Patient Care Procedure Assignment

OTA 108/109 Patient Care Procedures

Goals in Casamba

(part 1 of 3)

 

Name:_____________________                                          Date: ______________

 

 

Objective: 

• The student will demonstrate and articulate proficiency in reading, reviewing, and gathering data of a client, and in using their clinical reasoning and prioritizing skills to assist in the development of long and short term goals on a Plan of Care.
• Necessary data to assist with the development of LTG and STG will include evaluation results of patient’s performance in occupation, diagnostic tests results and any other relevant statistics/data
• This assignment evidences an understanding of business aspects of practice which includes but is not limited to, financial management, billing and coding. Patient Care Procedure Assignment

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Procedure:  The student will be assigned a case study with an array of impairments and dysfunctions. They will complete an analysis of the evaluation performed and complete the sections related to Long Term and Short Term goals.

 

Evaluation:.

 

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Comments	Score
Timeliness	Student completed the assignment two or more days late	Student completed the assignment one day late	Student completed the assignment on the required date but at a later time	Student completed the assignment on the required date and time
Use of proper terminology, grammar and sequence of words	Improper use of proper terminology, grammar and sequence of words used on  8 or more occasions	Improper  use  of terminology, grammar and sequence of words used on no more than 6 occasions	Improper  use of terminology, grammar and sequence of words used on no more than 4 occasions	Improper  use of  terminology, grammar and sequence of words used on no more than 1 occasion
Articulate the importance of using statistics, tests and measurements for purposes of delivering evidence based practice through Q&A with Instructor	Unable to articulate .  Recommend Tutoring.	Student able to articulate with 50% efficiency.  Clarification and additional EBP exercise, tutoring  required	Student able to articulate with 75% efficiency.  Evidence of knowledge and understanding.  Minor clarification provided	Student able to articulate with 100% efficiency.  Evidence of knowledge and understanding.  Exceeds expectation.
Long Term goals reflect the most important impaired  functional and occupational areas of the patient.	3 or more important functional or occupational area in the Long Term goal are not evident.	2 important functional or occupational area in the Long Term goalsare not evident	1 important functional or occupational area in the Long Term goals is not evident.	All Long Term goals reflect the most important impaired  functional and occupational areas of the patient.
Long Term Goals are specific and measurable	3 or more instances of a  a specific and measurable LTG.	Two instances of a  specific and measurable LTG.	One instance of a lack of a  specific and measurable LTG.	All LTGs were specific and measurable.
Long Term Goals are realistic and achievable for the anticipated  time frame	Three or more Long Term Goals were not realistic and achievable for the anticipated  time frame	Two Long Term Goals were not realistic and achievable for the anticipated  time frame	One Long Term Goal was not  realistic and achievable for the anticipated  time frame	All Long Term Goals were realistic and achievable for the anticipated  time frame
Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Three Long Term Goals were not  comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Two Long Term Goals were not  comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment. Patient Care Procedure Assignment	One Long Term Goal was not  comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.	Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.
Short Term goals reflect the most important impaired  client’s body functions and skills.	3 or more  important impaired body functions or skills were not included	.2 important impaired body functions or skills Were not included	1 important impaired body function or skill was not included.	All Short Term goals reflect the most important impaired  body functions and skills
Short Term Goals are specific and measurable	Specific and measurable STG were not evident in 3 or more instances	specific and measurable STGs were not evident in two instances.	Specific and measurable STG was not evident in one instance.	All STGs were specific and measurable.
Short Term Goals are realistic and achievable for the anticipated  time frame	Three or more Short Term Goals were not realistic and achievable for the anticipated  time frame	Two Short Term Goals were not realistic and achievable for the anticipated  time frame	One Short Term Goal was not  realistic and achievable for the anticipated  time frame	All Short Term Goals were realistic and achievable for the anticipated  time frame
Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term	Three Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	Two Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	One Short Term Goal was not  comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.	Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

 

 

Instructor’s Signature: _________________________________________

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

 

 B.1.7. ,B.5.19, B.5.20.

 

 

Treatment Session

Case study review

(part 2 of 3)

 

Name: _____________________                                         

Date: ______________

 

Course: OTA 108/109 Patient Care Procedures

 

 

 

Objective:

• The student will demonstrate proficiency in applying OT treatment techniques and practices to a case study for which they have already written long and short term goals.
• The student will demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion and safety.
• The student will demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.

Procedure:  The student will be assigned a case study with an array of physical dysfunctions.  They will develop a one hour treatment session applying techniques, strategies and practices discussed in class. This is the second part of the student training in electronic documentation   as well because they must search, read, and review the evaluation from the case study.

