Fluent Essays

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 ; 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. POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES Family/Across the Lifespan Neonatal Pediatric Acute Care Pediatric Primary Care Psychiatric-Mental Health Women’s Health/Gender-Related 2013 Population-Focused Competencies Task Force 2013 3 Population-Focused Nurse Practitioner Competencies Population-Focused Competencies Task Force Task Force Chair Anne Thomas, PhD, ANP-BC, GNP, FAANP National Organization of Nurse Practitioner Faculties Task Force Members Robin Bissinger, PhD, APRN, NNP-BC National Certification Corporation NNP Work Group Margaret Brackley, PhD, RN, FAAN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group Bill Buron, PhD, RN, FNP/GNP-BC American Academy of Nursing Gero-Psych Project FNP Work Group Renee Davis, MSN, RN, CPNP American Association of Colleges of Nursing PCPNP Work Group Kathleen R. Delaney, PhD, PMH-NP American Association of Colleges of Nursing PMHNP Work Group Evelyn Duffy, DNP, G/ANP-BC, FAANP Gerontological Advanced Practice Nurses Association FNP Work Group Deb Gayer, PhD, RN, CPNP-PC Pediatric Nursing Certification Board PCPNP Work Group Cathy Haut, DNP, CPNP, CCRN American Association of Colleges of Nursing ACPNP Work Group Caroline Hewitt, DNS(c), WHNP-BC, ANP-BC National Certification Corporation WHNP Work Group Susan Hoffstetter, PhD, WHNP-BC, FAANP National Association of Nurse Practitioners in Women’s Health FNP Work Group Judy Honig, EdD, DNP National Organization of Nurse Practitioner Faculties PCPNP Work Group Jean Ivey, DSN, CRNP, PNP-PC Association of Faculties of PNPs PCPNP Work Group Tess Judge-Ellis, DNP, ARNP National Organization of Nurse Practitioner Faculties FNP Work Group Rebecca Koeniger-Donahue, PhD, APRN-BC, WHNP-BC, FAANP American Association of Colleges of Nursing WHNP Work Group Judy LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, FAAN National Organization of Nurse Practitioner Faculties ACPNP Work Group 4 Population-Focused Nurse Practitioner Competencies Nancy Magnuson, DSN, CS, FNP-BC American Association of Colleges of Nursing FNP Work Group Julie Marfell, DNP, FNP-BC, FAANP National Organization of Nurse Practitioner Faculties FNP Work Group Kathleen McCoy, DNSc PMHNP/BC, PMHCNS-BC, FNP-BC FAANP American Nurses Credentialing Center PMHNP Work Group Karen Melillo, PhD, ANP-C, FAANP, FGSA American Academy of Nursing Gero-Psychiatric Project WHNP Work Group Julie Miller, MSN, APRN, PNP-BC, FNP American Nurses Credentialing Center PCPNP Work Group Jamille Nagtalon-Ramos, MSN, CRNP National Association of Nurse Practitioners in Women’s Health WHNP Work Group Carol Patton, DrPH, RN, FNP-BC, CRNP, CNE American Nurses Credentialing Center FNP Work Group Karin Reuter-Rice, PhD, CPNP-AC, CCRN, FCCM Pediatric Nursing Certification Board ACPNP Work Group Lori Baas Rubarth, PhD, APRN-NP, NNP-BC American Association of Colleges of Nursing NNP Work Group Debra Sansoucie, EdD, ARNP, NNP-BC National Association of Neonatal Nurse Practitioners NNP Work Group Carol Savrin, CPNP, FNP, BC, FAANP Association of Faculties of PNPs FNP Work Group Margaret Scharf, DNP, PMHCNS-BC, FNP-BC International Society of Psychiatric Nursing PMHNP Work Group Lorna Schumann, PhD, NP-C, ACNP, BC, ACNS, BC, CCRN-R, FAANP American Association of Nurse Practitioners Certification Program FNP Work Group Diane Seibert, PhD, ARNP, FAANP National Organization of Nurse Practitioner Faculties WHNP Work Group Diane Snow, PhD, RN, PMHNP-BC, CARN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group Joan Stanley, PhD, CRNP, FAAN, FAANP American Association of Colleges of Nursing FNP, NNP, ACPNP, PCPNP, PMHNP, WHNP Work Groups Judy Verger, RN, PhD Association of Faculties of PNPs ACPNP Work Group Mary Weber, PhD, PMHNP-BC American Psychiatric Nurses Association PMHNP Work Group 5 Population-Focused Nurse Practitioner Competencies POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES: Family/Across the Lifespan, Neonatal, Acute Care Pediatric, Primary Care Pediatric, Psychiatric-Mental Health, & Women’s Health/Gender-Related Introduction Since the release of the 2008 APRN Consensus Model: Licensure, Accreditation, Certification, and Education, the nurse practitioner (NP) community has been undertaking efforts to ensure congruence with the model. Within education, NP programs have focused on changes to align educational tracks with the NP populations delineated in the model. National organizations have supported these efforts through collaborative work on the NP competencies that guide curriculum development. The first initiatives focused on the development of adult- gerontology competencies (2010 and 2012). In 2011, a multi-organizational task force embarked on the challenge to identify current competencies for the remaining NP population foci. This document presents the entry into practice competencies for the Family/Across the Lifespan, Neonatal, Pediatric Acute Care, Pediatric Primary Care, Psychiatric-Mental Health, and Women’s Health/Gender-Related nurse practitioners. These competencies explicate the unique characteristics and role of each population foci and are designed to augment the NP core competencies. Background The National Organization of Nurse Practitioner Faculties (NONPF) released the first set of core competencies for all nurse practitioners in 1990 and subsequently has revised them in 1995, 2000, 2002, 2006, 2011, and 2012. Recognizing the need to give NP programs further guidance in an area of focus, NONPF, in collaboration with the American Association of Colleges of Nursing (AACN), facilitated the development of the first sets of population- specific competencies. In 2002, a national panel completed the work to identify competencies in the NP primary care areas of Adult, Family, Gerontological, Pediatric, and Women’s Health. In 2003, work groups released the Acute Care Nurse Practitioner Competencies and the Psychiatric-Mental Health Nurse Practitioner Competencies. The development of these population-focused competencies involved a national, consensus process that remains in place today and was used with the 2012 population-focused competencies. The APRN Consensus Model made a few changes to the population foci for NP educational tracks. Notably, the adult and gerontology foci were merged, and both the adult-gerontology and pediatric foci are distinguished as 6 Population-Focused Nurse Practitioner Competencies being primary care or acute care. In addition, the Consensus Model stipulates that the Psychiatric-Mental Health focus crosses the lifespan. Competencies specific to these newly defined population foci did not exist. In 2011 with funding from The John A. Hartford Foundation, AACN, in collaboration with NONPF, delineated the adult- gerontology competencies in primary care and acute care. Recognizing the need for competencies that align with each population foci in the Model, NONPF convened a national task force in 2011 to review previous work and delineate updated entry-level competencies for the remaining population foci. The task force includes representatives of various organizations from nursing education and certification. The task force formed sub-groups to identify the competencies for each population focus and also convened periodically as a whole for discussion. The sub groups included representatives from the stakeholder organizations that corresponded with the focus area. The task force invited review of the competencies in an external validation process, and the final competencies reflect the feedback obtained in this step. The APRN Core The APRN Consensus Model stipulates that an APRN education program must include at a minimum three separate comprehensive graduate-level courses known as the APRN core. The APRN core consists of: advanced physiology/pathophysiology, including general principles that apply across the lifespan; advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and advanced pharmacology, which includes pharmacodynamics, pharmacokinetics and pharmacotherapeutics of all broad categories of agents. In addition to the broad-based content described above, the work groups chose to suggest content within the population-focused competencies related to the three core courses as it pertained to the specific population. This was done to illustrate the differences in application of the broad-based core courses as it related to therapeutic management of the various populations. The Relationship of the NP Core and Population-Focused Competencies Each entry-level NP is expected to meet both the NP core competencies and the population-focused competencies in the area of educational preparation. Accordingly, NP educational programs use both NP core competencies and population-focused competencies to guide curriculum development. At the time the task force began its work, NONPF had just released a new set of core competencies for NPs. This new set represented NONPF’s endorsement of the transition of NP education to the doctoral level and an integration of previous Master’s-level core competencies with the practice doctorate NP competencies released 7 Population-Focused Nurse Practitioner Competencies by NONPF in 2006. The NONPF Board had charged a task force to integrate the two documents with the goal of having one set of NP core competencies to guide educational programs preparing NPs to implement the full scope of practice as a licensed independent practitioner. The new core competencies moved away from the previous 7 domains as a framework and instead used nine core competency areas that delineate the essential behaviors of all NPs. These are demonstrated upon graduation regardless of the population focus of the program. The competencies are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a changing health care environment. The new, nine competency areas also provide the framework for the population-focused competencies. Other Resource Material for NP Programs During the development of the population-focused competencies, the task force recognized that other national documents are critical to NP curriculum development. The task force felt it very important to delineate the following as critical resources for refinement of specific skill sets necessary to provide evidence-based, patient- centered care across all settings:  The Future of Nursing: Leading Change, Advancing Health (IOM, 2011)  Core Competencies for Interprofessional Collaborative Practice (2011)  Quality and Safety Education for Nurses (QSEN) Graduate Competency KSAs (2012)  Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (2012)  