Practicum Experience Plan
Part 1: Quarter/Term/Year and Contact Information
Quarter/Term/Year: Summer 2021
Student Contact Information
Preceptor Contact Information
Part 2: Individualized Practicum Learning Objectives
Objective 1: My objective is to attain skills that will enable me carryout and perform comprehensive patient history and confidently carryout patient physical examination considering laboratory and diagnostic studies by the end of my clinical rotation
This will be done by providing clinical interviews and identify presenting problems and provide psychiatric evaluation.
Seek for clarification when in doubt.
Appropriately diagnosed and provide treatment accordingly
Actively engage in all clinical activities
Mode of Assessment: (Offering self in a non-judgmental manner and utilizing skills such as therapeutic technique to obtain basic information to form a completed assessment
PRAC Course Outcome(s) Addressed: Develop psychiatric questioner template for easy identification of symptoms and psychiatric presenting problems and able to be diagnosed accordingly by differentiating concerns such pathophysiology and psychopathological conditions.
Objective 2: To be able to differentiate between normal/abnormal age-related physiological and psychological symptoms/changes after completing this clinical rotation.
Actively participate in all patient/clinical activities
See for clarification when need arise.
Appropriately conduct patient interview without being judgmental
Provide psychoeducation that is age appropriate.
Mode of Assessment: Comprehensive education, clinical recommendation and providing useful informative resources.
PRAC Course Outcome(s) Addressed: Using counselling technique such as psychotherapeutic.
Objective 3: Formulating diagnoses according to DSM 5 based on assessment data
By providing adequate skills to identify client presenting psychiatric problems
Performing examination such as mental status exam
Perform extensive psychosocial history and information gathering such family history.
Provide extensive and comprehensive education on health promotion and disease prevention.
Roy’s Adaptation Theory
Roy’s adaptation model, also known as RAM, is among the most widely engaged nursing education and exercise models. Polit and Beck (2012) argue that human beings react in a certain way to adapt to new conditions, and this makes human the most adaptive creatures. According to this model, before adopting the changes, humans first embrace the changes in the external environment. A good instance of adaptation cases in nursing is during the conditions of a medically fit person and when the person is sick. Adaptation results from environmental stimuli. Such stimuli are created by either physical or psychological tortures, a new disease, and the signs and symptoms accompanying such conditions. The survival and welfare of these individuals depend solely on how they react to these stimuli. Such reactions will aid the patient to facilitate the recovery process and heal from such illnesses.
Medical clients with suicidal attempts are fond of dangerous traits such as ingesting serrated tools like razor blades, swallowing too many medicines, efforts to hang themselves, or even shooting themselves. Because of such hazardous activities, most of the suicidal clients end up dying even before they arrive at the hospital, while others die as soon as they reach the hospital. Protective restraints and measures should be arranged whereby someone is assigned to keenly supervise the patient so that they do not harm themselves. Such supervision can either be face to face or through hidden cameras. The medical staff has a role to play to ensure that the client accepts and embraces adaptation stimuli. Once discharged, clients are given access to the public resources to aid in the client’s care to recover and fully heal from suicidal disorders.
Cognitive and Behavioral Therapy
As stated by Diefenbeck (2003), cognitive and behavioral theory tries to realize the relationship between an individual’s beliefs, feelings, and actions. According to Beal (2019), one’s notion affects an individual’s thoughts, feelings, and activities. Psychotherapeutic treatments enable clients to realize their beliefs, actions, and emotions, known as cognitive and behavior therapy (CBT). Cognitive and behavioral therapy is an instrument widely employed in psychotherapy to help individuals suffering from mental disorders like drug and substance addiction, despair, worries, and fear. According to Beal (2019), such mental illnesses are rampant in the united states. A combination of CBT and other psychiatric drugs has been vital in treating and managing manic depression and mental disorders. For clients to adapt to the stimuli and embrace the recovery skills needed to recover from the risky and harmful self-destructive actions, the psychiatric nurse has an essential role in helping them cope with such skills.
The nurse collaborates with the patients to investigate the case’s roots, which requires medical attention; they then develop the main aim of medical therapy and the process necessary to realize such purposes. The nurse and the patient join hands in analyzing the problem and coming up with solutions. The nurse must inform the client that whatever he is processing in his mind impacts his beliefs, actions, and behaviors. In the process, the nurse will help the client know his cognitive behaviors, voluntary beliefs, and risky behaviors, thereby changing how the client perceives things around his physical and psychological environment.
Mode of Assessment: Using clinical skills to gather client information by assessing and identifying client need and area of problem.
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 16 5 16
Week 2 16 5 16
Week 3 16 5 16
Week 4 16 5 16
Week 5 16 5 16
Week 6 16 5 16
Week 7 16 5 16
Week 8 16 5 16
Week 9 16 5 16
Week 10 16 5 16
Week 11 Exam week 0 5 0
Total Hours (must meet the following requirements) 144 or 160
Hours 55 160
Part 4 – Signatures
Student Signature (electronic): Henry Ehizokhale Date: 03/12/2021 Practicum Faculty Signature (electronic)**: Date:
Beal, D. G. (2019). Cognitive behavior therapy (CBT). Salem Press Encyclopedia of Health. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=ers&AN=93871842&site=eds-live&scope=site
Diefenbeck, C. (2003). Group therapy for male batterers: comparison of cognitive-behavioral &
object relations approaches. Journal of Psychosocial Nursing & Mental Health Services,
Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for
nursing practice (Laureate Education, Inc., custom ed.).
-research paper writing service
Why Work with Us
Top Quality and Well-Researched Papers
Professional and Experienced Academic Writers
Free Unlimited Revisions
Prompt Delivery and 100% Money-Back-Guarantee
Original & Confidential
24/7 Customer Support
No need to work on your paper at night. Sleep tight, we will cover your back. We offer all kinds of writing services.