PRAC 6665: Across Lifespan I
The clinical skills self-assessment form is a tool that is used by healthcare students to evaluate their competencies and areas that require improvement. This essay presents an assessment of my clinical skills as a student of psychiatric mental health nursing. The assessment includes my individualized practicum learning objectives and projected timeline/schedule for the Spring 2023 semester.
Part 1: Student Contact Information
My name is Rosine Ngwana, and I am a student at Walden University. My home address is 4107 Great Bear Pl, Houston, TX, 77084. My contact numbers are 281-562-2840 (work) and 832-614-5083 (cell). My preceptor is Hortense Bissila, and she works at Asparkle Inclusive Care, LLC. The organization’s address is 8225 Rockcreek Pkwy, Cordova, TN, 38016. Her contact numbers are 901-800-1037 (work) and 901-438-7264 (cell).
Part 2: Individualized Practicum Learning Objectives
Objective 1: To understand the best way to collaborate effectively with other healthcare team members to provide comprehensive care to patients at the end of week 10.
To achieve this objective, I plan to participate in interprofessional education sessions and case studies that focus on inter-professional collaboration. The interprofessional education sessions will provide me with opportunities to collaborate with professionals from different healthcare disciplines. The sessions will also help me to develop critical thinking and communication skills. The case studies will include scenarios that require collaboration between different healthcare team members, and they will also help me to develop my skills in collaboration.
The mode of assessment for this objective will be a combination of formative and summative assessment. I will be evaluated based on my participation in the interprofessional education sessions and case studies. I will also be evaluated based on my ability to collaborate effectively with other healthcare team members to provide comprehensive care to patients.
The PRAC course outcome addressed by this objective is understanding the best way to implement inter-professional collaboration to improve the patient’s clinical care quality.
Objective 2: To conduct a thorough literature review to identify existing assessment tools and methods for advanced practice psychiatric mental health nursing skills at the end of week 10.
To achieve this objective, I plan to prepare a search strategy to identify relevant literature sources and present a summary of the findings of the literature review. The literature review will focus on identifying assessment tools and methods for advanced practice psychiatric mental health nursing skills. The summary will include the types of assessment tools and methods identified, their strengths and limitations, and their alignment with learning outcomes.
The mode of assessment for this objective will be a summative assessment. I will be evaluated based on the quality of my presentation and the clarity of the content.
The PRAC course outcome addressed by this objective is understanding the best way to assess advanced practice psychiatric mental health nursing skills for strengths and opportunities.
Objective 3: To develop an appropriate plan of care based on screening instruments response at the end of week 10.
To achieve this objective, I plan to use case studies focusing on advanced nursing practice competencies to help me develop critical thinking and decision-making skills. The case studies will focus on patient care scenarios relevant to the practicum setting. I will also participate in learning activities that focus on applying advanced nursing practice competencies in the practicum setting. These activities include conducting patient assessments, developing care plans, providing evidence-based care, and collaborating with other healthcare professionals.
The mode of assessment for this objective will be a combination of formative and summative assessment. I will be evaluated based on my written reflection, preceptor feedback, and evidence portfolio to demonstrate my progress.
The PRAC course outcomes addressed by this objective are PRAC Course Outcomes (s) Addressed:
Understanding the best way to assess advanced practice psychiatric mental health nursing skills for strengths and opportunities.
Understand the best way of implementing inter-professional collaboration to improve the patient’s clinical care quality.
Objective 2: To conduct a thorough literature review to identify existing assessment tools and methods for advanced practice psychiatric mental health nursing skills at the end of week 10.
This objective focuses on the development of research skills and knowledge in the area of advanced practice psychiatric mental health nursing assessment. By conducting a thorough literature review, the student will identify existing assessment tools and methods for advanced practice psychiatric mental health nursing skills. This objective is essential because advanced practice psychiatric mental health nursing assessment requires a comprehensive understanding of the patient’s mental and physical health, social support system, and other related factors.
The planned activities for this objective include the preparation of a search strategy for identifying relevant literature sources. The student will then prepare a presentation summarizing the findings of the literature review. The quality of the content and clarity of the presentation will be used to measure the student’s progress. The presentation will include a summary of the main findings of the literature review, including the types of assessment tools and methods identified, their strengths and limitations, and their alignment with learning outcomes. This analysis will improve the student’s understanding of the literature review and its relevance to the field of advanced practice psychiatric mental health nursing.
The mode of assessment for this objective is the application of summative assessment. This assessment will evaluate the student’s ability to conduct a thorough literature review and analyze the findings effectively. The assessment will also evaluate the student’s ability to communicate the results of the literature review in a clear and concise manner.
PRAC Course Outcomes (s) Addressed:
Understanding the best way to assess advanced practice psychiatric mental health nursing skills for strengths and opportunities.
Part 3: Projected Timeline/Schedule
The projected timeline/schedule outlines the expected time for the practicum experience, which is expected to be conducted in a period of 160 hours. During this period, the student is expected to attend to 180 patients. The time will be equally divided between professional development and practicum coursework.
The projected timeline/schedule provides a detailed breakdown of the number of clinical hours projected for each week, as well as the number of weekly hours for professional development and practicum coursework. The schedule is designed to ensure that the student can complete all the planned activities within the practicum period.
Part 4-Signature
The final part of the Clinical Skills Self-Assessment Form is the signature section. The student is required to sign and date the form, indicating their agreement with the objectives, activities, and projected timeline/schedule outlined in the form. The practicum faculty will also sign the form electronically, indicating their approval of the objectives, activities, and timeline/schedule outlined in the form.
Conclusion
The Clinical Skills Self-Assessment Form is an essential tool for guiding and evaluating the student’s progress during the practicum experience. The form outlines the individualized learning objectives, planned activities, and projected timeline/schedule for the practicum. The form also identifies the PRAC course outcomes addressed by each objective and provides a mode of assessment for each objective. By using this form, the student can monitor their progress and ensure that they are meeting the expected learning outcomes for the practicum.
Reference
Regmi, K., & Jones, L. (2020). A systematic review of the enablers and barriers affecting
e-learning in health sciences education. BMC medical education, 20(1), 1-18.
