In a summary of 180 words, answer the question below. No works cited. -What is the purpose of the criminal justice system? -What are the main components of the criminal justice system? -Consider your community. Describe the role of each component in the criminal justice process and the intersection between the criminal justice system and the field of human services in your community. 1 14 Clinical Skills Self-Assessment Student’s Name Institutional Affiliation Professor’s Name Course Date Clinical Skills Self-Assessment Everyone possesses some qualities that are referred to as strengths and weaknesses. Both a person's strengths and limitations can affect the decisions that person makes. As a nursing student, I need to become aware of my strengths and weaknesses. Comparing one's strengths to one's weaknesses helps one grow as a person through time, and having solid powers can help someone become more focused. This paper will discuss the three strengths and weaknesses and the three clinical skills that a nursing student would like to have mastered before graduating from the nursing program. Strengths My first strength is Communication Skills. Communication skill is the ability to communicate clearly and effectively with coworkers, patients, and families. Even the people who worked under me and in the office while I was a supervisor informed me that I had an excellent capacity to communicate and engage with others. According to Mata et al. (2021), respect, comfort, open communication, and reassuring the patient are the foundations of a healthy connection. This is the first step in developing a positive working relationship with the patient. Instead of offering my thoughts, I made it a point to pay attention to what my patients had to say. By doing so, I can comprehend what my patient is attempting to convey, allowing me to provide an appropriate response. At the beginning of a meeting between a patient and a provider, I like to start by asking open-ended questions. Then at the end, I want to ask "if there are any additional questions or concerns I can answer before I leave the room." I show respect for them by providing the correct response, which indicates that I am paying attention to the conversation that they are having. My second strength is the documentation. According to Svavarsdottir & Gisladottir (2019), maintaining charts promptly is a vital task in nursing. One of my most remarkable abilities is creating multiple papers at the same time. During my initial stint as a nurse, I spent significant time documenting activities similar to those I perform today. Even while we may believe that we have excellent memories, the truth is that after a particularly hectic day, we frequently fail to recall many of the events that took place. My third strength is Professionalism. The characteristics of Professionalism include the ability to collectively express Professionalism, the ability to receive constructive critique co ...

1. In a summary of 180 words, answer the question below. No
works cited.
-What is the purpose of the criminal justice system?
-What are the main components of the criminal justice system?
-Consider your community. Describe the role of each
component in the criminal justice process and the intersection
between the criminal justice system and the field of human
services in your community.
1
14
Clinical Skills Self-Assessment
Student’s Name
Institutional Affiliation
Professor’s Name
Course
Date

2. Clinical Skills Self-Assessment
Everyone possesses some qualities that are referred to as
strengths and weaknesses. Both a person's strengths and
limitations can affect the decisions that person makes. As a
nursing student, I need to become aware of my strengths and
weaknesses. Comparing one's strengths to one's weaknesses
helps one grow as a person through time, and having solid
powers can help someone become more focused. This paper will
discuss the three strengths and weaknesses and the three clinical
skills that a nursing student would like to have mastered before
graduating from the nursing program.
Strengths
My first strength is Communication Skills. Communication skill
is the ability to communicate clearly and effectively with
coworkers, patients, and families. Even the people who worked
under me and in the office while I was a supervisor informed me
that I had an excellent capacity to communicate and engage with
others. According to Mata et al. (2021), respect, comfort, open
communication, and reassuring the patient are the foundations
of a healthy connection. This is the first step in developing a
positive working relationship with the patient. Instead of
offering my thoughts, I made it a point to pay attention to what
my patients had to say. By doing so, I can comprehend what my
patient is attempting to convey, allowing me to provide an
appropriate response. At the beginning of a meeting between a
patient and a provider, I like to start by asking open-ended
questions. Then at the end, I want to ask "if there are any
additional questions or concerns I can answer before I leave the
room." I show respect for them by providing the correct
response, which indicates that I am paying attention to the
conversation that they are having.
My second strength is the documentation. According to
Svavarsdottir & Gisladottir (2019), maintaining charts promptly
is a vital task in nursing. One of my most remarkable abilities is

