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Preceptor Needed

I need a preceptor starting in August.

Hours needed: 160

Rotation: Adult and Kids

Location: Florida, Alabama, Georgia, or Virginia.

Preceptor needed for Psych Mental Health NP….It can be a PMHNP or a Psych Doctor.

Willing to pay for hours or precept via telehealth or video call.

Has to be willing and able to work with Walden University and fill out attached and turn them back in to me to submit to the school.

THE ATTACHED IS THE APPLICATION THAT I HAVE TO SUBMIT. PLEASE REVIEW!

template3College of Nursing

Office of Field Experience

Preceptor Commitment Form

NP- PMHNP

Preceptor Commitment Form

Psychiatric Mental Health Nurse Practitioner

A Walden University nursing student has nominated you as a preceptor for an upcoming practicum course. We appreciate your contribution to the training of student nurses by sharing your time, expertise, and knowledge. We are asking that you please read and sign this document, acknowledging your role as a preceptor for the student. Return this form back to the student to upload to their application.

College of Nursing at Walden University

· Accreditation: The Master’s Degree in Nursing (MSN) program at Walden University is accredited by the Commission on Collegiate Nursing Education ( http://www.ccneaccreditation.org).

· Mission: The College of Nursing, dedicated to excellence in nursing education, provides programs to transform diverse nursing professionals into champions of change who will improve health outcomes and advance health equity.

Purpose of Practicum:

A practicum is a distinctly defined supervised onsite experience, in which students develop applied skills and integrate professional knowledge in the provision of “hands-on” care. The didactic (classroom – NRNP) and practicum (clinical- PRAC) components of the courses are separated. The following courses are the practicum courses for the PMHNP specialization:

· Practicum Courses:

· PRAC/PRCM 6635 – Psychopathology and Diagnostic Reasoning

· PRAC/PRCM 6645 – Psychotherapy with Multiple Modalities

· Preceptors must conduct therapeutic psychotherapy.

· Psychiatric evaluation and medication management with supportive therapy do not qualify for this course.

· PRAC/PRCM 6665 – PMHNP Care Across the Lifespan I

· Preceptors must have prescriptive authority and practice medication management

· PRAC/PRCM 6675 – PMHNP Care Across the Lifespan II

· Preceptors must have prescriptive authority and practice medication management

· Practicum Hours: 160 hours per course for a total of 640 hours for the program.

· Patient Hours & Requirements: Review the Course Overview on our Preceptor Resources webpage

· Nurse Practitioner practicum courses require students to be involved in hands-on direct patient care.

· Students must complete practicum experiences onsite at the practicum site unless approved for telehealth practicum.

· Review course information online: http://academicguides.waldenu.edu/fieldexperience/son/PreceptorResources

Role of the Preceptor:

· Guides, directs, mentors, and supports the student, to facilitate the achievement of practicum learning objectives.

· Orients the student to the practicum site, facility, personnel, policies, and procedures.

· Provides opportunities for role analysis, as well as the application of skills and knowledge.

· Supervises the student, which encompasses instruction, monitoring, mentoring, evaluation, supervision, and feedback.

· Provides ongoing feedback about student performance and progress in meeting practicum goals and objectives.

· Collaborates with the faculty instructor to ensure the student is meeting practicum learning objectives.

· Completes video conference meetings with the faculty instructor to discuss the student’s practicum experience and performance.

· Signs off on practicum time logs in Meditrek to verify the completion of required practicum hours.

· Completes a midterm and final evaluation in Meditrek to assess and evaluate the student’s performance during practicum.

Role of Faculty:

· The faculty instructor is a Walden faculty member responsible for assuring that this student meets the course learning objectives.

· The faculty instructor teaches and leads the practicum course and manages the practicum experience.

· The faculty instructor communicates with the student and preceptor regarding student performance, progress and learning needs.

· The faculty instructor will make a site visit, either virtually and/or onsite, to review the student’s practicum experience.

· The faculty instructor is the point of contact for the preceptor and helps have resolve any problems if they arise.

