29 Nov Review the clinical skills in the?PMHNP Clinical Skills List document.?It is recommended that you print out this document to serve as a guide throughout
- Review the clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
- Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
- Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.
- Download the PMHNP Clinical Skills Self-Assessment Form to complete this Assignment.
The Assignment
Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:
- Rate yourself according to your confidence level performing the skills identified in the Clinical Skills Self-Assessment Form.
- Based on your ratings, summarize your strengths and opportunities for improvement.
- Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.
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 |
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Differentiating between pathophysiological and psychopathological conditions |
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Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) |
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Performing and interpreting a mental status examination |
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Performing and interpreting a psychosocial assessment and family psychiatric history |
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Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). |
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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 |
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Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes |
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Pharmacotherapeutic skills in: |
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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) |
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Evaluating patient response and modify plan as necessary |
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Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) |
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Psychotherapeutic Treatment Planning: |
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Recognizes concepts of therapeutic modalities across the lifespan |
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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) |
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Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers |
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Develop an age appropriate individualized plan of care |
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Provide psychoeducation to individuals and/or any caregivers |
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Promote health and disease prevention techniques |
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Self-assessment skill: |
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Develop SMART goals for practicum experiences |
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Evaluating outcomes of practicum goals and modify plan as necessary |
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Documenting and reflecting on learning experiences |
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Professional skills: |
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Maintains professional boundaries and therapeutic relationship with clients and staff |
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Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings |
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Identifies ethical and legal dilemmas with possible resolutions |
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Demonstrates non-judgmental practice approach and empathy |
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Practices within scope of practice |
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Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals: |
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Demonstrates selecting the correct screening instrument appropriate for the clinical situation |
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Implements the screening instrument efficiently and effectively with the clients |
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Interprets results for screening instruments accurately |
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Develops an appropriate plan of care based upon screening instruments response |
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Identifies the need to refer to another specialty provider when applicable |
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Accurately documents recommendations for psychiatric consultations when applicable |
Summary of strengths:
Opportunities for growth:
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.
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1. Goal: a. Objective: b. Objective: c. Objective: 2. Goal: a. Objective: b. Objective: c. Objective: 3. Goal: a. Objective: b. Objective: c. Objective: 4. Goal: a. Objective: b. Objective: c. Objective: |
Signature:
Date:
Course/Section:
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Setting S.M.A.R.T. Goals Savvy Strategies to Help you Succeed
Screen reader note: This presentation has clickable buttons to make this presentation interactive- clicking is not required though. You can still access all content by reviewing each page of the presentation in order.
Begin!
W H A T I S A S . M . A . R . T . G O A L ?
S.M.A.R.T. is a goal-setting tool, which identifies five criteria for setting effective goals: specific, measurable, achievable, relevant, and time-bound. Goals built around these criteria are likely to be met because they are focused, realistic, and actionable. For more specific definitions and examples of each criterion, use the buttons below:
S Specific
M Measurable
A Achievable
R Relevant
T Time Bound
I’m ready for a quiz!
S I S F O R S P E C I F I C
When setting a goal, be specific about what you would like to achieve. Think about how you might reach your goal, as well as what you hope to gain by achieving it.
I want to be a better student.
This is a vague goal. Without further definition, it will be difficult to achieve. To improve this goal, ask, “Why do I want to be a better student? And more importantly, how can I become a better student?”
This term, I will focus on improving my probability skills and earn at least a B in my statistics course.
This goal is much more specific. It includes a focused definition of what it means to be a better student (at least a B grade) and considers what can be gained by achieving this goal (improved math skills).
S Specific
M Measurable
A Achievable
R Relevant
T Time Bound
Take me home!
M I S F O R M E A S U R A B L E
Realistic, effective goals offer a way to measure your progress. Measurable goals also clearly indicate when you have succeeded in achieving your goal.
I want to be in better health.
This goal can’t be measured. What does it mean
to be in better health and how will you know when
you have achieved it?
I will improve my physical health by riding my bike to work at least three times per week.
This goal is measurable. It will be achieved when
you successfully ride your bike to work a
minimum of three times per week.
S Specific
M Measurable
A Achievable
R Relevant
T Time Bound
Take me home!
A I S F O R A C H I E V A B L E Set goals that are feasible, realistic, and within reach. Goals should be challenging but not unattainable—otherwise, you may be setting yourself up to fail.
I am going to write 25 pages of my dissertation each week, so that I can finish within 6 weeks.
This goal is likely unachievable. Dissertations are meant to be written over long periods of time. Even full-time professional authors cannot adhere to such a rigorous pace.
For the entire month of January, I will dedicate at least one, distraction-free hour per day to writing my dissertation.
While still challenging, this goal is more realistic. If all goes well, at the end of January, you can commit yourself to another month of daily writing or adjust your goal to better suit your lifestyle and obligations.
S Specific
M Measurable
A Achievable
R Relevant
T Time Bound
Take me home!
R I S F O R R E L E V A N T Goals should reflect your values and long-term objectives. Avoid setting goals that may distract from, or that don’t directly contribute to, the achievement of more urgent, overarching aims.
I will complete my Master’s of Nursing within three years by taking two online
classes per term.
Again, if you are a Master’s of Nursing student, it
makes sense to set a goal that is directly related
to your long-term academic and professional
objectives.
I want to write a novel before I turn 40.
For career authors and creative writers, this might
be a realistic and relevant goal. However, if you are
actively pursuing a Master’s in Nursing in order to
further an established career in the health field,
focusing on a novel is likely distracting and
counterproductive.
S Specific
M Measurable
A Achievable
R Relevant
T Time Bound
Take me home!
T I S F O R T I M E – B O U N D
When you set a goal, establish a target deadline or timeframe, as well. Deadlines help you stay motivated and focused on achieving your goal.
I want to run a marathon.
This goal may be achievable, but without a timeframe, it doesn’t mean much. Many of us want to run a marathon someday; fewer of us commit to and train for a specific event.
I will adhere to the Runner’s World 16-week training schedule, so that I am prepared to run the Boston Marathon on April 15th.
This goal is specific, measurable, achievable, and time- bound. It includes a deadline, which is tied to a particular event and realistic training plan.
S Specific
M Measurable
A Achievable
R Relevant
T Time-Bound
I’m ready for a quiz! Take me home!
S . M . A . R . T . G O A L S Q U I Z – Q U E S T I O N 1
1.) A middle school teacher sets the following goal: I will attend two professional development workshops.
Which two S.M.A.R.T. criteria does this goal fail to meet?
Time Bound
and Specific
Relevant and
Measurable
Take me home!
S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 1 C O R R E C T A N S W E R
A middle school teacher sets the following goal: I will attend two professional development workshops. Which two S.M.A.R.T. criteria does this goal fail to meet?
Time Bound and Specific
That’s right! Setting a goal to attend two workshops is measurable. When the teacher has attended two workshops, they’ve achieved their goal. Moreover, attending professional development is likely relevant to a middle school teacher. However, this goal is not specific (which two workshops and why?), nor is it tied to a deadline (when will this task be
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