Chat with us, powered by LiveChat For this Assignment, you will consider the areas you aim to focus on to gain practical experience as - Study Help
  

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. 
To Prepare

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 outlined in your Practicum Experience Plan (PEP).  

Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. 

Assignment
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.

FEEDBACK FROM ASSIGNMENT 2 (CLCINICAL SKILLS SELF-ASSESSMENT)

Sep 6, 12:27 PM
Missing introduction with purpose statement.

Sep 6, 12:18 PM
Your goal must address skills that you will gain during the practicum course and that you can clearly document and demonstrate that you completed the goal. Writing Smart goals is certainly an important skill. However, what practicum or clinical skill will you gain during the 10-week course?

For example: I will independently conduct 3 comprehensive psychiatric evaluations by week 10.

Objective: I will observe my preceptor conduct at least one comprehensive psychiatric evaluation. This goal and objective can be documented in meditrek. Therefore, allowing you to demonstrate that you meet your goal at the end of the practicum.

Sep 6, 12:22 PM
This course if focused on assessment and diagnosing. When you narrow down this far it may make it difficult for you to demonstrate at the end of the course that you met this goal. Week 2 assignment will require you to connect your goals to the course learning outcomes. How would you document and demonstrate you met this goal? It is possible that you may not encounter any major ethical or legal issues during your practicum hour. I encourage you to rethink this goal.

Sep 6, 12:24 PM
This is not time specific and again how will you document and demonstrate you met this goal. How does this connect by to the course learning outcomes?

Sep 6, 12:27 PM
Missing conclusion

Master of Science in Nursing  

Practicum Experience Plan

Overview:

Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience.

As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry.

Complete each section below.

Part 1: Quarter/Term/Year and Contact Information

Section A

Quarter/Term/Year:

Student Contact Information

Name:
Street Address:
City, State, Zip:
Home Phone:
Work Phone:
Cell Phone:
Fax:
E-mail:

Preceptor Contact Information

Name:
Organization:
Street Address:
City, State, Zip:
Work Phone:
Cell Phone:
Fax:
Professional/Work E-mail:

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: (
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:

· (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: (
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:

·

Objective 3: (
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:

·

Part 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your Practicum each week. *Note: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

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

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Total Hours (must meet the following requirements)

144 or 160 Hours

Part 4 – Signatures

Student Signature (electronic): Date:

Practicum Faculty Signature (electronic)**: Date:

** Faculty signature signifies approval of Practicum Experience Plan (PEP)

Submit your Practicum Experience Plan on or before Day 7 of Week 2 for faculty review and approval.

Once approved, you will receive a copy of the PEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

© 2020 Walden University 3

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content
Name: PRAC_6635_Week2_Assignment2_Rubric

Grid View

List View

 
Excellent

Good

Fair

Poor

Record the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.

Part 1: Quarter/Term/Year and Contact Information:
ᵒ Identify Quarter/Term/Year:

ᵒ Identify Student Contact Information, including:
Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email

ᵒ Identify Preceptor Contact Information, including:
Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.

Points:

Points Range:
5 (5%) – 5 (5%)

The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.

Feedback:

Points:

Points Range:
4 (4%) – 4 (4%)

The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.

Feedback:

Points:

Points Range:
3.5 (3.5%) – 3.5 (3.5%)

The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.

Feedback:

Points:

Points Range:
0 (0%) – 3 (3%)

The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or less than 80% of Student Contact Information, and Preceptor Contact Information.

Feedback:

Part 2: Individualized Practicum Learning Objectives:

Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment.

Points:

Points Range:
69 (69%) – 75 (75%)

The response clearly, accurately, and thoroughly explains three (3)Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Feedback:

Points:

Points Range:
60 (60%) – 68 (68%)

The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Feedback:

Points:

Points Range:
53 (53%) – 59 (59%)

The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Feedback:

Points:

Points Range:
0 (0%) – 52 (52%)

The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Feedback:

Part 3: Projected Timeline/Schedule:

Describe your Practicum timeline/schedule, including:

ᵒ Number of weekly hours projected to work on your Practicum

ᵒ Number of weekly hours for Professional Development

ᵒ Number of weekly hours for Practicum Project

Per the Practicum guidelines, you may use no more than one-third of your hours for your Practicum Project.

Points:

Points Range:
14 (14%) – 15 (15%)

The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Feedback:

Points:

Points Range:
12 (12%) – 13 (13%)

The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Feedback:

Points:

Points Range:
11 (11%) – 11 (11%)

The response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Feedback:

Points:

Points Range:
0 (0%) – 10 (10%)

The response includes a vague, incomplete and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Feedback:

Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.