 

Curriculum Threads addressed:

• Occupation Centered practice
• Role Acquisition

 

 

Evaluation:  

 

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Score
Are the areas addressed during the Tx session a true reflection of the main and priority problem list?	Three or more of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.	Two of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.	One of the areas addressed during the Treatment session was not a true reflection of the main and priority problem list.	All the areas addressed during the Treatments session were a true reflection of the main and priority problem list.
Were the activities and exercises presented during the session congruent and related to the STGs.	Three or more  of the activities and exercises presented during the session were not congruent and related to the STGs.	Two  of the activities and exercises presented during the session were not congruent and related to the STGs.	One of the activities and exercises presented during the session was not congruent and related to the STGs.	All of the activities and exercises presented during the session were congruent and related to the STGs.
Were the exercises, activities and techniques used during the session correctly applied and implemented	Three or more  exercises, activities or techniques used during the session were incorrectly applied and implemented. Patient Care Procedure Assignment	Two  exercises, activities or techniques used during the session were incorrectly applied and implemented	One  exercise, activity or techniques used during the session was incorrectly applied and implemented	All  the exercises, activities and techniques used during the session were correctly applied and implemented
Were the exercises, activities and techniques used during the session explained clearly and properly to the patient/caregiver/family/significant other?	Three or more  of the exercises, activities and techniques used during the session were not explained clearly and properly	Two  of the exercises, activities and techniques used during the session were not explained clearly and properly	One  of the exercises, activities and techniques used during the session was not explained clearly and properly	All of the exercises, activities and techniques used during the session were explained clearly and  properly
Was the interaction and communication with patient/caregiver/family/significant other carried out with respect and professionalism, with evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism on few occasions with no evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism sometimes with limited evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism most of the time with evidence of therapeutic use of self	The interaction and communication with the patient was carried out with respect and professionalism at all times with evidence of therapeutic use of self
Did the therapist provide adequate and timely feedback to the patient that led to the desired response	The therapist provided inadequate and untimely feedback to the patient that led to an undesired response	The therapist provided adequate and timely feedback to the patient that led to the desired response, on occasion	The therapist provided adequate and timely feedback to the patient that led to the desired response most of the time	The therapist provided adequate and timely feedback to the patient that led to the desired response at all time
Did the therapist apply safety measures and techniques while treating the patient	The therapist did not apply safety measures and techniques while treating the patient three or more times	The therapist did not  apply safety measures and techniques while treating the patient twice	The therapist did not apply safety measures and techniques while treating the patient once	The therapist  applied safety measures and techniques while treating the patient at all times
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion	The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion, on occasion	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion most of the time	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion
Did the therapist project confidence with full domain and control while offering the treatment session?	The therapist did not project confidence with full domain  and control of  the treatment session	The therapist projected confidence with full domain  and control of  the treatment session sometimes	The therapist projected confidence with full domain  and control of  the treatment session most of the times	The therapist projected confidence with full domain  and control of  the treatment session at all times
Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other the need to possibly integrate interprofessional team dynamics for planning, delivering and evaluating care?	The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other most of the time	The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other

 

 

Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instructor Signature: ____________________________________________________________

 

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.1.4., B.3.4., B.3.7, B.4.3., B.4.9, B.4.10., B.4.11., B.4.13. , B.4.21., B.4.25

 

Treatment exercises, activities, techniques, strategies and approaches

 

Name:_____________________                                        

 Date: ______________

 

Course: OTA 108/109 Patient Care Procedures

 

Objective:  The student will demonstrate proficiency in articulating, describing, demonstrating and applying OT treatment techniques, strategies, and approaches to an array of medical diagnosis with evidence of therapeutic use of self and apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments.

 

Procedure: 

1. The students will be assigned a specific type of:

• therapeutic exercise
• therapeutic activity
• neuromuscular reeducation approach or technique
• a self care task

 

1. The student will articulate, describe and demonstrate to their fellow students, to include providing information about benefits, precautions and contraindications.
2. The student will articulate and describe need and rationale to evidence therapeutic use of self.

