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 |
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| 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.