Professional Behaviors Assessment

Physical Therapy Program

Student Name Nick Duke Internship Facility UCMC

Clinical Instructor Megan Hermann Clinical Dates 8/23 -10/22

Directions: 1. Read the description of each Professional Behavior.

2. Become familiar with the behavioral criteria described in each of the levels.

3. Self-assess your performance continually, relative to the Professional Behaviors, using

the behavioral criteria.

At the end of the internship, complete this form.

a) Using a Highlighter Pen, highlight all criteria that describes behaviors you demonstrate in
Beginning (column 1), Intermediate (column 2), Entry Level (column 3) or Post-Entry Level
Professional Behaviors.
b) Identify the level within which you predominately function.
c) Document specific examples of when you demonstrated behaviors from the highest level
highlighted.
d) For each Professional Behavior, list the areas in which you wish to improve.

Share your self assessment with your clinical instructor, specifically seeking his/her feedback.

Have your CI sign that they have read and discussed your self assessment; sign and return to the DCE.

**Professional Behaviors were developed by Warren May, Laurie Kontney and Annette Iglarsh (2010) as
an update to the Generic Abilities.
1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of
logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions;
and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and
critically evaluate scientific evidence to develop a logical argument, and to identify and determine the
impact of bias on the decision making process.

Beginning Level: Intermediate Level: Entry Level: Post-Entry Level:

 Raises relevant  Feels challenged  Distinguishes  Develops new
questions to examine ideas relevant from knowledge through
 Considers all  Critically analyzes irrelevant patient research,
available information the literature and data professional writing
 Articulates ideas applies it to patient  Readily and/or professional
 Understands the management formulates and presentations
scientific method  Utilizes didactic critiques  Thoroughly critiques
 States the results of knowledge, alternative hypotheses and
scientific literature research evidence, hypotheses and ideas often crossing
but has not and clinical ideas disciplines in
developed the experience to  Infers applicability thought process
consistent ability to formulate new of information  Weighs information
critically appraise ideas across value based on
findings (i.e.  Seeks alternative populations source and level of
methodology and ideas  Exhibits evidence
conclusion)  Formulates openness to  Identifies complex
 Recognizes holes in alternative contradictory patterns of
knowledge base hypotheses ideas associations
 Demonstrates  Critiques  Identifies  Distinguishes when
acceptance of hypotheses and appropriate to think intuitively vs.
limited knowledge ideas at a level measures and analytically
and experience in consistent with determines  Recognizes own
knowledge base knowledge base effectiveness of biases and
 Acknowledges applied solutions suspends
presence of efficiently judgmental thinking
contradictions  Justifies solutions  Challenges others to
selected think critically

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When performing chart reviews and interacting with patients, I am able to distinguish data that is
relevant to practice safely versus irrelevant data that does not affect my plan of care or safety of
treatments. When directly working with patients, I am able to subjectively analyze how they are
responding to treatments and make decisions based on that versus what lab values or vitals are telling
me. One example is restricting a patients activity because their blood pressure was incredibly low,
however the patient did not demonstrate symptoms.

During treatments or evaluations, I am able to justify my reasoning for why I am performing treatments
and my reasoning for order of treatments within a session. One example was working with a patient
who had a TKA and doctors wanted her to clear for home. During our first session, she was unable to
walk outside of her room secondary to pain, and she had stairs at home. I decided to decline stairs that
first day and then communicate that with the team and patient that we would attempt stairs first thing
the next day.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve with my ability to get others to think critically. I think this is a skill, and there are
beneficial ways to go about challenging others within physical therapy and other professions to think
critically.

I think I can also improve with applying information across patient populations. I have started doing
this, but also understanding the best ways to do so and becoming more familiar with patient
populations to understand commonalities between diagnoses to apply that information.

2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing,
and listening) for varied audiences and purposes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Utilizes and  Demonstrates the  Adapts messages
understanding of the modifies ability to maintain to address needs,
English language communication appropriate expectations, and
(verbal and written): (verbal, non-verbal, control of the prior knowledge of
uses correct written and communication the audience to
grammar, accurate electronic) to meet exchange with maximize learning
spelling and the needs of individuals and  Effectively
expression, legible different audiences groups delivers
handwriting  Restates, reflects  Presents messages
 Recognizes impact and clarifies persuasive and capable of
of non-verbal message(s) explanatory influencing
communication in  Communicates verbal, written or patients, the
self and others collaboratively with electronic community and
 Recognizes the both individuals and messages with society
verbal and non- groups logical  Provides
verbal characteristics  Collects necessary organization and education locally,
that portray information from all sequencing regionally and/or
confidence pertinent individuals  Maintains open nationally
 Utilizes electronic in the patient/client and constructive  Mediates conflict
communication management communication
appropriately process  Utilizes
 Provides effective communication
education (verbal, technology
non-verbal, written effectively and
and electronic) efficiently

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I think something that I struggled a bit with early on during this rotation was maintaining control of
communication with more difficult patients. I think this is a skill I have developed during my time, and
understanding when to let patients talk and when I can cut in to redirect patients. Also when working
with OTs in co-treatments, being more confident in speaking up and controlling a session with what I
want to perform with the patient and how we can work together to make that happen.