 

 Curriculum threads addressed:

• Commitment to lifelong clinical learning
• Occupation centered practice
• Role Acquisition

 

 

Criteria	Poor (1)	Fair (2)	Good (3)	Excellent (4)	Score
Timeliness	Student presented the paper 2 or more days late	Student presented the paper the following day with an excuse	Student presented the paper the same day but at a later time	Student presented the paper on time.
Use of proper terminology and grammar	Use of wrong terminology or grammar on more than 9 occasions.	Use of wrong terminology or grammar on no more than 7 occasions.	Use of wrong terminology or grammar on no more than 5  occasions. Patient Care Procedure Assignment	Use of wrong terminology or grammar   on no more than 3 occasions.
Description of the exercise or activity assigned, including historical background, usage and application.	25-49% the content was comprehensive with a strong historical background and a correct description of its application	50-74% of the content was comprehensive with a strong historical background and a correct description of its application	75-89% of the content was comprehensive with a strong historical background and a correct description of its application	90-100% of the content was comprehensive with a strong historical background and a correct description of its application.
Provided complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Articulated need and rationale to evidence Therapeutic Use of Self.	25-49% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Insufficient articulation regarding Therapeutic Use of Self.	50-74% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Fair articulation regarding Therapeutic Use of Self.	75-89% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Good articulation regarding Therapeutic Use of Self.	90-100% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned.  Excellent articulation regarding Therapeutic Use of Self.
Included sufficient and accurate pictures, photos and diagrams related to the activity or exercise assigned as part of the appendix section	Included 1-2 appendices demonstrating the exercises, activities or technique assigned	Included 3-4 appendices demonstrating the exercises, activities or technique assigned	Included 5-7 appendices demonstrating the exercises, activities or technique assigned	Included 8 or more appendices demonstrating the exercises, activities or technique assigned
Sources of references	Failed to include 5-6 sources of references	Failed to include 3-4 sources of references	Failed to include 1-2 sources of references	Included the necessary and truthful sources of references
Explanation and demonstration of the assignment to fellow students	The information presented was clear, easy to understand, and accurate 25-49% of its content	The information presented was clear, easy to understand, and accurate 50-74% of its content	The information presented was clear, easy to understand, and accurate 75-89% of its content	The information presented was clear, easy to understand, and accurate 90-100% of its content

 

Evaluation:   The total score to accumulate is “28”.  Your score was _____________ with a

 

percentage of   ________________ .

 

 

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instructor’s signature:__________________________________________________________________

 

 

 

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

 

 

B.3.7., B.4.1. , B.4.3., B.4.9.  , B.4.11.  , B.4.13.  , B.4.21.  Patient Care Procedure Assignment

 

Sexually Transmitted Diseases In Adolescents, Incompatibility Of Intravenous Medications, Turnover Rates Due To Burnout In Healthcare (24 Hours)

APA format

1) Minimum 9 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

You must strictly comply with the number of paragraphs requested per page.

The number of words in each paragraph should be similar

  

         Part 1: minimum 3 pages

         Part 2: minimum 3 pages

         Part 3: minimum 3 pages

   

Submit 1 document per part

2)¨******APA norms

        The number of words in each paragraph should be similar

        Must be written in the 3 person

All paragraphs must be narrative and cited in the text- each paragraph

The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.

         Bulleted responses are not accepted

         Don’t write in the first person 

         Do not use subtitles or titles      

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 7 references (APA format) per part not older than 5 years  (Journals, books) (No websites) Sexually Transmitted Diseases In Adolescents, Incompatibility Of Intravenous Medications, Turnover Rates Due To Burnout In Healthcare (24 Hours)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

The number of words in each paragraph should be similar

Part 1: Capstone

Topic: Sexually Transmitted Diseases in Adolescents

PICOT question:   Can the implementation of a 2-month program in schools in Miami on sexually transmitted diseases in adolescents aged 14 to 17 years improve their knowledge about the prevention of sexually transmitted diseases compared to their knowledge before the program’s implementation?

Tool: Survey and informal observation

1. Implementation/Conclusion (One paragraph)

a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)

2. Describe the practice change (One paragraph)

a. Place: Schools

b. Participants: Adolescents

3. Discuss how you would implement and assess the change (Three paragraphs)

a. Time frame

b. Setting

c. Participants

d. Barriers

e. External and internal factors.

4. How would you evaluate the change process? (One paragraph)

b. How would you measure or evaluate? income survey and out come survey

c. Is there a tool to measure?: Survey and informal observation

5. The literature review must support your change and  implementation. (One paragraph)

a. Use leadership qualities and skills that will be utilized for successful completion of the project.

6. Discuss who will be invited to the proposal (One paragraph)

a. Who are the stakeholders?

b. How will you present the information to your stakeholders?

7. Conclusion (One paragraph)

a. The conclusion should have your Part I, II, II all put together in a thorough (Check file) Sexually Transmitted Diseases In Adolescents, Incompatibility Of Intravenous Medications, Turnover Rates Due To Burnout In Healthcare (24 Hours)

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The number of words in each paragraph should be similar

Part 2: Capstone

Topic:  Incompatibility of Intravenous Medications

PICOT question:   Is it possible that the rate of errors due to incompatibility of intravenous medications is reduced by implementing a training program for ICU nurses for 8 weeks, compared to the rate of errors before training?