3. creating multiple papers at the same time. During my initial
stint as a nurse, I spent significant time documenting activities
similar to those I perform today. Even while we may believe
that we have excellent memories, the truth is that after a
particularly hectic day, we frequently fail to recall many of the
events that took place.
My third strength is Professionalism. The characteristics of
Professionalism include the ability to collectively express
Professionalism, the ability to receive constructive critique
constructively, respect for the worth of time, and the ability to
dress and speak appropriately. Whenever I have a clinical
conversation with my management, I make it a point to tell my
manager to correct me whenever I err in any way. One of my
superiors responded that I have a strong drive to learn in an
interested, considerate, always open to advise, and always want
to expand his own space approach.
Weaknesses
My first weakness is the differential diagnosis. According to
Rofiqi et al. (2019), accurate diagnosis is achieved by collecting
subjective and objective data and through focused assessment
and comprehensive patient history. Having said that, there are
times when I fail to recognize a different diagnosis. At one
point, my boss suggested that I think about the possibility of
having a condition that could be life-threatening. The
recognition of patterns and indications is one method that can
be utilized to address this condition.
My second weakness is Medication Prescribing. My most
significant concern is that a paediatrician will mistakenly take
the wrong medication. I did not want to go an excessive
distance, nor did I want to be treated poorly. My plan to become
a skilled nurse is to collaborate with my supervising physician
anytime I have second thoughts about prescription medication;
use evidence-based research; carry meds in a pocket next to me;
use currently; and download other helpful apps, such as
Epocrates.
My third and last weakness is the Scope of Services.As family

4. nurse practitioner students, we are encouraged to decline the
services outside of our legal scope of practice. However, in the
real world, the situation is a little different. I am one of those
who do not dare to say no to the supervising physician or the
management team. As a nurse practitioner student, I have often
witnessed nurse practitioners going out of their legal scope of
practice because of the pressure of administration. How do we
deal with that type of situation? As a nurse practitioner, if I feel
trapped in a particular case, I feel like it is out of my scope of
practice. I would gather the courage to say no or tell the
administration to provide me with enough orientation to do
specific tasks, go to an alternative physician for consultation,
and ensure that my competencies and experiences are enough to
handle specific services or cases.
Possible goals and objectives for this practicum experience
My first goal is to develop competencies in suturing. Under this
goal, my first objective is to be exposed to suturing during my
clinical rotations; however, I still feel that I need to work on
known tying techniques. I have mentioned to my preceptor that
I would like to get some hands-on if we get a patient who would
require suturing. My third objective is to gain more confidence
and get near-perfect; I have been using the tissue model to
master the suturing skill.
My second goal is to develop competencies in cervical dilation.
When I visited the source of the problem at the clinic, I
conducted a significant number of tests on the vaginal area. IT
IS THE MOST CHALLENGING PART OF MY JOB when I
have to examine pregnant women's cervix for dilation. My
current physician is incredibly knowledgeable. As a result, she
has given me permission to open a cervix that is already
present. My provider and I always sought the patient's consent
before treating pregnant patients whenever they came into the
clinic. In addition, I intend to adhere to the recommended
instructions for women's health experts, which provide a more
in-depth demonstration of how to locate cervical dilatation.
According to Zhao et al. (2020), practice makes perfect. I am

5. resolute that before I finish my clinical course, I will have
reached the level of expertise required to be considered a
professional in this ability.
My third and last goal is todifferentiate between skin
conditions. According to Hudson et al. (2020), for a freshly
qualified nurse, dealing with thinning skin can be an extremely
stressful and perplexing experience. It may be difficult to
distinguish the skin's condition based solely on its appearance;
therefore, it is essential to consider the entire clinical
presentation to help make an accurate diagnosis. This may
include assessing the formation of rashes, location, and other
associated symptoms.
References
Hudson, M. P., Thompson, A. R., & Emerson, L. M. (2020).
Compassion-focused self-help for psychological distress
associated with skin conditions: a randomized feasibility
trial. Psychology & Health, 35(9), 1095-1114.
Mata, Á. N. D. S., de Azevedo, K. P. M., Braga, L. P., de
Medeiros, G. C. B. S., de Oliveira Segundo, V. H., Bezerra, I.
N. M., ... & Piuvezam, G. (2021). Training in communication
skills for self-efficacy of health professionals: a systematic
review. Human resources for health, 19(1), 1-9.
Rofiqi, E., Nuritasari, R. T., & Wiliyanarti, P. F. (2019).
Factors affecting the organizational commitment of nurses in
comprehensive health services: A systematic review. Jurnal
Ners, 14(3), 195-198.
Svavarsdottir, E. K., & Gisladottir, M. (2019). How do family
strengths‐ oriented therapeutic conversations (FAM‐ SOTC)
advance psychiatric nursing practice?. Journal of Nursing
Scholarship, 51(2), 214-224.
Zhao, B., Lv, M., Dong, T., Chen, Y., Xi, F., Lv, W., & Luo, Q.
(2020). Transverse parallel compression suture: a new suturing

6. method for successful treating pernicious placenta previa during
cesarean section. Archives of gynaecology and
obstetrics, 301(2), 465-472.
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
Differentiating between pathophysiological and
psychopathological conditions
Performing and interpreting a comprehensive and/or interval
history and physical examination (including laboratory and
diagnostic studies)

7. Performing and interpreting a mental status examination
Performing and interpreting a psychosocial assessment and
family psychiatric history
Performing and interpreting a functional assessment (activities
of daily living, occupational, social, leisure, educational).
Diagnostic reasoning skill in:
Developing and prioritizing a differential diagnoses list
Formulating diagnoses according to DSM 5-TR based on
assessment data
Differentiating between normal/abnormal age-related
physiological and psychological symptoms/changes

8. 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)
Evaluating patient response and modify plan as necessary
Documenting (e.g., adverse reaction, the patient response,
changes to the plan of care)
Psychotherapeutic Treatment Planning:
Recognizes concepts of therapeutic modalities across the
lifespan
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)

9. Applies age-appropriate psychotherapeutic counseling
techniques with individuals and/or any caregivers
Develop an age-appropriate individualized plan of care
Provide psychoeducation to individuals and/or any caregivers
Promote health and disease prevention techniques
Self-assessment skill:
Develop SMART goals for practicum experiences
Evaluating outcomes of practicum goals and modify plan as
necessary
Documenting and reflecting on learning experiences

10. Professional skills:
Maintains professional boundaries and therapeutic relationship
with clients and staff
Collaborate with multi-disciplinary teams to improve clinical
practice in mental health settings
Identifies ethical and legal dilemmas with possible resolutions
Demonstrates non-judgmental practice approach and empathy
Practices within scope of practice
Selecting and implementing appropriate screening
instrument(s), interpreting results, and making
recommendations and referrals:
Demonstrates selecting the correct screening instrument

11. appropriate for the clinical situation
Implements the screening instrument efficiently and effectively
with the clients
Interprets results for screening instruments accurately
Develops an appropriate plan of care based upon screening
instruments response
Identifies the need to refer to another specialty provider when
applicable
Accurately documents recommendations for psychiatric
consultations when applicable
Summary of strengths:

12. My strengths includes communication, documentation, and
professionalism. Having worked in the psychiatric clinic for
some time now, I can confidently differentiate communicate,
ensure proper documentation of records, and I can practice
professionalism. My communication skills enables me to
comprehend what it is that my patient is attempting to convey,
allowing me to provide an appropriate response. At the
beginning of a meeting between a patient and a provider, I like
to start by asking open-ended questions, and then at the end, I
like to ask "if there are any additional questions or concerns I
can answer before I leave the room." I show respect for them by
providing the correct response, which indicates that I am paying
attention to the conversation that they are having. One of my
greatest abilities is also being able to create multiple papers at
the same time. During my initial stint as a nurse, I spent a
significant amount of time documenting activities similar to
those I perform today. Even while we may believe that we have
excellent memories, the truth is that after a particularly hectic
day, we frequently fail to recall many of the events that took
place. Lastly is professionalism, Whenever I have a clinical
conversation with my management, I make it a point to tell my
manager to correct me whenever I err in any way. One of my
superiors actually provided me with the response that I have a
strong drive to learn in an inquisitive, considerate, always open
to advice, and always want to expand his own space approach.
Opportunities for growth:

