63 Population-Focused Nurse Practitioner Competencies .docx

63 Population-Focused Nurse Practitioner Competencies
Psychiatric-Mental Health Nurse Practitioner Competencies
These are entry-level competencies for the psychiatric-mental
health nurse practitioner (PMHNP) and supplement
the core competencies for all nurse practitioners.
The PMHNP focuses on individuals across the lifespan (infancy
through old age), families, and populations
across the lifespan at risk for developing and/or having a
diagnosis of psychiatric disorders or mental health
problems. The PHMNP provides primary mental health care to
patients seeking mental health services in a wide
range of settings. Primary mental health care provided by the
PMHNP involves relationship-based, continuous
and comprehensive services, necessary for the promotion of
optimal mental health, prevention, and treatment of
psychiatric disorders and health maintenance. This includes
assessment, diagnosis, and management of mental
health and psychiatric disorders across the lifespan.
See the “Introduction” for how to use this document and to
identify other critical resources to supplement these

competencies.
Competency Area
NP Core Competencies Psychiatric-Mental Health
NP Competencies
Curriculum Content to Support
Competencies
Neither required nor comprehensive, this list reflects only
suggested content specific to the population
Scientific
Foundation
Competencies
1. Critically analyzes data and
evidence for improving advanced
nursing practice.
2. Integrates knowledge from the
humanities and sciences within
the context of nursing science.

3. Translates research and other
forms of knowledge to improve
practice processes and outcomes.
4. Develops new practice
approaches based on the
integration of research, theory,
Neurobiology
Advanced Pathophysiology, Advanced
Pharmacotherapeutics, Advanced Health
Assessment
Psychotherapy theories
Genomics
Developmental neuroscience
Interpersonal neurobiology
Recovery and resiliency

Competency Area
NP Competencies
Competencies
and practice knowledge
Trauma informed care
Toxic stress
Adverse Childhood Events Studies (ACES)
Studies
Allopathic stress
Advanced Practice and Interprofessional
psychiatric theoretical frameworks
Theories of change in individuals, systems
Stigma issues

Role of the PMHNP in changing policies
Aging Science
Caregiver stress
Leadership
Competencies
1. Assumes complex and advanced
leadership roles to initiate and
guide change.
2. Provides leadership to foster
collaboration with multiple
stakeholders (e.g. patients,
community, integrated health care
teams, and policy makers) to
improve health care.
3. Demonstrates leadership that
uses critical and reflective
thinking.
4. Advocates for improved access,

quality and cost effective health
care.
1. Participates in community and population-
focused programs that promote mental
health and prevent or reduce risk of mental
health problems and psychiatric disorders.
2. Advocates for complex patient and family
medicolegal rights and issues.
3. Collaborates with interprofessional
colleagues about advocacy and policy issues
at the local, state, and national related to
reducing health disparities and improving
clinical outcomes for populations with mental
Interprofessional practice competencies

Competency Area
NP Competencies
Competencies
5. Advances practice through the
development and implementation
of innovations incorporating
principles of change.
6. Communicates practice
knowledge effectively both orally
and in writing.
7. Participates in professional
organizations and activities that

influence advanced practice
nursing and/or health outcomes of
a population focus.
Quality
Competencies
1. Uses best available evidence to
continuously improve quality of
clinical practice.
2. Evaluates the relationships among
access, cost, quality, and safety
and their influence on health care.
3. Evaluates how organizational
structure, care processes,
financing, marketing and policy
decisions impact the quality of
health care.
4. Applies skills in peer review to

promote a culture of excellence.
5. Anticipates variations in practice
and is proactive in implementing
interventions to ensure quality.
Evaluates the appropriate uses of seclusion and
restraints in care processes.
QSEN competencies
Reflective Practice
Self-awareness and self-care
QI process in measuring outcomes of care
Competency Area
NP Competencies

