NRNP 6665 PMHNP Across the Lifespan I Study Plan

NRNP 6665 PMHNP Across the Lifespan I Study Plan

NRNP 6665 PMHNP Across the Lifespan I Study Plan

One of the major goals for PMHNP and other nurses undergoing training is to pass the national certification exams. Over the years, many students fail in the national certification exams every year, indicating the need to adequately prepare for the exam in time. The implication is that an individual should come up with or formulate an appropriate study plan or action plan to adequately prepare for the national certification exams (Fitzgerald, 2020). The action plan helps in tracking the goals, tasks, and progress. Various aspects have to be considered when formulating an action plan, such as the areas of weakness and opportunities to improve, as this enhances the chances of coming up with an appropriately tailored study plan. Therefore, the purpose of this week’s assignment is to formulate a tailored study plan to be used throughout the course and prepare for the national certification exams.

A summary of Strengths and Opportunities

            As earlier indicated, it is important to consider strengths and opportunities for improvement to help formulate an appropriate plan. As such, after considering the national certification exams, I noticed areas of strengths and opportunities for improvement. One of the strengths I noticed was pharmacology and physical assessment across lifespan, specifically among older adults. In addition, I noticed I have strengths in altered mental status, taking physical history, assessment, and interviewing. On the other hand, I noticed that I have to improve in the area of offering treatments to children and the younger population. This could result from insufficient experience with children and the younger population. I also need to improve in areas like genomics, epigenetics, neuroanatomy, and neurophysiology. The other areas noted include the correct use and choice of various tools, including the Beck Depression Inventory (BDI) scale, DSM-5, and the Adverse Childhood Experiences International Questionnaire (ACE-IQ).

A Study Plan for the Certification Exams

            The assessment of strengths and areas or opportunities for improvement revealed various areas that can be used to formulate a study plan. A study plan can be made more effective by using SMART objectives, which can act as a leading light to accomplishing all the requirements for passing the national certification exams.

SMART goal 1: To accurately determine the right assessment to be used in assessing at least ten younger patients in the first four weeks of the course

Tasks: The accomplishment of these SMART goals will require various tasks to accomplish. For example, I will evaluate at least one new patient per day and recommend the most appropriate assessment tool.

SMART goal 2: To study the course materials and watch relevant simulation videos on neuroanatomy and neurophysiology to gain a better knowledge of various parts and function of the nervous system.

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Tasks: Various tasks will be accomplished to help achieve the second objective. I will have to consult with the course lecturer to recommend relevant videos, which I will ensure that I watch at least one in a day to help develop a deeper understanding of the nervous system.

SMART goal 3: To study the course book with a focus on the PMHNP certification manual in the second and third quarters to gain a deeper understanding of the certification requirements and examination.

Tasks: Perform a review of the relevant chapters every week during the second and third quarters. Hold discussions with the lecturer and make a summary of the requirements of certification.

Measurement of the progress is important to ensure that everything is going according to plan. Therefore, appropriate and

NRNP 6665 PMHNP Across the Lifespan I Study Plan
NRNP 6665 PMHNP Across the Lifespan I Study Plan

effective strategies should be employed to help accomplish the goal. Among the ways of measuring the progress obtained or achieved will be by attending to self-assessment questions covering the areas that have been tackled (Coppa & Winchester, 2020). The questions will be chosen especially in the areas identified as areas of weakness. I will then compare the answers I have written with the correct answers. Analyzing the scores and noting down the areas that performed better and those that have not been tackled well will offer an opportunity to redefine the goals and make better progress.

The Proposed Timetable

            It is important to formulate a reasonable timetable to help accomplish the goals as appropriate. Therefore, this section deals with the timetable.

1st quarter: Preparing the study plan and reading about the relevant assessment tools

2nd Quarter: Collecting and assessing relevant videos for learning about neuroanatomy and neurophysiology.

3rd Quarter: Attending to questions on the areas studied and comparing my answers with the correct answers for appropriate adjustments.

4th Quarter: Study the course book with a focus on the PMHNP certification manual in preparation for the national certification examinations.

The Resources to be Used to Accomplish the Tasks and Goals

Resources form an important part of the study and preparation for national certification exams and accomplishing the set tasks and goals. One of them is taking part in various study groups composed of peers. These groups are important since they are composed of students who have a bigger picture or goal of passing their national certification examination (Coppa & Winchester, 2020). As such, they can help one another in areas of weakness and appropriately improve. By sharing areas of weakness and strengths, I will be able to improve my areas of weakness through productive discussions. The use of mnemonics will also be employed. Mnemonics form part of mental strategies that have been proven to enhance learning and memory skills. Therefore,  mnemonics will be used to enhance mastery and remembering to help boost my areas of weakness.

Another relevant resource is the use of online materials. For example, Fitzgerald’s exams review has been shown to be helpful for certification exam preparation as they offer free online courses which can be used to improve scores and prepare for the examination. The remediation sessions conducted by the nurse practitioner experts are key in discovering parts that require improvements. Since life span is an important aspect of the course, another valuable material or resource is Leik’s NP certification review which offers a lifespan review in an easy-to-understand format and well-organized format (Leik, 2020). The Psychiatric Mental health Nurse Practitioner Review Manual will also be a useful resource for weekly reading to enhance knowledge and skills.

Conclusion

            Preparing for the national certification exams requires a careful plan where individuals timeously identify the areas of strength and potential areas of improvement. Therefore, this write-up has identified areas of weakness that have formed the basis for improvement. As such, SMART goals have been formulated to help guide the path toward passing the certification exams.

NRNP 6665 PMHNP Across the Lifespan I Study Plan References

Coppa, D., & Winchester, S. B. (2020). Diagnostic readiness tests: Preparing nurse practitioner students for national certification examinations. Journal of the American Association of Nurse Practitioners, 32(1), 52–59. 10.1097/JXX.0000000000000191

Fitzgerald, M. A. (2020). Nurse Practitioner Certification Exam Prep. FA Davis

Leik, M. T. C. (2021). Family Nurse Practitioner Certification Q&A Flashcards. Springer Publishing.

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  • I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.