PRAC 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 | Confident |
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 | Confident | |||
| Differentiating between pathophysiological and psychopathological conditions | Mostly confident | |||
| Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | Beginning | |||
| Performing and interpreting a mental status examination | Confident | |||
| Performing and interpreting a psychosocial assessment and family psychiatric history | Confident | |||
| Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | Confident | |||
| Diagnostic reasoning skill in: | ||||
| Developing and prioritizing a differential diagnoses list | Beginning | |||
| Formulating diagnoses according to DSM 5 based on assessment data | Mostly confident | |||
| Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | Beginning | |||
| 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) | New | |||
| Evaluating patient response and modify plan as necessary | New | |||
| Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | New | |||
| Psychotherapeutic Treatment Planning: | ||||
| Recognizes concepts of therapeutic modalities across the lifespan | Confident | |||
| 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 | |||
| Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers | Mostly confident | |||
| Develop an age appropriate individualized plan of care | Mostly confident | |||
| Provide psychoeducation to individuals and/or any caregivers | Confident | |||
| Promote health and disease prevention techniques | Confident | |||
| Self-assessment skill: | ||||
| Develop SMART goals for practicum experiences | Beginning | |||
| Evaluating outcomes of practicum goals and modify plan as necessary | Beginning | |||
| Documenting and reflecting on learning experiences | Mostly confident | |||
| Professional skills: | ||||
| Maintains professional boundaries and therapeutic relationship with clients and staff | Confident | |||
| Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | Beginning | |||
| Identifies ethical and legal dilemmas with possible resolutions | Mostly confident | |||
| Demonstrates non-judgmental practice approach and empathy | Confident | |||
| Practices within scope of practice | Beginning | |||
| 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 | Beginning | |||
| Implements the screening instrument efficiently and effectively with the clients | Beginning | |||
| Interprets results for screening instruments accurately | Mostly confident | |||
| Develops an appropriate plan of care based upon screening instruments response | Mostly confident | |||
| Identifies the need to refer to another specialty provider when applicable | Beginning | |||
| Accurately documents recommendations for psychiatric consultations when applicable | Beginning |
Summary of strengths:
| The feedback resulting from the clinical self-assessment form is crucial. It helps individuals identify their strengths and areas that would require an improvement on their performance upon review (Thapar et al., 2015). The following are the strengths realized from the ratings in the clinical self-assessment form. 1. A dedicated team member who is always careful to realize the commitments set out by the team and offer others a helping hand when needed. 1. Is quick-witted to recognize the source of any issues and suggest and develop a creative and reliable resolution. 1. Developing on-time accurate reports and any discrepancies are focused on to indicate the urgency of intervention. |
Opportunities for growth:
| A development plan outlining the goals and objects is crucial for transforming performance improvement to be realized (Sadock et al., 2014). Areas identified as the strengths would require to be pushed a notch higher to provide for compensation for the areas noted to require modification, as below. 1. Requires building on presentation skills, to be more effective while presenting issues and evidence to the executive team. 2. Requires establishing a broader perspective regarding the field to stand a better opportunity to enlarge the responsibility. 3. Demand for the development of a new and positive attitude towards work related issues and abandoning the attitude of incapability even when deployed in areas requiring a higher capacity. 4. There is always more room for improvement with issues regarding communication and, therefore, work towards improving the communication skills to lessen misinformation and increase information efficacy. |
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 be effective in technology and information Literacy competencies. a. Objective: Electronic communication with other professionals and patients. b. Objective: Technological care delivery systems. c. Objective: Electronic resources that enhance patient safety. 2. Goal To be ethics competencies. a. Objective: To integrates principles in decision making. b. Objective: To evaluate the ethical consequences of decision c. Objective: TO be able to apply ethical sound solutions to complex issues related to individuals, populations, and system of care. 3. Goal To be leadership competencies. a. Objective: Advocates for improved access, quality and cost effective health care. b. Objective: Communicates practice knowledge effectively, both orally and in writing. c. Objective: Assumes complex and advanced leadership roles to initiate and guide change. 4. Goal: To be independent practice competencies. a. Objective: To be effectively functions as a licensed independent practitioner. b. Objective: To collaborates with both professional and other caregivers to achieve optimal care outcomes. c. Objective: Coordinates transitional care services in and across care settings. 5. Goal: a. Objective: b. Objective: c. Objective |
Signature:
Date:
Course/Sections:
Reference.
Thapar, A., Pine, D.S., Leckman F. J., Scott, S., Snowling J.M., Taylor, E.A. (2015). Rutters Child and Adolescent Psychiatry, 6th Ed. drivedk. https://drive.google.com/file/d/1e9l6EJdV6XK64zS6Li4IDXVebcAek7U3/view?usp=drivesdk.
Sadock B. J., Sadock V. A., and Ruiz P., (2014). Synopsis of Psychiatry, 11th Ed. file:///C:/Users/Admin/AppData/Local/Temp/Kaplan-and-Sadocks-Synopsis-of-Psychiatry-11th-Edition-2014-56MB.pdf.
PRAC
Clinical Skill
s
Self
–
Assessment
Form
Desired Clinical Skill
s for
Students to Achieve
Confident
(Can
complete
independently)
Mostly
confident
(Can
complete with
supervision)
Beginning
(Ha
ve
performed with
supervision
or
needs
supervision to
feel confident
)
New
(Ha
ve
never
performed or
does not apply)
Comprehensive psychiatric evaluation skills in:
Recognizing clinical signs
and symptoms of
psychiatric illness
across
the lifespan
Confident
Differentiating between
pathophysiological and
psychopathological
conditions
Mostly
confident
Performing and
interpreting a
comprehensive and/or
interval history and
physical examination
(including laboratory and
diagnostic studies)
B
eginning
Performing and
interpreting a mental
status examination
Confident
Performing and
interpreting a psychosocial
assessment and family
psychiatric history
Confident
Performing and
interpreting a functional
assessment (activities of
daily living, occupational,
social, leisure,
educational
)
.
Confident
Diagnostic reasoning skill in:
Developing and prioritizing
a differential diagnoses list
Beginning
Formulating diagnoses
according to DSM
5
based
on assessment data
Mostly
confident
Differentiating between
normal/abnormal age
–
Beginning
PRAC 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
Confident
Differentiating between
pathophysiological and
psychopathological
conditions
Mostly
confident
Performing and
interpreting a
comprehensive and/or
interval history and
physical examination
(including laboratory and
diagnostic studies)
Beginning
Performing and
interpreting a mental
status examination
Confident
Performing and
interpreting a psychosocial
assessment and family
psychiatric history
Confident
Performing and
interpreting a functional
assessment (activities of
daily living, occupational,
social, leisure,
educational).
Confident
Diagnostic reasoning skill in:
Developing and prioritizing
a differential diagnoses list
Beginning
Formulating diagnoses
according to DSM 5 based
on assessment data
Mostly
confident
Differentiating between
normal/abnormal age-
Beginning
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