Points:

Points Range:
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

Feedback:

Points:

Points Range:
4 (4%) – 4 (4%)

Contains a few (1–2) grammar, spelling, and punctuation errors.

Feedback:

Points:

Points Range:
3.5 (3.5%) – 3.5 (3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors.

Feedback:

Points:

Points Range:
0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Feedback:

Show Descriptions

Show Feedback

Record the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.

Part 1: Quarter/Term/Year and Contact Information:
ᵒ Identify Quarter/Term/Year:

ᵒ Identify Student Contact Information, including:
Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email

ᵒ Identify Preceptor Contact Information, including:
Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.–

Levels of Achievement:

Excellent
5 (5%) – 5 (5%)

The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.

Good
4 (4%) – 4 (4%)

The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.

Fair
3.5 (3.5%) – 3.5 (3.5%)

The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.

Poor
0 (0%) – 3 (3%)

The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or less than 80% of Student Contact Information, and Preceptor Contact Information.

Feedback:

Part 2: Individualized Practicum Learning Objectives:

Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment.–

Levels of Achievement:

Excellent
69 (69%) – 75 (75%)

The response clearly, accurately, and thoroughly explains three (3)Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Good
60 (60%) – 68 (68%)

The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Fair
53 (53%) – 59 (59%)

The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Poor
0 (0%) – 52 (52%)

The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course.

For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

Feedback:

Part 3: Projected Timeline/Schedule:

Describe your Practicum timeline/schedule, including:

ᵒ Number of weekly hours projected to work on your Practicum

ᵒ Number of weekly hours for Professional Development

ᵒ Number of weekly hours for Practicum Project

Per the Practicum guidelines, you may use no more than one-third of your hours for your Practicum Project.–

Levels of Achievement:

Excellent
14 (14%) – 15 (15%)

The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Good
12 (12%) – 13 (13%)

The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Fair
11 (11%) – 11 (11%)

The response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Poor
0 (0%) – 10 (10%)

The response includes a vague, incomplete and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

Feedback:

Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:

Excellent
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

Good
4 (4%) – 4 (4%)

Contains a few (1–2) grammar, spelling, and punctuation errors.

Fair
3.5 (3.5%) – 3.5 (3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors.

Poor
0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Feedback:

Total Points: 100

Name: PRAC_6635_Week2_Assignment2_Rubric

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:

1). ZERO (0) PLAGIARISM

2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS (WITHIN 5YRS, OR LESS THAN 5YRS)

3). PLEASE SEE THE ATTACHED RUBRIC DETAILS.

4). Please review and follow the grading rubric details, and include each component in the assignment as required. Also, introduction, conclusion, please follow the APA 7 writing rules and style/Format.

Thank you.  

PRAC 6635 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 need 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 

Differentiating between pathophysiological and psychopathological conditions 

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) 

Performing and interpreting a mental status examination 

Performing and interpreting a psychosocial assessment and family psychiatric history 

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

Diagnostic reasoning skill in:

Demonstrate knowledge of psychopathology of mental illnesses through discussion for different age groups and mental illnesses

Developing and prioritizing a differential diagnoses list

Formulating diagnoses according to DSM 5 based on assessment data 

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

Psychotherapeutic Treatment Planning:

Provide psychoeducation to individuals and/or any caregivers

Promote health and disease prevention techniques

Self-Assessment skill:

Develop SMART goals for practicum experiences 

Evaluating outcomes of practicum goals and modify plan as necessary 

Documenting and reflecting on learning experiences

Professional skills:

Maintains professional boundaries and therapeutic relationship with clients and staff

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings 

Identifies ethical and legal dilemmas with possible resolutions

Demonstrates non-judgmental practice approach and empathy

Practices within scope of practice

Selecting and implementing appropriate screening instrument(s) and interpreting results:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation 

Implements the screening instrument efficiently and effectively with the clients

Interprets results for screening instruments accurately

Identifies the need to refer to another specialty provider when applicable

Accurately documents recommendations for psychiatric consultations when applicable

Summary of strengths:

Problem Solving

It is reported that problem solving is one of the greatest strengths a nurse can have (Wei et al., 2019). This is one of my strengths because I am good at finding solutions to difficult or complex issues using either generic or ad hoc methods. The strength helps me to come up with appropriate responses in important and difficult situations using critical thinking. It is an important strength because it helps in determining the quality of care and the safety of patients (Wei et al., 2019).

Endurance

Endurance is another strength that I possess. This is an important strength because as a nurse, I am usually on my feet for many hours a day. Possessing the ability to work these hours and have a positive attitude is therefore an essential strength and this is what endurance is about (Macfarlane, 2019). For example, I may be required to physically lift heavy objects or patients, help surgeons, and other tasks which may be tiring and taking an extended period. Endurance helps in ensuring that I maintain energy throughout my whole shift (Xie et al., 2020).

