications of student’s current experience.	0 (0%) – 20 (20%) Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked.
Written Expression and Formatting	14 (14%) – 15 (15%) Well written and clearly organized using standard English; characterized by elements of a strong writing style; and basically free from grammar, punctuation, usage, and spelling errors.	12 (12%) – 13 (13%) Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.	11 (11%) – 11 (11%) Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.	0 (0%) – 10 (10%) oor writing style lacking in standard English, clarity, language used, and/or contains frequent errors in grammar, punctuation, usage, and spelling. Needs work.
APA	5 (5%) – 5 (5%) Contains no APA errors.	4 (4%) – 4 (4%) Contains 1–2 APA errors.	3.5 (3.5%) – 3.5 (3.5%) Contains 3–5 APA errors.	0 (0%) – 3 (3%) Contains more than 5 APA errors.

Total Points: 100

Week 1 assig

Desired Clinical Skills for Students to Achieve

Confident

Mostly confident (Can complete with supervision)

Beginning (Have performed with supervision or needs supervision to feel confident)

New (Have never performed or does not apply)

Comprehensive psychiatric evaluation skills in:

Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

Independently

Differentiating between pathophysiological and psychopathological conditions

Supervision

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)

Supervision

Performing and interpreting a mental status examination

Independently

Performing and interpreting a psychosocial assessment and family psychiatric history

Needs supervision to feel confident in performing and interpreting a psychosocial assessment and family psychiatric history

Performing and

Supervision

interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

Supervision

Formulating diagnoses according to DSM 5-TR based on assessment data

Supervision

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

Supervision

Pharmacotherapeutic skills in:

Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)

Supervision

Evaluating patient response and

Supervision

modify plan as necessary

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

Independently

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

Supervision

Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)

Supervision

Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

Independently

Develop an age appropriate individualized plan

Independently

of care

Provide psychoeducation to individuals and/or any caregivers

Independently

Promote health and disease prevention techniques

Independently

Self-assessment skill:

Develop SMART goals for practicum experiences

Independently

Evaluating outcomes of practicum goals and modify plan as necessary

Supervision

Documenting and reflecting on learning experiences

Independently

Professional skills:

Maintains professional boundaries and therapeutic relationship with clients and staff

Independently

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings

Requires supervision to collaborate with multidisciplinary teams to improve clinical practice in mental health settings

Identifies ethical and legal dilemmas with possible resolutions

Supervision

Demonstrates non-judgmental practice approach

Independently

and empathy

Practices within scope of practice

I

Supervision

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation

Supervision

Implements the screening instrument efficiently and effectively with the clients

Requires supervision to implement the screening instrument efficiently and effectively with the clients

Interprets results for screening instruments accurately

Independently interprets results for screening instruments accurately

Supervision

Develops an appropriate plan of care based upon screening instruments response

Supervision

Identifies the need to refer to another specialty provider when applicable

Independence

Accurately document recommendations for psychiatric consultations when applicable

Independently

Summary of strengths:

Patient evaluation skills- I have excellent patient evaluation skills and am able to conduct a full accurate and dependable patient analysis before delivery of care.

Self-assessment skills- I have the necessary skills to be able to gauge myself and my level of skill in the field. I am able to set goals towards improving my clinical skills.

Empathy- I am able to listen to patients’ problems without judging them and instead feeling empathy towards them and therefore able to put in the extra effort to help them to the best of my ability.

Opportunities for growth:

Professional skills- practical experiences will help me improve my professional skills while in the health care setting

Screening skills- working with screening instruments more will help me become more familiar on how to implement them for an effective and efficient interaction with clients

Comprehensive psychiatric evaluation skills- working with more clients and under supervision will help improve my comprehensive psychiatric evaluation skills and also improve my functional assessment skills

Interpersonal and intrapersonal skills- interacting with more colleagues and clients inside and outside the workplace will help build my interpersonal and intrapersonal skills for a better clinical assessment

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

Goal: Improve my professional skills
Objective: Work with professionals in my field
Objective: Collaborate with other professionals in different fields
Objective: To successfully carry out a functional assessment

Goal: Improve my screening skills
Objective: Offer to work under people who are familiar with the working of screening

instruments
Objective: Attend trainings on the use of the various screening instruments
Objective: Practice acquired screening skills on clients while under supervision

Goal: improve my interpersonal and intrapersonal skills

Objective: Avail myself of events that offer chances to meet people working in my field
Objective: Conclusively make an assessment while maintaining client boundaries
Objective: Read more content on clinical skills and practice it in the clinical setting