13. An area of opportunities for growth that I need to explore
during the practicum experience includes Differential
Diagnosis, Medication Prescribing, and Scope of Services.
Accurate diagnosis is achieved by the collection of data, both
subjective and objective, as well as through focused assessment
and a comprehensive patient history. Having said that, there are
times when I fail to recognize a different diagnosis. At one
point, my boss suggested that I think about the possibility of
having a condition that could be life-threatening. The
recognition of patterns and indications is one method that can
be utilized in order to address this condition. On medication
prescribing, My greatest concern is that a pediatrician will
mistakenly take the wrong medication. I did not want to have to
go an excessive distance, nor did I want to be treated poorly.
My plan to become a skilled nurse is to collaborate with my
supervising physician anytime I have second thoughts about
prescription medication; use evidence-based research; carry
meds in a pocket next to me; use current; and download other
helpful apps, such as epocrates. Lastly on the scope of services,
As a family nurse practitioner student, we are encourage to
decline the services that are outside of our legal scope of
practice. However, in real world the situation is little different.
I am one of those people who do not have the courage to say no
to the supervising physician or to the management team. As a
nurse practitioner student, many times I have witnessed nurse
practitioner going out of their legal scope of practice because of
the administration pressure.
Now, write three to four (3–4) possible goals and objectives for

14. this practicum experience. Ensure that they follow the SMART
Strategy, as described in the Learning Resources.
1. Goal: Develop competencies in suturing
a. Objective:To work on known tying techniques
b. Objective:To gain more confidence
c. Objective:Get to the near perfect
2. Goal: Develop competencies in Cervical Dilation
a. Objective: Evaluate the source of the problem at the clinic
b. Objective: Gain more knowledge on cervical dilation
c. Objective:Toadhere to the recommended instructions for
women health experts
3. Goal: How to differentiate between skin conditions
a. Objective: To gain more knowledge on skin
b. Objective: Evaluate the treatment plans for skin
c. Objective: Collaborate with my preceptor in evaluating the
difference between skin conditions.
Signature:
Date:
Course/Section:
Assignment: Journal Entry

15. Critical reflection on your growth and development during your
practicum experience in a clinical setting helps you identify
opportunities for improvement in your clinical skills, while also
recognizing your strengths and successes.
Use this Journal to reflect on your clinical strengths and
opportunities for improvement, the progress you made, and what
insights you will carry forward into your next practicum.
To Prepare
· Refer to the “Population-Focused Nurse Practitioner
Competencies” in the Learning Resources and consider the
quality measures or indicators advanced practice nurses must
possess in your specialty.
· Refer to your “Clinical Skills Self-Assessment Form” you
submitted in Week 1 and consider your strengths and
opportunities for improvement.
· Refer to your Patient Log in Meditrek; consider the patient
activities you have experienced in your practicum experience
and reflect on your observations and experiences.
·
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?

16. ·
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.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: PRAC_6675_Week11_Assignment_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Assimilation and Synthesis: Content Reflection
Points:

17. Points Range:
45 (45%) - 50 (50%)
Reflection demonstrates a high level of critical thinking in
applying and integrating key course concepts and theories from
readings, lectures, and/or experiences. Insightful and relevant
connections are made through contextual explanations and
examples.
Feedback:
Points:

18. Points Range:
40 (40%) - 44 (44%)
Reflection demonstrates moderate level of critical thinking in
applying and integrating key course concepts and theories from
readings, lectures, and/or experiences. Connections are made
through explanations and/or examples.
Feedback:
Points:

19. Points Range:
35 (35%) - 39 (39%)
Reflection demonstrates minimal critical thinking in applying
and integrating key course concepts and theories from readings,
lectures, and/or experiences. Minimal connections are made
through explanations and/or examples.
Feedback:

20. Points:
Points Range:
0 (0%) - 34 (34%)
Reflection lacks critical thinking. Superficial connections are
made with key course concepts and resources, and/or
assignments.
Feedback:
Assimilation and Synthesis: Personal Growth