The Essentials of Master’s Education in Nursing (AACN, 2011)  The Essentials of Doctoral Education for Advanced Practice Nursing (AACN, 2006)  Oral Health Core Clinical Competencies for non-Dental Providers (to be released 2013) How to Use This Document The following pages include five sets of population-focused competencies. Each set is presented in a table format to emphasize the relationship of the population-focused competencies with the NP core competencies. The expectation is that an educational program will prepare the student to meet both sets of competencies. In the development of the competencies, the task force had extensive discussions of competencies vs. content. The task force concluded that it would be beneficial to programs if some content could be included as exemplars 8 Population-Focused Nurse Practitioner Competencies of how to support curriculum development for addressing a competency. The final column in each table presents the competency work group’s ideas of relevant content. This list is not intended to be required content, nor is the content list comprehensive for all that a program would cover with the core competencies. The content column reflects only suggestions for content from the specific perspective of this population focus. Content specific to the core might be highlighted here only because of particular relevance to the population focus. A Glossary of Terms appears after the competencies. Any population-specific terms have been added to this glossary. The task force hopes that this glossary will facilitate common understanding of key terms. Each set of competencies includes a brief preamble to describe the population focus. The preamble is intentionally brief and not intended to be a full description of the NP. Definitions of the NP are found in the APRN Consensus Model (2008). Future Work To supplement the tables presented herein and give further guidance to NP educational programs, an addendum will soon be available to show the content supporting the core competencies that crosses all the population foci. NONPF will maintain a commitment to reconvene organizational representatives for periodic re-evaluation and updating of the population-focused competencies. 9 Population-Focused Nurse Practitioner Competencies Family / Across the Lifespan NP Competencies These are entry-level competencies for the family nurse practitioners (FNP) and supplement the core competencies for all nurse practitioners. The graduate of an FNP program is prepared to care for individuals and families across the lifespan. The FNP role includes preventative healthcare, as well as the assessment, diagnosis and treatment of acute and chronic illness and preventative health care for individuals and families. Family nurse practitioners demonstrate a commitment to family –centered care and understand the relevance of the family’s identified community in the delivery of family- centered care. See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies. Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2. Integrates knowledge from the humanities and sciences within the context of nursing science. 3. Translates research and other forms of knowledge to improve practice processes and outcomes. 4. Develops new practice approaches based on the integration of research, theory, and practice knowledge. Leadership Competencies 1. Assumes complex and advanced leadership roles to initiate and 1. Works with individuals of other professions to maintain a climate of mutual respect and Roles of the Family/Lifespan NP: health care provider, coordinator, consultant, educator, 10 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population guide change. 2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care... 3. Demonstrates leadership that uses critical and reflective thinking. 4. Advocates for improved access, quality and cost effective health care. 5. Advances practice through the development and implementation of innovations incorporating principles of change. 6. Communicates practice knowledge effectively, both orally and in writing. shared values. 2. Engages diverse health care professionals who complement ones own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs. 3. Engages in continuous professional and interprofessional development to enhance team performance. 4. Assumes leadership in interprofessional groups to facilitate the development, implementation and evaluation of care provided in complex systems. coach, advocate, administrator, researcher, and leader. Building and maintaining a therapeutic team to provide optimum therapy. Skills for interpretation and marketing strategies of the family/lifespan nurse practitioner role for the public, legislators, policy-makers, and other health care professions. Advocacy for the role of the advanced practice nurse in the health care system. Importance of participation in professional organizations. Acceptance and embracement of cultural diversity and individual differences that characterize patients, populations, and the health care team and embrace the cultural diversity and individual differences that characterize patients, populations, and the health care team. Recognition and respect for the unique cultures, values, roles/responsibilities and expertise of other health care team members. Importance of honesty and integrity in relationships with patients, families and other team members . Importance of knowledge and opinions to team members involved in patient care with 11 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population confidence, clarity, and respect and work to ensure common understanding of information, treatment and care decisions. Quality Competencies 1. Uses best available evidence to continuously improve quality of clinical practice. 