Fluent Essays

PLEASE FOLLOW THE INSTRUCTIONS BELOW AS INDICATED: 1). ZEERO PLAGIARISM 2). FIVE REFERENCES NO MORE THAN FIVE YEARS. 3) APA WRITING STYLE/FORMAT. 4). SEE ATTACMENT FOR REBRIC DETAILS, CLINICAL SELF ASSESSMENT, SMART GOAL. Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.  The PRAC 6635 Clinical Skills List and PRAC 6635 Clinical Skills Self-Assessment Form, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experience.  For this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.  To prepare:  Review the clinical skills in the PRAC 6635 Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum. Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework. Download the PRAC 6635 Clinical Skills Self-Assessment Form to complete this Assignment.   Assignment Use the PRAC 6635 Clinical Skills Self-Assessment Form to complete the following: Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.   Based on your ratings, summarize your strengths and opportunities for improvement.    Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form. Walden University PMHNP PRAC 6635 Clinical Skills List Target Patient Population: Across the Lifespan Clinical Skills for Students to Achieve Comprehensive psychiatric evaluation skills in: • Recognizing clinical signs and symptoms of psychiatric illness • Differentiating between pathophysiological and psychopathological conditions • Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) • Performing and interpreting a mental status examination • Performing and interpreting a psychosocial assessment and family psychiatric history • Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). Diagnostic reasoning skill in: • Demonstrate knowledge of psychopathology of mental illnesses through discussion for different age groups and mental illnesses • Developing and prioritizing a differential diagnoses list • Formulating diagnoses according to DSM 5 based on assessment data • Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes Psychotherapeutic Treatment Planning: • Provide psychoeducation to individuals and/or caregivers • Promote health and disease prevention techniques Self Assessment skill: • Develop SMART goals for practicum experiences • Evaluating outcomes of practicum goals and modify plan as necessary • Documenting and reflecting on learning experiences Professional skills: • Maintains professional boundaries and therapeutic relationship with clients and staff • Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings • Identifies ethical and legal dilemmas with possible resolutions • Demonstrates non-judgmental practice approach and empathy • Practices within scope of practice Selecting and implementing appropriate screening instrument(s) and interpreting results • Demonstrates selecting the correct screening instrument appropriate for the clinical situation • Implements the screening instrument efficiently and effectively with the clients • Interprets results for screening instruments accurately Walden University PMHNP PRAC 6635 Clinical Skills List Documentation of Completed Competency/Clinical Skill Competency/Clinical Skill COMPLETED PRECEPTOR SIGNATURE DATE ©2017 Walden University Academic Skills Center. All Rights Reserved. hw0517 For information about our resources and instructional support, contact us at [email protected] Academic Skills Center Success Strategies Developing SMART Goals SMART is an acronym to help with realistic goal-setting. Use it as a tool to develop goals for yourself— they could be goals for your career, your studies at Walden, or even your personal life. This resource includes the SMART goal criteria, example goals, and a template for you to develop your own academic, professional, and personal SMART goals. SMART Goal Criteria S is for specific. The more specificity you bring to your goal, the clearer it is. • Vague goal: “I want to advance in my company.” How exactly would you like to advance—in terms of money or title? What position would you like to hold? • More specific goal: “I want to advance to the position of senior sales manager.” M is for measurable. You must be able to track your progress toward the goal and understand when you have attained it. Measurability allows for that. • Not measurable: “Get better at public speaking.” • Measurable and specific: “Give one class lecture without stuttering.” If you do not stutter during the class, you know you have achieved the goal. A is for achievable or attainable. One tendency with goal setting is to aim too high, but that approach can set goals beyond our reach. • Likely not achievable: “Earn my Doctor of Nursing Practice degree within 1 year of starting.” This goal is not feasible due to workload and the established timeline of the program. Likewise, “Become an executive chef in a three-star restaurant within 2 years” is not likely to happen if you are currently a dishwasher with no culinary training. So… be conservative when determining what is actually achievable. R is for relevant. This criterion ensures that the goal is important to you right now, at this point in your life. • For instance, if your goal is “Start my own home health care business by the end of the year,” consider what else is going on in your life. What other goals are you working toward? How does this goal help or hinder those? Perhaps you have just bought a house, which has reduced your finances; it might not make sense to invest in a business at this point as well. T is for timely or time-bound. Every goal must include a deadline or timeframe. Otherwise, why would you ever start it? The procrastinator in you might just keep waiting and waiting and never take action. • When determining an appropriate goal timeframe, ask yourself how long you need to realistically complete the goal. This date gives you the end point, but it should also spark a desire to achieve mini-goals along the way to attaining the larger goal. mailto:[email protected] ©2017 Walden University Academic Skills Center. All Rights Reserved. hw0517 For information about our resources and instructional support, contact us at [email protected] Academic Skills Center