PRAC 6665 Assignment: Clinical Skills Self-Assessment
PRAC 6665 Assignment: Clinical Skills Self-Assessment
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 across the lifespan | Can complete independently | |||||
| Differentiating between pathophysiological and psychopathological conditions | Can complete independently | |||||
| Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | Can complete independently | |||||
| Performing and interpreting a mental status examination | Can complete independently | |||||
| Performing and interpreting a psychosocial assessment and family psychiatric history | Can complete with supervision | |||||
| Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | Can complete with supervision | |||||
Diagnostic reasoning skills in:Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PRAC 6665 Assignment: Clinical Skills Self-Assessment |
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| Developing and prioritizing a differential diagnoses list | Can complete independently | |||||
| Formulating diagnoses according to DSM 5 based on assessment data | Can complete independently | |||||
| Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | Can complete with supervision | |||||
Pharmacotherapeutic skills in: |
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| 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) | Can complete independently | |||||
| Evaluating patient response and modifying plan as necessary | Can complete with supervision | |||||
| Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | Can complete independently | Can complete with supervision | ||||
Psychotherapeutic Treatment Planning: |
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| Recognizes concepts of therapeutic modalities across the lifespan | Can complete independently | |||||
| Selecting appropriate evidence-based clinical practice guidelines for the psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for the situation) | Can complete independently | |||||
| Applies age-appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | Can complete with supervision | |||||
| Develop an age-appropriate individualized plan of care | Can complete with supervision | |||||
| Provide psychoeducation to individuals, families, and/or groups | Can complete with supervision | |||||
| Promote health and disease prevention techniques | Can complete with supervision | |||||
Self-Assessment skills: |
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| Develop SMART goals for practicum experiences | Can complete independently | |||||
| Evaluating outcomes of practicum goals and modifying plan as necessary | Can complete independently | |||||
| Documenting and reflecting on learning experiences | Can complete independently | |||||
| Professional skills: | ||||||
| Maintains professional boundaries and therapeutic relationships with clients and staff | Can complete independently | |||||
| Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | Can complete independently | |||||
| Identifies ethical and legal dilemmas with possible resolutions | Can complete independently | |||||
| Demonstrates non-judgmental practice approach and empathy | Can complete independently | |||||
| Practices within the scope of practice | Can complete independently | |||||
Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals: |
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| Demonstrates selecting the correct screening instrument appropriate for the clinical situation | Can complete independently | |||||
| Implements the screening instrument efficiently and effectively with the clients | Can complete with supervision | |||||
| Interprets results for screening instruments accurately | Can complete with supervision | |||||
| Develops an appropriate plan of care based on screening instruments’ response | Can complete with supervision | |||||
| Identifies the need to refer to another specialty provider when applicable | Can complete with supervision | |||||
| Accurately documents recommendations for psychiatric consultations when applicable | Can complete with supervision | |||||
Summary of strengths:
| Handling patients with psychiatric disorders necessitates the development of sufficient assessment, diagnostic, therapeutic, and evaluation skills. I feel secure in my assessment abilities right now (Shain et al., 2018). I have proven to be quite skilled at performing a thorough mental examination on the majority of patients and developing a list of differential diagnoses based on the findings in addition to the patient history that was gathered. Also, I have been successful in making use of the DSM-V diagnostic criteria to validate the conclusive diagnosis and rule out other possibilities. putting together a treatment plan that combines the use of psychotropic medications with psychotherapy for patients, especially those with a single psychiatric illness. Finally, I have a great sense of confidence in my abilities as a professional, from respecting therapeutic and legal limits to encouraging intercalibrated practice. But, as I’ll outline below, there are a few areas where I still need to improve.