· The faculty instructor must verify practicum hours with the preceptor and sign time logs in Meditrek.

· The faculty instructor evaluates the student’s practicum work, grades assignments, and assigns a final grade.

Compliance Requirements for Preceptors: Walden University abides by the appropriate compliance requirements and standards as determined by various state, national, accreditation bodies, and professional nursing agencies/associations. Therefore, we request preceptors agree to abide by the following standards and requirements:

1. Is currently licensed in the state where practicum will occur with an active and unencumbered license.

2. Has a minimum of one year of postgraduate experience and a current job role relevant to the specialization.

3. Is a permanent employee of the facility/site where the practicum will take place.

4. Is not the student’s supervisor, family member, friend, or any other relationship that would be a conflict of interest.

5. Will complete evaluations to assess the student’s work during practicum and verify practicum hours by signing time logs.

6. Will complete video conference meetings with Walden faculty to assess student’s performance during practicum.

7. Student must conduct direct patient care and have access to the electronic medical/health record system for practicum.

8. Agree to engage in a preceptor to student ratio of 1:1 for direct student supervision at any given time.

Meditrek:

Meditrek is the online clinical rotation management system we utilize to track, monitor, and manage the practicum experience.

· Preceptors will verify and sign time logs in Meditrek.

· Preceptors will complete a midterm and final evaluation in Meditrek.

· The link to Meditrek is https://edu.meditrek.com/

· Meditrek credentials will be emailed to preceptors Monday of the third week of the course.

· Contact [email protected] if you don’t receive an email with your Meditrek account information.

Additional Resources for Preceptors:

The following additional resources can be found online at http://academicguides.waldenu.edu/fieldexperience/son/PreceptorResources

· Practicum Manual & College of Nursing Handbook

· Academic & Course Information – Course Overviews: Course Objectives, Course Outcomes & Clinical Checklists

· Meditrek Information, Resources & Webinars

· Walden University and College of Nursing – Mission, Vision & Accreditation

Benefits for Preceptors: As a benefit to you and to show our appreciation, we provide benefits for serving as a preceptor. Review our Preceptor Resources webpage for additional information regarding preceptor benefits.

Next Steps:

· After completing and signing this Preceptor Commitment Form, please send it directly to the student. The student must upload this form as part of their practicum application in Meditrek by the application deadline.

· This Preceptor Commitment Form is student, course, term, site, and location specific, for compliance purposes. Thus, a form is required to be completed for each student for each course, term and for each site location where practicum will occur.

· The Field Experience staff at Walden will work directly with the administrator at your facility to establish an affiliation agreement, which is a legal agreement directly with the practicum site, which is different from this “Preceptor Commitment Form”.

· Upon final approval of the student’s practicum application, you will receive a confirmation email with a Preceptor Orientation.

Policy on Electronic Signatures:

Walden University manages the practicum application processes in a nearly paperless environment, which requires reliance on verifiable electronic signatures, as regulated by the Uniform Electronic Transactions Act. Legally, an “electronic signature” can be the person’s typed name, his or her e-mail address, or any other identifying marker. An electronic signature is just as valid as a written signature if both parties have agreed to conduct the transaction electronically. The Field Experience Coordinator for the College of Nursing will verify any electronic signatures that do not originate from a password protected source (i.e., an e-mail address officially on file with Walden University). The preceptor’s e-mail address provides authentication for electronic signature and thus must match the e-mail address contained in the student’s application for field experience.

How to Contact the Office of Field Experience

Email: [email protected]

Phone: 800-925-3368

Nurse Practitioner – Psychiatric Mental Health Nurse Practitioner Program (PMHNP)

This form must be completed by the preceptor. A separate form must be completed for each site location.

Students are not authorized to complete this form. After form is completed by preceptor, students upload this form to their practicum application in Meditrek.