Success Strategies Example Goals The key to an effective goal is to combine all of these criteria, so that your goal is specific, measurable, achievable, relevant, and timely altogether. Let’s look at two examples to see if they fit all of the SMART criteria. Example Goal 1 By a PhD in Public Health student: To improve my grammar, I will complete the Sentence Structure Basics and Verbs modules in the Writing Center with a 90% score within 6 months. • Is it specific? Yes. The student includes the names of the modules and where to find them, rather than just “modules.” • Is it measurable? Yes. The student needs to receive a certain score. • Is it achievable? Yes. The student has given herself adequate time, and she is not expecting perfection. She is giving herself some leeway in the score. • Is it relevant? Yes. The student is working toward a PhD in Public Health degree, and she will eventually write a dissertation. For a dissertation, proper grammar is especially important, making the goal relevant to the student’s situation. • Is it timely? Yes. The student has attached a timeframe of 6 months to this goal. Example Goal 2 By an MS in Education student who is also a middle-school teacher: I will attend two professional development workshops. • Is it specific? No. The student has listed professional development workshops in general but not which ones. • Is it measurable? Yes. The student has indicated two workshops. When two have been attended, she knows the goal is completed. • Is it achievable? Yes. It is reasonable that the student has access to professional development workshops as a teacher. • Is it relevant? Sort of. Professional development is certainly relevant to the teaching occupation, but without specificity, the relevance is unclear. • Is it timely? No. There is no deadline or timing information within the goal to indicate when it should take place. Here is how the student could revise this goal to be more specific, relevant, and time-bound: To better understand cultural implications in my classroom, I will attend two professional development workshops on diversity presented by the city of Atlanta, Georgia, during the summer of 2017. mailto:[email protected] ©2017 Walden University Academic Skills Center. All Rights Reserved. hw0517 For information about our resources and instructional support, contact us at [email protected] Academic Skills Center Success Strategies SMART Goals Template Use the following template when creating your academic, professional, or personal goals. Evaluate your original goal based on each one of the SMART criteria, and then revise if needed. My SMART Goals Goal 1: [Type rough draft of goal here.] • Is it specific? • Is it measurable? • Is it achievable? • Is it relevant? • Is it timely? Revised Goal 1: [Type a revision, incorporating any SMART criteria missing from the rough draft.] Goal 2: [Type rough draft of goal here.] • Is it specific? • Is it measurable? • Is it achievable? • Is it relevant? • Is it timely? Revised Goal 2: [Type a revision, incorporating any SMART criteria missing from the rough draft.] Goal 3: [Type rough draft of goal here.] • Is it specific? • Is it measurable? • Is it achievable? • Is it relevant? • Is it timely? Revised Goal 3: [Type a revision, incorporating any SMART criteria missing from the rough draft.] mailto:[email protected] Rubric Detail Select Grid View or List View to change the rubric's layout. Content Name: PRAC_6635_Week1_Assignment2_Rubric Grid View List View   Excellent Good Fair Poor Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form. Points: Points Range: 23 (23%) - 25 (25%) The response provides ratings for all skills on the form. Feedback: Points: Points Range: 20 (20%) - 22 (22%) The response provides ratings for most of the skills on the form. Feedback: Points: Points Range: 18 (18%) - 19 (19%) The response provides ratings for some of the skills on the form. Feedback: Points: Points Range: 0 (0%) - 17 (17%) The response provides ratings for only a few skills on the form, or ratings are missing. Feedback: Based on your ratings, summarize your strengths and opportunities for improvement. Points: Points Range: 27 (27%) - 30 (30%) The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement. Feedback: Points: Points Range: 24 (24%) - 26 (26%) The response provides an accurate summary of both the strengths and opportunities for improvement. Feedback: Points: Points Range: 21 (21%) - 23 (23%) The response provides a somewhat vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement. Feedback: Points: Points Range: 0 (0%) - 20 (20%) The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. Feedback: Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this Practicum experience. Include them on the designated area of the form. Points: Points Range: 27 (27%) - 30 (30%) The response provides three to four (3–4) clear, appropriate, and measurable goals and objectives for the practicum experience. Feedback: Points: Points Range: 24 (24%) - 26 (26%) The response provides three to four (3–4) appropriate, measurable goals and objectives for the practicum experience. Feedback: Points: Points Range: 21 (21%) - 22 (22%) The response provides three to four (3–4) somewhat unclear or inappropriate goals and objectives for the practicum experience. Feedback: Points: Points Range: 0 (0%) - 20 (20%) The response provides three to four (3–4) unclear or inappropriate goals and objectives for the practicum experience, or goals and objectives are missing. Feedback: Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling, nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria. Points: Points Range: 5 (5%) - 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided, which delineates all required criteria. Feedback: Points: Points Range: 4 (4%) - 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. Feedback: Points: Points Range: 3.5 (3.5%) - 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Feedback: Points: Points Range: 0 (0%) - 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Feedback: Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. Points: Points Range: 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Feedback: Points: Points Range: 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. Feedback: Points: Points Range: 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors. Feedback: Points: Points Range: 0 (0%) - 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback: Written Expression and Formatting—APA Format: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and Reference List. Points: Points Range: 5 (5%) - 5 (5%) Uses correct APA format with no errors. Feedback: Points: Points Range: 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. Feedback: Points: Points Range: 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) APA format errors. Feedback: Points: Points Range: 0 (0%) - 3 (3%) Contains many (≥ 5) APA format errors. Feedback: Show Descriptions Show Feedback Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.