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Opportunities for growth:
| I was able to identify from this self-assessment form the clinical skill areas in which I need to continue learning to increase my comfort level with delegating them on my own. For instance, the physician must be competent to carry out a thorough psychiatric evaluation on their own when evaluating a patient with a mental disorder (Standards of Practice for Nurse Practitioners, n.d.). I still believe that there are a few situations when I need assistance, such as when doing and evaluating a psychosocial evaluation, a family psychiatric history, or a functional assessment. Hence, developing the best psychotherapy approach for the patient is essential. Here is where I get into problems, particularly with patients who have comorbid mental conditions. Lastly, despite being able to describe the patient’s differential diagnosis, it can be difficult to choose the best diagnostic instruments to be sure that all other possibilities have been ruled out and the correct diagnosis has been made. |
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: To be able to evaluate and diagnose patients with comorbid mental illnesses without supervision, using the patient’s history and the DSM-V to determine the primary diagnosis for the next 8 weeks (Academic Skills Center Success Strategies, n.d.).
a. Objective: Compile a patient history that includes both subjective and objective information. b. Objective: List at least five differential diagnoses for each patient in order of priority. c. Objective: Based on the DSM-V criteria, provide evidence to support the primary diagnosis and rule out the differentials (International Council of Nurses, 2020).
2. Goal: To be able to select the most appropriate screening tools based on the patient’s complaints, to promote accurate primary diagnosis determination, and to rule out the differentials of at least five patients weekly for the next six weeks without supervision (Academic Skills Center Success Strategies, n.d.). a. Objective: Identify the screening or diagnostic tools for each of the differentials listed for each patient. b. Objective: Using the results of the screening tools, arrange the differentials in order of priority. c. Objective: Determine the primary diagnosis based on the findings of the screening tools, following the DSM-V diagnostic criteria (International Council of Nurses, 2020).
3. Goal: To be able to create the safest and most effective treatment plan for at least 5 patients with comorbid mental illness every week without supervision for the next 8 weeks, incorporating both psychotherapeutic and pharmacological interventions (Academic Skills Center Success Strategies, n.d.). a. Objective: Determine the most recent and accurate evidence-based clinical practice guideline to be used. b. Objective: Adopt an evidence-based treatment plan for each of the patients diagnosed with mental illnesses. c. Objective: Educate the patient about medication use and the psychotherapeutic interventions that are recommended (International Council of Nurses, 2020).
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References
Academic Skills Center Success Strategies. (n.d.). https://academicguides.waldenu.edu/ld.php?content_id=51901492
International Council of Nurses. (2020). International Council of Nurses Guidelines on Advanced Practice Nursing 2020. https://www.icn.ch/system/files/documents/2020-04/ICN_APN%20Report_EN_WEB.pdf
Shain, B., Sherry, A., Advisor, R., Chang, J., Advisor, A., Wang, K.-P., Berland, D., O’keefe, D., & Ferguson, K. (2018). CPT Code Training Module Maintained by the CPT Coding and Reimbursement Committee. https://www.aacap.org/App_Themes/AACAP/docs/clinical_practice_center/business_of_practice/cpt/2018_CPT_module_revised_March_2018.pdf
Standards of Practice for Nurse Practitioners. (n.d.). https://storage.aanp.org/www/documents/advocacy/position-papers/StandardsOfPractice.pdf
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 PMHNP Clinical Skills List and PMHNP 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 skills list covers all necessary skills you should demonstrate during your practicum experiences.
For this Assignment (just as you did in PRAC 6645), 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. As you complete your self-assessment this week, you may wish to look back over your self-assessments from prior practicums to reflect on your growth.
To Prepare
- Review the clinical skills in the PMHNP 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.
- Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.
- Download the PMHNP Clinical Skills Self-Assessment Form to complete this Assignment.
The Assignment
Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:
- Rate yourself according to your confidence level performing the skills identified in 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.
By Day 7 of Week 1
Submit your completed PMHNP Clinical Skills Self-Assessment Form.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK1Assgn2+last name+first initial.(extension)” as the name.
- Click the Week 1 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
- Click the Week 1 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn2+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 1 Assignment 2 Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 1 Assignment 2 draft and review the originality report.
Submit Your Assignment by Day 7 of Week 1
To participate in this Assignment:
Week 1 Assignment 2