Competencies
Practice Inquiry
Competencies
6. Provides leadership in the
translation of new knowledge into
practice.
7. Generates knowledge from clinical
practice to improve practice and
patient outcomes.
8. Applies clinical investigative skills
to improve health outcomes.
9. Leads practice inquiry, individually
or in partnership with others.
10. Disseminates evidence from
inquiry to diverse audiences using

multiple modalities.
11. Analyze clinical guidelines for
individualized application into
practice
Research knowledge of:
Skill in use of EBP:
g results into practice
Technology and
Information Literacy
Competencies
1. Integrates appropriate
technologies for knowledge
management to improve health

care.
2. Translates technical and scientific
health information appropriate for
various users’ needs.
2.a Assesses the patient’s and
caregiver’s educational needs
to provide effective,
personalized health care.
2.b Coaches the patient and
caregiver for positive
behavioral change.
3. Demonstrates information literacy
Electronic medical records
Electronic prescriptions
Virtual patient care
Distance linked services
(Telemedicine/Telepsychiatry)
Social networking

Laws for technology
Cultural and Linguistic literacy
Data banks and quality assurance findings
matched by evidence based best practices in
Web-based, tele-, written, oral and electronic
Competency Area
NP Competencies
Competencies
skills in complex decision making.
4. Contributes to the design of
clinical information systems that

promote safe, quality and cost
effective care.
5. Uses technology systems that
capture data on variables for the
evaluation of nursing care.
communications to enhance care.
Policy
Competencies
1. Demonstrates an understanding of
the interdependence of policy and
practice.
2. Advocates for ethical policies that
promote access, equity, quality,
and cost.
3. Analyzes ethical, legal, and social
factors influencing policy
development.

4. Contributes in the development of
health policy.
5. Analyzes the implications of health
policy across disciplines.
6. Evaluates the impact of
globalization on health care policy
development.
Employs opportunities to influence health policy
to reduce the impact of stigma on services for
prevention and treatment of mental health
problems and psychiatric disorders.
Healthcare/public policy knowledge of:
Insurance Portability and Accountability
Act [HIPAA], Center for Medicare and
Medicaid Services [CMS], The Joint
Commission, Accreditation Healthcare

Organizations, documentation,
coding/reimbursement, American with
Disabilities Act, mental health parity),
responsible policy, including consumer
focused care .
restraint for hospitals/psychiatric units,
long term care (LTC is inclusive of nursing
homes)
Health Delivery
System
Competencies
1. Applies knowledge of
organizational practices and
complex systems to improve
health care delivery.
2. Effects health care change using

Interprofessional practice competencies
Scope of practice knowledge of:
Competency Area
NP Competencies
Competencies
broad based skills including
negotiating, consensus-building,
and partnering.
3. Minimizes risk to patients and

providers at the individual and
systems level.
4. Facilitates the development of
health care systems that address
the needs of culturally diverse
populations, providers, and other
stakeholders.
5. Evaluates the impact of health
care delivery on patients,
providers, other stakeholders, and
the environment.
6. Analyzes organizational structure,
functions and resources to
improve the delivery of care.
7. Collaborates in planning for
transitions across the continuum
of care.

Coordination of services knowledge of
available resources (e.g., consultation
resources, evidence based practice,
community resources, government funded
studies/grants, school resources)
Models of integrative care skill in:
collateral information
utilizing consultations and
referrals
providers
Ethics
Competencies
1. Integrates ethical principles in
decision making.

2. Evaluates the ethical
consequences of decisions.
3. 3. Applies ethically sound
solutions to complex issues
related to individuals, populations
and systems of care.
Boundaries, duty to report, duty to warn,
confidentiality, reporting abuse, seeks
consultation, knowing scope of practice,
knowing personal limits, safety
State mental health laws
State laws related to involuntary
hospitalization and commitment
Influence on policy by monitoring of policy and
Competency Area

NP Competencies
Competencies
active communication to appropriate parties to
affect policy for optimal healthcare.
Independent
Practice
Competencies
1. Functions as a licensed
independent practitioner.
2. Demonstrates the highest level of
accountability for professional
practice.
3. Practices independently managing

previously diagnosed and
undiagnosed patients.
3.a Provides the full spectrum of
health care services to
include health promotion,
disease prevention, health
protection, anticipatory
guidance, counseling, disease
management, palliative, and
end of life care.
3.b Uses advanced health
assessment skills to
differentiate between normal,
variations of normal and
abnormal findings.
3.c Employs screening and
diagnostic strategies in the
development of diagnoses.