Along with that, I think maintaining open and constructive communication is something that I do with
patients and other therapists. With patients, it helps with relationship building, and understanding what
patients want out of therapy, what their goals are, and if they want to talk about therapy and the
reasoning behind treatments or if they want to just have small talk.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve with how I communicate information. I think sometimes, I have the didactic
information in my head, and understand the scientific “whys”, but being able to relay that information in
lay terms is something that can always improve to assist with patient understanding.

I think also understanding how and when to work to influence people. When working in acute care, not
everyone wants to work with me every time, however, I think I can improve upon my tactics for
influencing those patients who don’t want to work on certain days.

3. Problem Solving – The ability to recognize and define problems, analyze data, develop and
implement solutions, and evaluate outcomes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes  Prioritizes problems  Independently  Weighs
problems  Identifies locates, prioritizes advantages and
 States problems contributors to and uses disadvantages of
clearly problems resources to solve a solution to a
 Describes known  Consults with problems problem
solutions to problems others to clarify  Accepts  Participates in
 Identifies resources problems responsibility for outcome studies
needed to develop  Appropriately seeks implementing  Participates in
solutions input or guidance solutions formal quality
 Uses technology to  Prioritizes  Implements assessment in
search for and locate resources (analysis solutions work environment
resources and critique of  Reassesses  Seeks solutions to
 Identifies possible resources) solutions community health-
solutions and  Considers  Evaluates related problems
probable outcomes consequences of outcomes  Considers second
possible solutions  Modifies solutions and third order
based on the effects of
outcome and solutions chosen
current evidence
 Evaluates
generalizability of
current evidence
to a particular
problem

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When it comes to solutions when working with patients, I think I have developed the ability to
implement, reassess, and evaluate the solutions I put in place. A specific example is working with a
younger patient who was injured playing football and was non-weightbearing on one leg. I initially
thought based on chart review that the patient would do well with crutches. After beginning to work with
the patient and trial crutches, I quickly learned that it was not the safest option, so I decided to change
to a rolling walker which had much better results. However, I still decided to give the patient crutches
and educated him to use them for stairs only and the walker for all other mobility.

I think as this clinical has progressed, I initially would look to my CI when thinking about changing a
treatment to progress or regress, and now I independently take responsibility for those changes. I also
continue to change my solutions based on how patients respond. When working with patients who do
not ambulate very far, I have become much better about setting up their room to have multiple
locations for the patient to sit for a break.
Regarding this Professional Behavior, I would like to improve in the following ways:

I think being able to look even further into the solutions I choose and see how those might affect
patients not just in the immediate future. Also looking into the outcomes and understanding what some
of the negative effects could be and not settling for only seeing the positive that I had planned on.

I’d also like to improve with bigger picture generalizability of solutions when working with patients, and
how those solutions can be used with other patients or be communicated with other therapists so they
can also learn from solutions that I came up with.
4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other
health care professionals, and the community in a culturally aware manner.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Maintains  Recognizes the non-  Demonstrates  Establishes mentor
professional verbal active listening relationships
demeanor in all communication and skills and reflects  Recognizes the
interactions emotions that others back to original impact that non-
 Demonstrates bring to professional concern to verbal
interest in patients interactions determine course communication and
as individuals  Establishes trust of action the emotions of self
 Communicates  Seeks to gain input  Responds and others have
with others in a from others effectively to during interactions
respectful and  Respects role of unexpected and demonstrates
confident manner others situations the ability to modify
 Respects  Accommodates  Demonstrates the behaviors of
differences in differences in ability to build self and others
personality, learning styles as partnerships during the
lifestyle and appropriate  Applies conflict interaction
learning styles management
during interactions strategies when
with all persons dealing with
 Maintains challenging
confidentiality in all interactions
interactions  Recognizes the
 Recognizes the impact of non-
emotions and bias verbal
that one brings to communication
all professional and emotional
interactions responses during
interactions and
modifies own
behaviors based
on them

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I think something I really try to perform with all patient interactions is active listening. I try to take pride
in remembering what patients have told me, and work to recall those facts to continue conversations
from session to session with patients. Also, I try to rephrase their concerns for discharging and try to
communicate those back to patients for them to understand we are on the same page.