21. Points:
Points Range:
27 (27%) - 30 (30%)
Expresses solid evidence of reflection on own work.
Demonstrates substantial personal growth and awareness of
deeper meaning through inferences, well-developed insights,
and significant depth in awareness and challenges. Synthesizes
current experience into future implications.
Feedback:

22. Points:
Points Range:
24 (24%) - 26 (26%)
Expresses moderate evidence of reflection on own work.
Demonstrates satisfactory personal growth and awareness
through some inferences, insights, and challenges. There is
mention of the future implications of student’s current
experience.
Feedback:

23. Points:
Points Range:
21 (21%) - 23 (23%)
Expresses minimal evidence of reflection on own work.
Demonstrates less than adequate personal growth and awareness
through limited or simplistic inferences made, insights, and/or
challenges that are not well developed. There is minimal
thought of future implications of student’s current experience.
Feedback:

24. Points:
Points Range:
0 (0%) - 20 (20%)
Expresses inadequate evidence of reflection on own work.
Personal growth and awareness are not evident and/or
demonstrate an impersonal experience. Lacks personal insights,
challenges, inferences, and/or future implications are
overlooked.
Feedback:

25. Written Expression and Formatting
Points:
Points Range:
14 (14%) - 15 (15%)
Well written and clearly organized using standard English;
characterized by elements of a strong writing style; and
basically free from grammar, punctua tion, usage, and spelling
errors.

26. Feedback:
Points:
Points Range:
12 (12%) - 13 (13%)
Above average writing style and logically organized usi ng
standard English with minor errors in grammar, punctuation,
usage, and spelling.

27. Feedback:
Points:
Points Range:
11 (11%) - 11 (11%)
Average writing style that is sometimes unclear and/or with
some errors in grammar, punctuation, usage, and spelling.

28. Feedback:
Points:
Points Range:
0 (0%) - 10 (10%)
oor writing style lacking in standard English, clarity, language
used, and/or contains frequent errors in grammar, punctuation,
usage, and spelling. Needs work.

29. Feedback:
APA
Points:
Points Range:
5 (5%) - 5 (5%)
Contains no APA errors.

30. Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)
Contains 1–2 APA errors.

31. Feedback:
Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Contains 3–5 APA errors.
Feedback:

32. Points:
Points Range:
0 (0%) - 3 (3%)
Contains more than 5 APA errors.
Feedback:

33. Show Descriptions
Show Feedback
Assimilation and Synthesis: Content Reflection--
Levels of Achievement:
Excellent
45 (45%) - 50 (50%)
Reflection demonstrates a high level of critical thinking in
applying and integrating key course concepts and theories from
readings, lectures, and/or experiences. Insightful and relevant
connections are made through contextual explanations and
examples.
Good
40 (40%) - 44 (44%)

34. Reflection demonstrates moderate level of critical thinking in
applying and integrating key course concepts and theories from
readings, lectures, and/or experiences. Connections are made
through explanations and/or examples.
Fair
35 (35%) - 39 (39%)
Reflection demonstrates minimal critical thinking in applying
and integrating key course concepts and theories from readings,
lectures, and/or experiences. Minimal connections are made
through explanations and/or examples.
Poor
0 (0%) - 34 (34%)
Reflection lacks critical thinking. Superficial connections are
made with key course concepts and resources, and/or
assignments.

35. Feedback:
Assimilation and Synthesis: Personal Growth--
Levels of Achievement:
Excellent
27 (27%) - 30 (30%)
Expresses solid evidence of reflection on own work.
Demonstrates substantial personal growth and awareness of
deeper meaning through inferences, well-developed insights,
and significant depth in awareness and challenges. Synthesizes
current experience into future implications.
Good
24 (24%) - 26 (26%)
Expresses moderate evidence of reflection on own work.

