Review Your Clinical Skills Self-Assessment Form You Submit

Review Your Clinical Skills Self Assessment Form You Submitted Last We

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). 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. 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.

Paper For Above instruction

The process of advancing as a proficient nurse requires deliberate planning, self-assessment, and aligning clinical practice with educational objectives. To foster this growth, the review of one's Clinical Skills Self-Assessment Form provides critical insight into areas needing further development. As an aspiring advanced practice nurse, identifying specific opportunities for application-level experience enhances competence and confidence in clinical settings. This paper explores how reflection on past assessments and strategic planning through SMART (Specific, Measurable, Attainable, Results-focused, Time-bound) objectives, supported by relevant nursing and psychotherapy theories, can facilitate meaningful professional development during a practicum.

Firstly, reflecting on the previous self-assessment highlights strengths and areas for growth. For example, a student might recognize a need to improve diagnostic skills or enhance patient communication strategies. These insights inform the development of targeted learning objectives tailored to individual needs and the practicum site’s resources. Formulating three new objectives each quarter ensures ongoing progress and aligns with higher-order cognitive domains per Bloom’s taxonomy—focusing on application, analysis, and synthesis rather than mere recall. For instance, a student might aim to independently interpret diagnostic tests by the end of the quarter or develop comprehensive care plans for chronic disease management.

Collaborating with the preceptor to refine these objectives ensures feasibility and resource availability. The preceptor can help verify whether the clinical setting provides opportunities to observe, practice, and evaluate the skills targeted by the objectives. This collaborative approach promotes realistic goal-setting and enhances the likelihood of achievement. Additionally, selecting relevant theories to guide clinical practice provides a conceptual framework that informs evidence-based care. For example, using Orem’s Self-Care Deficit Nursing Theory can be instrumental in patient education and promotion of independence, especially in managing chronic illnesses. Simultaneously, employing Cognitive Behavioral Therapy (CBT) principles from counseling theories can support mental health interventions, emphasizing evidence-based strategies to modify maladaptive behaviors.

The rationale for selecting these theories is supported by current literature. Orem's theory emphasizes patient empowerment and self-care, which aligns with contemporary models of patient-centered care and chronic disease management (Fawcett, 2016). Meanwhile, CBT has demonstrated efficacy in treating various mental health conditions, including depression and anxiety, making it a practical foundation for integrating psychotherapy into nursing practice (Hofmann et al., 2012). Incorporating these theories into practicum activities helps develop a comprehensive approach that addresses physical and psychological health dimensions.

Creating a timeline of practicum activities involves delineating specific steps and timeframes to achieve set objectives. For example, during the first month, a student might focus on observation and shadowing diagnostic procedures. By the second month, they might practice performing these procedures under supervision. Subsequent months could involve independent interpretation and care planning, with regular check-ins and evaluations to assess progress. This structured timeline ensures consistent engagement with targeted skills and facilitates measurable outcomes.

The Practicum Experience Plan (PEP) serves as a roadmap, documenting the objectives, activities, and evaluation strategies. Utilizing a standardized template ensures clarity and accountability. Submission by Day 7 enables timely feedback and approval by faculty, which is essential for the seamless progression of the practicum experience. Once approved, the signed PEP should be shared with the preceptor and retained for record-keeping, providing an organized reference to track growth and address any barriers encountered during the practicum.

In conclusion, advancing as an advanced practice nurse requires a deliberate blend of self-assessment, strategic objective setting, theoretical guidance, and structured planning. Reflective practices combined with SMART objectives and evidence-based theoretical frameworks foster a comprehensive approach to professional growth. Systematic planning of practicum activities aligned with these goals ensures meaningful application of skills, ultimately leading to enhanced patient care and professional competence.

References

• Fawcett, J. (2016). Evaluation and evidence-based practice in nursing and healthcare. F.A. Davis Company.
• 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.
• Neuman, B. M., & Fawcett, J. (2017). Schema for the Development of a Critical Thinking Model. Nursing Education Perspectives, 38(3), 147–153.
• Orem, D. E. (2001). Nursing: Concepts of practice. Mosby.
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• Watson, J. (2019). Human Caring Science: A Theory of Nursing. Jones & Bartlett Learning.