Clinical Assessment of Learners
Clinical assessment involves the evaluation of technical skills, communication skills, professionalism, knowledge base, and teaching skills, where applicable, of students who are about to enter independent practice. Technological changes have made it possible to assess clinical performance in ways that are far more advanced than pencil and paper tests relied on in the past (Dauphinee, 1995). In the late 1970s, clinical training programs utilized continuous practical assessments to evaluate learner competencies and as means of providing formative assessment feedback. These continuous practical assessments were considered to be "a much more valid, reliable, and realistic method of assessment" (Quinn, 1989). As clinical placements grew shorter and the number of staff, including those with "supernumerary status" grew larger, the quality of continuous practical assessments was substantively impaired (Girot, 1993). The goal of assessment has always been to identify a "competent practitioner" and to support the educational efforts required to…...

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References

Andrews, M. And Chilton, F. (2000) Student and mentor perceptions of mentoring effectiveness, Nurse Education Today, 20 (7), 555-562.

Atkins, S. And Williams, A. (1995) Registered nurses' experiences of mentoring undergraduate nursing students, Journal of Advanced Nursing, 21, 1006-1015.

Cahill, H.A. (1996) A qualitative analysis of student nurses' experiences of mentorship,

Journal of Advanced Nursing, 24(4), 791-799.

Evaluation of Clinical Assessment InstrumentClinical assessment is a term used to refer to the collection of information and generating conclusions in a clinical setting. When conducting a clinical assessment, clinicians use various methods including observation, neurological tests, psychological tests, and interviews. Information collected through clinical assessment is used to draw conclusions regarding a client or patients problem and to identify a suitable way of helping him/her (Bridley & Daffin Jr., 2018). Clinical assessment is critical in the field of psychology and mental health as it is the premise with which these professionals obtain a clear account of a persons condition and determine what treatment works best. As a result, there are various types of clinical assessment instruments used by clinicians and psychologists. This paper evaluates two clinical assessment instruments i.e. Caregiver-Teacher Report Form and Child Behavior Checklist (CBCL).Caregiver-Teacher Report Form and Child Behavior Checklist (CBCL)Caregiver-Teacher Report Form and CBCL are…...

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References

Achenbach, T.M. & Ruffle, T.M. (2000). The Child Behavior Checklist and related forms for assessing behavioral/emotional problems and competencies. Pediatrics in Review, 21(1), 265-271.

Bridley, A. & Daffin Jr., L.W. (2018). Essentials of abnormal psychology (1st ed.). Spokane, WA: Washington State University.

Frizzo, G.B., Pedrini, J.R., de Souza, D.S., Bandeira, D.R. & Borsa, J.C. (2015). Reliability of Child Behavior Checklist and Teacher’s Report Form in a sample of Brazilian children. Universitas Psychologica, 14(1), 149-159.

Clinical nurse leader (CNL) is a relatively new designation in the nursing profession. It is designed to take nurses that are already highly skilled and help them focus on safety and quality outcomes for their patient populations (American, 2013). In order to be a CNL, one must be a registered nurse and have a Master's Degree in the Science of Nursing (American, 2013). Additionally, the nurse must complete advanced coursework. This includes classes in pharmacology, pathophysiology, and clinical assessment (American, 2013). Those who work as CNLs have a very important job in that they oversee the coordination of patient care, develop strategies to improve quality, and assess any health risks that have to be dealt with (Institute, 2000). They also must focus on communication among their nursing team and solutions to problems that are evidence-based and created for their particular unit (Institute, 2001). To become certified as a CNL, one…...

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References

American Association of Colleges of Nursing (2013) Competencies and curricular expectations for clinical nurse leader education and practice. White Paper.

Institute of Medicine. (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Institute of Medicine. (2001). Crossing the quality chasm. Washington, DC: National Academy Press.

Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academy Press.

