NURS6640 Week 8 Ethical

NURS6640 Walden Week 8 Ethical Implications of Counseling Clients Analysis Assignment 2: Practicum – Week 8 Journal Entry

NURS6640 Walden Week 8 Ethical Implications of Counseling Clients Analysis Assignment 2: Practicum – Week 8 Journal Entry

LEARNING OBJECTIVES

Students will:

• Develop diagnoses for clients receiving psychotherapy
• Evaluate the efficacy of existential-humanistic therapy for clients
• Analyze legal and ethical implications of counseling clients with psychiatric disorders
• Analyze clinical supervision experiences
• Analyze how nursing and counseling theories guided personal practice in psychotherapy
• Analyze goals and objectives for personal practicum experiences
• Analyze the impact of psychotherapy on social change

The Learning Objectives are related to the Practicum Journal Assignments presented in Weeks 8, 9, and 10.

Week 10 Journal Entry

Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal:

• Explain whether your therapeutic theory has changed as a result of your practicum experiences. Recall the theories you selected in Week 1.
• Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week 1.
• Explain how you might impact social change through your work with clients who have mental health issues.
• Support your approach with evidence-based literature.

ATTACHED IS THE WEEK 1 JOURNAL.

 

 

NURS6640 Walden Week 8 Ethical Implications of Counseling Clients Analysis Assignment 2 Week One Journal Entry

     Walden University

 June 9, 2019

 

 

Week One Journal Entry

The Rationale for Selected Nursing and Counseling Theories

The selected nursing and counseling theories are King’s Theory of Goal Attainment and Beck’s Cognitive Theory, respectively. One of the rationales for choosing this theory is their potential to provide the framework for solving the problems that are experienced by the patient. According to Fournier and Price (2014), the therapists who base their intervention on these theoretical frameworks are focused on the distorted thinking that influences the client’s present situation and how to develop the dynamic interpersonal relationships that contribute to the progress of the patient towards the goals. Also, the use of these theories in the therapeutic relationship would enable the therapist to make the type of transactions with the patient that leads to the attainment of goals and his or her satisfaction, as well as the enhancement of his or her development (Petiprin, 2016). An additional reason for the selection of the theories is their relevance to my practice objectives and preferred therapeutic approaches. Therefore, the therapeutic aim of improving the behavior of the patient in the context of the personal, interpersonal, and social systems can be achieved through the emphasis on solving the current issues that distort the patient’s thinking and interventions that are based on the understanding of all the elements of the nurse-patient relationship.

Goals and Objectives for the Practicum Experience

My first goal is to gain in-depth knowledge, skills, and abilities in psychotherapy and how its principles can be applied to the management of adult behavioral problems. Secondly, I plan to acquire from this practicum experience, the competencies, and skills to deal with the patient from diverse cultural and socioeconomic backgrounds and utilize the knowledge to meet their needs in different clinical settings (Wheeler, 2013). The third goal that I plan to accomplish from the practicum experience is the assessment skills that would result in the identification of the client’s requirements for a trusting therapeutic relationship. Regarding the objectives, the first is the creation of patient education materials that contribute to the changes in their behavioral tendencies and enhance their growth and development during the therapeutic relationship. An additional objective is the attainment of patient satisfaction through the adoption of needs-based practice measures in different settings. Finally, the aim of participating in the practicum is the establishment of the opportunities for patients to interact in their personal, interpersonal, and social systems effectively.

Timeline of Practicum Activities

In the first week of the practicum, I plan to observe client’s interactions with the nurses, and councillors and to use that information to develop the knowledge and skills for conducting an assessment during intake or counsel. Also, I plan to participate in client’s care from the second week according to the learning requirements of the practicum course and use the opportunity to accomplish some of the goals and objectives for the practicum experience. I will continue with client interactions according to the guidance provided by the school and my preceptor to gain the understanding of the processes that are required for establishing and maintaining trusting relationships with patients from diverse ethnic and socioeconomic backgrounds. Overall, the activities that would be conducted during the practicum experience are designed to enable me to acquire the knowledge and skills for meeting the needs of patients in different clinical settings.

 

References

Fournier, J. C., & Price, R. B. (2014). Psychotherapy and neuroimaging. Focus, 12(3), 290-298. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207360/

Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. Retrieved from http://www.nursing-theory.org/theories-and-models/…

Wheeler, K. (2013). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. Springer Publishing Company.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.