Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while als
Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.
Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.
1
2
Practicum Experience Plan
Your Name
Department of ABC, University of ABC
ABC 101: Course Name
Professor (or Dr.) First name Last name
Date
Practicum Experience Plan
The goal of this paper is to choose one nursing theory and one counseling theory to help guide my own performance. Each theory will be explained, as well as why it was chosen. There will be three distinct objectives and objectives for each objective directly related to this study. Based on the course requirements, a timetable for practice activities will be created. The following objectives will be discussed: the first objective is to provide participants with the knowledge and skills needed to diagnose mental illness at the end of the program; the second objective is to discover the level of skills required to provide a range of Psychotherapy treatments for psychiatric patients of various ages; and the third objective is to accurately assess a patient's response to the care provided and to use the information to make decisions about how to transform care.
Part 1: Quarter/Term/Year and Contact Information
Section A
Summer/WK1 Thru WK11
Student Contact Information:
Name:
Street Address:
City, State, Zip:
Home Phone:
Work Phone:
Cell Phone:
Fax:
E-mail:
Preceptor Contact Information
Name:
Organization:
Street Address:
City, State, Zip:
Work Phone:
Cell Phone:
Fax:
Professional/Work E-mail:
Part 2: Individualized Practicum Learning Objectives
Objective 1: To equip participants with the skills necessary to conduct mental illness screenings.
Planned Activities: To construct at least ten treatment plans for psychotic patients based on the screening data gathered from those individuals Gouttebarge et al., (2021).
Mode of Assessment: The mode of assessment for the objective is focused assessment that provides details to specific body system associated with problems of a patient.
PRAC Course Outcome(s) Addressed:
· Perform the interpretation of the results of at least ten Psychiatric screenings every week.
· To collaborate with the instructors and other healthcare professionals at the internship site to interpret and put into action treatment programs for psychotic patients while they are enrolled in the internship program
Objective 2: To achieve the level of competence required to provide a variety of Psychotherapy therapies to psychotic patients of varying ages Langegård et al., (2021).
Planned Activities: I will consult other clinician on the appropriate evidence-based practices that are supposed to be implemented in a workplace and search and evaluate the available practices and implement the chosen practices.
Mode of Assessment: The mode of assessment for this objective is through an observation of what evidence-based practices are applied and how they are used.
PRAC Course Outcome(s) Addressed:
· Develop a list of appropriate evidence-based practices
· Incorporate DSM V in clinical care
· Use evidence-based practices in improving care
Objective 3: To accurately evaluate the response of a patient towards care provided and use the information to make decision on how to modify the care.
Planned Activities: I will monitor patients under care, conduct interview on the patients to understand their views on the care and develop appropriate care plan based on the information
Mode of Assessment: The assessment mode for this objective is through observation and use of DSM V and other resources provided.
PRAC Course Outcome(s) Addressed:
· Develop plans that improves patients’ care
· Analyze the patients views to come up with adequate information of care programs
· Accurate modify care for specific patients
Nursing Theory
The theory of deliberate nursing developed by Ida Jean Orlando will be discussed. This viewpoint is like the idea advanced by Younas and Quennell that the nurse's education and patient information transform patients' perceptions of their personal information (2019). This should consider potential options that would allow the patient to have his or her own opinion and description of the condition. This also necessitates the nurse being open-minded and listening to the patient's feelings and needs before deciding on the type of care required and how it should be delivered. This theory was chosen because it will be critical for me to keep this in mind as a PMHNP before taking on more of what I believe a patient requires and can benefit from. As a result, it is critical to allow the patient to provide detailed information about himself, his history, and his treatment objectives.
Counseling Theory
Counseling theory will be discussed and applied to help direct personal practice interpersonal psychotherapy. In this study, this type of treatment focuses on the most important and effective human relationships, whereas group therapy focuses on the issues that exist between relationships, leading to problems, Singh and colleagues (2020). The primary goal of interpersonal therapy is to work on repairing broken relationships and identifying and correcting harmful behaviors. This can be used in individual or group therapy, but it is applied in a self-centered manner that allows people to deal with their own personal behaviors that harm their relationships. This can aid in the development of self-awareness and prevent people from automatically accusing others. To make the necessary life changes, the patient must be able to accept his or her behavior. It takes a straightforward approach that can help hold each individual accountable for his or her actions and ensure that the patient makes consistent progress in his or her treatment course.
Conclusion
Ida Jean Orlando's theory of deliberate nursing procedure was chosen and discussed as a nursing theory. This concept is important to use as a PMHNP because it emphasizes the importance of listening to the patient's needs and perspective before making comments and interpretations about how care should be delivered Steeb et al., (2021). The theory of interpersonal psychotherapy, which focuses on interpersonal relationships, was chosen and discussed as the counseling theory. This is especially true for this study on group and family therapy. It enables patients to assess their own behavior and determine how dangerous they can be in their relationships. The study's objectives and objectives, as well as the timeline, have been identified to help guide me in a constructive and beneficial manner.