2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care. 3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care. 4. Applies skills in peer review to promote a culture of excellence. 5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality. Interpretation of professional strengths, role, and scope of ability for peers, patients, and colleagues. Accountability for practice. Highest standards of practice. Self-evaluation concerning practice. Use of self-evaluative information, including peer review, to improve care and practice. Professional development and the maintenance of professional competence and credentials. Monitoring of quality of own practice. Continuous quality improvement based on professional practice standards and relevant statutes and regulation. Research to improve quality care. Practice Inquiry Competencies 1. Provides leadership in the translation of new knowledge into practice. 2. Generates knowledge from clinical practice to improve practice and patient outcomes. 3. Applies clinical investigative skills to improve health outcomes. Translation and application of research that is client or patient centered and contributes to positive change in the health of or the healthcare delivery. Use of an evidence-based approach to patient management that critically evaluates and applies research findings pertinent to patient 12 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population 4. Leads practice inquiry, individually or in partnership with others. 5. Disseminates evidence from inquiry to diverse audiences using multiple modalities. care management and outcomes. Technology and Information Literacy Competencies 1. Integrates appropriate technologies for knowledge management to improve health care. 2. Translates technical and scientific health information appropriate for various users’ needs. 1.a Assesses the patient’s and caregiver’s educational needs to provide effective, personalized health care. 1.b Coaches the patient and caregiver for positive behavioral change. 3. Demonstrates information literacy skills in complex decision making. 4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care. 5. Uses technology systems that capture data on variables for the evaluation of nursing care. Use of available technology that enhances safety and monitors health status and outcomes. Policy Competencies 1. Demonstrates an understanding of the interdependence of policy and practice. Strategies to influence legislation to promote health and improve care delivery models through collaborative and/or individual efforts. 13 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population 2. Advocates for ethical policies that promote access, equity, quality, and cost. 3. Analyzes ethical, legal, and social factors influencing policy development. 4. Contributes in the development of health policy. 5. Analyzes the implications of health policy across disciplines. 6. Evaluates the impact of globalization on health care policy development. The relationship between community/public health issues and social problems (poverty, literacy, violence, etc.) as they impact the health care of patients. Health Delivery System Competencies 1. Applies knowledge of organizational practices and complex systems to improve health care delivery. 2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering. 3. Minimizes risk to patients and providers at the individual and systems level. 4. Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and other stakeholders. 5. Evaluates the impact of health care delivery on patients, providers, other stakeholders, and Relationship- building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective and equitable. Planning, development, and implementation of public and community health programs. Policies that reduce environmental health risks. Cost, safety, effectiveness, and alternatives when proposing changes in care and practice. Organizational decision making. Interpreting variations in outcomes. Uses of data from information systems to improve practice. 14 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population the environment. 6. Analyzes organizational structure, functions and resources to improve the delivery of care. Business principles that affect long-term financial viability of a practice, the efficient use of resources, and quality of care. Relevant legal regulations for nurse practitioner practice, including,reimbursement of services. Skills needed to assist individuals, their families, and caregivers to navigate transitions and negotiate care across healthcare delivery system(s). Process of design, implementation, and evaluation of evidence-based, age-appropriate professional standards and guidelines for care. Ethics Competencies 1. Integrates ethical principles in decision making. 2. Evaluates the ethical consequences of decisions. 