Tool: Survey and informal observation

1. Implementation/Conclusion (One paragraph)

a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)

2. Describe the practice change (One paragraph)

a. Place: ICU unit

b. Participants: ICU nurses

3. Discuss how you would implement and assess the change (Three paragraphs)

a. Time frame

b. Setting

c. Participants

d. Barriers

e. External and internal factors.

4. How would you evaluate the change process? (One paragraph)

b. How would you measure or evaluate? income survey and out come survey

c. Is there a tool to measure?: Survey and informal observation

5. The literature review must support your change and  implementation. (One paragraph)

a. Use leadership qualities and skills that will be utilized for successful completion of the project.

6. Discuss who will be invited to the proposal (One paragraph)

a. Who are the stakeholders?

b. How will you present the information to your stakeholders?

7. Conclusion (One paragraph)

a. The conclusion should have your Part I, II, II all put together in a thorough (Check file)

Part 3: Capstone

Topic:  Turnover Rates due to Burnout in Healthcare

PICOT question:    Is it possible that in multiple settings, the turnover rate due to burnout is reduced after implementing a mental health program for nurses for 10 weeks, compared to the nurses’ turnover rate before the program?

Tool: Survey and informal observation

1. Implementation/Conclusion (One paragraph)

a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)

2. Describe the practice change (One paragraph)

a. Place: multiple settings

b. Participants: Nurses

3. Discuss how you would implement and assess the change (Three paragraphs)

a. Time frame

b. Setting

c. Participants

d. Barriers

e. External and internal factors.

4. How would you evaluate the change process? (One paragraph)

b. How would you measure or evaluate? income survey and out come survey

c. Is there a tool to measure?: Survey and informal observation

5. The literature review must support your change and  implementation. (One paragraph)

a. Use leadership qualities and skills that will be utilized for successful completion of the project.

6. Discuss who will be invited to the proposal (One paragraph) Sexually Transmitted Diseases In Adolescents, Incompatibility Of Intravenous Medications, Turnover Rates Due To Burnout In Healthcare (24 Hours)

a. Who are the stakeholders?

b. How will you present the information to your stakeholders?

7. Conclusion (One paragraph)

a. The conclusion should have your Part I, II, II all put together in a thorough (Check file) Sexually Transmitted Diseases In Adolescents, Incompatibility Of Intravenous Medications, Turnover Rates Due To Burnout In Healthcare (24 Hours)

Irritable Bowel Syndrome Assignment

NUR1213 NUR 2

Re: scholarly writing assignment

This writing assignment will enhance your understanding of topic required for NUR1213 NUR2 as well as demonstrate your ability to write a short, academic, APA formatted paper.

Directions:

1. Choose one of the LWW Articles related to the first 6 weeks of NUR1213.
2. Read and summarize the article in your own words. If you choose to quote any information, be sure to cite the original author in APA format.
3. Type this paper, use double-spacing, and your font should be “Times New Roman” in size 12.
   

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Be sure to check both spelling and grammar prior to submitting.

4. Include a cover page and a reference page. These are separate pages and are not included in the 3 pages of content required. Irritable Bowel Syndrome Assignment
5. Make sure the content  is a maximum of 3 pages. Explain the condition or topic you have chosen in your own words.
6. Use the student library to access to add at least one additional reference/article on the same topic – to support your statements and increase your understanding of the topic.
7. Sample headings may include but are not limited to:

• Introduction
• The disease condition or topic
• Summary paragraph to include a conclusive statement. (I suggest using a reflective statement as to what you have learned doing this assignment).
• Reference page