Clinical educators who prepare the students for enhancing knowledge and skills. They typically build the competent and provide quality clinical education. Many universities are offering these types of programmes to help students and prepare them for professional development of clinical educators. The educators develop themselves and their company for prospect healthcare challenges, this primarily help them in achieving their targets, and fulfill organization's need. It broad the horizon of student and give them inspiration to move ahead. We will also discuss the self-assessment criteria and other components of clinical education.
Goals of each workshop

In general the goal of each workshop was to learn, explore, and develop the phenomena of self-awareness. In the first module we have learned about the basic techniques of manipulating an optimal learning environment. The second module has demonstrated the abilities of learners to corroborate multiple skills throughout the framework to maximize value for patient care in…...

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Bibliography

Benner, P, Sutphen, M., Leonard, V., & Day, L. (2010).Educating nurses. A call for tramsformation. San Francisco: Jossey-Bass.

Benner, P. (1984). From novice to expert: Excellent and power in clinical nursing practice. Menlo Park, Calif: Addison-Wesley

Bransford, J. (2000). How people learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council

Chabel, MM. (2001). A model to facilitate reflective thinking in clinical nursing education.

The authors of the article determined that by directing children into a specific line of questioning regraind a certain action "gives the child material that might appear in subsequent play or narrative" (Gilstrap and Cici, 2001).
The true relationship between both of these issues is that ultimately, Hewitt also engaged in leading children through the use of imagery, by asking them to draw how they would feel if something sexual did happen to them. Finally, the last problem identified with using clinical techniques in a forensic setting is related to relying on aspects of behavior as being congruous with abuse. Without properly attributing for the base rate of sexual abuse in the world or the population in which the children are, the propensity for gaining false positives is very real -- and problematic.

Thus, there are many different important concepts a forensic psychologist could take away form this particular article. One…...

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References

Gilstrap, L.L., Ceci, S.J. (2001). "Difficulties inherent in integrating clinical wisdom with empirical research in forensic interview." PsycCRITIQUES. 46 (2). Retrieved from  http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/detail?vid=6&sid=e8439b61-401f-4d44-b03d-9552b26c9259%40sessionmgr115&hid=107&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=pvh&an=cnt-46-2-159 

Litwack, T.R. (2001). "Actuarial vs. clinical assessments of dangerousness." Psychology, Public Policy, and Law, 7(2), 409-443. Retrieved from  http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=87617533-0386-4c21-a27f-bfc6df2dbdb5%40sessionmgr104&vid=1&hid=122&bdata=JnNjb3BlPXNpdGU%3d#db=pdh&an=2001-17852-005

Chronic Fatigue Syndrome -- A Case Study
Case study 'Monique.'

Case presentation and history

Monique, a female aged 30, possesses a history of depression and chronic fatigue syndrome, starting at the age of 16 to 17, together with suicide attempts (entailing overdosing), in addition to a long record of anxiety. During baseline evaluation, she reported continuous constant fatigue as well as anhedonia. She also expressed dense retrograde amnesia following a 12-week program of bi-weekly electroconvulsive therapy early in 2006 (she asserts that has no memory of any occurrences preceding this). In late 2006, Monique was also diagnosed with ADHD, however, trusts that she has had continuous problems with distractibility and vagueness. At one point, dexamphetamine was experimented on her, which, even though enhanced her attention, also reduced her mood and hence it was discontinued. Monique also reported that when she was 2 years old, she cracked her skull consequent to falling from the…...

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References

Canadian Mental Health Association, 2015. Mood Disorders. [Online]

Available at:   / [Accessed 19 September 2015].https://www.cmha.ca/mental-health/understanding-mental-illness/mood-disorders 

APA, 2010. Anxiety Disorders and Effective Treatment. [Online]

Available at: [Accessed 19 September 2015].http://www.apa.org/helpcenter/anxiety-treatment.aspx

Clinical supervision provides a mechanism of data collection and the information reclamation in support to the recent projects and the programmatic developments.
Management of the high number of complex mental health caseloads

These implementations occur under the influence of the Workplace Implementation Committees (WIC) that were established to the oversee agreement by the CMS at the local levels. The CMS is supposed to accompany the implementation of the policies that clearly outline the expectations and responsibilities based on periods and review methods (Cogan 1972). The implementations are expected to be transparent in the process of the WIC members and the staff groups. This includes the clear articulate mechanism for regular workload assessment, management and review.

I. egularly collect the workload from all the executives to make the caseload management process easier.

II. Use the caseload information to make the staff allocation of the resources while measuring their performances.

The workforce plan and individual plans…...