Student’s Name:      

Practicum Course: |_| 6635 |_| 6645 (psychotherapy) |_| 6665 (Preceptor must have prescriptive authority) |_| 6675 (Preceptor must have prescriptive authority)

Term of Practicum: |_| Fall Quarter (Aug-Nov) |_| Winter Quarter (Nov-Feb) |_| Spring Quarter (Feb-May) |_| Summer Quarter (May-Aug)

Preceptor’s Name:      

Preceptor Phone Number:      

Email: Employer Issued E-mail:      

Practicum Site:

Name of Site Where Student Will Complete Practicum:      

Physical Address of Site Where Student Will Complete Practicum:      

Administrative Contact & Email for Legal Agreements:      

Employment:

Current Position:      

Current Employer:      

Length of Employment at Current Position:       Year(s)       Month(s)

Employment Status of Site: |_| Permanent Employee |_| Services provided under contract but not an employee.

I have approval for this preceptorship through my employer: |_| Yes |_| Not Required by Employer/Site

Education:

Highest Degree:      

Major/Concentration of Degree:      

College/University:      

Month & Year of Graduation:       (MM/YYYY)

Licensure: Highest Licensure Related to This Preceptorship:

Type of License: |_| PMHNP |_| Psychiatrist (Board-Certified) |_| Psychologist |_| Counselor |_| Social Worker |_| Other:      

License State:       License Number:      

License Exp. Date:       (MM/YYYY)

Length of Time Practicing at Current Level of Licensure:       Year(s)       Month(s)

Certifications or Specializations:      

Will this student have access to the electronic medical/health record system during practicum? |_| Yes |_| No

Do you provide direct patient care and will student be able to complete direct patient care during practicum? |_| Yes |_| No

Do you conduct assessment and diagnosis services for acute and chronic psychiatric disorders? |_| Yes |_| No

Do you provide therapeutic psychotherapy as part of your current role? |_| Yes |_| No

Do you have prescriptive authority AND does your current role include medication management? |_| Yes |_| No

Do you see enough patients for the student to complete the requirements of this course in 10 weeks? |_| Yes |_| No

Please select the age range(s) of patients you serve: |_| 0 – 17 |_| 18 – 54 |_| 55 – + |_| All Age Groups

Describe your practice setting: |_| Private Practice |_| Hospital/Inpatient |_| Counseling Center |_| Drug/Alcohol Rehab |_| Other:      

Describe the unit/department, the clinical services you provide, and the patient types you serve at this site:      

Initial:       I understand the 1:1 student to preceptor relationship listed on page 2 and I cannot precept more than three students a quarter.

Initial:       I understand that by signing this form, I have reviewed the practicum information and I am willing and able to meet all practicum

criteria, course requirements, preceptor role, and compliance requirements for preceptors as stated on pages 1 and 2 of this form.

Date:       (MM/DD/YYYY)

Preceptor Signature (Must be physically signed by preceptor if completing form manually):

Preceptor Electronic Signature (Email must be entered by preceptor for an electronic signature):      

Page 3 of 3

Preceptor Commitment Form 06/23

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Nutrition Log Reflection 3

 

You are what you eat.” Have you ever heard that? Although that saying is not exactly true, what we do eat does impact how we concentrate in class, work, perform in sports, and even affects our moods. The purpose of this activity is to deepen learning through reflective thinking. Follow these guidelines when completing this assignment:

  • Keep a log of the foods and drinks you consumed (breakfast, lunch, dinner, snacks) from Monday through Friday (no weekends).
  • After reviewing your food log at the end of week 1, please answer the questions below:
  • How many days did you eat breakfast? __________
  • How many days did you eat at least 1 fruit? __________
  • How many days did you eat at least 1 vegetable? _________
  • How many days did you eat “junk food” (chips, candy, etc.)? ________
  • How many days did you drink soda? ______
  • How many total ounces of water did you drink per day? ______ 
  • Support your answer with examples of why you gave yourself that rating. Describe ONE change you would like to make to your diet. Reflect on what went well and what could be improved. Be sure to write in complete sentences. A strong paragraph is at least 5 sentences. 

 

  • The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
  • The paper should be at least 5 sentences (approximately 100 words) in length.

