Capstone Goal Assignment Analysis

The goals for completing my capstone are to maintain a constant flow of writing seven to eight pages as indicated by the rubric, bring together my notes that currently reside in multiple word documents based on my outline, and solidify as well as fine tune my thesis as I discover information that challenges or supports my views. In order to maintain my goals, I must keep in perspective what my intent is but more realistically is recognizing my commitments to family, work, and my health. All three of these aspects of my life have interrupted my study at some point to varying degrees. This requires proper planning and dedication to a preconceived plan of writing and research in order to achieve my capstone goal.

objectives and commit to achieving them. Moreover, as described in a the section of Clinical

Unit Title: 521 Facilitate and development of effective group practice in health and social care or children and young people’s setting

The process of running a group therapy session is a unique time to tests a person’s skills abilities when it comes to facilitating that group. This paper will mainly look at ways when it comes to my learning's of this class that I took ways; I will also show examples and skills to run a good group therapy session. This whole paper is a reflection of the many things that I took was on being an active group counselor facilitator.

After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.

A location and time for the program’s meeting must be established, as well as the frequency of meetings. When choosing a location, it’s important to make sure that there will be privacy, comfort, and no distractions. The location must be appropriate for the size of the group. With such a large target audience, it will be necessary to have several different groups. The groups can be separated by grade, with about 20 – 25 students in each group. These groups would meet during their health classes during school hours, but without regular teachers and/or administrators in the rooms, so that the adolescents feel comfortable.

Washington State University Learning Goals; College of Nursing Program Outcomes: Choose one learning goal or outcome and discuss how it related to your clinical experience.

tion within health and social care or children and young people 's settings (O16)107 Facilitate the development of effective group practice in health and social care or children and young people 's settings (O20c) 110 Facilitate coaching and mentoring in health and social care or children and young people 's settings (O30c)113 Manage induction processes for health and social care or children and young people 's settings (O35)116 Facilitate change in health and social care or children and young people 's setting (O40) 120 Manage inter-professional working arrangements in a health and social care or children and young people 's setting (O41) 125 Manage finance in health and social care or children and young people 's setting (O42) 129 Manage quality in health and social care or children and young people 's setting (O43) 131 Develop and evaluate operational plans for own area of responsibility (B1) 133 Manage physical resources (E8) Understand partnership working (M2a) Understand how to manage a team (LM1a) 135 137 138

My learning needs were supported this week by the nursing staff on the unit allowing me to help with assessing and treating their assigned patients .In addition, my clinical instructor discussing ways to improve out charting.

The program consists of 10 sessions designed to be delivered in weekly sessions of approximately one hour each. As it can be seen on Table 6.1, during the sessions children are involved in activities aimed at teaching them coping skills and problem solving techniques, thereby, helping them deal more effectively with challenging situations in life. Before the program starts, each group facilitator receives a group leader manual and each child receives an activity book that they complete throughout the program’s implementation (Barrett,

conflicts emerge amongst the group members, both on a personal level and organization of the task functions, and the boundaries that were established in the forming stage are tested by the members of the group and their individual desires, feelings, attitudes and ideas (Manktelow et al., 2016). In order to avoid failure, the group must mold their desires and needs to suit the needs of the group, and work on what the group norms are in order to allow for the progression to the next stage of the group development (Creasia & Friberg, 2011). The pediatric fair group experienced this stage of the group development in a very task oriented, group beneficial, and void of personality clashes manner. The members actively and enthusiastically participated

Each of the targeted or hopeful goals has specific information in regards to the primary goal.

My first goal during the child life internship is to successfully gain a working knowledge of the philosophy and principles of patient-and family-centered care. Although I have some valuable experiences working with children and families, I believe that the setting, environment, and resources at Advocate Children’s Hospital will help me to further develop skills and knowledge in working with families in times of crisis and high stress. I want to gain a solid understanding of family dynamics, stress reduction and developmental, educational, and therapeutic play techniques. My second goal is to evaluate my own work under the guidance of experienced professionals, and be measured by professional standards. As a graduate student in child life, I have set forth to gain knowledge of developmental and educational theories, role-play various preparations with classmates, and volunteer for child life events; thus the next step is to gain clinical preparation and put what I have learned in class to practice. Hence, I am eager to invest in opportunities to build on coursework and apply theory under the guidance of experienced individuals to acquire skills in the profession. My third goal, but not my last goal, is to strengthen my ability to interact and communicate with other members of the health care team to integrate child life into the care plan. Child life is not only a service, but a team commitment to excellent care, therefore, it is important

I arrived at clinical 0630 and picked up patient information the morning of. I reviewed all assigned diagnoses, medications, labs, and orders with my assigned students, and we discussed our plan for the day. We both took report from the patient's nurse and then Elizabeth presented at preconference. Kala shadowed the Nurse Lead and I helped Elizabeth with brief changes, pericare, and vital signs. I continued to check on both Elizabeth and Kala throughout the day. Last, lunch and then post-conferance.

This chapter reviewed many different aspects of group work such as different processes and skills required to run several different groups. The groups discussed were open-ended group, groups hosted in residential settings, single-session groups, and large activity groups.