answered:  As you establish your goals and objectives for this course, you are committing to an organized plan

 As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, your plan must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

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 PMHNP clinical skills 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? There may be overlap between your skills goals and your PEP goals.
  • 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)  
  • Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
  • Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience. 

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.

** YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.

Objective 1: <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:

· (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:

·

Objective 3: <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:

·


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 (hours you are in Practicum Setting at your Field Site)

Number of Weekly Hours for Professional Development (these are not practicum hour)

Number of Weekly Hours for Practicum Coursework (these are not practicum hours)

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_6665_Week2_Assignment2_Rubric

  Excellent Good Fair Poor
Record the required information in each area of the Practicum Experience Plan (PEP):

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 identifies 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. They 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. They may not all be SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), or fully 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. Some or all are not SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and/or do not 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

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 and number of weekly hours for Professional Development.

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 and number of weekly hours for Professional Development.

Feedback:

Points:

Points Range:
11 (11%) – 11 (11%)

The response includes a somewhat vague description of the Practicum timeline/schedule, and may be missing details about the number of weekly hours projected to work on the Practicum or number of weekly hours for Professional Development.

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.

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):

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 identifies 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. They 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. They may not all be SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), or fully 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. Some or all are not SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and/or do not 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–

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 and number of weekly hours for Professional Development.

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 and number of weekly hours for Professional Development.

Fair
11 (11%) – 11 (11%)

The response includes a somewhat vague description of the Practicum timeline/schedule, and may be missing details about the number of weekly hours projected to work on the Practicum or number of weekly hours for Professional Development.

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.

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_6665_Week2_Assignment2_Rubric

WRITING INSTRUCTIONS

PLEASE FOLLOW THE INSTRUCTION BELOW

ZERO PLAGIARISM/7TH APA WRITING STYLE/SEE ATTACHED TEMPLATE

FIVE REFERENCES NOT MORE THAN FIVE YEARS

PRAC 6665 Clinical Skills/ Self-Assessment

Your Name

Department of ABC, University of ABC

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date


PRAC 6665/6675 Clinical Skills 


Self-Assessment Form

Performing a self-assessment of an individual’s clinical skills makes them able to increase their clinical performance during practical experience (Macfarlane, 2019). A self-assessment will be significant in the identification of strengths and areas for improvement. Therefore, conducting this self-assessment and setting goals and objectives will provide a guide to my practicum experience.

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

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:

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

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) 

Evaluating patient response and modify plan as necessary 

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

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) 

Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

Develop an age appropriate individualized plan of care

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), interpreting results, and making recommendations and referrals:

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

Develops an appropriate plan of care based upon screening instruments response

Identifies the need to refer to another specialty provider when applicable

Accurately documents recommendations for psychiatric consultations when applicable

Summary of strengths:

Communication. I have excellent written and verbal communication skills, which act as a core strength in any healthcare environment. Communication skills will enhance my ability to share information with other groups in the healthcare environment, such as doctors, nurses, and patients. The skills will also be significant while explaining to patients issues related to their diagnoses, test results, and the development of their treatment plans.

Attention to Detail. I am very attentive to details, and this gives me another significant strength that I can leverage in the practicum. Nurses interact with a large number of patients and other interprofessional teams on a daily basis. Therefore, being attentive to details will enable me to assess the accuracy and validity of each piece of information or activity in the healthcare environment. By so doing, I will be effective in inspiring positive quality in patient care.

Empathy. This is one of my core strengths, and it enables me to understand patients and their families and relate to them. It also helps me connect with these groups and help them cope with their problems. Using empathy, I can effectively comprehend and share the feelings of the patient and their loved ones and work towards making sure that they obtain optimal health outcomes (Buljac-Samardžić & van Woerkom, 2018).

Flexibility. Flexibility is a significant strength for every nurse or healthcare professional (Xie et al., 2020). There are usually rapid changes to the health care environment, and nurses need to be flexible to adapt quickly. Therefore, I will leverage this strength to effectively and efficiently manage changes in the healthcare environment.

Opportunities for growth:

Learning New Skills. The practical environment will help me to grow my skills by undertaking several assigned responsibilities. I plan to make sure that I do not limit myself to the routines and procedures in my area alone, but also interact with other interprofessional teams with the aim of enhancing my knowledge and skills.

Performing Research. While undertaking my responsibilities, I can also carry out research to improve my knowledge of my practice in these areas. I will be able to retrieve evidence-based information that I can utilize in my quest to achieve my clinical and professional goals and objectives (Wei et al., 2019). Conducting research is an opportunity to advance my knowledge and skills in various areas using the best available scientific literature.

Collaboration. I will also be presented with an opportunity to collaborate with other interprofessional teams while working in a healthcare environment. As Foster et al. (2018) explain, nursing is not an isolated practice. Therefore, I will collaborate with others to enhance my knowledge and skills while responding to patients’ needs. I will also seek advice and guidance from more experienced professionals to help advance my own practice.

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 skills in the selection and implementation of screening instruments and interpreting results.

a. Objective: To accurately interpret results for the screening instruments.

b. Objective: To properly implement screening instruments while providing care to patients.

c. Objective: To properly document psychotherapy recommendations using data from the interpreted results.

2. Goal: To improve my psychotherapeutic treatment planning skills.

a. Objective: To independently and collaboratively create appropriate plans of care for clients.

b. Objective: To successfully identify therapeutic modalities concepts.

c. Objective: To successfully identify and utilize proposed evidence-based clinical practice guidelines in psychotherapeutic treatment planning.

3. Goal: To improve my professional skills.

a. Objective: To identify ethical and legal dilemmas and provide possible solutions.

b. Objective: To successfully collaborate with other interprofessional teams in the healthcare environment.

c. Objective: To successfully maintain professional boundaries with other professionals and with patients.

Conclusion

The self-assessment above, combined with the goals and objectives set, will act as effective guides during my practicum experience. Achieving these goals and objectives will significantly improve my clinical skills and performance. All the goals and objectives developed above are based on the areas that I plan to improve. In the end, the experience will positively impact my educational and clinical progress.

Signature:

Date:

Course/Section:

References

Buljac-Samardžić, M., & van Woerkom, M. (2018). Improving quality and safety of care in nursing homes by team support for strengths use: A survey study. Plos one, 13(7), e0200065.

Foster, K., Cuzzillo, C., & Furness, T. (2018). Strengthening mental health nurses’ resilience through a workplace resilience programme: A qualitative inquiry. Journal of psychiatric and mental health nursing, 25(5-6), 338-348.

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.

Learning Objectives

Students will:

· Describe clinical hours and patient encounters

· Develop a Practicum Experience Plan

· Create a timeline of practicum activities based on your practicum requirements

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