-- Levels of Achievement: Excellent 23 (23%) - 25 (25%) The response provides ratings for all skills on the form. Good 20 (20%) - 22 (22%) The response provides ratings for most of the skills on the form. Fair 18 (18%) - 19 (19%) The response provides ratings for some of the skills on the form. Poor 0 (0%) - 17 (17%) The response provides ratings for only a few skills on the form, or ratings are missing. Feedback: Based on your ratings, summarize your strengths and opportunities for improvement.-- Levels of Achievement: Excellent 27 (27%) - 30 (30%) The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement. Good 24 (24%) - 26 (26%) The response provides an accurate summary of both the strengths and opportunities for improvement. Fair 21 (21%) - 23 (23%) The response provides a somewhat vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement. Poor 0 (0%) - 20 (20%) The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. Feedback: Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this Practicum experience. Include them on the designated area of the form.-- Levels of Achievement: Excellent 27 (27%) - 30 (30%) The response provides three to four (3–4) clear, appropriate, and measurable goals and objectives for the practicum experience. Good 24 (24%) - 26 (26%) The response provides three to four (3–4) appropriate, measurable goals and objectives for the practicum experience. Fair 21 (21%) - 22 (22%) The response provides three to four (3–4) somewhat unclear or inappropriate goals and objectives for the practicum experience. Poor 0 (0%) - 20 (20%) The response provides three to four (3–4) unclear or inappropriate goals and objectives for the practicum experience, or goals and objectives are missing. Feedback: Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling, nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.-- Levels of Achievement: Excellent 5 (5%) - 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided, which delineates all required criteria. Good 4 (4%) - 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. Fair 3.5 (3.5%) - 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Poor 0 (0%) - 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Feedback: Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.-- Levels of Achievement: Excellent 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. Fair 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors. Poor 0 (0%) - 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback: Written Expression and Formatting—APA Format: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and Reference List. -- Levels of Achievement: Excellent 5 (5%) - 5 (5%) Uses correct APA format with no errors. Good 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. Fair 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) APA format errors. Poor 0 (0%) - 3 (3%) Contains many (≥ 5) APA format errors. Feedback: Total Points: 100 Name: PRAC_6635_Week1_Assignment2_Rubric PRAC 6635 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 need 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  Differentiating between pathophysiological and psychopathological conditions  Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)  Performing and interpreting a mental status examination  Performing and interpreting a psychosocial assessment and family psychiatric history  Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). Diagnostic reasoning skill in: Demonstrate knowledge of psychopathology of mental illnesses through discussion for different age groups and mental illnesses Developing and prioritizing a differential diagnoses list Formulating diagnoses according to DSM 5 based on assessment data  Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes Psychotherapeutic Treatment Planning: Provide psychoeducation to individuals and/or any caregivers Promote health and disease prevention techniques Self-Assessment skill: Develop SMART goals for practicum experiences  Evaluating outcomes of practicum goals and modify plan as necessary  Documenting and reflecting on learning experiences Professional skills: Maintains professional boundaries and therapeutic relationship with clients and staff Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings  Identifies ethical and legal dilemmas with possible resolutions Demonstrates non-judgmental practice approach and empathy Practices within scope of practice Selecting and implementing appropriate screening instrument(s) and interpreting results: Demonstrates selecting the correct screening instrument appropriate for the clinical situation  Implements the screening instrument efficiently and effectively with the clients Interprets results for screening instruments accurately Identifies the need to refer to another specialty provider when applicable Accurately documents recommendations for psychiatric consultations when applicable Summary of strengths: Opportunities for growth: 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. 1. Goal: a. Objective: b. Objective: c. Objective: 2. Goal: a. Objective: b. Objective: c. Objective: 3. Goal: a. Objective: b. Objective: c. Objective: 4. Goal: a. Objective: b. Objective: c. Objective: Signature: Date: Course/Section: