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[ANSWERED 2022] Assignment 2: Practicum Experience Plan (PEP)

Assignment 2: Practicum Experience Plan (PEP)

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfil in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychotherapy approaches and techniques in mind.

To Prepare

  • Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the Practicum help you achieve these aims?
  • Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your Practicum experience must be:
    • Specific
    • Measurable
    • Attainable
    • Results-focused
    • Time-bound
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
  • Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
  • Select one nursing theory and one counseling theory to best guide your practice in psychotherapy. Explain why you selected these theories. Support your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

Assignment

Record the required information in each area of the Practicum Experience Plan template, including 3–4 measurable practicum learning objectives you will use to facilitate your learning during the practicum experience.

By Day 7

Submit the Practicum Experience Plan for assessment and Faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor and retain a copy for your records.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn2+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

  Excellent Good Fair Poor
Record the required information in each area of the Practicum Experience Plan (PEP):

Part 1: Quarter/Term/Year and Contact Information:
ᵒ Identify Quarter/Term/Year:

ᵒ Identify Student Contact Information, including:
Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email

ᵒ Identify Preceptor Contact Information, including:
Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.

5 (5%) – 5 (5%)

The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.

4 (4%) – 4 (4%)

The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.

3.5 (3.5%) – 3.5 (3.5%)

The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.

0 (0%) – 3 (3%)

The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or identifies less than 80% of Student Contact Information and Preceptor Contact Information.

Part 2: Individualized Practicum Learning Objectives:

Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment.

69 (69%) – 75 (75%)

The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

60 (60%) – 68 (68%)

The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

53 (53%) – 59 (59%)

The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

0 (0%) – 52 (52%)

The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Part 3: Projected Timeline/Schedule: Describe your Practicum timeline/schedule, including: ᵒ Number of weekly hours projected to work on your Practicum ᵒ Number of weekly hours for Professional Development 14 (14%) – 15 (15%)

The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development.

12 (12%) – 13 (13%)

The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development.

11 (11%) – 11 (11%)

The response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development.

0 (0%) – 10 (10%)

The response includes a vague, incomplete, and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development.

Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1–2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Total Points: 100

Expert Answer and Explanation

Practicum Experience Plan

Part 1: Quarter/Term/Year and Contact Information

Section A

Quarter/Term/Year:

Student Contact Information

Name:

Street Address:

City, State, Zip:

Home Phone:

Work Phone:

Cell Phone:

Fax:

E-mail:

Preceptor Contact Information

Name:

Organization:

Street Address:

City, State, Zip:

Work Phone:

Cell Phone:

Fax:

Professional/Work E-mail:

Part 2: Individualized Practicum Learning Objectives

Objective 1: <By the end of the course, I should be able to selecting the appropriate evidence based clinical practice guidelines in prescribing medications for different health conditions>

As a masters prepared psychiatric health nurse practitioner, we need to possess the skills to offer prescriptions using evidence-based guidelines. This is a mandatory skill that goes a long way to promote the quality and safety of care patients receive, more so through prevention of medication errors. Before prescribing medications, there are different patient factors that one needs to consider, otherwise, there are likely to be some negative repercussions resulting from the created treatment plans (Salar et al., 2020). Similarly, one has to adhere to ethical and legal guidelines when it comes to selecting best pharmacotherapeutic approaches for their patients. In line with the mentioned objective, I intend to learn how to formulate treatment plans based on recommended evidence-based guidelines, evaluate patient responses to the treatment plans, and modify them accordingly to promote best patient outcomes, and document any adverse reactions arising from prescribed treatment plan, with proper understanding on the possible causes of the adverse reactions. The following are some of the planned activities I intend to engage in to achieve my objective.

Planned Activities:

Through the course work, I intend to interact with research articles on best practice guidelines on prescribing different psychiatric medications. I also intend to learn and understand the rationale behind certain prescriptions for patient health issues. I also plan to interact with my peers, including my perception and instructor to understand some of the evidence-based approaches they use when prescribing medications. The interactions will also help me learn what to do and what not to when prescribing medications.

