Category: Nursing

  • [Solved] Nursing Chapter 3a – Assignment

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    1.Explain why you may be low in any particular area. Review Results attached. 2. Finally, answer the following questions below: 1. Addressing the components of EI, can you think of an occurrence at at the hospital as a nurse where EI was used and then why it helped in this particular situation? 2. …

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    1.Explain why you may be low in any particular area. Review Results attached.
    2. Finally, answer the following questions below:
    1. Addressing the components of EI, can you think of an occurrence at at the hospital as a nurse where EI was used and then why it helped in this particular situation?
    2. What is your opinion of EI, is it worth the time learning or is just another fad that will fade away in a couple of years?
    3. Your answers should be:
    – One (1) page in APA format
    \
    EmotionalIntelligenceTest-ResultsPerez.pdf](https://www.sweetstudy.com/files/emotionalintelligencetest-resultsperez-pdf "EmotionalIntelligenceTest-ResultsPerez.pdf")

  • [Solved] Nursing Chapter 3b – Assignment

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    **SCENARIO** : You are preparing a seminar for your unit staff on effective communication. Your department supervisor has expressed interest in the seminar and wishes to review your material. You have decided you will present the Emotional Intelligence model. The EI (Emotional Intelligence) model ha…

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    **SCENARIO** : You are preparing a seminar for your unit staff on effective communication. Your department supervisor has expressed interest in the seminar and wishes to review your material. You have decided you will present the Emotional Intelligence model. The EI (Emotional Intelligence) model has been promoted as a tool that is especially useful in toxic environments.
    You develop a role-playing exercise to accompany the presentation. Once you have completed your rough draft, you share your work with the department supervisor. The department supervisor states, “I like your idea behind the seminar, but why are you presenting the EI model? Is your department that disruptive and chaotic? You feel that the nursing supervisor is criticizing your presentation, and you are set back by this line of questioning.
    1. Read the scenario above, and then answer the following questions:
    1. How should you respond to this statement?
    2. Do you feel that the EI model(emotional intelligence) could be useful in this situation? Why or why not?
    3. Do you feel the use of EI would assist in the resolution of this exchange?
    4. Do you personally relate to the aspects of EI, and do you think that it complements your personality?
    Type in APA format
    \
    EmotionalIntelligenceTest-ResultsPerez.pdf](https://www.sweetstudy.com/files/emotionalintelligencetest-resultsperez-pdf-10385779 "EmotionalIntelligenceTest-ResultsPerez.pdf")

  • [Solved] Walden pathophysiology Discussion Question 1 reply MS

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    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. 45 year-old male patient presented to the office with previous diagnosis of nonalcoholic fatty liver and metabo…

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    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not.
    45 year-old male patient presented to the office with previous diagnosis of nonalcoholic fatty liver and metabolic syndrome.  He reported feeling well.  It is likely that he is not following a low carb, low-fat diet.  Although, we are not given a comparison for his labs, his current lab values are all elevated.
    Pt had a previous diagnosis of metabolic syndrome.  His current A1C was 9.0% and fasting glucose was elevated at 170.  These lab values support a diagnosis of uncontrolled diabetes mellitus.
    With patient who has metabolic syndrome, the triad of elevated blood sugar, elevated blood pressure and cholesterol are present.  Insulin resistance becomes More apparent. During this time the muscle tissue, adipose tissue and the liver become resistant to insulin. The uptake of glucose is impaired and delivered then we'll start putting out new sugars despite the elevated glucose.  The body is used to having elevated sugars and when these levels are not achieved through the uptake of glucose, the body must gain sugar from another source.
    This excess glucose and insulin stimulation leads to an increase of triglyceride production. Over a period of time, the triglyceride production may lead to non-alcoholic fatty liver disease.  The extra sugars are stored in the fat cells, mitochondrial dysfunction and inflammation will cause a rise in the liver enzymes as seen as his blood work.
    Elevated blood sugars over time lead to oxidative stress and endothelial dysfunction which causes further inflammation and increase risk for cardiovascular disease.
    Pts TSH level was high normal which may cause a slowing of metabolism and worsening of insulin resistance.
    Metabolic syndrome and non-alcoholic fatty liver may develop from a mirage of risk factors that are both modifiable and non-modifiable.  Those factors that are not able to be modified include age, sex and family history.  Family history of diabetes, obesity, cardiovascular disease cannot be eliminated as factors.  Behaviors that encourage diet low in carbs, low fat and a form of exercise to utilize the amount of glucose that could be stored in the muscle and increase insulin resistance.  Other factors may influence insulin resistance, such as hypertension, poor sleep, chronic stress, sedentary life style.  Heredity plays a large part in how our bodies respond to inflammation, systemic and hepatic.
    Grander, C., Grabherr, Felix, & Tilg, Herbert (2023).  Non-alcoholic fatty liver disease:
    Pathophysiological concepts and treatment options.  _Cardiovascular Research._