Please see the Grading Rubric below. This assignment is due by week 6

Criterion	Below Expectations (0-7)	Meets Expectation (8)	Exceeds Expectations (8-10)	Score
Introduction of Topic/description	Introduces/describes is unclear, leaves out two or more main ideas crucial to demonstrating understanding of the topic.	Introduces/describes the topic but leaves out 1 component or main idea to demonstrate understanding of the topic.	Introduces/describes the topic clearly and includes all crucial components demonstrating comprehensive understanding of the topic.	/ 10
Content	No main idea identified or vague sense of main idea, weakly supported throughout the paper. Irritable Bowel Syndrome Assignment	The main idea is threaded throughout most of the paper.	Clearly presents the main idea and supports it throughout the paper.	/ 10
Organization	Paper is haphazardly expressed, lacks logical organization and is difficult to follow.	Content of paper has minor flaws in flow or organization of main ideas.	Content is clearly expressed and organization is logical and easy to follow.	/ 10
Supporting literature/article	Lacks any supportive literature, references do not apply to the main topic.	Supporting literature/article related to main topic but is not fully explained and/or references only partially apply to topic.	Supporting literature is pertinent and is clearly explained. Content supports the main ideas of the paper.	/ 10
Evaluation/analysis	None or minimal examples of reflection and analysis noted. Mostly generalized statement, uses all quotations and does not present topic in their own words.	Adequate reflection of the topic, uses examples or quotations only as needed. Presents ideas clearly and in their own words.	Clearly presented, detailed ideas and statements in the student’s own words only using key citations as needed.	/ 10
Conclusion	Lacks a conclusive statement. No demonstration of what student has learned.	Conclusive statement included but is difficult to follow or understand. Unclear what student has learned.	Clearly delineated conclusive statement or summary of what the student has learned.	/ 10
References	Used the one article furnished and did not include one journal article using student library access or used a website link and not an article.	Used the article provided and supplied at least one additional journal article.	Used the journal article provided and supplied more than one additional article or citation from the textbook to support the topic.	/ 10
APA format (title, reference page and content of maximum 3 pages)	5 or more APA errors.	3 to 4 APA errors.	2 or fewer APA errors	/ 10
Grammar, punctuation, spelling	Over 4 mistakes.	Less than 4 mistakes.	2 or fewer mistakes.	/ 10
Length	1 page or less	Less than 2 pages. Irritable Bowel Syndrome Assignment	3 pages in length	/ 10
Total				/100

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FOUNDATIONAL NEUROSCIENCE ASSIGNEMENT

Post a response to each of the following:

1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

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1. Compare and contrast the actions of g couple proteins and ion gated channels.
2. Explain how the role of epigenetics may contribute to pharmacologic action.
3. Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Part 2: Individualized Practicum Learning Objectives

 

Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically 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.

 

Objective 1: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Part 2: Individualized Practicum Learning Objectives

 

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek)

 

PRAC Course Outcome(s) Addressed:

 

• (for example) Develop professional plans in advanced nursing practice for the practicum experience
• (for example) Assess advanced practice nursing skills for strengths and opportunities

 

Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

 

Planned Activities:

 

Mode of Assessment: (Note: Verification will be documented in Meditrek)

                                           

PRAC Course Outcome(s) Addressed:

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Objective 3: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Part 2: Individualized Practicum Learning Objectives 

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek) 

PRAC Course Outcome(s) Addressed:

Objective 4: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

 

Planned Activities:

 

Mode of Assessment: (Note: Verification will be documented in Meditrek)

 PRAC Course Outcome(s) Addressed: 

These are the goals of the previous work

1. Goal: Increase my diagnostic reasoning.
2. Objective: Participate in weekly case reviews with supervising practitioner.
3. Objective: Complete case studies to gain proficiency in formulating diagnoses in adults.
4. Objective: Complete case studies to gain proficiency in formulating diagnoses in children.
5. Goal: Improve my treatment – medication.
6. Objective: Complete case studies to gain proficiency in treatment/prescriptions in adults.
7. Objective: Complete case studies to gain proficiency in treatment/prescriptions in geriatric patients.
8. Objective: Complete case studies to gain proficiency in treatment/prescriptions in children and adolescents.

 

3. Goal: Improve my ability to select and implement appropriate screening instruments
4. Objective: Research and identify the most appropriate screening instruments for different clinical situations.
5. Objective: Practice administering different screening instruments.
6. Objective: Observe experienced practitioners administering screening instruments

 

4. Goal: Enhance my self-assessment skills
5. Objective: Develop SMART goals for each practicum experience
6. Objective: Evaluate outcomes of practicum goals and modify plan as necessary
7. Objective: Document and reflect on learning experiences. Part 2: Individualized Practicum Learning Objectives

 

From this you must develop the 4 objectives of this work. example this is the first goal of the previous work

1. Goal: Increase my diagnostic reasoning, so this is the development in this work

NOW: Objective 1: Correct diagnosis of psychiatric pathologies

                  Planned Activities: consultation with patient

                 Mode of Assessment: patient interview documented on meditrek

               PRAC Course Outcome(s) Addressed:

                         * Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities

                                        * Develop professional plans in advanced nursing practice for the    practicum  experience

                     * Formulate differential diagnoses for patients across the lifespan” Part 2: Individualized Practicum Learning Objectives