Along with the active listening, I believe that helps me build partnerships with patients. There was one
patient who would not interact much with therapy; however, I was able to talk with him and find some
common interests to help build a partnership and get him to increase his participation in therapy and
perform more with therapy.

Understanding verbal and non-verbal communication is also important. With wearing masks now too,
how I stand, where I stand, and what I am doing with my hands is just as important as what I am saying
to patients and helps with patient participation and their comfort when working with me.

Regarding this Professional Behavior, I would like to improve in the following ways:
Something I really want to improve upon is forming mentor relationships. Asking for help is something
that is difficult for me to do, however, I know it will be extremely beneficial to have one, if not multiple
mentors.

I’d also like to continue to improve with responding to unexpected situations. I think I do a good job
externally with staying calm and going with what is happening, but internally I get a bit flustered with
more complex unexpected scenarios and I think I have to be perfect, when that is not always the case.

5. Responsibility – The ability to be accountable for the outcomes of personal and professional
actions and to follow through on commitments that encompass the profession within the scope of work,
community and social responsibilities.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Displays awareness  Educates patients  Recognizes role as
punctuality of and sensitivity to as consumers of a leader
 Provides a safe diverse populations health care  Encourages and
and secure  Completes projects services displays leadership
environment for without prompting  Encourages  Facilitates program
patients  Delegates tasks as patient development and
 Assumes needed accountability modification
responsibility for  Collaborates with  Directs patients to  Promotes clinical
actions team members, other health care training for students
 Follows through on patients and families professionals as and coworkers
commitments  Provides evidence- needed  Monitors and
 Articulates based patient care  Acts as a patient adapts to changes
limitations and advocate in the health care
readiness to learn  Promotes system
 Abides by all evidence-based  Promotes service
policies of practice in health to the community
academic program care settings
and clinical facility  Accepts
responsibility for
implementing
solutions
 Demonstrates
accountability for
all decisions and
behaviors in
academic and
clinical settings

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When working with patients after total joint replacements, I perform education about the precautions
they have and the reasoning for treatments and exercises. Along with that, I work to educate patients
on what they can also do to help themselves with HEP.

When working with a patient who had a total knee replacement, I noticed a change in the patient’s
status. I was able to take responsibility of what was happening while I was working with her and then
help contact other healthcare professionals to assist with her care.

I also take responsibility for all treatments I perform and all documentation. I take the time to correct
any errors and treat them as learning experiences.

Regarding this Professional Behavior, I would like to improve in the following ways:

I’d like to work to recognize my role as a leader in the healthcare setting. I think at time, as a student, it
is easy to not feel like a leader, but I think I can be better about learning how I can be a leader in
whatever I am doing.

I think in a similar way, continue to grow my knowledge base to build my own evidence-based practice
and then working to educate others to perform evidence-based practice.

I would also like to perform more community service through health screenings, or volunteering at
activities that I enjoy participating in.

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the
profession effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Abides by all  Identifies  Demonstrates  Actively promotes and
aspects of the positive understanding of advocates for the
academic program professional role scope of practice as profession
honor code and the models within evidenced by  Pursues leadership
APTA Code of the academic treatment of patients roles
Ethics and clinical within scope of  Supports research
 Demonstrates settings practice, referring to  Participates in
awareness of state  Acts on moral other healthcare program development
licensure commitment professionals as  Participates in
regulations during all necessary education of the
 Projects academic and  Provides patient/family community
professional image clinical activities centered care at all  Demonstrates the
 Attends  Identifies when times as evidenced by ability to practice
professional the input of provision of effectively in multiple
meetings classmates, co- patient/family settings
 Demonstrates workers and education, seeking  Acts as a clinical
cultural/generational other healthcare patient input and instructor
awareness, ethical professionals informed consent for  Advocates for the
values, respect, and will result in all aspects of care and patient, the
continuous regard optimal outcome maintenance of patient community and
for all classmates, and acts dignity society
academic and accordingly to  Seeks excellence in
clinical faculty/staff, attain such input professional practice
patients, families, and share by participation in
and other decision making professional
healthcare  Discusses organizations and
providers societal attendance at sessions
expectations of or participation in
the profession activities that further
education/professional
development
 Utilizes evidence to
guide clinical decision
making and the
provision of patient
care, following
guidelines for best
practices
  Discusses role of
physical therapy within
the healthcare system
and in population
health
 Demonstrates
leadership in
collaboration with both
individuals and groups

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When working with patients, I always include the patient with treatment decisions and have them as the
center of my plans. Even when patients do not want to perform much, I work to educate them about the
benefits of physical therapy and see what I can get out of them.

During PTP III, I performed many co-treatments with OTs. I also participated in an interdisciplinary
activity with nutrition students where I discussed with role of PT.

I am part of the APTA and the sports section which allows me to have access to educational materials.
I also participated in CSM this past year watching different lectures.