  • [Solved] Walden pathophysiology Discussion Question 1 reply CO

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    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. **Discussion Post** The patient in this scenario presents with metabolic syndrome complicated by nonalcoholic f…

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    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not.
    **Discussion Post**
    The patient in this scenario presents with metabolic syndrome complicated by nonalcoholic fatty liver disease (NAFLD) and poorly controlled type 2 diabetes mellitus (T2DM). These conditions are closely linked by changes in how the body breaks down sugars and fats through shared pathophysiological mechanisms of insulin resistance, chronic low-grade inflammation, and hepatic steatosis.
    **Pathophysiology**
    Metabolic syndrome is characterized by central obesity, dyslipidemia, hypertension, and hyperglycemia, all of which increase cardiovascular and hepatic disease risk. In this patient, obesity (BMI 35) drives adipocyte dysfunction, meaning extra fat, especially around the abdominal area, releases free fatty acids and inflammatory chemicals, resulting in increased cytokines such as tumor necrosis factor-alpha and interleukin-6. These changes impair insulin signaling, leading to insulin resistance and hyperglycemia (Rogers, 2023). This can be reflected by the elevated blood glucose level as well as the elevated liver enzymes.
    In the liver, insulin resistance decreases the suppression of gluconeogenesis while simultaneously promoting de novo lipogenesis, causing both hyperglycemia and increased hepatic triglyceride storage. De novo lipogenesis is the metabolic process by which the body creates fatty acids from excess carbohydrates. This process primarily occurs in the liver and adipose tissue. It's a key part of how the body manages excess energy, converting it into a form that can be stored. Over time, this fat buildup can damage liver cells and trigger inflammation, which explains the elevated liver enzymes alanine aminotransferase (ALT 130) and aspartate aminotransferase (AST 71). These biochemical changes highlight progression from simple steatosis to early steatohepatitis, even in the absence of clinical symptoms.
    **Genetics and Cellular Alterations**
    Although lifestyle factors play a central role, genetic predispositions also contribute. Polymorphisms in the PNPLA3 (patatin-like phospholipase domain-containing 3) gene are strongly associated with NAFLD, increasing hepatic fat accumulation and progression to nonalcoholic steatohepatitis (Romeo et al., 2008). Additionally, variants in the TM6SF2 and MBOAT7 genes alter lipid metabolism and increase risk for hepatic fibrosis (Kozlitina et al., 2014).
    On the cellular level, insulin resistance means glucose transporters (GLUT4) do not move to the cell surface as they should, so the muscle and fat cells can’t use glucose efficiently. While the liver increases gluconeogenesis and de novo lipogenesis, beta-cells tend to become fatigued and worsening of blood sugar control occurs(Rogers, 2023). Collectively, these alterations establish a cycle of metabolic dysregulation and hepatic injury
    **Risk Factors for Metabolic Syndrome**
    Metabolic syndrome arises from the interaction of genetic predisposition and modifiable risk factors.  Risk factors include obesity, sedentary lifestyle, high-fat and high-carbohydrate diets, genetic predisposition, advancing age, and family history of T2DM or cardiovascular disease. The clustering of these risk factors contributes to endothelial dysfunction, oxidative stress, and increased cardiovascular morbidity (Huang, 2009). This patient demonstrates multiple risks, particularly obesity and insulin resistance, which strongly reinforce metabolic syndrome and NAFLD.
    **Interpretation of Laboratory Results**
    – Hemoglobin A1c (9%) and glucose (170 mg/dL) reflect chronic hyperglycemia over the past 2–3 months, consistent with uncontrolled type 2 diabetes. This indicates significant ongoing insulin resistance and inadequate glycemic control.
    – ALT (130 U/L) and AST (71 U/L) are markers of hepatocellular injury. Their elevation, particularly in the context of obesity and diabetes, strongly suggests progression of NAFLD toward steatohepatitis.
    – TSH 4.9 μU/mL is at the upper end of normal, raising concern for possible subclinical hypothyroidism, which can exacerbate metabolic syndrome. If thyroid function declines further, it could slow metabolism and worsen weight gain and cholesterol problems, adding to the metabolic burden and further amplifying metabolic risk(Rogers, 2023).
    In conclusion, this patient’s clinical presentation reflects the interplay of obesity-driven insulin resistance, genetic susceptibility, and hepatic fat accumulation. His abnormal laboratory results demonstrate disease progression with both hepatic involvement and poorly controlled diabetes. His labs show that both his liver and glucose control are already affected. Addressing modifiable risk factors such as diet, physical activity, and weight reduction is critical, as metabolic syndrome significantly increases the risk of cardiovascular disease, cirrhosis, and overall mortality. Early education, lifestyle changes, and treatment are essential in slowing progression.
    **References**
    Huang, P. L. (2009). A comprehensive definition for metabolic syndrome. Disease Models & Mechanisms, 2(5-6), 231–237. https://doi.org/10.1242/dmm.001180
    Kozlitina, J., Smagris, E., Stender, S., Nordestgaard, B. G., Zhou, H. H., Tybjærg-Hansen, A., … & Hobbs, H. H. (2014). Exome-wide association study identifies a TM6SF2 variant that confers susceptibility to nonalcoholic fatty liver disease. Nature Genetics, 46(4), 352–356. https://doi.org/10.1038/ng.2901
    Rogers, J. (2023). McCance & Huether’s pathophysiology (9th ed.). Elsevier.
    Romeo, S., Kozlitina, J., Xing, C., Pertsemlidis, A., Cox, D., Pennacchio, L. A., … & Hobbs, H. H. (2008). Genetic variation in PNPLA3 confers susceptibility to nonalcoholic fatty liver disease. Nature Genetics, 40(12), 1461–1465. [https://doi.org/10.1038/ng.257](https://doi.org/10.1038/ng.257)