3.d Prescribes medications within
scope of practice.
3.e Manages the health/illness
status of patients and families
over time.
1. Develops an age-appropriate treatment plan
for mental health problems and psychiatric
disorders based on biopsychosocial theories,
evidence-based standards of care, and
practice guidelines.
2. Includes differential diagnosis for mental
3. Assess impact of acute and chronic medical
problems on psychiatric treatment.
4. Conducts individual and group
psychotherapy.
5. Applies supportive, psychodynamic
principles, cognitive-behavioral and other

evidence based psychotherapy/-ies to both
brief and long term individual practice.
6. Applies recovery oriented principles and
trauma focused care to individuals.
7. Demonstrates best practices of family
approaches to care.
8. Plans care to minimize the development of
complications and promote function and
quality of life.
9. Treats acute and chronic psychiatric
disorders and mental health problems.
10. Safely prescribes pharmacologic agents for
patients with mental health problems and
psychiatric disorders.
11. Ensures patient safety through the
appropriate prescription and management of
Age Specific Psychiatric Disorders for:

-64 years)
-17 years)
-Adolescent (10-12 years)
-9 years)
-2 years)
Evaluation:
Exam
screening instruments (e.g., specificity and
sensitivity, reliability and validity)
Type of screening instruments (e.g.,
depression screening, Mini Mental Status
Exam (MMSE), alcohol screening, ADHD
screening, anxiety screening, drug screening,
serum screening)
Clinical guidelines
Screening tools

Clinical evaluation tools
Medical co-morbidities and differentials
Theoretical foundations of individual, group
and family approaches
Competency Area
NP Competencies
Competencies
4. Provides patient-centered care
recognizing cultural diversity and
the patient or designee as a full
partner in decision-making.

4.a Works to establish a
relationship with the patient
characterized by mutual
respect, empathy, and
collaboration.
4.b Creates a climate of patient-
centered care to include
confidentiality, privacy,
comfort, emotional support,
mutual trust, and respect.
4.c Incorporates the patient’s
cultural and spiritual
preferences, values, and
beliefs into health care.
4.d Preserves the patient’s
control over decision making
by negotiating a mutually
acceptable plan of care.

pharmacologic and non-pharmacologic
interventions.
12. Explain the risks and benefits of treatment to
the patient and their family.
13. Identifies the role of PMHNP in risk-mitigation
strategies in the areas of opiate use and
substance abuse clients.
14. Seeks consultation when appropriate to
enhance one’s own practice.
15. Uses self-reflective practice to improve care.
16. Provides consultation to health care
providers and others to enhance quality and
cost- effective services.
17. Guides the patient in evaluating the
appropriate use of complementary and
alternative therapies.
18. Uses individualized outcome measure to
evaluate psychiatric care.

19. Manages psychiatric emergencies across all
settings.
20. Refers patient appropriately.
21. Facilitates the transition of patients across
levels of care.
22. Uses outcomes to evaluate care.
23. Attends to the patient- nurse practitioner
relationship as a vehicle for therapeutic
change.
24. Maintains a therapeutic relationship over time
with individuals, groups, and families to
promote positive clinical outcomes.
25. 25. Therapeutically concludes the nurse-
patient relationship transitioning the patient to
other levels of care, when appropriate.
Theoretical foundations of trauma-focused
care and recovery models of care
Gender differences and equality

Foster care, caregiver stress
Simulation of crisis intervention, risk
assessment, other pertinent areas
Epidemiology/risk analysis knowledge of:
s in
diverse populations across the life span
barriers to health promotion and disease
prevention (e.g., socioeconomic,
biological, environmental, community
specific variables)
Epidemiology/risk analysis skill in:
neglect, suicide, psychopathology)
Health Promotion and Disease Prevention
Health behavior knowledge of:
-
based recommendations, exercise,

lifestyle, familial factors that predisposes
one to disease, cultural and societal
influences/stigmas)
Health behavior skills in:
health behavior guidelines to specific
situations based on individual patient
Competency Area
NP Competencies
Competencies
26. Demonstrates ability to address