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References

Cogan, M.L. (1972). Clinical supervision. Boston: Houghton Mifflin.

ERIC Clearinghouse on Educational Management., & National Institute of Education (U.S.). (1984). Clinical supervision. Eugene, or: ERIC Clearinghouse on Educational Management, College of Education, University of Oregon.

Powell, D.J. (1980). Clinical supervision: [1]. New York: Human Science Pr.

Bernard, J.M., & Goodyear, R.K. (1998). Fundamentals of clinical supervision. Boston: Allyn and Bacon.

In certain countries, an effective supervisor possesses basic teaching skills, facilitation skills, negotiation and assertiveness skills, counseling and appraisal skills, mentoring skills, and knowledge of learning resources and certification requirements (Kilminster).
The most important aspect of the role of an effective supervisor is giving supervisee responsibility and the opportunity to practice it (Kilminster, 2000). Supervisees come to view the supervisor as a colleague and this leads them to become self-directed. Some supervisees consider teaching skills and techniques, interpersonal style and professional competence the most important characteristics of an effective supervisor. An effective supervisor shows empathy, is supportive, and exhibits flexibility, instruction, knowledge, interest in supervision and good tracking of supervisees. He is interpretative, respectful, focused ad practical. In contrast, an ineffective supervisor is rigid, shows little empathy and provides low support. He fails to consistently track supervisee concerns, teach or instruct. He is indirect and intolerant. He is close-minded. He…...

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BIBLIOGRAPHY

Borders, L.D. (1994). The good supervisor. ERIC Digests: ERIC Clearinghouse on Counseling and Student Services. Retrieved on October 28, 2011 from  http://www.ericdigest.org/1995-1/good.htm 

Joslin, v. (2008). Ten traits of a good supervisor. Associated Content: Yahoo. Inc. Shine.

Retrieved on October 28, 2011 from  http://www.associatedcontent.com/article/969660/ten_traits_of_a_good_supervisor.html 

Kilminster, S.M. (2000). Effective supervision in clinical practice settings. Vol 34

Concisely, Comfort results when an individual keeps of negative or unhealthy living and sticks to positive and healthy living. Comfort has been associated with positive institutional outcomes that include patient satisfaction. The outcome of Comfort is therefore one of the most important indicator of measuring success in nursing practice particularly for patients and families going through some tough or stressful healthcare conditions.

Benefits of the Comfort theory to the Clinical Nurses of the 21st Century

Comfort theory is an important theory that is applicable to the 21st Century clinical practice because of its many inherent benefits or advantages. This theory defines the working environment for healthcare practitioners while at the same time it charts the direction for improving the services offered by the clinical nurses. The universality of the language and concepts used in presenting the theory also promotes its wide acceptance. The simplicity of the tenets of the Comfort theory ensures…...

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References

Kolcaba, K. (2003) Comfort Theory and Practice: A Vision for Holistic Health Care and Kolcaba, K.Y. (1994). A theory of holistic Comfort for nursing. Journal of Advanced Nursing, 19(6), 1178-1184.

Kolcaba, K., & DiMarco, M.A. (2005). Comfort Theory and its application to pediatric nursing. Pediatric Nursing. New York, NY: Springer Publishing Company, Inc.

Magyrary, D. (2002) Positive mental health: a turn of the century perspective. Issues of Mental Health Nursing, 23, 331-349

Malinowski, a., & Stamler, L.L. (2002). Comfort: exploration of the concept in nursing. Journal of Advanced Nursing, 39(6), 599-606.

A level of 126 mg/dL or above, confirmed by repeating the test on another day, means that you have diabetes.
An oral glucose tolerance test measures your blood glucose after you have gone at least 8 hours without eating and 2 hours after you drink a glucose-containing beverage. This test can be used to diagnose diabetes or pre-diabetes. OGTT is more sensitive than the FPG test for diagnosing pre-diabetes, but it is less convenient to administer. The OGTT requires you to fast for at least 8 hours before the test. Your plasma glucose is measured immediately before and 2 hours after you drink a liquid containing 75 grams of glucose dissolved in water.

