NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example Practicum Experience Plan (PEP) Part 1: Quarter/Term/Year and Contact Information

 

Section A

 	
Quarter/Term/Year: Summer 2024

Student Contact Information:

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

Preceptor Contact Information:

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

Part 2: Individualized Practicum Learning Objectives
Objective 1:

By the end of the practicum, demonstrate comprehensive psychiatric evaluation skills by performing and interpreting a mental status examination on a diverse patient population, completing at least 80 assessments using standard assessment tools and guidelines to enhance diagnostic accuracy and treatment planning.

Planned Activities:

 	
Conducting mock psychiatric evaluations under supervision.
 	
Review and practice using standard assessment tools such as the Mini-Mental State Examination (MMSE), Hamilton Depression Rating Scale (HAM-D), and Patient Health Questionnaire-9 (PHQ-9).
 	
Participating in case conferences to discuss assessment findings and treatment plans.

Mode of Assessment:

 	
Observation and feedback from the preceptor documented in Meditrek.
 	
Case study analysis and written reports on evaluation findings.
 	
Objective Structured Clinical Examinations (OSCEs) to evaluate clinical competency.

PRAC Course Outcome(s) Addressed:

 	
Develop professional plans in advanced nursing practice for the practicum experience.
 	
Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Objective 2:

Within 6 weeks of the practicum, demonstrate diagnostic reasoning skills by discussing the psychopathology of mental illnesses across different age groups and disorders, contributing to the formulation of accurate differential diagnoses for at least 10 patients per week across the lifespan.

Planned Activities:

 	
Participating in didactic sessions focused on the psychopathology of various mental illnesses.
 	
Engaging in case discussions with preceptors and colleagues to explore differential diagnoses and treatment implications.
 	
Conducting literature reviews on mental illness presentations across different age groups.

Mode of Assessment:

 	
Participation in case discussions and presentations documented in Meditrek.
 	
Written reflections on didactic sessions and their application to clinical practice.
 	
Preceptor evaluations of diagnostic reasoning during patient assessments.

PRAC Course Outcome(s) Addressed:

 	
Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
 	
Formulate differential diagnoses for patients across the lifespan.

Objective 3:

Within 8 weeks of the practicum, provide psychoeducation to individuals and/or caregivers as part of psychotherapeutic treatment planning for at least 10 patients per week, incorporating evidence-based strategies to enhance understanding and adherence to treatment recommendations.

Planned Activities:

 	
Attending psychoeducation workshops or seminars.
 	
Developing psychoeducational materials tailored to the needs of patients and caregivers.
 	
Conducting individual or group psychoeducation sessions under supervision.

Mode of Assessment:

 	
Feedback from patients and caregivers on understanding and application of psychoeducational materials documented in Meditrek.
 	
Self-reflection journals on the effectiveness of psychoeducation provided.
 	
Patient satisfaction surveys regarding the psychoeducation received.

PRAC Course Outcome(s) Addressed:

 	
Develop professional plans in advanced nursing practice for the practicum experience.
 	
Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Nursing Theory

Orem’s Self-Care Deficit Theory emphasizes the importance of patient self-care in nursing practice. It highlights that nursing interventions are required when patients are unable to meet their own self-care needs (Gligor & Domnariu, 2020). This theory is applicable to psychiatric-mental health nursing, as it supports the promotion of patient independence and self-management of mental health conditions (Hartweg & Metcalfe, 2022). Evidence shows that empowering patients to engage in self-care activities can lead to improved mental health outcomes, such as reduced symptoms of depression and anxiety (Tanaka, 2022). By assessing self-care deficits and implementing individualized care plans, nurses can foster patient autonomy and recovery.

Counseling Theory

Motivational Interviewing (MI) is an evidence-based approach focused on enhancing patients’ motivation to change. It is particularly effective in addressing ambivalence and resistance, which are common challenges in psychiatric-mental health care (Bischof et al., 2021). The core principles of MI—expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy—are instrumental in helping patients explore their motivations for change (Gary et al., 2022). Research has demonstrated that MI improves treatment adherence and outcomes in conditions like substance use disorders and depression (Li et al., 2020). MI’s focus on patient-centered conversations and motivation aligns with psychoeducation and supports collaborative care planning.
Part 3: Projected Timeline/Schedule
A total of 144 clinical hours are planned to be completed over 11 weeks, with weekly time commitments as follows:



Week                  
Clinical Hours    
Professional Development Hours
Practicum Coursework Hours


Week 1
16 hours
5 hours
5 hours


Week 2
16  hours
5 hours
5 hours


Week 3
16 hours
5 hours
5 hours


Week 4
16 hours
5 hours
5 hours


Week 5
16 hours
5 hours
5 hours


Week 6
16 hours
5 hours
5 hours


Week 7
16 hours
5 hours
5 hours


Week 8
16 hours
5 hours
5 hours


Week 9
16 hours
5 hours
5 hours


Week 10
8 hours
5 hours
5 hours


Week 11
8 hours
5 hours
5 hours



Part 4: Signatures
Student Signature (electronic):

Date:

Practicum Faculty Signature (electronic):

Date:
References
Bischof, G., et al. (2021). Motivational interviewing for mental health. Springer.

Gary, K., et al. (2022). Enhancing motivation for change in psychiatric settings: Principles of MI. Journal of Psychiatric Practice.

Gligor, C., & Domnariu, C. (2020). Orem’s self-care deficit theory and its application to psychiatric nursing. Nursing Science Quarterly.

Hartweg, D. L., & Metcalfe, S. E. (2022). Promoting mental health self-care: Applying Orem’s theory. Journal of Advanced Nursing.

Kiskac, M., & Oz, A. (2023). Integrating theory into psychiatric nursing practice: The role of self-care and motivational interviewing. Journal of Psychiatric Nursing.

Li, M., et al. (2020). Motivational interviewing and treatment adherence: A meta-analysis. Journal of Clinical Psychology.

Tanaka, T. (2022). Self-care in psychiatric nursing: Implications for patient outcomes. Journal of Psychiatric and Mental Health Nursing.