sexual/physical abuse, substance abuse,
sexuality, and spiritual conflict across the
lifespan.
27. Applies therapeutic relationship strategies
based on theories and research evidence to
reduce emotional distress, facilitate cognitive
and behavioral change, and foster personal
growth
28. Apply principles of self-efficacy/
empowerment and other self-management
theories in promoting relationship
development and behavior change.
29. Identifies and maintains professional
boundaries to preserve the integrity of the
therapeutic process.
30. Teaches patients, families and groups about
treatment options with respect to
developmental, physiological, cognitive,

cultural ability and readiness.
31. Provides psychoeducation to individuals,
families, and groups regarding mental health
problems and psychiatric disorders.
32. Modifies treatment approaches based on the
ability and readiness to learn.
33. Considers motivation and readiness to
improve self-care and healthy behavior when
teaching individuals, families and groups of
patients.
34. Demonstrates knowledge of appropriate use
of seclusion and restraints.
35. Documents appropriate use of seclusion and
restraints.
variances
Growth and development across the lifespan
knowledge of:

concepts (including spiritual, cultural,
cognitive, emotional, psychosexual,
physical abilities)
Growth and development across the lifespan
skill in:
Screening instruments (including invasive and
noninvasive screenings) skill in:
screening instrument(s), interpreting
results, and making recommendations and
referrals
Prevention activities knowledge of:
Prevention activities (e.g., health
promotion, immunizations, anticipatory
guidance, parenting skills, lifestyle

modifications, psychosocial rehabilitation
activities, in- home family treatments, risk
reduction, pharmacology, CAM, self-care)
Prevention activities skill in:
ing,
collaborating (with patient, family, and
community)
Competency Area
NP Competencies
Competencies

change, learning, health literacy)
Assessment of Acute and Chronic Illness
Anatomy, physiology, development and
pathophysiology across the lifespan
knowledge of:
genetics, normal aging)
Comprehensive psychiatric evaluation
knowledge of:
and symptoms and neurobiology)
Comprehensive psychiatric evaluation skills in:
of psychiatric illness

l
and psychopathological conditions
comprehensive and/or interval history and
physical examination (including
laboratory and diagnostic studies)
status examination
Performing and interpreting a psychosocial
assessment and family psychiatric history
assessment (activities of daily living,
occupational, social, leisure, educational,
Competency Area

NP Competencies
Competencies
coping skills)
Diagnostic reasoning knowledge of:
International Classification of Disease)
Diagnostic reasoning skill in:
g a differential
diagnoses list
V based on assessment data
age related physiological and
psychological symptoms/changes

The Nurse Practitioner and Patient
Relationship
Therapeutic communication knowledge of:
techniques and ethics (e.g., boundaries,
phases of the therapeutic relationship,
conflict of interest, self-awareness,
negotiation and collaboration)
support systems
ethnicity, race, religious, spiritual,
biopsychosocial, urban/rural, homeless,
migrant, Gay-Bisexual-Lesbian-
Transgender/Transexual orientation,
corrections/forensic, uninsured and
underinsured, health disparities)

Competency Area
NP Competencies
Competencies
Therapeutic communication skill in:
patient and family/support system (e.g.,
developing therapeutic alliances,
assessing literacy, health literacy, spiritual
needs, and barriers to communication)
encouraging adherence and clinical

engagement, maintaining therapeutic
boundaries)
evaluating the effectiveness of a
therapeutic relationship, appropriate
closure and transitioning)
Legal/business/ethical issues knowledge of:
termination, risk/benefit of disclosure,
professional boundaries, patient
autonomy, advocacy, consent/assent to
treatment, consumer focused care)
and issues (e.g., conflict
of interest, patient rights and
responsibilities, Health Information
Portability and Accountability Act [HIPAA],
professional obligations, duty to warn)

financial agreements, contracts for
services)
Competency Area
NP Competencies
Competencies
Clinical Management
Pharmacotherapuetic knowledge of:
pharmacodynamics, pharmacokinetics,

interactions, Complementary/Alternative
medicines [CAM])
guidelines, evidenced-based practice
improvement
Pharmacotherapuetic skills in:
(e.g., risk/benefit, patient preference,
developmental considerations, financial,
the process of informed consent, symptom
management)
plan as necessary
patient response, changes to plan of care)
Psychotherapy, psychoeducation,
complementary/alternative medicine

knowledge of:
and practices)
continuous quality
improvement
Competency Area
NP Competencies
Competencies