36. Demonstrates satisfactory personal growth and awareness
through some inferences, insights, and challenges. There is
mention of the future implications of student’s current
experience.
Fair
21 (21%) - 23 (23%)
Expresses minimal evidence of reflection on own work.
Demonstrates less than adequate personal growth and awareness
through limited or simplistic inferences made, insights, and/or
challenges that are not well developed. There is minimal
thought of future implications of student’s current experience.
Poor
0 (0%) - 20 (20%)
Expresses inadequate evidence of reflection on own work.
Personal growth and awareness are not evident and/or
demonstrate an impersonal experience. Lacks personal insights,
challenges, inferences, and/or future implications are
overlooked.

37. Feedback:
Written Expression and Formatting--
Levels of Achievement:
Excellent
14 (14%) - 15 (15%)
Well written and clearly organized using standard English;
characterized by elements of a strong writing style; and
basically free from grammar, punctuation, usage, and spelling
errors.
Good
12 (12%) - 13 (13%)
Above average writing style and logically organized using
standard English with minor errors in grammar, punctuation,
usage, and spelling.

38. Fair
11 (11%) - 11 (11%)
Average writing style that is sometimes unclear and/or with
some errors in grammar, punctuation, usage, and spelling.
Poor
0 (0%) - 10 (10%)
oor writing style lacking in standard English, clarity, language
used, and/or contains frequent errors in grammar, punctuation,
usage, and spelling. Needs work.
Feedback:

39. APA--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Contains no APA errors.
Good
4 (4%) - 4 (4%)
Contains 1–2 APA errors.
Fair
3.5 (3.5%) - 3.5 (3.5%)
Contains 3–5 APA errors.
Poor

40. 0 (0%) - 3 (3%)
Contains more than 5 APA errors.
Feedback:
Total Points:
100
Name: PRAC_6675_Week11_Assignment_Rubric
PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED
BELOW:

41. 1). ZERO (0) PLAGIARISM
2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS
(WITHIN 5YRS, OR LESS THAN 5YRS)
3). PLEASE SEE THE ATTACHED RUBRIC DETAILS,
1
3
Practicum Experience Plan
Your Name
Department of ABC, University of ABC
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date

42. Practicum Experience Plan
Overview:
Your Practicum experience includes working in a clinical
setting that will help you gain the knowledge and skills needed
as an advanced practice nurse. In your practicum experience,
you will develop a practicum plan that sets forth objectives to
frame and guide your practicum experience.
As part of your Practicum Experience Plan, you will not only
plan for your learning in your practicum experience but also
work through various patient visits with focused notes as well
as one (1) journal entry.
Complete each section below.
Part 1: Quarter/Term/Year and Contact Information
Section A
Quarter/Term/Year: 2022
StudentContact Information
Name:
Street Address:
City, State, Zip:
Home Phone:
Work Phone:
Cell Phone:
Fax:
E-mail:
PreceptorContact Information
Name:
Organization:
Street Address:
City, State, Zip:
Work Phone:
Cell Phone:
Fax:
Professional/Work E-mail:
Part 2: Individualized Practicum Learning Objectives
Refer to the instructions in Week 2 to create individualized

43. practicum learning objectives that meet the requirements for
this course. These objectives should be aligned speci fically to
your Practicum experience. Your objectives should address your
self-assessment of the skills found in the “PMHNP Clinical
Skills Self-Assessment Form” you completed in Week 1.
As you develop your individualized practicum learning
objective, be sure to write them using the SMART format. Use
the resources found in Week 2 to guide your development. Once
you review your resources, continue and complete the
following. Note: Please make sure each of your objectives are
connected to your self-assessment. Also, consider that you will
need to demonstrate how you are advancing your knowledge in
the clinical specialty.
Introduction
In this section, I will discuss my three goals for individualized
practicum learning. My objectives will work in tandem with the
planned activities to ensure that the smart goals are met
effectively. My first goal is to learn more about how to care for
people who have mental health issues. My secondary goal is to
improve my listening skills and decision-making abilities. And
my last goal is to ensure that I use appropriate tone when
speaking with inmates who have mental health issues. The
objectives and planned activities are outlined below and directly
shows how I will undergo my practicum learning.
Objective 1: To improve my listening skills and decision-
making abilities
Planned Activities: To work on how to improve listening skills
Mode of Assessment: The mode of assessment for the objective
is focused assessment that provides details to specific body
system associated with problems of a patient.
PRAC Course Outcome(s) Addressed:
· To get to the near perfect
· To gain more confidence
Objective 2: To acquire more knowledge in my listening skills
and ability to make judgment Parreira et al., (2021).
Planned Activities: I will evaluate the areas I need to improve

