PRAC 6645 Journal Entry

Sample Answer

The learning process enables students or learners to acquire skills and knowledge and fulfill set objectives. However, points of learning or knowledge can be achieved to various degrees, depending on factors such as student, learning environment, and instructor factors. As such, it is important to use critical reflection and formulate a reflection that helps identify opportunities for improvement regarding various skills (Murillo-Llorente et al.,2021). In addition, a learner can also use it as a time to reflect on their strengths and successes. Therefore, the purpose of this assignment is to compose a critical reflection on my growth and development during the practicum experience in a clinical setting.

Goals and objectives were formulated at the start of the program. Therefore, it is important to explore the degree to which they were achieved. One of the goals was to perform a comprehensive mental assessment of at least ten patients across the lifespan. This goal was fully achieved or attained since, throughout the practicum experience, I was able to conduct psychiatric interviews weekly and also perform physical exams on the patients. The other goal was to develop differential diagnoses for patients with psychiatric and substance use disorders across their lifespan. It is worth noting that this goal was also achieved fully since the diagnoses were proposed for each assessed patient. The goals were also achieved by using DSM-V to develop differential diagnoses (Schneider et al.,2022). The other goal was to be able to develop treatment plans for patients with psychiatric and substance use disorders. This goal was also achieved by utilizing clinical guidelines to recommend EBP treatments.

The practicum duration was an enriching experience. However, various challenges were experienced during the patient encounters. One of the patients was a pediatric patient who was presenting with various symptoms, which suggested PTSD, depressive disorder, and separation disorder. The most challenging about the patient was coming up with primary diagnosis. The other patient was an individual who reported sleep complications. However, the assessment did not reveal any causes of insomnia, which made it challenging. The other challenging case was a teenager who was brought to the facility with a substance disorder history. The patient had used heroin for almost two years. It was challenging since the patient also experienced sexual trauma, which might have also led to substance abuse apart from other underlying causes, which made it difficult to point to the cause with precision (Sarmiento & Lau, 2020).

It is evident that various challenges were experienced or encountered along the way. However, these cases were points of learning. One of the learning experiences was the need to carry out a comprehensive assessment and use EBP sources and DSM-V criteria to come up with the most appropriate diagnosis. Various resources were available for use during this time. One of them was clinical guidelines on mental health. The others include the DSM-V manual and peer-reviewed journals. The evidence-based practice used for the patient is diagnostic criteria and assessment found in the DSM-V. Given another chance, there are things I would do differently. For example, I would participate more in collaborations and consult more with the preceptor. The patient flow and volume were mainly managed through scheduling appointments.

It is important to ensure that communication is effective throughout the process and when engaging the preceptor (Kerr et al.,2020). Therefore, it is important to take proactive steps and use appropriate strategies to improve skills and knowledge and communicate the same to the preceptor. One aspect is to continue exploring literature on how to improve skills and knowledge in mental health. Peer teaching and learning and collaboration with other professionals. These efforts will be communicated to the preceptor through an official email. Currently, I believe I am on the right path and doing most things right. However, I will still need to improve my assessment and diagnostic skills. In terms of feedback from the preceptor. While word of mouth has been used as an informal strategy, official emails have been used as a formal means of receiving feedback.

References

• Kerr, D., Ostaszkiewicz, J., Dunning, T., & Martin, P. (2020). The effectiveness of training interventions on nurses’ communication skills a systematic review. Nurse Education Today, 89, 104405. https //doi.org/10.1016/j.nedt.2020.104405
• Murillo-Llorente, M. T., Navarro-Martínez, O., Valle, V. I. D., & Pérez-Bermejo, M. (2021). Using the reflective journal to improve practical skills integrating affective and self-critical aspects in impoverished international environments. A pilot test. International Journal of Environmental Research and Public Health, 18(16), 8876. https //doi.org/10.3390/ijerph18168876
• Sarmiento, C., & Lau, C. (2020). Diagnostic and statistical manual of mental disorders DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences Personality Processes and Individual Differences, 125-129. https //doi.org/10.1002/9781119547174.ch198
• Schneider, L. H., Pawluk, E. J., Milosevic, I., Shnaider, P., Rowa, K., Antony, M. M., … & McCabe, R. E. (2022). The Diagnostic Assessment Research Tool in action A preliminary evaluation of a semistructured diagnostic interview for DSM-5 disorders. Psychological Assessment, 34(1), 21. https //psycnet.apa.org/doi/10.1037/pas0001059