Mode of Assessment: (This data will be verified by evaluating the proposed treatment plans in the patient logs documented in Meditrek).

PRAC Course Outcome(s) Addressed:

  • To develop pharmacotherapeutic skills.

Objective 2: <By the end of the course, I should be able to select and implement appropriate screening instrument(s), interpreting results, and making recommendations and referrals>

Before formulating any treatment plan, it is crucial to apply the appropriate screening tools that will help reach a substantive diagnosis on the patient’s condition. Likewise, using the right screening instruments without knowledge on how to interpret the results will not be of any help to the nurse practitioner. Using the right screening approaches will a not only allow the nurse to understand the condition of the patient but will also place her in apposition where she can recommend an effective plan of action, which at times means referring the patient to a specialized physician (Waldrop & McGuinness, 2017) In this regard, there are areas where I still have insufficient knowledge or skills to effectively screen patients for different psychiatric conditions. One of the areas include accurately interpreting results for screening instruments, developing appropriate plan of care based on screening results, identifying the appropriate scenario where a patient referral to another specialty provider is necessary, and accurately documenting recommendations for psychiatric consultations when applicable. Therefore, to gain the listed skills and competencies, I intend to do the following;

Planned Activities:

I intend to learn from my peers how and when to apply the different psychiatric screening tools and interpreting the results. I also intend to learn through practical application of the screening tools on patients with fairly simple conditions as I build up to more complex ones.

Mode of Assessment: (The progress of this assessment will be identified from the diagnostic tests performed and quality of diagnosis in the Meditrek patient logs)

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

Objective 3: <By the end of the course, I should be able to create effective treatment plans across the lifespan of patients>

One of the roles of a psychiatric nurse practitioner is to create treatment plans for patients with different conditions and across different stages in their lifespans (Soltis-Jarrett et al., 2017). A treatment plan that is effective for a younger generation may end up having catastrophic results for older patients. Therefore, one needs to have the skills to recognize the concepts of therapeutic modalities across the lifespan. Some of the areas I am weak at when it comes to psychotherapeutic treatment planning include; selecting the most appropriate evidence based clinical practice guidelines for psychotherapeutic plan by assessing the risk/benefit, considering patient preference, developmental, considerations, financial, symptom management, and modality appropriate for the presented situation. I am also not very skilled in applying age appropriate psychotherapeutic counseling methods with individuals,

families, and/or groups. Similarly, I am still trying to learn how to develop an age appropriate individualized plan of care and providing effective psychoeducation to individuals, family, and/or groups. To achieve my objective in this regard I intend to do the following tasks.

Planned Activities: I intend to interact with evidence-based guidelines on developing psychotherapeutic plans for patients across different stages in life. I also intend to observe from more experienced nurses their communication approach in delivering effective psychotherapeutic counseling and individualized psychoeducation for different kinds of patients.

Mode of Assessment: (Progress on this objective will be verified by evaluating the proposed treatment plans in the patient logs documented in Meditrek). 

PRAC Course Outcome(s) Addressed: Developing effective psychotherapeutic treatment plans

Part 3: Projected Timeline/Schedule

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 in the practicum setting longer than 8 hours per day unless pre-approved by my faculty.

Number of Clinical Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Coursework
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Total Hours (must meet the following requirements) 144 or 160 Hours

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.

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. 

References

Salar, A., Kiani, F., & Rezaee, N. (2020). Preventing the medication errors in hospitals: A qualitative study. International Journal of Africa Nursing Sciences13, 100235. https://doi.org/10.1016/j.ijans.2020.100235

Soltis-Jarrett, V., Shea, J., Ragaisis, K. M., Shell, L. P., & Newton, M. (2017). Integrated behavioral healthcare: Assumptions, definition and roles: Position paper from the International Society of Psychiatric-Mental Health Nurses. Archives of Psychiatric Nursing31(5), 433-439. https://doi.org/10.1016/j.apnu.2017.06.002

Waldrop, J., & McGuinness, T. M. (2017). Measurement-based care in psychiatry. Journal of Psychosocial Nursing and Mental Health Services55(11), 30-35. https://doi.org/10.3928/02793695-20170818-01

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