44. Mode of Assessment: For this objective, the mode of assessment
will be through observation.
PRAC Course Outcome(s) Addressed:
· To gain more knowledge on listening skills
· To adhere to the recommended instructions for women health
experts
Objective 3: To make sure I use the right tone when I talk to
patients with mental health problems Langegård et al., (2021).
Planned Activities: I will monitor patients under care, conduct
interview on the patients to understand their views on the care
and develop appropriate care plan based on the information they
provide.
Mode of Assessment: The use of observation will used for this
objective when making assessment.
PRAC Course Outcome(s) Addressed:
· To gain more knowledge on tone variation
· Evaluate the best use of tone
· Collaborate with my preceptor in evaluating the differences in
tones
Conclusion
The above outlined objectives define my practicum learning.
Under the objectives, I have the planned activities. The planned
activities according to Gold et al., (2021), defines exact
activities that will enable one to achieve the set objectives. To
achieve the above objectives, I will adhere to the plan and make
full use of any and all resources at my disposal in order to
define and realize my objectives. I plan to prepare myself for
the national certification exam that I need to take by drawing
from a variety of relevant resources so that I can feel confident
and prepared for it.
References
Gold, S. B., Green, L. A., & Westfall, J. M. (2021). Heeding the
Call for Urgent Primary Care Payment Reform: What Do We

45. Know about How to Get Started? The Journal of the American
Board of Family Medicine, 34(2), 424-429.
Kverno, K. S., & Fenton, A. (2021). Specialization within a
Specialty: Advanced Practice Psychiatric Nursing Pathways for
the Greatest Good. Journal of psychosocial nursing and mental
health services, 59(10), 13-18.
Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P. A.
(2021). Nursing students’ experiences of a pedagogical
transition from campus learning to distance learning using
digital tools. BMC nursing, 20(1), 1-10.
Parreira, P., Santos-Costa, P., Neri, M., Marques, A., Queirós,
P., & Salgueiro-Oliveira, A. (2021). Work methods for nursing
care delivery. International Journal of Environmental Research
and Public Health, 18(4), 2088.
Peterson, B. L., Pittenger, A. L., Kaas, M. J., & Lounsbery, J.
L. (2019). Partnering for a sustainable interprofessional
psychiatric mental health nurse practitioner education
curriculum. Journal of Nursing Education, 58(12), 723-727.
Part 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your Practicum
each week. *Note: All of your hours and activities must be
supervised by your Preceptor and completed onsite. Your
Preceptor will approve all hours, but your activities will be
approved by both your Preceptor and Instructor. Any changes to
this plan must be approved.
This timeline is intended as a planning tool; your actual
schedule may differ from the projections you are making now.
I intend to complete the 144 or 160 Practicum hours (as
applicable) according to the following timeline/schedule. I also
understand that I must see at least 80 patients during my
practicum experience. I understand that I may not complete my
practicum hours sooner than 8 weeks. I understand I may not be

46. in the practicum setting longer than 8 hours per day unless pre-
approved by my faculty.
Number of Clinical Hours Projected for Week (hours you are in
Practicum Setting at your Field Site)
Number of Weekly Hours for Professional Development (these
are not practicum hour)
Number of Weekly Hours for Practicum Coursework (these are
not practicum hours)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7

47. Week 8
Week 9
Week 10
Week 11
Total Hours (must meet the following requirements)
Part 4 - Signatures
Student Signature (electronic): Date:
Practicum Faculty Signature (electronic)**:
Date:
** Faculty signature signifies approval of Practicum Experience
Plan (PEP)
Submit your Practicum Experience Plan on or before Day 7 of
Week 2 for faculty review and approval.

48. Once approved, you will receive a copy of the PEP for your
records. You must share an approved copy with your Preceptor.
The Preceptor is not required to sign this form.