    Nutrition Log Reflection 3/

     

    ou are what you eat.” Have you ever heard that? Although that saying is not exactly true, what we do eat does impact how we concentrate in class, work, perform in sports, and even affects our moods. The purpose of this activity is to deepen learning through reflective thinking. Follow these guidelines when completing this assignment:

    • Keep a log of the foods and drinks you consumed (breakfast, lunch, dinner, snacks) from Monday through Friday (no weekends).
    • After reviewing your food log at the end of week 1, please answer the questions below:
    • How many days did you eat breakfast? __________
    • How many days did you eat at least 1 fruit? __________
    • How many days did you eat at least 1 vegetable? _________
    • How many days did you eat “junk food” (chips, candy, etc.)? ________
    • How many days did you drink soda? ______
    • How many total ounces of water did you drink per day? ______

     At the end of the week, reflect on what you ate for the week. Rate your nutrition for that week on a scale from 1 – 10 (with 10 being the best). Support your answer with examples of why you gave yourself that rating. Describe ONE change you would like to make to your diet. Reflect on what went well and what could be improved. Be sure to write in complete sentences. A strong paragraph is at least 5 sentences. 

    • The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
    • The paper should be at least 5 sentences (approximately 100 words) in length.

      Critical reflection and justification

      Word limit: 1500 words

      References and intext citation: 12-15 references
      So I have observed 
      5 kids 
      2 are from 0-2 lialh so for them it was how one child enjoys making sound and sensory exploration as she is teething 
      For other 0-2 child Noah I have observed he is slowly growing his strength and starting to walk through walker  
      Joe (2.5 years) and aura (3 years) 
      They are very talkative so therefore building more communication skills in them 
      Ethan (2.7 year ) he does not speak in sentences but just few words 
      Like ‘ eee up” ‘ heyyyy’ and then he will point on things whatever he want to show me 
      There are also 3 more kids who are autistic so I got a chance to work with speech thearipist and I saw how she is helping one of the autistic child. 
      Moreover for 0-2 years children room I found furniture is not very safe so is could be made more safer by adding some cushioning
      I also have pictures

      ECE301– Child Development 3_Assessment 1 Guidelines

      GDECE 104 Professional Teaching Practice 1: Assessment 4 (Critical Reflection on Professional Practice – 2000 words, 30% weight)

      “Critical reflection is a meaning-making process that involves a deeper level of thinking and evaluation. It requires engagement with diverse perspectives such as philosophy, theory, ethics and practice and then evaluating these in context, leading to pedagogical decisions and actions that

      are transformative” (Australian Government Department of Education [AGDE], 2022, p.18).

      Early childhood Educators are expected to continuously develop their knowledge and skills as their professional development. Critical reflection is one of strategies for professional development, where educators examine their own practice to improve their teaching and pedagogical practice. Task Instruction: Following the early years learning framework (EYLF) principle of “critical reflection and ongoing professional learning” (Australian Government Department of Education [AGDE], 2022, p.18), write a critical reflection of your professional practice based on your experience during the placement. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022) and the Australian Professional Teachers’ Standards (Australian Institute for Teaching and School Leadership [AITSL], 2011), provide rationale that includes justification of the importance of reflective practices for pre-service teacher in terms of teaching, developing and improving. Use theories, learning frameworks and the Australian Teachers’ standards to support your justification and critical reflection. Criteria:

      • Write a critical reflection of your professional practice based on your experience during the professional placement. • Provide examples of your experiences from professional practice during the placement as a basis for your reflection. • Provide rationale that includes justification of the importance of reflective practices for pre-service teacher in terms of teaching, developing

      and improving. Make connections to the EYLF and Australian Professional Teachers’ Standards. • Use a range of relevant academic literature to support your ideas in discussing your critical reflections toward your teaching practices.

      Word count: 2000 (excluding references)

      NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates

      ECE301– Child Development 3_Assessment 1 Guidelines

      its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.

      Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.

      Referencing: APA7 (please refer to this guide for referencing guidelines)

      Due Date: After completing the day 25 of professional placement (No later than 31st of May 2024, at 23:59 PM)

      Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.