If your blood glucose level is between 140 and 199 mg/dL 2 hours after drinking the liquid, you have a form of pre-diabetes called impaired glucose tolerance or IGT, meaning that you are more likely to develop type…...

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Works Cited

Braunald, Eugene., Fauci, Anthony S., Kasper, Dennis L., Hauser, Stephen L., Longo, Dan L., Jameson, J. Larry. 2001. Harrison's Principle of Internal Medicine, 15th ed. New York: McGraw-Hill Medical Publishing Division.

The Merck Manual (16th ed.). (1995). Portland, Oregon: Merck & Co., Inc.

Clinical Supervision and its Strengths and eaknesses

Annie Pettifer and colleague Lynn Clouder explain in the peer-reviewed journal Learning in Health and Social Care that clinical supervision is commonly used in professional contexts as a way to "guide reflection with the purpose of advancing practice" (Pettifer, 2008, 169). Clinical supervision "…enables critical practice and development of personal knowledge, professional expertise and competence" (Pettifer, 169).

Pettifer mentions that there is no hard and fast rule as to how the clinical supervision model should be presented. There are many interpretations, the author explains, and there is "conceptual ambiguity" as well; but the ambiguity can be explained because there can be no single model that meets all the professional needs of principals. But that said, there is a basic definition of clinical supervision that is presented by the authors:

"…[clinical supervision] is a formal process of support and learning which enables individual practitioners to develop knowledge…...

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Works Cited

Gibble, J.L., and Lawrence, J.D. (1987). Peer Coaching for Principals. Educational Leadership.

Huston, T., and Weaver, C.L. (2008). Peer Coaching: Professional Development for Experienced Faculty. Innovations in Higher Education, Vol. 33, 5-20.

Pettifer, A., and Clouder, L. (2008). Clinical supervision: a means of promoting reciprocity between practitioners and academics. Learning in Health and Social Care, 7(3), 168-177.

Pfeifer, D. (2011). Transforming Staff through Clinical Supervision. Reclaiming Journal,

According to the AACN's report, "Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family, Gerontological, Pediatric, and Women's Health" (2002), "Competencies are the domain or body of knowledge and skills that essentially define a profession or discipline. This domain of competencies guides training programs, provides expectations for employers, and drives the nature of assessment instruments and performance standards for credentialing institutions, certifying agencies, and accrediting organizations" (p. 14).
The core competencies for nurse practitioner graduates are intended to help candidates used what they have already learned and require a graduate-level education in order to attain certification as an APN and the AACN has developed this graduate curriculum as the basis for advanced practice nursing. As described by AACN, advanced practice nursing preparation includes ". . . graduate nursing core content (e.g., research, health policy, ethics, and more) and advanced nursing practice content (e.g., advanced health assessment, advanced physiology and…...

Clinical isk Management
Hospitals are one of the top listed high-risk places of work. Just like any high-risk workplaces, Clinical isk Management (CM) procedures are formulated to enable hospitals in identifying, containing, as well as manage work related risks such as injuries, which are bound within the facilities. Implementation of element contained in risk management procedures in any hospital setting should be effected in order to ensure for the safety of both patients and workers accommodated in the facility.

isk Management

isk management is highly prioritized in most high-risk organizations. Technological advances have been realized in modern medicine progressively resulting to more complex care and treatment processes. Despite the positive result of leveraging care opportunities, such advancements may result in adversities that might in turn affect patients and staff working in hospital environments. Since it is far from possible to eradicate such risks completely, clinical risk management procedures are there to enhance the…...

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References

Elizabeth, A. H and Betty, J.H. (1976). The American Journal of Nursing, Vol. 76, No. 6, pp. 924 -- 927: Lippincott Williams and Wilkins Publishers.

Stanbury, M. S and Anderson, H.A. (2000). Guidelines; Minimum and Comprehensive State-Based Activities in Occupational Safety and Health: DHHS (NIOSH) publication No. 95 -- 107.

Stanbury, M.J. And Goldoft, M. Use of OSHA Inspection Data for Fatal Occupational Injury Surveillance in New Jersey. Am J. Public Health 1990; 80: 200-202.