Psychotherapy, psychoeducation,
complementary/alternative medicine skill in:
(e.g., risk/benefit, patient preferences,
developmental considerations, financial,
the process of informed consent)
plan as necessary
Crisis management (e.g., chemical and
physical restraints, seclusion, reporting abuse
and neglect, involuntary hospitalization, safety
assessment, duty to warn, end of life,
institutionalization, residential treatment, foster
care, military service) knowledge of:

crisis management (e.g., intervention risk
vs. benefit, level of risk, safety, lethality
assessment, stress adaptation, crisis
theories, disaster response)
ards of practice and clinical
and patient rights
Crisis management skill in:
risk/benefit, patient preference,
developmental considerations, the
Competency Area
NP Competencies

Competencies
process of informed consent, least
restrictive environment/invasive treatment)
plan as necessary
Neurobiology and genetics of mental illnesses
Theories and application of behavior change
Analyzing Body Language
Required Resources
Read/review the following resources for this activity:

· Textbook: Chapters 7, 8
· Lesson 3
· APA style manual
· Citation and Writing Assistance: Writing Papers At CU
· Library Overview
· How to Search for Articles - the Everything TabInstructions
Social Movements are only as important as the person leading
them. The person(s) leading a social movement must have
charisma and be able to captivate an audience. Political
scientists and historians are taught to analyze body language,
especially during debates and speeches.
For this assignment, you will watch Dr. Martin Luther King's
I Have a DreamLinks to an external site. speech and a
speech by Alicia Garza of the Black Lives Matter
movementLinks to an external site. and answer the questions
listed below. Pay special attention to the following aspects of
the two speeches.
· Importance of body language while delivering the speech.
· Gestures, cadence, and delivery style.Answer the following
1. Provide a summary of the two speeches.
2. Compare Dr. King's leadership, charisma, power, and passion
to capture his audience to Alicia Garza's speech. What are the
similarities, if any? What are the differences, if any?
3. How does the location of the speeches support their
messaging? Dr. King's speech was held in a church and at the
Lincoln Memorial, whereas today we have social networking
and more avenues to relay messages. Does messaging make a
difference?
4. Describe how the audience in Dr. King's speeches relates to
the Alicia Garza's audience. Do you see a similarity or
differences between the speeches and in the audience?Paper
Requirements (APA format)
· Length: 2-3 pages of substantive content
· 12 pt font
· Parenthetical in-text citations included and formatted in APA

style
· References page (a minimum of 2 outside scholarly sources
plus the textbook and/or the weekly lesson for each course
outcome) .
· Title and introduction pages are present.
· Please see attached Textbook: Chapters 7, 8
· This assignment is due on 11/11/2022
Assignment: Journal Entry
Critical reflection of your growth and development during your
practicum experience in a clinical setting has the benefit of
helping you to identify opportunities for improvement in your
clinical skills, while also recognizing your strengths and
successes.
Use this Journal to reflect on your clinical strengths and
opportunities for improvement, the progress you made, and what
insights you will carry forward into your next practicum.
To Prepare
· Refer to the “Population-Focused Nurse Practitioner
Competencies” found in the Week 1 Learning Resources and
consider the quality measures or indicators advanced nursing
practice nurses must possess in your specialty of interest. (see
attached PDF document)
· Refer to your Clinical Skills Self-Assessment Form you
submitted in Week 1 and consider your strengths and
opportunities for improvement. ( See word document)
Journal Entry (450–500 words) - Instructions
Learning From Experiences
· Revisit the goals and objectives from your Practicum

