Section Two

Tool #2: Educator Self-Assessment

INSTRUCTIONS: Evaluate personal knowledge and skills regarding mental health and addiction in nursing education and practice with the following Self-Assessment Tool (on page 30). At the end, add up the score for each section and then the total score. See scoring guide at the end for assessing strengths and weaknesses. 

Mental Health Foundational Concepts

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Therapeutic relationships          
Suicide and self-harm assessment and interventions          
Trauma and trauma-informed care          
Crisis intervention          
Recovery orientated approach          
Harm reduction theory and approaches          
Mental health continuum          

Mental health including:

Resiliency
Stress
Coping
Adaptation
Developmental
Loss and grief
Recovery
Relationships with significant others, family, health care professionals etc.
Mental illnesses/disorders
Schizophrenia and other psychotic disorders Anxiety disorder
Behavioural and conduct disorders
Bipolar disorders
Depressive disorders
Eating disorder
Sleeping disorders
Substance-related and addictive disorders Trauma- and stressor-related disorders Personality disorders
Delirium and dementia 

         
Cultural competency and cultural safety          
Total          

Mental Health and Illness Approaches

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Mental health promotion and prevention of mental health condition approaches          
Assessment and management of mental illness (i.e., DSM 5, Mental Status Exam, Cultural Formulation Interview for Cultural Assessments)          
Knowledge about psychological, sociological, physiological and pathophysiological aspects of mental health and illness, including co-morbidities          
Pharmacological and psychosocial interventions for mental illness, addiction and co-occurring disorders          
Applying a collaborative, strength-based recovery-oriented approach to assessing, planning and evaluating care of person and families experiencing mental illness and/or addiction          
Total          

Professional Responsibility and Accountability

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Mental health and addiction legislation and acts at the provincial, federal, territorial and international level          
Pro ciency on professional standards and regulatory standards when promoting mental health and preventing or managing mental health conditions and addiction          
CNA(2008)Code of Ethics          
Knowledge regarding recognition, response and impacts to care regarding stigmatizing and discriminating attitudes regarding mental health conditions and addiction          

Techniques for protection from client self harm when safety is at risk 

         
Total          

Ethical Practice

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Knowledge on voluntary and involuntary admission and how to provide safe and respectful environment to clients with mental illness and addiction          
Providing individuals with mental illness and addiction the support they require for making informed decisions about their care          
Understanding and applying principles of cultural competency and cultural safety when caring          
Application of self-re ection when working clients experiencing mental health conditions and/or addiction          
Total          

Service to the Public

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Knowledge of the Canadian health-care system and application to daily practice          
Impact of organizational culture on the provision of mental health care and acts to ensure appropriate services are delivered safely          
Facilitation and engagement technique to establish and maintain collaborative inter- and intra-professional and intersectoral practice          
Total          

Self-regulation

RATE YOUR PROFICIENCY IN THE USE OF: Beginner   Advanced
1 2 3 4 5
Evaluation of individual practice and knowledge when providing care to clients with mental health conditions and/or addiction          
Identifies one’s own morals, values, attitudes, beliefs and experiences and the e ect these have on care          
Identify learning needs related to mental health promotion, and the assessment, management and prevention of mental illness and addiction          
Seek new knowledge, skill, supports related to mental health conditions and addiction          
Total          

SCORING

Mental health overview ............................................................................................................................................ /45
Mental health and illness approaches.............................................................................................................. /25
Professional responsibility and accountability............................................................................................ /25
Ethical practice............................................................................................................................................................. /20
Service to the public.................................................................................................................................................. /15
Self-regulation.............................................................................................................................................................. /20
TOTAL ...................................................................................................................................... /150 

SCORING GUIDE

0 - 50 — Novice educator

There is great potential for ongoing learning and future growth.

Next steps:

  • Knowledge development should be a priority. Recommend self-study, beginning with resources listed in this toolkit, RNAO Best Practice Guidelines and associated resources.
  • Seek supervision and assistance from peer mentors with more advanced expertise.
  • Solicit student feedback and guidance.
  • Develop a personal learning plan that focuses on key knowledge domains.
  • Use this resource to guide learning plans.

51 – 100 — Intermediate level experience and expertise

Continue to build on base knowledge and skills, and develop teaching practice.

Next steps:

  • Recommend self-study focused on knowledge gaps and peer learning with more expertise.
  • Develop confidence in testing out innovative, evidence informed approaches.
  • Use RNAO Best Practice Guidelines and associated resources as well as this resource to build capacity.

101-150 — Well-developed knowledge base and expertise

Continue to seek challenging opportunities to maintain and advance knowledge.

Next steps:

  • Be sure to share knowledge and experiences with peers.
  • Engage in leadership activities.
  • Offer support and encouragement to faculty with novice and intermediate-level expertise.