Chat with us, powered by LiveChat Refer to the Population-Focused Nurse Practitioner Competencies€ found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing pract - Writingforyou

Refer to the Population-Focused Nurse Practitioner Competencies€ found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing pract

TO PREPARE

  • Refer to the “Population-Focused Nurse Practitioner Competencies” found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.
  • Refer to your Clinical Skills Self-Assessment Form you submitted in Week 1, and consider your strengths and opportunities for improvement.

JOURNAL ENTRY (450–500 WORDS)

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 three (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 communicate those efforts to your Preceptor.
  • Answer the questions: How am I doing? What is missing?
  • Reflect on the formal and informal feedback you received from your Preceptor.

PRAC 6665/6675 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 needs 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

x

Differentiating between pathophysiological and psychopathological conditions 

x

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) 

x

Performing and interpreting a mental status examination 

x

Performing and interpreting a psychosocial assessment and family psychiatric history 

x

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

x

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

x

Formulating diagnoses according to DSM 5-TR based on assessment data 

x

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

x

Pharmacotherapeutic skills in:

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) 

x

Evaluating patient response and modify plan as necessary 

x

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

x

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

x

Selecting appropriate evidence-based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) 

x

Applies age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

Develop an age-appropriate individualized plan of care

x

Provide psychoeducation to individuals and/or any caregivers

x

Promote health and disease prevention techniques

x

Self-assessment skill:

Develop SMART goals for practicum experiences 

x

Evaluating outcomes of practicum goals and modify plan as necessary 

x

Documenting and reflecting on learning experiences

x

Professional skills:

Maintains professional boundaries and therapeutic relationships with clients and staff

x

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings.

x

Identifies ethical and legal dilemmas with possible resolutions

x

Demonstrates non-judgmental practice approach and empathy

x

Practices within scope of practice

x

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation 

x

Implements the screening instrument efficiently and effectively with the clients

x

Interprets results for screening instruments accurately

x

Develops an appropriate plan of care based upon screening instruments response

x

Identifies the need to refer to another specialty provider when applicable

x

Accurately documents recommendations for psychiatric consultations when “applicable

x

Summary of strengths:

I demonstrate high confidence in “recognizing clinical signs and symptoms of psychiatric illness across the lifespan, performing and interpreting a comprehensive history and physical examination, and maintaining professional boundaries with clients and staff.” My confident approach to pharmacotherapeutic skills, such as evaluating patient responses and modifying plans, also reflects a solid foundation. Additionally, I excel in psychotherapeutic skills particularly in promoting health and disease prevention techniques. I also excel in professional skills especially in maintaining professional boundaries and in showing non-judgmental practice.

Opportunities for growth:

My growth opportunities include developing a better understanding of differentiating between pathophysiological and psychopathological conditions where I exhibit a beginning level. Another opportunity for growth involves performing and interpreting a mental status examination. Improving my ability to select appropriate evidence-based clinical practice guidelines for psychotherapeutic plans and applying age-appropriate counseling techniques also presents an area for enhancement. Strengthening skills in interpreting screening instrument results and formulating diagnoses based on DSM 5-TR criteria will contribute to a more comprehensive clinical skill set. Additionally, developing an appropriate plan of care based upon screening instruments' response and consistently evaluating outcomes for practicum goals are areas that warrant focused attention.

1. Goal: “Enhance diagnostic reasoning skills by the end of the practicum ."

a. Objective: By the end of the practicum, achieve a "confident" rating in differentiating between normal/abnormal age-related physiological and psychological symptoms/changes .

b. Objective: Within the first month, demonstrate a "mostly confident" ability in formulating diagnoses according to DSM 5-TR based on assessment data.

c. Objective: Improve diagnostic reasoning skills by consistently developing and prioritizing a comprehensive differential diagnoses list, reaching a "confident" rating by the midpoint of the practicum.

2. Goal: “Strengthen psychotherapeutic treatment planning by the end of the practicum."

a. Objective: Develop proficiency in selecting evidence-based clinical practice guidelines for psychotherapeutic plans, achieving a "mostly confident" rating within the first six weeks .

b. Objective: By the end of the practicum, apply age-appropriate psychotherapeutic counseling techniques with individuals and/or caregivers, reaching a "confident" level.

c. Objective: Create age-appropriate individualized plans of care for at least five clients, demonstrating competency in psychotherapeutic treatment planning .

3. Goal: “Improve self-assessment and documentation skills by practicum end."

a. Objective: Develop and consistently meet SMART goals for practicum experiences, ensuring they are specific, measurable, achievable, relevant, and time-bound.

b. Objective: Evaluate outcomes of practicum goals bi-weekly and modify plans as necessary, achieving a 90% success rate by the midpoint of the practicum .

c. Objective: Enhance documentation skills by maintaining accurate and reflective records of learning experiences throughout the practicum.