Experience Plan ( See attached word document). Explain the
degree to which you achieved each during the practicum
experience.
· Reflect on the three (3) most challenging patients you
encountered during the practicum experience. What was most
challenging about each?
· What did you learn from this experience?
· What resources were available?
· What evidence-based practice did you use for the patients?
· What would you do differently?
· How are you managing patient flow and volume?
· How can you apply your growing skillset to be a social change
agent within your community?
Communicating and Feedback
· Reflect on how you might improve your skills and knowledge
and communicate those efforts to your Preceptor.
· Answer the questions: How am I doing? What is missing?
Master of Science in Nursing
Assignment 2: Practicum Experience Plan (PEP)
Ariel Cordova Lopez
Walden University
PRAC 6665: PMHNP Care Across the Lifespan I Practicum
Dr. Jannia Mendez MSN APRN PMHNP BC
September 10, 2022

Practicum Experience Plan (PEP)
Overview:
Your Practicum experience includes working in a clinical
setting that will help you gain the knowledge and skills needed
as an advanced practice nurse. In your practicum experience,
you will develop a practicum plan that sets forth objectives to
frame and guide your practicum experience.
As part of your Practicum Experience Plan, you will not only
plan for your learning in your practicum experience but also

work through various patient visits with focused notes as well
as one (1) journal entry.
Complete each section below.
Part 1: Quarter/Term/Year and Contact Information
Section A
Quarter/Term/Year: Pract-2022-Fall
StudentContact Information
Name: Ariel Cordova Lopez
Street Address: 7123 West 4th Way
City, State, Zip: Hialeah, FL 33014
Home Phone:
Work Phone:
Cell Phone: (786) 715-5712
Fax:
E-mail: [email protected]
PreceptorContact Information
Name: Jose Antonio Vergara, PMHNP
Organization: Miami Primary Healthcare
Street Address: 1275 w 47th Place, Suite 307
City, State, Zip: Hialeah, FL 33012
Work Phone:
Cell Phone: (786) 722 - 0999
Fax:
Professional/Work E-mail: [email protected]

Part 2: Individualized Practicum Learning Objectives
Objective 1: make improvements in my laboratory skills.
Planned Activities: It is important to develop proper assessment
skills. One way of improving my laboratory skills is by working
closely with my preceptor. This would help me understand with
clarity the stages that should be followed when conducting a
laboratory assessment. Patients with psychological needs
require to be comprehensively assessed using the available
assessment tools. This would help I n promoting a
comprehensive laboratory assessment that meets the needs of
the patients.
Mode of Assessment: laboratory skills can be improved by
evaluating the laboratory evaluation steps followed when
conducting laboratory procedure.
PRAC Course Outcome(s) Addressed: Outcome of the
laboratory skills can be determined .through accuracy in
assessing patient symptoms when using DSM-5. Timely
assessment of the patients would also help in establishing
gaining laboratory skills.
Objective 2: Demonstrate teamwork skills that would be
instrumental in working with other professionals in a healthcare
setting.
Planned Activities: Activities of improving teamwork skills
would be to encourage everyone to participate in a team and
give their views regarding diverse issues facing them. I would
also focus on following directions and asking questions to my
preceptor when I do not understand something (Wright et al.,
2021).

Mode of Assessment: I would focus on assessing each member
of the team to ascertain that they are working as members of the
team. It is also important to assess whether the members of the
team possess are good role models to guide others when they
face challenges at work.
PRAC Course Outcome(s) Addressed: The outcomes will be
assessed through demonstration of clear communication and
teamwork. All the stakeholders should work collaboratively
with others.
Objective 3: enhance an efficient work environment that
provides conducive work setting that accommodates all the
professionals within the work setting and creates opportunities
for professional growth.
Planned Activities: stress management is one of the activities
that would be implemented. Promoting mindfulness meditation
would play a significant role to promote confidence in the work
and following the directions of my preceptor to deliver the best
results to the clients.
Mode of Assessment: the clients would be assessed based on
their mental status and how well they can implement their
activities. Demonstration of calmness in how one implements
their tasks would also assess their ability to be competent in
their duties.
PRAC Course Outcome(s) Addressed: demonstrate efficiency in
delivery of care to clients when they need them and improve
their self-evaluation skills to improve their personal
competencies.
How Practicum Experience Will help achieve the Goals
Practicum experience creates an opportunity to learn from