      Grading Scale:

      GDECE104 Assessment 4: Critical reflection (2000 words, 30% weight)

      Grade Criteria

      High Dis/nc/on Dis/nc/on Credit Pass Does not meet minimum standard

      C1. Cri/cal reflec/on on professional prac/ce with in-depth analysis, based on examples of experiences from professional prac/ce during the placement (10 marks)

      Reflec/on on professional prac/ce is clearly ar/culated and directly relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained in detail, with in-depth cri/cal analysis.

      Reflec/on on professional prac/ce is clearly ar/culated and relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained in detail, with analysis.

      Reflec/on on professional prac/ce is ar/culated and relevant to the placement context. Examples of experiences from professional prac/ce during the placement explained.

      Reflec/on on professional prac/ce is ar/culated but not directly relevant to the placement context or needs more clarifica/on. Examples of experiences from professional prac/ce during the placement stated.

      Reflec/on on professional prac/ce is not ar/culated and irrelevant to the placement context. Examples of experiences from professional prac/ce during the placement not clearly stated or absent.

      ECE301– Child Development 3_Assessment 1 Guidelines

      C2. Provide ra/onale with jus/fica/on of the importance of reflec/ve prac/ce. Make connec/ons to the EYLF and Australian Professional Teachers’ Standards. (10 marks)

      Ra/onale of the importance of reflec/ve prac/ce is argued and jus/fied. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained with cri/cal reflec/on.

      Ra/onale of the importance of reflec/ve prac/ce is argued. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained in detail.

      Ra/onale of the importance of reflec/ve prac/ce is clearly explained. Relevant connec/ons to the EYLF and Australian Professional Teachers’ Standards are explained.

      Ra/onale of the importance of reflec/ve prac/ce is outlined. Relevant connec/ons to the EYLF and Australian Professional Teachers’ Standards are clearly ar/culated.

      Ra/onale of the importance of reflec/ve prac/ce is presented. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are provided but may require clarifica/on or have minimal relevance.

      Ra/onale of the importance of reflec/ve prac/ce is stated but irrelevant or contains key misunderstandings or inaccuracies. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are stated but not directly relevant.

      Ra/onale is not stated. Connec/ons to the EYLF and Australian Professional Teachers’ Standards are absent.

      C3. Relevant academic literature is drawn upon to support explanations and arguments presented. (5 marks)

      A broad range of academic literature is drawn upon to justify argument.

      A broad range of academic literature is drawn upon to clarify argument.

      A range of academic literature is drawn upon to support argument.

      A range of academic literature is drawn upon, but only superficially supports argument.

      Minimal academic literature drawn upon.

      Academic literature drawn upon, but irrelevant to target content.

      No literature drawn upon or literature drawn upon is not from appropriate sources.

      C4. Assignment is formaXed according to

      C4.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no

      C4.2 The assignment is clear with minor typographical and structural features

      C4.3 The assignment is clear with typographical and

      C4.4 The assignment has typographical and structural features

      C4.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between the author’s

      ECE301– Child Development 3_Assessment 1 Guidelines

      requirements and wriXen clearly and cohesively. APA 7 referencing is used. Word limit is adhered to. (5 marks)

      confusion between the author's voice and that of sources. The assignment is formaXed according to stated requirements. The assignment is formaXed according to stated requirements. Accurate mechanics of in-text and end-of- text APA (7th Ed.) referencing style were used. Word limit met.

      that may hinder understanding. There is minimal confusion between the author's voice and that of sources. The assignment is mostly formaXed according to stated requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.) referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met.

      structural features that may hinder understanding. There is minor confusion between the author's voice and that of sources. The assignment is partly formaXed according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limit met.

      that significantly hinder understanding. There is confusion between the author's voice and that of sources. The assignment is minimally formaXed according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing contain several errors. Word limit met.

      voice and that of sources, or author’s voice is absent. The assignment is not formaXed according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately. Word limit not met.

      References:

      Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

      Australian Institute for Teaching and School Leadership [AITSL]. (2011). The Australian Professional Teachers’ Standards. Melbourne: AITSL.

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