4. Goal: Improve screening and referral competencies by practicum end

a. Objective: Within the first month, achieve a "mostly confident" rating in selecting the correct screening instrument appropriate for the clinical situation.

b. Objective: Implement screening instruments efficiently and effectively with clients, reaching a "confident" level within the initial eight weeks of the practicum.

c. Objective: Interpret results for screening instruments accurately, ensuring a 90%” accuracy rate by the midpoint of the practicum.

Signature: Daniela Duran

Date: 12/03/23

Course/Section: Care Across the Lifespan 1 Practicum

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POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES

Family/Across the Lifespan

Neonatal

Pediatric Acute Care

Pediatric Primary Care

Psychiatric-Mental Health

Women’s Health/Gender-Related

2013

Population-Focused Competencies Task Force 2013

3 Population-Focused Nurse Practitioner Competencies

Population-Focused Competencies Task Force

Task Force Chair Anne Thomas, PhD, ANP-BC, GNP, FAANP National Organization of Nurse Practitioner Faculties

Task Force Members Robin Bissinger, PhD, APRN, NNP-BC National Certification Corporation NNP Work Group

Margaret Brackley, PhD, RN, FAAN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group

Bill Buron, PhD, RN, FNP/GNP-BC American Academy of Nursing Gero-Psych Project FNP Work Group

Renee Davis, MSN, RN, CPNP American Association of Colleges of Nursing PCPNP Work Group

Kathleen R. Delaney, PhD, PMH-NP American Association of Colleges of Nursing PMHNP Work Group

Evelyn Duffy, DNP, G/ANP-BC, FAANP Gerontological Advanced Practice Nurses Association FNP Work Group

Deb Gayer, PhD, RN, CPNP-PC Pediatric Nursing Certification Board PCPNP Work Group

Cathy Haut, DNP, CPNP, CCRN American Association of Colleges of Nursing ACPNP Work Group

Caroline Hewitt, DNS(c), WHNP-BC, ANP-BC National Certification Corporation WHNP Work Group

Susan Hoffstetter, PhD, WHNP-BC, FAANP National Association of Nurse Practitioners in Women’s Health FNP Work Group

Judy Honig, EdD, DNP National Organization of Nurse Practitioner Faculties PCPNP Work Group

Jean Ivey, DSN, CRNP, PNP-PC Association of Faculties of PNPs PCPNP Work Group

Tess Judge-Ellis, DNP, ARNP National Organization of Nurse Practitioner Faculties FNP Work Group

Rebecca Koeniger-Donahue, PhD, APRN-BC, WHNP-BC, FAANP American Association of Colleges of Nursing WHNP Work Group

Judy LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, FAAN National Organization of Nurse Practitioner Faculties ACPNP Work Group

Nancy Magnuson, DSN, CS, FNP-BC American Association of Colleges of Nursing FNP Work Group

Julie Marfell, DNP, FNP-BC, FAANP National Organization of Nurse Practitioner Faculties FNP Work Group

Kathleen McCoy, DNSc PMHNP/BC, PMHCNS-BC, FNP-BC FAANP American Nurses Credentialing Center PMHNP Work Group

Karen Melillo, PhD, ANP-C, FAANP, FGSA American Academy of Nursing Gero-Psychiatric Project WHNP Work Group

Julie Miller, MSN, APRN, PNP-BC, FNP American Nurses Credentialing Center PCPNP Work Group

Jamille Nagtalon-Ramos, MSN, CRNP National Association of Nurse Practitioners in Women’s Health WHNP Work Group

Carol Patton, DrPH, RN, FNP-BC, CRNP, CNE American Nurses Credentialing Center FNP Work Group

Karin Reuter-Rice, PhD, CPNP-AC, CCRN, FCCM Pediatric Nursing Certification Board ACPNP Work Group

Lori Baas Rubarth, PhD, APRN-NP, NNP-BC American Association of Colleges of Nursing NNP Work Group

Debra Sansoucie, EdD, ARNP, NNP-BC National Association of Neonatal Nurse Practitioners NNP Work Group

Carol Savrin, CPNP, FNP, BC, FAANP Association of Faculties of PNPs FNP Work Group

Margaret Scharf, DNP, PMHCNS-BC, FNP-BC International Society of Psychiatric Nursing PMHNP Work Group

Lorna Schumann, PhD, NP-C, ACNP, BC, ACNS, BC, CCRN-R, FAANP American Association of Nurse Practitioners Certification Program FNP Work Group

Diane Seibert, PhD, ARNP, FAANP National Organization of Nurse Practitioner Faculties WHNP Work Group

Diane Snow, PhD, RN, PMHNP-BC, CARN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group

Joan Stanley, PhD, CRNP, FAAN, FAANP American Association of Colleges of Nursing FNP, NNP, ACPNP, PCPNP, PMHNP, WHNP Work Groups

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