PRAC 6568 Week 11 Assignment: Clinical Skills and Procedures Self-Assessment Form

PRAC 6568 Week 11 Assignment: Clinical Skills and Procedures Self-Assessment Form

PRAC 6568 Week 11 Assignment: Clinical Skills and Procedures Self-Assessment Form

FNP Students

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Skill / Procedure	Confident (Can complete independently)	Mostly Confident (Can complete with supervision)	Beginning (Has performed with supervision or need supervision to feel confident)	New (Has never performed or does not apply)
Rapid Strep Test	X
Ophthalmic Examination	X
Otoscopic Examination	X
Rapid Influenza testing	X
Inhalation Therapy			X
Interpret Chest X-ray			X
Peak flow meter		X
Pulmonary Function Tests		X
Asthma and allergy action care plan			X
EKG Performance and Interpretation		X
Wound Care	X
PPD Reading	X
KOH skin slide for fungus				X
Digital Rectal Exam		X
Fecal Occult Blood Testing	X
Interpret H/H	X
Mini Mental Status Exam			X
Gait and Balance Assessment	X
Breast Examination	X
Obtaining vaginal culture	X
HARK screening				X
Contraceptive Planning	X
Herpes Culture			X
Pap Smear		X
STI Testing	X
Auscultation Fetal Heart Tones	X
Fundal Height Assessment	X
Pregnancy Test	X
EPPDS Screening			X
Pelvic Exam	X
Testicular Exam			X
Prostate Exam/DRE		X
Urodynamic Study				X
Aerosol/Inhalation Administration				X
Interpret Laboratory/Diagnostic Testing		X
Informed Consent	X
Normal Growth and Development evaluation		X
Cerumen Impaction Removal (irrigation)	X
Cerumen Impaction Removal (curette)	X
Fluorescein Staining	X
Wood’s Light Examination	X
Corneal Foreign Body Removal			X
Management of Epistaxis (Packing and Removal)	X
Remove Foreign Body (ear, eye, nose, soft tissue, other)	X
Peak flow meter Measurement and Interpretation			X
Pulmonary Function Test Performance and Interpretation		X
Burn Treatment/dressing		X
Cryotherapy			X
Shave Biopsy			X
Punch Biopsy				X
Suturing Simple Interrupted Sutures and Suture Removal			X
Staple Placement		X
Skin Adhesive Placement		X
Toenail Avulsion		X
Incision and Drainage		X
Subungual Hematoma Evacuation				X
Skin Tag Removal				X
Wart destruction/removal				X
Wound Care and Debridement				X
Steri Strip Application	X
Tick Removal			X
KOH skin slide for fungus				X
Hemorrhoid, excision of thrombus				X
Local/Field Block for Anesthesia	X
Digital Block for Anesthesia	X
Trigger Point Injection				X
Joint Injection				X
Splinting	X
Basic microscopy (yeast, BV)				X
Contraceptive Placement (Long term)				X
IUD Placement and Removal				X

*Students are expected to achieve competency with the clinical skills list

**Procedures are skills that may be available for students but are not required.

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

To prepare:

Review your completed Clinical Skills and Procedures Self-Assessment Form from Week 1, as well as the record of procedures you have performed throughout the practicum.

Assignment (1 page)

Perform a new self-assessment. Rate yourself on clinical skills, based on your experiences during this practicum. Summarize the results.

Explain which goals you accomplished and which you did not. If you did not achieve a particular goal, explain how you could continue to work on it after you complete your program, as you advance and grow in your career.

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Criteria	Ratings								Pts
Perform a new self- assessment, rating yourself on clinical skills based on your experiences during this practicum. Summarize the results.	45 to >40.0 pts Excellent The response provides an accurate, clear, and complete summary.	40 to >35.5 pts Good The response provides an accurate summary.		35.5 to >31.0 pts Fair The response provides a somewhat vague, inaccurate, or incomplete summary.			31 to >0 pts Poor The response provides a vague, inaccurate, or incomplete summary, or the summary is missing.		45 pts
Explain which goals you accomplished and which you did not. If you did not achieve a particular goal, explain how you could continue to work on it after you complete your program, as you advance and grow in your career.	40 to >35.0 pts Excellent The response accurately and thoroughly explains in detail which goals were accomplished and which were not. Full explanation is provided for how to continue working on goals.	35 to >31.0 pts Good The response accurately explains which goals were accomplished and which were not. Explanation is provided for how to continue working on goals.			31 to >27.0 pts Fair The response somewhat vaguely or inaccurately explains which goals were accomplished and which were not. Vague explanation is provided for how to continue working on goals.		27 to >0 pts Poor The response vaguely or inaccurately explains which goals were accomplished and which were not, or explanation is missing. Vague explanation is		40 pts
							provided for how to continue working on
							goals, or explanation is
							missing.
Written Expression	5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.		4 to >3.5 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is			3.5 to >3.0 pts Fair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%– 79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.		3 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or	5 pts
and Formatting— Paragraph
Development and Organization: Paragraphs make
clear points that support well- developed ideas, flow
logically, and demonstrate
continuity of ideas. Sentences are carefully focused—
neither long and

