In 450-500 words, address the following: Learning From Experiences ? Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree
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.
Preceptor Evaluation Final:
The preceptor/faculty evaluates the student's clinical performances at midquarter (Week 4-6) and final (Week 9-11).
A failure of the student to meet an objective requires a verbal and written Performance Improvement Plan completed by the supervising faculty.
Response scale: 4 = Exceeds expectations 3 = Meets expectations 2 = Needs improvement 1 = Unsatisfactory N/A = No opportunity to assess
Below 3 needs improvement and is unsatisfactory. Please add comments if score is below a 3. Other comments welcome.
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Criteria |
Midterm Score |
Final Score |
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Communication |
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Uses effective communication and interpersonal skills when meeting with patients, office staff, preceptor and other health care professionals. |
4 |
4 |
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Professionalism |
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Interacts in a collegial and professional manner. |
4 |
4 |
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Accepts constructive feedback and seeks to integrate it into clinical performance. |
3 |
4 |
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Is punctual and appropriately dressed. |
3 |
4 |
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Assumes responsibility for evaluating own progress and is able to define the areas that need improvement. |
4 |
4 |
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Subjective Data |
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Obtains an accurate, comprehensive diagnostic assessment from the client appropriate to the presenting issue and the level of the student. |
3 |
3 |
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Establishes a therapeutic alliance with an individual, family or group that is developmentally appropriate. |
3 |
4 |
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Objective Data |
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Performs a thorough review of systems, physical assessment (when indicated), developmental assessment, family assessment, past psychiatric history, and mental status exam appropriate to the client's presenting issue. |
3 |
3 |
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Assessment |
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Uses information from the interview, history, clinical record review and observation of client to create a concise problem list. |
3 |
3 |
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Recognizes and prioritizes the issues in the problem list that need attention and generate differentials. |
3 |
4 |
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Determines and uses appropriate assessment tools for the clients' presenting problem and understands the results. |
3 |
3 |
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Plan |
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Collaborates with client to develop a treatment plan, taking into consideration patient's factors and cultural background. |
3 |
3 |
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Uses the literature to formulate evidence-based practice, interventions and treatment plans. |
3 |
3 |
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Considers issues of client safety to include risk to self and others. |
4 |
3 |
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Considers legal and ethical issues. |
3 |
3 |
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Presentation and Documentation |
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Oral presentation includes succinct summary of pertinent findings, diagnosis, differentials, and treatment plan, taking into consideration patient factors and cultural background. |
3 |
3 |
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Clear, logical and organized written documentation of patient encounters. |
3 |
3 |
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Average Score |
3.24 |
3.41 |
Comments from midterm: Major strengths of student: Very professional and works well with everyone on the treatment team. Engaged in the learning process and strives to improve her skills each day. Major area(s) needing improvement: Integrating all relevant information and formulating a thorough treatment plan to include medications, recommended therapies, and possible community resources. Developing differential diagnoses while realizing that diagnosing is fluid and can change over time.
Major strengths of student:
Works well in a team environment with staff in varied roles. Professional attitude and effective communication. Able to build rapport in order to gather subjective information.
Major area(s) needing improvement:
Does well overall, just needs to continue developing skills of data integration to formulate a treatment plan to include medication and appropriate therapeutic recommendations.
I have spoken with the clinical instructor regarding student progress: Yes
I verify that the practicum hours logged by the student on the time log is correct. Yes (Please note, preceptors must still sign off on time logs to verify hours.)
Are you interested in volunteering to precept other Walden nursing students and may we contact you regarding future opportunities? Yes
Are you an alum of Walden University? No
☑ The Student has reviewed this evaluation.
,
PRAC 6665/6675 Clinical Skills
Self-Assessment Form
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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) |
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Comprehensive psychiatric evaluation skills in: |
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Recognizing clinical signs and symptoms of psychiatric illness across the lifespan |
Confident |
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Differentiating between pathophysiological and psychopathological conditions |
Confident |
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Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) |
Confident |
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Performing and interpreting a mental status examination |
Confident |
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Performing and interpreting a psychosocial assessment and family psychiatric history |
Confident |
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Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). |
Confident |
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Diagnostic reasoning skill in: |
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Developing and prioritizing a differential diagnoses list |
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Formulating diagnoses according to DSM 5-TR based on assessment data |
Mostly confident |
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Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes |
Confident |
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Pharmacotherapeutic skills in: |
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