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Individualized Practicum Learning Objectives

Individualized Practicum Learning Objectives

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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.

Select one nursing theory and one counselling/psychotherapy theory to guide your clinical practice best, explaining these 2 chosen theories with supporting evidenced-based literature.


Individualized Practicum Learning Objectives:

Objective 1: Improve Effective Communication Skills Activities:

  1. Attend workshops or training sessions on therapeutic communication techniques.
  2. Engage in role-playing exercises with colleagues or mentors to practice different communication scenarios.
  3. Seek opportunities to communicate with diverse patient populations, such as participating in multicultural sensitivity training.

Mode of Assessment:

  1. Self-reflection journal entries on communication experiences and challenges.
  2. Peer or mentor feedback on role-playing exercises.
  3. Supervisor evaluation of communication skills during practicum experiences.

PRAC Course Outcome(s) Addressed:

  1. Demonstrate effective communication skills in therapeutic interactions with patients, families, and healthcare team members.
  2. Use verbal and non-verbal communication strategies to establish rapport, provide emotional support, and gather comprehensive health information.

Objective 2: Enhance Clinical Decision-Making Skills Activities:

  1. Participate in case studies and simulation exercises to develop critical thinking and clinical reasoning abilities.
  2. Seek complex patient cases or diverse clinical settings to broaden exposure and challenge decision-making skills.
  3. Engage in journal clubs or discussions on evidence-based practice to strengthen the integration of research findings into clinical decision-making.

Mode of Assessment:

  1. Reflective case study analysis demonstrating improved critical thinking and clinical decision-making skills.
  2. Performance evaluations from supervisors and preceptors in various clinical settings.
  3. Participation in evidence-based practice discussions or presentations.

PRAC Course Outcome(s) Addressed:

  1. Apply critical thinking skills to make clinical judgments and decisions.
  2. Integrate research findings and evidence-based practice into clinical decision-making.


Individualized Practicum Learning Objectives


Objective 3: Develop Effective Leadership and Collaboration Skills Activities:

  1. Seek opportunities to take on leadership roles in interprofessional team projects or committees.
  2. Engage in mentorship programs or shadow experienced nursing leaders.
  3. Attend leadership and teamwork workshops to enhance skills in conflict resolution, team building, and effective collaboration.

Mode of Assessment:

  1. Feedback from colleagues, supervisors, and team members on leadership performance.
  2. Self-assessment of personal growth and development in leadership and collaboration skills.
  3. Completion of interprofessional team projects and evaluation of collaborative outcomes.

PRAC Course Outcome(s) Addressed:

  1. Demonstrate leadership and collaboration skills in interprofessional healthcare teams.
  2. Engage in effective communication and collaboration with healthcare professionals to optimize patient outcomes.

Nursing Theory: The Roy Adaptation Model Explanation: The Roy Adaptation Model, developed by Sister Callista Roy, focuses on the holistic adaptation of individuals to their environment. This theory emphasizes the importance of understanding the patient’s adaptive behaviours and promoting health through adaptation. Nurses can support the patient’s well-being by assessing and intervening in the patient’s physiological, psychological, and sociocultural adaptation processes.

Counselling/Psychotherapy Theory: Cognitive-Behavioral Therapy (CBT) Explanation: Cognitive-Behavioral Therapy (CBT) is a widely used counselling/psychotherapy theory focusing on the relationship between thoughts, emotions, and behaviours. CBT aims to help individuals identify and change negative or maladaptive thought patterns and develop healthier coping mechanisms. It has a strong evidence base and has been shown to be effective in treating various mental health conditions, such as anxiety disorders and depression.

Supporting Evidence-Based Literature:

  • For the Roy Adaptation Model:
    • Roy C., & Andrews, H. (1991). The Roy adaptation model. Conceptual models for nursing practice, 3rd ed., 235-256.
    • Peden, A. R., Hall, A. M., Rayens, M. K., & Beebe, L. H. (2010). The Roy Adaptation Model: A theoretical framework for nurses providing care to Individuals with anorexia nervosa
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