PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
Walden University PRAC 6645 Assignment 2: Clinical Skills Self-Assessment-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University PRAC 6645 Assignment 2: Clinical Skills Self-Assessment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
Whether one passes or fails an academic assignment such as the Walden University PRAC 6645 Assignment 2: Clinical Skills Self-Assessment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
The introduction for the Walden University PRAC 6645 Assignment 2: Clinical Skills Self-Assessment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
After the introduction, move into the main part of the PRAC 6645 Assignment 2: Clinical Skills Self-Assessment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for PRAC 6645 Assignment 2: Clinical Skills Self-Assessment
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for PRAC 6645 Assignment 2: 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 with supervision | |||||
| Performing and interpreting a psychosocial assessment and family psychiatric history | Have performed with supervision or need supervision to feel confident | |||||
| Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | Have performed with supervision or need supervision to feel confident | |||||
| Diagnostic reasoning skills in: | ||||||
| Developing and prioritizing a differential diagnoses list | Can complete with supervision | |||||
| Formulating diagnoses according to DSM 5 based on assessment data | Can complete with supervision | |||||
| Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | Have performed with supervision or need supervision to feel confident | |||||
| 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) | 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 with supervision | |||||
| Psychotherapeutic Treatment Planning: | ||||||
| Recognizes concepts of therapeutic modalities across the lifespan | Have performed with supervision or need supervision to feel confident | |||||
| 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 with supervision | |||||
| Applies age-appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | Can complete with supervision | |||||
| Develop an age-appropriate individualized plan of care | Have performed with supervision or need supervision to feel confident | |||||
| 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: | ||||||
| Develop SMART goals for practicum experiences | Can complete independently | |||||
| Evaluating outcomes of practicum goals and modifying plan as necessary | Can complete with supervision | |||||
| Documenting and reflecting on learning experiences | Can complete with supervision | |||||
| 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 with supervision | |||||
| 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: | ||||||
| Demonstrates selecting the correct screening instrument appropriate for the clinical situation | Can complete with supervision | |||||
| 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 | Have performed with supervision or need supervision to feel confident | |||||
| Identifies the need to refer to another specialty provider when applicable | Have performed with supervision or need supervision to feel confident | |||||
| Accurately documents recommendations for psychiatric consultations when applicable | Can complete with supervision | |||||
Summary of strengths:
| Taking care of patients with mental illness is quite complex with several skills and competencies required in evaluating and treating different patients. I have however gained most of these skills and competencies over the years of clinical practice. Currently, I can comfortably evaluate and diagnose a patient based on their history. I can also come up with the most effective treatment plan to promote the mental health of the patient. At all times, I have always been maintaining professional boundaries and displayed good communication skills to promote interaction with my patients and interdisciplinary team members (Standards of Practice for Nurse Practitioners, 2019). I always ensure that I adequately educate my patients regarding their mental condition and better ways that they can promote their mental health once they leave the clinic.
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Opportunities for growth:
| Through this self-assessment, I have been able to identify areas of weakness that I need to work on to promote safe and quality care services to patients with mental disorders. For instance, I still find it quite challenging to decide on which diagnostic tool to use for patients with comorbidities (International Council of Nurses, 2020). Consequently, since most mental disorders present with similar symptoms, it is quite challenging to decide on the comorbidities the patient is suffering from, such as PTSD and MDD (Shain et al., 2018). Finally, I would like to work on my psychotherapeutic skills to ensure that my patients benefit maximally even when psychotherapeutic agents are not used.
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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 comfortably assess and diagnose at least two patients every day with comorbid mental illnesses using the DSM-V diagnostic criteria without supervision for the next 6 weeks (Academic Skills Center Success Strategies, 2017).
a. Objective: Complete the patient history and identify pertinent signs and symptoms. b. Objective: Come up with at least 5 differential diagnoses based on patient subjective and objective patient data. c. Objective: Rule out the differentials and come up with a definitive diagnosis based on the DSM-V diagnostic criteria.
2. Goal: To be able to determine and utilize the most effective screening tool necessary to promote accurate diagnosis of at least 5 patients with comorbid mental disorders every day for the following 4 weeks without supervision (Academic Skills Center Success Strategies, 2017). a. Objective: Outline all diagnostics for all the mental conditions from which the patient is suffering. b. Objective: Utilize only evidence-based practice screening tools to promote accurate and reliable results. c. Objective: Interpret the findings of the selected screening tools, and come up with the patient’s diagnosis.
3. Goal: To be able to come up with the most effective treatment plan comprising of both psychotropics and psychotherapeutic interventions for at least 2 patients every day for the following 4 weeks without supervision (Academic Skills Center Success Strategies, 2017). a. Objective: Select the most appropriate clinical practice guideline to promote the selection of the most effective treatment approach for the patient b. Objective: Discuss with the patient the available treatment options, in terms of both their benefits and limitations. c. Objective: Come up with the most effective list of drugs and psychotherapeutic approaches with the patient to promote a positive outcome.
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References
Academic Skills Center Success Strategies. (2017). Developing SMART goals. 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. (2019). Retrieved December 29, 2019, from https://storage.aanp.org/www/documents/advocacy/position-papers/StandardsOfPractice.pdf
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 | 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 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, families, and/or groups | x | |||||
| Develop an age appropriate individualized plan of care | x | |||||
| Provide psychoeducation to individuals, family, and/or groups | x | |||||
| Promote health and disease prevention techniques | x | |||||
| Self-Assessment skills: | ||||||
| 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 relationship 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:
| The bedrock of any profession is to identify the scope of practice especially as it relates to healthcare professionals and one of my strengths is knowledge of the limits within which I can practice in my state. This Practicum experience would be my second and I realize how easy it could be to get engrossed with the challenges that face our patients especially in the field of Mental Health but I have learned how to be supportive and still maintain a professional relationship with clients and staff.
A non-judgmental attitude enables the client to express their inner most thoughts and feelings and gives the mental health professional the opportunity to come up with the most appropriate treatment plan. 
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Opportunities for growth:
| In my first clinical skills self-assessment form, I had several x’s in the New (and never performed} column and as a testament of my growth, I have either observed, done or been supervised performing most of these clinical skills. Through studying and through the practicum experience, I am more confident in my capabilities but still struggle with recognizing clinical signs and symptoms of psychiatric illness across the lifespan, selecting the correct screening instrument appropriate for the clinical situation, selecting appropriate evidence based clinical practice guidelines for medication plan, and formulating diagnoses according to DSM 5 based on assessment data. I am confident that I will continue to improve on these skills under the tutelage and guidance of my clinical preceptor.
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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: Perform initial comprehensive psych evaluation on a client.
a. Objective: Determine chief complaint correctly b. Objective seek constructive feedback f from my preceptor c. Objective: Improve on evaluation skills based on feedback.
2. Goal: Formulate 1-2 client’s dx. each week according to DSM 5 and my assessment data a. Objective: continue to familiarize myself with DSM 5 diagnostic tool b. Objective: Become more skilled at gather and deciphering information to determine diagnosis c. Objective: Become more skilled in documenting Psychiatric notes
3. Goal: Identify and use the appropriate screening instrument suitable for a client each week a. Objective: Be knowledgeable with patient history in order to find appropriate screening tool. b. Objective: Have a baseline on patient mental status to determine progress or decline c. Objective: get constructive feedback
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Signature: Kofo Calloway
Date: 06/05/2022
Course/Section: PRAC 6645/