Part 3: Projected Timeline/Schedule
|
Number of Clinical Hours Projected for Week (hours you are in Practicum Setting at your Field Site) |
Number of Weekly Hours for Professional Development (these are not practicum hour) |
Number of Weekly Hours for Practicum Coursework (these are not practicum hours) |
|
|
Week 1 |
16hrs |
16hrs |
16hrs |
|
Week 2 |
16hrs |
16hrs |
16hrs |
|
Week 3 |
16hrs |
16hrs |
16hrs |
|
Week 4 |
16hrs |
16hrs |
16hrs |
|
Week 5 |
16hrs |
16hrs |
16hrs |
|
Week 6 |
16hrs |
16hrs |
16hrs |
|
Week 7 |
16hrs |
16hrs |
16hrs |
|
Week 8 |
16hrs |
16hrs |
16hrs |
|
Week 9 |
16hrs |
16hrs |
16hrs |
|
Week 10 |
16hrs |
16hrs |
16hrs |
|
Week 11 |
|||
|
Total Hours (must meet the following requirements) |
160 Hours |
160 Hours |
160 Hours |
Part 4 – Signatures
Student Signature (electronic): Date: 6/12/2022
Practicum Faculty Signature (electronic): Date:
References
Gouttebarge, V., Bindra, A., Blauwet, C., Campriani, N., Currie, A., Engebretsen, L., … & Budgett, R. (2021). International Olympic Committee (IOC) sport mental health assessment tool 1 (SMHAT-1) and sport mental health recognition tool 1 (SMHRT-1): towards better support of athletes’ mental health. British journal of sports medicine, 55(1), 30-37.
Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P. A. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC nursing, 20(1), 1-10.
Singh, A. A., Appling, B., & Trepal, H. (2020). Using the multicultural and social justice counseling competencies to decolonize counseling practice: The important roles of theory, power, and action. Journal of Counseling & Development, 98(3), 261-271.
Steeb, D. R., Zeeman, J. M., Bush, A. A., Dascanio, S. A., & Persky, A. M. (2021). Exploring career development through a student-directed practicum to provide individualized learning experiences. Currents in Pharmacy Teaching and Learning, 13(5), 500-505.
Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: An integrative review. Scandinavian journal of caring sciences, 33(3), 540-555.
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Rubric Detail
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Content
Name: PRAC_6675_Week11_Assignment_Rubric
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Assimilation and Synthesis: Content Reflection | Points: Points Range: 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. Feedback: | Points: Points Range: 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. Feedback: | Points: Points Range: 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. Feedback: | Points: Points Range: 0 (0%) – 34 (34%) Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments. Feedback: |
| Assimilation and Synthesis: Personal Growth | Points: Points Range: 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. Feedback: | Points: Points Range: 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. Feedback: | Points: Points Range: 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. Feedback: | Points: Points Range: 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. Feedback: |
| Written Expression and Formatting | Points: Points Range: 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. Feedback: | Points: Points Range: 12 (12%) – 13 (13%) Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling. Feedback: | Points: Points Range: 11 (11%) – 11 (11%) Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling. Feedback: | Points: Points Range: 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. Feedback: |
| APA | Points: Points Range: 5 (5%) – 5 (5%) Contains no APA errors. Feedback: | Points: Points Range: 4 (4%) – 4 (4%) Contains 1–2 APA errors. Feedback: | Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains 3–5 APA errors. Feedback: | Points: Points Range: 0 (0%) – 3 (3%) Contains more than 5 APA errors. Feedback: |
Show Descriptions Show Feedback
Assimilation and Synthesis: Content Reflection–
Levels of Achievement: Excellent 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. Good 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. Fair 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. Poor 0 (0%) – 34 (34%) Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments. Feedback:
Assimilation and Synthesis: Personal Growth–
Levels of Achievement: Excellent 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. Good 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. Fair 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. Poor 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. Feedback:
Written Expression and Formatting–
Levels of Achievement: Excellent 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. Good 12 (12%) – 13 (13%) Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling. Fair 11 (11%) – 11 (11%) Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling. Poor 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. Feedback:
APA–
Levels of Achievement: Excellent 5 (5%) – 5 (5%) Contains no APA errors. Good 4 (4%) – 4 (4%) Contains 1–2 APA errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains 3–5 APA errors. Poor 0 (0%) – 3 (3%) Contains more than 5 APA errors. Feedback:
| Total Points: 100 |
|---|
Name: PRAC_6675_Week11_Assignment_Rubric
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Assignment: Journal Entry
Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.
Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.
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.
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