Communication

Communication is another key strength. I possess excellent written and verbal communication skills which help me in communicating with various groups in the health care setting. These groups may include nurses, other health care staff, doctors, or patients and they all need to understand the information being conveyed to them regarding the current situation. Communication skills helps to ensure that the information is passed accurately and effectively to foster accurate decision making, understanding, and collaboration (Xie et al., 2020).

Time Management Skills

Time management skills is also another key strength for me because time is crucial in saving people’s lives. Time management skills are important in my professional life and especially in healthcare services because people’s lives are on my hands. In regard to time management skills, the ability to understand which patient needs attention immediately, which one can wait for a while, which one needs more time, and which one does not, is critical (Wei et al., 2019). These skills are significantly advantages when it comes dealing with the workload effectively and efficiently (Macfarlane, 2019).

Opportunities for growth:

Advancing of Education

This is a key opportunity for growth because the decision to take continuing education courses will help me to grow professionally. I can take up courses that will help me in remaining abreast of the latest research for delivering care as supported by evidence-based practices. Advancing of education provides an opportunity to gain comprehensive knowledge and advance it while at the same time identifying weaknesses and finding ways to combat them (Dahinten et al., 2016).

Networking

This is an opportunity for growth which allows me to interact with other nurses in exploring the nursing field and developing a strong support system within the medical community. Networking can help me to actively seek relationships that may help in pursuing my professional goals (Dahinten et al., 2016). The advantage is that these connections can be formed in person, through an industry specific organization, or online. Networking can help me to discover new specialties and share knowledge, hence helping me to grow as a nurse (Dahinten et al., 2016).

Increased Duties And Responsibilities

Increased duties and responsibilities are responsible for making me take on new challenges in my current position, projects, as well as long or short term assignments. This is an opportunity for growth because I can learn by doing through working on real problems and dilemmas. These increased duties and responsibilities will challenge me to come out of my comfort zones and demand that I think and act differently and appropriately. In the long run, all these elements will be fostering my professional growth (Anselmo-Witzel et al., 2017).

Research

I also have the opportunity to research various concepts and topics and present the findings of the research to others. In the process of doing so, this opportunity will help me to grow (Anselmo-Witzel et al., 2017).

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. Goal: To improve my self-assessment skills in terms of developing goals, evaluating outcomes, and documentation.
a. Objective: To learn how to effectively develop smart goals and measure them against the “SMART goals” criteria.
b. Objective: To learn how to evaluate the outcomes of goals and modifying the plan by assesing the set goals and the progress.
c. Objective: To improve my skills in identifying the necessary information to be documented and how it should be done regarding reflections on learning experiences.

2. Goal: To improve my knowledge in identifying ethical and legal dilemmas with appropriate remedies.
a. Objective: To improve my knowledge on the nurses code of ethics.
b. Objective: To identify and examine examples of ethical and legal dilemmas in nursing.
c. Objective: To identify and examine the most effective ways of dealing with ethical and legal dilemmas in nursing.

3. Goal: To reinforce my professional skills when collaborating and integrating with others.
a. Objective: To determine and practice organizational skills that are essential in functioning effectively in the workplace.
b. Objective: To practice and improve effective communication especially written communication.
c. Objective: To improve my magnitude of networking with other professionals in the same field.

Signature:

Date:

Course/Section:

References

Anselmo-Witzel, S., Orshan, S. A., Heitner, K. L., & Bachand, J. (2017). Are generation Y nurses satisfied on the job? Understanding their lived experiences. JONA: The Journal of Nursing Administration, 47(4), 232-237.
Dahinten, V. S., Lee, S. E., & MacPhee, M. (2016). Disentangling the relationships between staff nurses’ workplace empowerment and job satisfaction. Journal of nursing management, 24(8), 1060-1070.
Macfarlane, J. (2019). Exploring how awareness of character strengths can benefit mental health nurses. British Journal of Mental Health Nursing, 8(3), 145-152.
Wei, H., Roberts, P., Strickler, J., & Corbett, R. W. (2019). Nurse leaders’ strategies to foster nurse resilience. Journal of nursing management, 27(4), 681-687.
Xie, J., Liu, M., Zhong, Z., Zhang, Q., Zhou, J., Wang, L., … & Cheng, A. S. (2020). Relationships among character strengths, self-efficacy, social support, depression, and psychological well-being of hospital nurses. Asian Nursing Research, 14(3), 150-157.

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