Journal Entry for clinical


Growth During Practicum

Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.(Growth During Practicum)

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. (Growth During Practicum)


Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. (Growth During Practicum)



In 450–500 words, address the following:

Learning From Experiences

Communicating and Feedback

  • Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.
  • Answer these questions: How am I doing? What is missing?
  • Reflect on the formal and informal feedback you received from your Preceptor.


Submit your Journal.


Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

  1. To submit your completed assignment, save your Assignment as WK11Assgn_LastName_Firstinitial
  2. Then, click on Start Assignment near the top of the page.(Growth During Practicum)
  3. Next, click on Upload File and select Submit Assignment for review.
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This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection

50 to >44.0 pts


Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Insightful and relevant connections are made through contextual explanations and examples.(Growth During Practicum)

44 to >39.0 pts


Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Connections are made through explanations and/or examples.(Growth During Practicum)

39 to >34.0 pts


Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or experiences. Minimal connections are made through explanations and/or examples.

34 to >0 pts


Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments.

50 pts

This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth

30 to >26.0 pts


Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.

26 to >23.0 pts


Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.(Growth During Practicum)

23 to >20.0 pts


Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. There is minimal thought of future implications of student’s current experience.

20 to >0 pts


Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked.(Growth During Practicum)

30 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting

15 to >13.0 pts


Well written and clearly organized using standard English; characterized by elements of a strong writing style; and basically free from grammar, punctuation, usage, and spelling errors.

13 to >11.0 pts


Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.

11 to >10.0 pts


Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.

10 to >0 pts


oor writing style lacking in standard English, clarity, language used, and/or contains frequent errors in grammar, punctuation, usage, and spelling. Needs work.

15 pts

This criterion is linked to a Learning OutcomeAPA

5 to >4.0 pts


Contains no APA errors.

4 to >3.5 pts


Contains 1–2 APA errors.

3.5 to >3.0 pts


Contains 3–5 APA errors.

Journal Entry for clinical -Solution

Growth and Development During the Practicum

I believe that everything we do makes a difference, and through growth, we can make a difference in our professional and personal lives. With this mantra, I set three goals to accomplish during the practicum. To this end, I can confidently say that I have achieved so much and am more competent in the mental health areas I set out to improve. My first goal was to achieve independence in selecting and implementing mental health screening tools and interpreting outcomes. During the practicum, I was involved in various patient cases requiring mental health screening tools and interpreting results to guide treatment interventions. Such involvement played a crucial role in helping me realize this goal.(Growth During Practicum)

The second goal was to achieve independence in evaluating, documenting, and reflecting on my practicum learning goals and objectives. While this goal might have seen as non-clinical, I wasted to enhance my reflection ability, which is crucial in achieving professional growth. During the practicum, I interacted with various patients and engaged in different clinical situations, and through reflection, I was able to learn from these experiences and implement the knowledge gained in consequent cases. Lastly, I set to enhance my competency in identifying the ethical and legal dilemmas in psychiatric practice and relevant solutions. While various ethical and legal dilemmas are unique, my understanding of underlying principles has been great, and I can confidently figure out potential dilemmas for different mental health scenarios and identify ways to mitigate them.(Growth During Practicum)

In mental health, every clinical scenario is unique and challenging, yet the clinical components have primarily been established in the literature, and with experience, a PMHNP student can mitigate most of these challenging situations. The first challenging patient I encountered was a teenager from a dysfunctional family. The teenager was diagnosed with bipolar disorder with psychotic features. She did not want her parents to be involved in her treatment at only 11 years of age. The second challenging patient was an Iranian teenager diagnosed with post-traumatic stress disorder. The client immigrated to the United States recently and has limited language proficiency, and her perception of mental health affected her culture. Lastly, I encountered an aggressive and violent patient with a history of substance abuse, leading to psychosis. The client had to be restrained and isolated, considering the risks he posed to himself and others.(Growth During Practicum)

I learned that a positive alliance with the parents of a pediatric client is crucial in exploring the family relationship and establishing a collaborative approach to care (Brown, 2020). I have also learned that limited language proficiency is associated with the underutilization of mental health services and leads to adverse mental health due to the severity of symptoms and secondary disorders (Miteva et al., 2022). Lastly, I learned that aggression and violence among mental health patients are common occurrences, and PMHNPs should be knowledgeable and competent in managing such patients to de-escalate such situations for better health outcomes (Adeniyi & Puzi, 2021).(Growth During Practicum)

Various resources were available during the practicum. For instance, there were clinical guidelines for mental health diagnosis, such as the DSM-5 and Practioner’s Guide to Ethical Decision-Making. My preceptor was more variable during the practicum considering the guidance I got on various clinical situations. Moreover, the registered PMHNPs and other staff were supportive and guided throughout the practicum.(Growth During Practicum)

The evidence-based practices I used for the patients included cognitive behavioral therapy, motivational interviewing, and interpersonal psychotherapy. These therapy modalities were crucial in reducing symptoms of depression and anxiety, which were common among the mental health patients I was involved with throughout my practicum. Significantly, the modalities were effective in changing thought patterns for thoughts with suicide ideation and promoting coping strategies for various prognostic factors.(Growth During Practicum)

Given another practicum, I would search for a practicum site and preceptor early enough to ensure that I am adequately prepared for the practicum. Through the practicum, I helped manage the patient flow and volume through effective communication with the healthcare teams. An increase in communication was crucial in fast-tracking the admissions and discharge of patients. I might improve my skills and knowledge through practice and secondary research since many studies have been done on various evidence-based practices. To enhance my communication with the preceptor, I would let them know my interests, areas I need to learn more about, and how I can use my experience to enhance my competence.(Growth During Practicum)


Adeniyi, O. V., & Puzi, N. (2021). Management approach of patients with violent and aggressive behavior in a district hospital setting in South Africa. South African Family Practice63(1).

Brown, J. (2020). Engaging with parents in child and adolescent mental health services. Australian and New Zealand Journal of Family Therapy, 41(2), 145-160.

Miteva, D., Georgiadis, F., McBroom, L., Noboa, V., Quednow, B. B., Seifritz, E., … & Egger, S. T. (2022). Impact of language proficiency on mental health service use, treatment, and outcomes:” Lost in Translation.” Comprehensive Psychiatry114, 152299.

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