As You Establish Your Goals And Objectives For This C 864836

As You Establish Your Goals And Objectives For This Course You Are Co

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 fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind.

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, and Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above). Note: Please make sure your objectives are individualized and outlined in your Practicum Experience Plan (PEP). While you may add previous objectives to continue to work toward.

You must have 3 new objectives for each class, each quarter. 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/psychotherapy theory to best guide your clinical practice. 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. Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience.

Paper For Above instruction

Developing a comprehensive Practicum Experience Plan (PEP) is essential for advancing clinical skills and achieving professional growth as an advanced practice nurse. This plan should clearly articulate specific, measurable, attainable, results-focused, and time-bound objectives that align with higher-order cognitive domains such as application, analysis, and synthesis, consistent with Bloom's taxonomy. The plan must incorporate psychiatric assessment and diagnostic reasoning components, emphasizing clinical reasoning and quality improvement within the specialty area. Collaboration with a preceptor is critical to ensure resources align with educational goals, and selecting theoretical frameworks supports a structured approach to practice.

In this context, the initial step involves a thorough review of one’s Clinical Skills Self-Assessment Form to identify areas for growth. For instance, a nurse practitioner may identify a need to enhance psychiatric diagnostic skills or develop more effective therapeutic communication strategies. Based on these insights, specific objectives are crafted to target these areas, such as gaining proficiency in psychiatric assessments within a designated timeframe. The objectives should be individualized and focus on applying knowledge to practice, with clear benchmarks for success. For example, an objective might be to conduct twenty comprehensive psychiatric assessments under supervision within three months, demonstrating increased diagnostic confidence.

Furthermore, setting three to four objectives per quarter allows for manageable progress and iterative learning. These objectives should be discussed with the preceptor, ensuring institutional resources—such as clinical tools, access to patient populations, and supervision—are available. Critically, selecting appropriate theoretical frameworks guides clinical decision-making and therapeutic approaches. For example, a nurse might choose the Cognitive Behavioral Therapy (CBT) model for its evidence-based efficacy in treating depression and anxiety disorders, supported by extensive literature (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012). Conversely, a nursing theory such as Orem’s Self-Care Deficit Nursing Theory could underpin patient empowerment strategies, enhancing self-management in psychiatric settings (Orem, 2001). These frameworks should be justified based on their relevance to clinical goals.

The timeline of activities should delineate planned interventions, educational sessions, supervision periods, and evaluation milestones for each objective. For example, the timeline could specify initial assessment training in the first month, followed by supervised patient encounters, ongoing review, and reflection sessions. Tracking progress against these benchmarks ensures structured and measurable advancement. The comprehensive PEP serves as a roadmap, integrating knowledge, theories, and clinical experiences to foster competence and confidence in psychiatric nursing practice.

References

• Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427-440.
• Orem, D. E. (2001). Nursing: Concepts of practice (6th ed.). Mosby.
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.
• Alligood, M. R. (2014). Nursing theorists and their work (8th ed.). Mosby.
• Corcoran, J., & Furman, R. (2008). Developing clinical reasoning in nursing. Journal of Nursing Education, 47(6), 287-293.
• Lewin, K. (1951). Field theory in social science. Harper & Brothers.
• McLeod, J. (2013). An introduction to counseling theories (5th ed.). McGraw-Hill Education.
• Smith, M. J., & Liehr, P. R. (2014). Middle range theory for nursing (3rd ed.). Springer Publishing Company.
• Carroll, T., & McDonald, S. (2014). Developing clinical reasoning skills. Nursing Times, 110(32), 12-14.
• Kozlowski, S. W. J., & Bell, S. T. (2003). Work groups and teams in organizations. Handbook of Psychology, 12, 377-404.