  • [Solved] Health

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  • [Solved] Cultural

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    ## Individual Cultural Communication This requires correct grammar, punctuation, and APA format. This will also be used to post for a Group Discussion on cultural communication. You will need to do a running head, but you do not need an abstract. Use the following headings as a template and answer a…

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    ## Individual Cultural Communication
    This requires correct grammar, punctuation, and APA format. This will also be used to post for a Group Discussion on cultural communication. You will need to do a running head, but you do not need an abstract. Use the following headings as a template and answer all questions. One citationmust come from a refereed journal article, one from a textbook, and one from an Internetsource. This has a page limit of 5 to 7 pages, excluding the reference list
    Discuss your own culture’s pattern of communication using Purnell’s Domains of Culture as a guide. Speak to each one of the following points:
    – Identify your cultural ancestry. If you have more than one cultural ancestry, choose the one with which you most closely associate.
    – Explore the willingness of individuals in your culture to share thoughts, feelings, and ideas. Can you identify any area of discussion that would be considered taboo?
    – Explore the practice and meaning of touch in your culture. Include information regarding touch between family members, friends, members of the opposite sex, and health‐care providers.
    – Identify personal spatial and distancing strategies used when communicating with others in your culture. Discuss differences between friends and families versus strangers.
    – Discuss your culture’s use of eye contact. Include information regarding practices between family members, friends, strangers, and persons of different age groups.
    – Explore the meaning of gestures and facial expressions in your culture. Do specific gestures or facial expressions have special meanings? How are emotions displayed?
    – Are there acceptable ways of standing and greeting people in your culture?
    – Discuss the prevailing temporal relation of your culture. Is the culture’s worldview past, present, or future-oriented?
    – Discuss the impact of your culture on your nursing and/or health care.