others and enhance my abilities in the enhancement of my
skills. It will help me work alongside other experienced
professionals and learn about signs and symptoms associated
with psychiatric disorders with my clients. This would help in
the interpretation of these symptoms and order appropriate
treatment for the patient. Communication is another important
aspect of psychiatric care, which will be improved through
interactions with other professionals. I learn to promote
communication with clients and other professionals. This is
important for promoting inter-professional collaboration in
psychiatric care that is needed to promote holistic care for the
patient. Communication also helps in the assessment of patient
history which is important in making diagnosis related
decisions. Practicum experience will also be instrumental to my
learning on how to work in a diverse workplace environment
based on the diverse cultures and beliefs. Understanding the
beliefs of clients are diverse is a primary criterion in ensuring
patient’s ethical and moral aspects of care are respected and are
not violated when offering. This would help in developing a
rapport that would promote honesty and trust in the dispenses of
services to clients in future.
Selected Nursing Theories
Modeling and Remodeling
The nursing theory selected is modeling and role-modeling
theory. The theory highlights that counselors are responsible for
recognize and support patients based on their specific needs.
The nurse needs to be respectful of the patients’ needs in order
to promote trust and respect. The theory is built on
psychological model that recognizes the needs of the patients
and cognitive development theory. Therefore, this theory would
be helpful to nurses because it helps in getting the information
needed from the client. The theory helps in recognizing the
unique needs of the patient by focusing on the guidelines that
identifies the patient based on the theory. Therefore, doing so
would help the psychiatric nurse in providing appropriate
interventions to ensure healing of the patient. The theory also

makes it possible to collaborate with other professional and
make adjustment to care plans as need be (Erickson, 2017).
Counseling Theory
One of the areas that I needed to focus on improving is the
identification of signs and symptoms relating psychological
disorders. The counseling theory would be instrumental in
recognizing behavioral changes among patients. This would
help in understanding their behavior and thoughts. In this
regard, cognitive behavioral theory is inevitably recognizing the
behavior of the clients and relate with their corresponding
symptoms. Cognitive-behavioral therapy theory would help in
assessment of the patients and making diagnostic
recommendations that are suitable for the client, and how they
would potentially impact the behavior and feelings of the client.
Therefore, the theory would help in influence the behavior of
the client so that they can develop attitudes and behaviors that
are positive and influence their thinking to promote positive
outcomes of the diagnosis (Karyotaki et al., 2021). This would
help promote self-awareness, which will help in achieving
diagnostic goals for the clients.
Part 3: Projected Timeline/Schedule
Estimate how many hours you expect to work on your Practicum
each week. *
Note: All of your hours and activities must be
supervised by your Preceptor and completed onsite. Your
Preceptor will approve all hours, but your activities will be
approved by both your Preceptor and Instructor. Any changes to
this plan must be approved.
This timeline is intended as a planning tool; your actual
schedule may differ from the projections you are making now.
I intend to complete the 160 Practicum hours (as applicable)

according to the following timeline/schedule. I also understand
that I must see at least 80 patients during my practicum
experience. I understand that I may not complete my practicum
hours sooner than 8 weeks. I understand I may not be in the
practicum setting longer than 8 hours per day unless pre-
approved by my faculty.
Number of Clinical Hours Projected for Week (hours you are in
Practicum Setting at your Field Site)
Number of Weekly Hours for Professional Development (these
are not practicum hour)
Number of Weekly Hours for Practicum Coursework (these are
not practicum hours)
Week 1
3
4
Week 2
16
3
4
Week 3
16
3
4
Week 4
16
3
4
Week 5
16
3
4
Week 6

16
3
4
Week 7
16
3
4
Week 8
16
3
4
Week 9
16
3
4
Week 10
16
3
4
Week 11
16
3
4
Total Hours (must meet the following requirements)
160 Hours
33 Hours
44 Hours
Part 4 - Signatures
Student Signature (electronic): Ariel Cordova Lopez
Date: 09/10/2022

Practicum Faculty Signature (electronic)**:
Date:
** Faculty signature signifies approval of Practicum Experience
Plan (PEP)
Submit your Practicum Experience Plan
on or before Day 7 of
Week 2 for faculty review and approval.
Once approved, you will receive a copy of the PEP for your
records. You must share an approved copy with your Preceptor.
The Preceptor is not required to sign this form.
© 2020 Walden University 3

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