 

Criteria	Ratings								Pts
rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.				brief and not descriptive.				conclusion was provided.
Written Expression and Formatting— English writing standards: Student uses correct grammar, mechanics, and proper punctuation.	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.	4 to >3.5 pts Good Contains one or two (1 or 2) grammar, spelling, and punctuation errors.			3.5 to >3.0 pts Fair Contains several (3 or 4) grammar, spelling, and punctuation errors.		3 to >0 pts Poor Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.		5 pts
Written Expression	5 to >4.0 pts		4 to >3.5 pts			3.5 to >3.0 pts		3 to >0 pts
and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins,	Excellent Uses correct APA format with no errors.		Good Contains a one or two (1 or 2) APA format errors.			Fair Contains several (3 or 4) APA format errors.		Poor Contains many (≥ 5) APA format errors.	5 pts
indentations, page numbers, parenthetical/in-text
citations, and reference list.
Total Points: 100

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Self-Assessment

The self-assessment procedure was crucial because it allowed me to review the material I had been studying in the nursing course (Taylor et al., 2021). In addition to comprehending the distinction between clinical and non-clinical skills, I successfully formulated goals and objectives that I aim to accomplish by the course’s conclusion. This paper critically evaluates the self-assessment I conducted regarding my clinical skills, drawing from my practical experiences.

Based on my self-assessment checklist for procedures and skills, I have progressed since the previous quarter. I assign myself a score of 7.0 out of 10. I have progressed regarding my pulmonary function test, EKG reading, and suturing. Further developing the abilities I gained during the previous quarter, I achieved further advancements this quarter. Through practice, I could read chest X-rays and distinguish pneumonia by observing white patches in the airways (McNelis et al., 2021). Additionally, I developed the ability to detect pleural effusion on chest X-rays by observing a blunt and medially displaced costophrenic angle.

To correctly interpret pleural effusion, it is necessary to comprehend the potential causes and the dependability of the substance under investigation (McNelis et al., 2021). Additionally, I successfully executed a Mini-Mental Exam covertly while independently conducting visual and auditory examinations. This clinical rotation improved my communication skills with doctors, nurses, and patients. I effectively engaged patients and their family members in the decision-making process about their treatment. I may evaluate whether patients understand their treatment strategy. Moreover, my ability to evaluate improved throughout this period. I am becoming more comfortable evaluating patients independently and following the health and safety standards process.

Although I have made progress in several areas, there are still certain aspects that require further exposure, such as digital rectal exams, pap smears, administering local anesthetics, ward care, prostate examinations, and peak flow meter usage. No patients necessitating those exams and tests were observed. In my upcoming rotation, I will have the chance to complete a portion of the exam. During my forthcoming rotation in gynecology, I will have the opportunity to conduct pap smears, which will further enhance my practical experience in this field. One of the key areas where I have made significant progress is my ability to effectively communicate and conduct thorough research when working with geriatric patients (Rogers et al., 2022).

Generally, I have experience working effectively with a wide range of patients and professionals to address the unique needs of older individuals. I possess the skills to organize, conduct EKGs, and analyze the findings. My skills will further develop over the next two quarters and throughout my career.

References

McNelis, A. M., Dreifuerst, K. T., Beebe, S., & Spurlock, D. (2021). Types, frequency, and depth of direct patient care experiences of family nurse practitioner students in the United States. Journal of Nursing Regulation, 12(1), 19–27. https://doi.org/10.1016/s2155-8256(21)00021-1

Rogers, J. L., Cross, S., Reid, K., Thurmond, J., & Garth, K. (2022). Evaluation of a low-cost OSCE in family nurse practitioner students: An emphasis on self-assessment in competency-based education. Journal of Nursing Education and Practice, 12(9), 24. https://doi.org/10.5430/jnep.v12n9p24

Taylor, I., Bing‐Jonsson, P. C., Finnbakk, E., Wangensteen, S., Sandvik, L., & Fagerström, L. (2021). Development of clinical competence – a longitudinal survey of nurse practitioner students. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00627-x