Assgn

Desired Clinical Skills for Students to Achieve

Confident (Can complete independently)

Mostly confident (Can complete with supervision)

Beginning (Have performed with supervision or needs supervision to feel confident)

New (Have never performed or does not apply)

Comprehensive psychiatric evaluation skills in: 

Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

Confident

Differentiating between pathophysiological and psychopathological conditions 

Mostly confident

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) 

Beginning

Performing and interpreting a mental status examination 

Confident

Performing and interpreting a psychosocial assessment and family psychiatric history 

Confident

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

Confident

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

Beginning

Formulating diagnoses according to DSM 5 based on assessment data 

Mostly confident

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

Beginning

Pharmacotherapeutic skills in:

Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) 

New

Evaluating patient response and modify plan as necessary 

New

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

New

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

Confident

Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) 

Beginning

Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

Mostly confident

Develop an age appropriate individualized plan of care

Mostly confident

Provide psychoeducation to individuals and/or any caregivers

Confident

Promote health and disease prevention techniques

Confident

Self-assessment skill:

Develop SMART goals for practicum experiences 

Beginning

Evaluating outcomes of practicum goals and modify plan as necessary 

Beginning

Documenting and reflecting on learning experiences

Mostly confident

Professional skills:

Maintains professional boundaries and therapeutic relationship with clients and staff

Confident

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings 

Beginning

Identifies ethical and legal dilemmas with possible resolutions

Mostly confident

Demonstrates non-judgmental practice approach and empathy

Confident

Practices within scope of practice

Beginning

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation 

Beginning

Implements the screening instrument efficiently and effectively with the clients

Beginning

Interprets results for screening instruments accurately

Mostly confident

Develops an appropriate plan of care based upon screening instruments response

Mostly confident

Identifies the need to refer to another specialty provider when applicable

Beginning

Accurately documents recommendations for psychiatric consultations when applicable

Beginning

The feedback resulting from the clinical self-assessment form is crucial. It helps individuals identify their strengths and areas that would require an improvement on their performance upon review (Thapar et al., 2015). The following are the strengths realized from the ratings in the clinical self-assessment form.

1. A dedicated team member who is always careful to realize the commitments set out by the team and offer others a helping hand when needed.

1. Is quick-witted to recognize the source of any issues and suggest and develop a creative and reliable resolution.

1. Developing on-time accurate reports and any discrepancies are focused on to indicate the urgency of intervention.

A development plan outlining the goals and objects is crucial for transforming performance improvement to be realized (Sadock et al., 2014). Areas identified as the strengths would require to be pushed a notch higher to provide for compensation for the areas noted to require modification, as below.

1. Requires building on presentation skills, to be more effective while presenting issues and evidence to the executive team.

2. Requires establishing a broader perspective regarding the field to stand a better opportunity to enlarge the responsibility.

3. Demand for the development of a new and positive attitude towards work related issues and abandoning the attitude of incapability even when deployed in areas requiring a higher capacity.

4. There is always more room for improvement with issues regarding communication and, therefore, work towards improving the communication skills to lessen misinformation and increase information efficacy.

1. Goal To be effective in technology and information Literacy competencies.

a. Objective: Electronic communication with other professionals and patients.

b. Objective: Technological care delivery systems.

c. Objective: Electronic resources that enhance patient safety.

2. Goal To be ethics competencies.

a. Objective: To integrates principles in decision making.

b. Objective: To evaluate the ethical consequences of decision

c. Objective: TO be able to apply ethical sound solutions to complex issues related to individuals, populations, and system of care.

3. Goal To be leadership competencies.

a. Objective: Advocates for improved access, quality and cost effective

health care.

b. Objective: Communicates practice knowledge effectively, both orally

and in writing.

c. Objective: Assumes complex and advanced leadership roles to initiate

and guide change.

4. Goal: To be independent practice competencies.

a. Objective: To be effectively functions as a licensed independent practitioner.

b. Objective: To collaborates with both professional and other caregivers to

achieve optimal care outcomes.

c. Objective: Coordinates transitional care services in and across care

settings.

5. Goal:

a. Objective:

b. Objective:

c. Objective