  • [Solved] DB help

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  • [Solved] DB

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    In-depth study guidance and analytical solution covering DB.

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  • [Solved] Nursing philosophy

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    1. Write or develop your own professional nursing practice philosophy, at least one (1) paragraph. 2. Include the following in your philosophy: – Describe the four (4) Nursing Meta-paradigm Concepts you believe or value about those concepts. – Then, compare your discussion of philosophy with the Mod…

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    1. Write or develop your own professional nursing practice philosophy, at least one (1) paragraph.
    2. Include the following in your philosophy:
    – Describe the four (4) Nursing Meta-paradigm Concepts you believe or value about those concepts.
    – Then, compare your discussion of philosophy with the Module 1.1 and 1.2 discussions, focusing on the concepts from any nursing theorist's theory, such as Orem's Theory or Watson's Theory. I would like to know your conclusion.

  • [Solved] Nursing HOMEWORK

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    – ## WEEK1PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx **## WEEK1PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx** **_PRAC 6665/6675 Clinical Skills_** **_Self-Assessment Form_** | | | | | | | — | — | — | — | — | | **Desired Clinical Skills for Students to Achieve** | **…

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    – ## WEEK1PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx

    **## WEEK1PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

    **_PRAC 6665/6675 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or needs supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | **Mostly confident**(Can complete with supervision) | | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision) | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision) | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | **Mostly confident**(Can complete with supervision) | | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision) | | |
    | Formulating diagnoses according to DSM 5-TR based on assessment data | | **Mostly confident**(Can complete with supervision) | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision) | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision) | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision) | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | **Mostly confident**(Can complete with supervision) | | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | **Mostly confident**(Can complete with supervision) | | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers | | **Mostly confident**(Can complete with supervision) | | |
    | Develop an age appropriate individualized plan of care | | **Mostly confident**(Can complete with supervision) | | |
    | Provide psychoeducation to individuals and/or any caregivers | | **Mostly confident**(Can complete with supervision) | | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision) | | |
    | **Self-assessment skill:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision) | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | **Mostly confident**(Can complete with supervision) | | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision) | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision) | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | **Mostly confident**(Can complete with supervision) | | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision) | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision) | | |
    | Practices within scope of practice | | **Mostly confident**(Can complete with supervision) | | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision) | | |
    | Implements the screening instrument efficiently and effectively with the clients | | **Mostly confident**(Can complete with supervision) | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision) | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision) | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision) | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision) | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

    **## WEEK1PRAC66656675ClinicalSkillsSelfAssessmentFormfinal1.docx**

    **_PRAC 6665/6675 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or needs supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | **Mostly confident**(Can complete with supervision) | | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision) | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision) | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | **Mostly confident**(Can complete with supervision) | | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision) | | |
    | Formulating diagnoses according to DSM 5-TR based on assessment data | | **Mostly confident**(Can complete with supervision) | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision) | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision) | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision) | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | **Mostly confident**(Can complete with supervision) | | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | **Mostly confident**(Can complete with supervision) | | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | | **Beginning**(Have performed with supervision or needs supervision to feel confident | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers | | **Mostly confident**(Can complete with supervision) | | |
    | Develop an age appropriate individualized plan of care | | **Mostly confident**(Can complete with supervision) | | |
    | Provide psychoeducation to individuals and/or any caregivers | | **Mostly confident**(Can complete with supervision) | | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision) | | |
    | **Self-assessment skill:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision) | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | **Mostly confident**(Can complete with supervision) | | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision) | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision) | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | **Mostly confident**(Can complete with supervision) | | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision) | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision) | | |
    | Practices within scope of practice | | **Mostly confident**(Can complete with supervision) | | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision) | | |
    | Implements the screening instrument efficiently and effectively with the clients | | **Mostly confident**(Can complete with supervision) | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision) | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision) | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision) | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision) | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**