3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care. Ethical dilemmas specific to interprofessional patient/population-centered care situations. Ethics to meet the needs of patients. Ethical implications of scientific advances and practices accordingly. Independent Practice Competencies 1. Functions as a licensed independent practitioner. 2. Demonstrates the highest level of accountability for professional practice. 3. Practices independently managing previously diagnosed and undiagnosed patients. 1. Obtains and accurately documents a relevant health history for patients of all ages and in all phases of the individual and family life cycle using collateral information, as needed. 2. Performs and accurately documents appropriate comprehensive or symptom- focused physical examinations on patients of all ages (including developmental and The influence of the family or psychosocial factors on patient illness. Conditions related to developmental delays and learning disabilities in all ages. Women’s and men’s reproductive health, including, but not limited to, sexual health, pregnancy, and postpartum care. 15 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population 3.a Provides the full spectrum of health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end-of-life care. 3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings. 3.c Employs screening and diagnostic strategies in the development of diagnoses. 3.d Prescribes medications within scope of practice. 3.e Manages the health/illness status of patients and families over time. 4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a relationship with the patient characterized by mutual respect, empathy, and collaboration. 4.b Creates a climate of patient- centered care to include behavioral screening, physical exam and mental health evaluations). 3. Identifies health and psychosocial risk factors of patients of all ages and families in all stages of the family life cycle. 4. Identifies and plans interventions to promote health with families at risk. 5. Assesses the impact of an acute and/or chronic illness or common injuries on the family as a whole. 6. Distinguishes between normal and abnormal change across the lifespan. 7. Assesses decision-making ability and consults and refers, appropriately. 8. Synthesizes data from a variety of sources to make clinical decisions regarding appropriate management, consultation, or referral. 9. Plans diagnostic strategies and makes appropriate use of diagnostic tools for screening and prevention, with consideration of the costs, risks, and benefits to individuals. 10. Formulates comprehensive differential diagnoses. 11. Manages common acute and chronic physical and mental illnesses, including acute exacerbations and injuries across the lifespan to minimize the development of complications, and promote function and quality of living. 12. Prescribes medications with knowledge of altered pharmacodynamics and Problems of substance abuse and violence, e. mental health, f. cultural factors, g. genetics, h. dental health, i. families at risk, j. cultural health, k. spiritual, and l. sexual, M. academic functioning Family assessment. Functional assessment of family members (e.g., elderly, disabled). Signs and symptoms indicative of change in mental status, e.g. agitation, anxiety, depression, substance use, delirium, and dementia. Comprehensive assessment that includes the differentiation of normal age changes from acute and chronic medical and psychiatric/substance use disease processes, with attention to commonly occurring atypical presentations and co-occurring health problems including cognitive impairment. Assessment processes for persons with cognitive impairment and psychiatric/substance use disorders. Evidence-based screening tools for assessment of: a. ADHD b. Anxiety disorders c. Mood disorders d. Developmental variations to include physical differences, behavior and function 16 Population-Focused Nurse Practitioner Competencies Competency Area NP Core Competencies Family/Across the Lifespan NP Competencies Curriculum Content to … Running head: SELF-ASSESSMENT FORM 1 SELF-ASSESSMENT FORM 8 PRAC 6665/6675 Clinical Skills  Self-Assessment Form Desired Clinical Skills for Students to Achieve Confident (Can complete independently) 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 yes Differentiating between pathophysiological and psychopathological conditions  yes Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)  yes Performing and interpreting a mental status examination  yes Performing and interpreting a psychosocial assessment and family psychiatric history  yes Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). yes Diagnostic reasoning skill in: Developing and prioritizing a differential diagnoses list yes Formulating diagnoses according to DSM 5 based on assessment data  yes Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes yes Pharmacotherapeutic1 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)  yes Evaluating patient response and modify plan as necessary  yes Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) yes Psychotherapeutic Treatment Planning: Recognizes concepts of therapeutic modalities across the lifespan yes 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)  yes Applies age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers yes Develop an age appropriate individualized plan of care yes Provide psychoeducation to individuals and/or any caregivers yes Promote health and disease prevention techniques yes Self-assessment skill: Develop SMART goals for practicum experiences  yes Evaluating outcomes of practicum goals and modify plan as necessary  yes Documenting and reflecting on learning experiences yes Professional skills: Maintains professional boundaries and therapeutic relationship with clients and staff yes Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings  yes Identifies ethical and legal dilemmas with possible resolutions yes Demonstrates non-judgmental practice approach and empathy yes Practices within scope of practice yes 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  yes Implements the screening instrument efficiently and effectively with the clients yes Interprets results for screening instruments accurately yes Develops an appropriate plan of care based upon screening instruments response yes Identifies the need to refer to another specialty provider when applicable yes Accurately documents recommendations for psychiatric consultations when applicable yes Summary of strengths: One of the notable strengths is my ability to use appropriate strategies in completing a physical examination that is comprehensive and precise. I consider the skill essential as it is necessary in obtaining the required information for clients diagnoses. I plan to often put the skill into practice in medical wards and community health clinics to sustain it. The second strength is efficiency in communication, both in writing and verbally, and collaboration with others. I uphold a positive attitude when engaging clients in communication and other team members in the healthcare facility. I always consider the communication skill extremely important because it helps me create an excellent association with my colleagues and my clients and maintain the relations. To sustain the skill, I plan on ensuring that I confirm a piece of information before reporting to other people involved. Another strength I possess is the ability to empathize with other people, especially clients. The skill helps me handle clients who experience a wide range of psychological problems and physical challenges. It is vital to uphold the skill, especially when interacting with different kinds of patients with various issues, some of which might not be known. Therefore, frequently interacting with patients who express a diversity of emotions like anxiety, fear, depression, and anger requires empathy. Opportunities for growth: Given an opportunity, I would be eager to practice and continue to learn how to use the screen tools on patients and be able to interpret the results for the patients. As a nurse practitioner, it is critical to know how to use the screening tools and provide accurate information to provide appropriate conclusions based on the results. Additionally, exposure to patient diagnosis will improve my skills in using the correct tests on a client to make effective decisions accurately. Another opportunity for growth is engaging in activities that promote health and disease prevention. From undertaking the exercises, I will develop skills to improve patients’ health through evidence-based practices while encouraging the individuals by providing services like counseling and other preventing services. One of the roles one is expected to play as a nurse is educating clients on the best techniques that avert disease to promote health. Therefore, participating in the activities will provide an opportunity to develop skills relating to prevention techniques. 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. According to Judy Duchscher’s theory of Transition, transformation that occurs from a nursing student to a professional clinician depends on factors such as psychological, mental and physical factors (Almoayad, 2019). It is important to evaluate competence of nursing students before they transition to professional nurses. The possible goals and objectives for the practicum include the following: · Goal: To acquire evaluation skills that applies to nursing. · Objective: To assess signs and symptoms of different diseases. · Objective: To analyze the examination results of patients. · Objective: To interpret comprehensive diagnostic studies. · Goal: To develop professional skills · Objective: To identify professional boundaries that applies to nursing. · Objective: To identify and analyze ethical and legal considerations in nursing workplace. · Objective: To assess clinical practices in used in healthcare facilities · Goal: To develop psychotherapeutic treatment planning skills. · Objective: To identify therapeutic modalities concepts · Objective: To identify appropriate evidence-based clinical practice guidelines · Objective: To develop appropriate plan care for clients based on age · Goal: To develop skills in pharmacotherapy · Objective: To assess client’s response towards a plan · Objective: To analyze factors that necessitate change of a plan · Objective: To identify clients’ preferences based on a given medication plan Signature: Reference Almoayad, F. A. M. (2019). Learning during internship: Patient educator interns experience of transition to workplace (Doctoral dissertation, University of Leeds).