Tepper, A. (2000). Surveillance of Occupational Illnesses, Injuries, and Hazards in New Jersey. NJDOH.

Clinical Learning Outcomes
Interaction of Variables.

Evaluating clinical learning outcomes

Describe the skill and the learner you intend to teach and evaluate

Because of cutbacks in the number of days new patients are allotted to spend in the hospital, patients and their families are increasingly responsible for more of the patient's care, even immediately following a diagnosis of a serious illness such as type I, or juvenile, insulin-dependent diabetes. Teaching patients to correctly monitor their blood sugar and self-administer insulin is essential, but it requires a high level of patient compliance and willingness to learn. It is essential that young patients and their parents have a thorough understanding of the process.

Briefly describe how you would design the learning experience

Learning is a step-by-step process. It is important not to bombard patients with knowledge right away, when they are still frightened and confused. Also, although there are real risks with insulin injection, these risks should not…...

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References

Hahn, K.K. (1990). Teaching patients to administer insulin. Nursing, 20(4), 70-70.

Retrieved:  http://search.proquest.com/docview/79701645?accountid=10901 

Silvestrone, J.M. (2004). Performance-based assessment: Improving the value of laboratory and skills examinations. New Directions for Teaching & Learning, 100, 65 -- 71.

Clinical Goals
During this health assessment class I aim to close the gaps I currently have when considering experience in realistic clinical situations. An activity such as having to perform CPR on a patient can represent an important factor in making it possible for a student to gain a complex understanding of the domain. The class is going to provide me with the opportunity to assess the way that concepts such as cultural values, health notions, and caring practices performed in a particular institution work together in assisting people in need of health care.

I would apply theory in cases when laboratory results are either inconclusive or they are abnormal. This would mean that I would have to find a way to determine why these respective results are in this condition and get actively involved in trying to provide patients with solutions or with the ability to access treatment they need in…...

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Works cited:

Ward, H. & Barratt, J. "Passing Your Advanced Nursing Osce: A Guide to Success in Advanced Clinical Skills Assessment." "Radcliffe Publishing, 2009"

Zuzelo, P.R. "The Clinical Nurse Specialist Handbook," (Jones & Bartlett Publishers, 15 Oct 2010)

A clinical assessment workbook can enhance the efficiency and accuracy of patient evaluations in healthcare settings in several ways:

1. Standardization: A clinical assessment workbook provides a standardized template for gathering and documenting patient information. This helps ensure that all relevant information is collected consistently across different healthcare providers, leading to more accurate evaluations.

2. Comprehensive evaluation: By providing a structured format for collecting information on a patient's medical history, symptoms, and other relevant factors, a clinical assessment workbook can help healthcare providers conduct a more comprehensive assessment of the patient's condition, leading to a more accurate diagnosis and treatment plan.

3. Time-saving:....

Enhancing Efficiency and Accuracy of Patient Evaluations with Clinical Assessment Workbooks

Clinical assessment workbooks serve as invaluable tools in healthcare settings, significantly enhancing the efficiency and accuracy of patient evaluations. By providing structured guidance and standardized documentation protocols, these workbooks streamline the assessment process, ensuring comprehensive and consistent data collection.

Efficiency Gains:

1. Time Savings: Workbooks offer predefined templates and checklists, eliminating the need for clinicians to manually create assessment forms. This standardization reduces time spent on paperwork, allowing more time for patient interactions and other essential tasks.

2. Improved Organization: Workbooks help organize patient information systematically, making it easy to navigate and retrieve....

Clinical Diagnosis of Parkinson's Disease

The diagnosis of Parkinson's disease (PD) primarily relies on a comprehensive clinical assessment involving a thorough history and physical examination by a neurologist. There is no definitive diagnostic test for PD; however, specific clinical criteria, known as the UK Brain Bank Criteria, guide the diagnostic process.

UK Brain Bank Criteria for the Diagnosis of PD:

1. Bradykinesia (Slowed Movement): Difficulty initiating and performing voluntary movements, leading to reduced amplitude and speed of movements.
2. Resting Tremor: An involuntary, rhythmic shaking of the hands, arms, legs, or jaw that typically occurs at rest and improves with voluntary movement.
3. Muscle Rigidity:....