Regarding this Professional Behavior, I would like to improve in the following ways:

As I progress through the DPT curriculum and into practice, I want to seek out leadership roles in
multiple ways. I would be interested in eventually working towards teaching as a CI or profession.

I also want to be confident in the treatments I am performing with patients to ensure they are best
practice backed by evidence.

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback,
reflect on and integrate the feedback, and provide meaningful feedback to others.

Beginning Level: Intermediate Entry Level: Post Entry Level:

 Demonstrates Level:  Independently  Engages in non-
active listening  Critiques own engages in a judgmental, constructive
skills performance continual process problem-solving
 Assesses own accurately of self evaluation discussions
performance  Responds of skills,  Acts as conduit for
 Actively seeks effectively to knowledge and feedback between
feedback from constructive abilities multiple sources
appropriate feedback  Seeks feedback  Seeks feedback from a
sources  Utilizes from variety of sources to
 Demonstrates feedback patients/clients include
receptive behavior when and students/supervisees/
and positive establishing peers/mentors peers/supervisors/patients
attitude toward professional  Readily integrates  Utilizes feedback when
feedback and patient feedback analyzing and updating
 Incorporates related goals provided from a professional goals
specific feedback  Develops and variety of sources
into behaviors implements a to improve skills,
 Maintains two-way plan of action knowledge and
communication in response to abilities
without feedback  Uses multiple
defensiveness  Provides approaches when
constructive responding to
and timely feedback
feedback  Reconciles
differences with
sensitivity
 Modifies feedback
given to
patients/clients
according to their
learning styles

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

Throughout this rotation, at least once a week, I was able to take time to reflect on how I was
progressing, what was going well, what could be improved, and what to continue to do.

I also seek out feedback as much as possible from patients when working with them. I work understand
what is working for them and what can be changed to help them accomplish what they want to achieve.
I also appreciate all feedback I was able to receive from any instructor I was with. Then once receiving
feedback, I work to implement it as soon as possible.

When receiving feedback, I think I have also improved with hearing the message of the feedback, and
then being able to understand the reasoning for the feedback. Then, being able to communicate my
line of thinking for what I did.

Regarding this Professional Behavior, I would like to improve in the following ways:

Something that I can continue to improve upon is how I give feedback to patients. I think that is a skill
that can always improve to get the most out of patients, and I think sometimes I get stuck always giving
feedback the same way that I prefer instead of what the patient needs.

I think something else I can improve upon is being a conduit for feedback between sources. Being able
to summarize what a doctor is telling a patient or telling me about a patient and then being able to relay
that message can improve.
8. Effective Use of Time and Resources – The ability to manage time and resources effectively to
obtain the maximum possible benefit.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Comes prepared for the  Utilizes effective  Uses current best  Advances
day’s methods of evidence profession by
activities/responsibilities searching for  Collaborates with contributing to the
 Identifies resource evidence for members of the body of
limitations (i.e. practice decisions team to maximize knowledge
information, time,  Recognizes own the impact of (outcomes, case
experience) resource treatment studies, etc)
 Determines when and contributions available  Applies best
how much  Shares  Has the ability to evidence
help/assistance is knowledge and set boundaries, considering
needed collaborates with negotiate, available
 Accesses current staff to utilize compromise, and resources and
evidence in a timely best current set realistic constraints
manner evidence expectations  Organizes and
 Verbalizes productivity  Discusses and  Gathers data and prioritizes
standards and identifies implements effectively effectively
barriers to meeting strategies for interprets and  Prioritizes
productivity standards meeting assimilates the multiple demands
 Self-identifies and productivity data to determine and situations
initiates learning standards plan of care that arise on a
opportunities during  Identifies need for  Utilizes given day
unscheduled time and seeks community  Mentors peers
referrals to other resources in and supervisees
disciplines discharge in increasing
planning productivity
 Adjusts plans, and/or
schedule etc. as effectiveness
patient needs and without
circumstances decrement in
dictate quality of care
 Meets productivity
standards of
facility while
providing quality
care and
completing non-
productive work
activities

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When working out a schedule for each day, I was able to discuss plans with OTs to determine any co-
treats or evaluations, or what we would be seeing the same patients to not see them back to back. Also
communicating with nursing to understand if a patient is appropriate for therapy.

I was also able to adjust my schedule and plan of care with patients if they would refuse, have a
medical status change, or be off the floor for a different appointment.

I was also able to perform evaluations, synthesize that information, and form appropriate plans of care
for patients while they stay in the hospital. Those plans of care also would help with discharge planning
and understanding what would be the best for each patient.

Regarding this Professional Behavior, I would like to improve in the following ways:

I would like to improve with applying the best evidence to patient populations. I think understanding
what populations I will be mostly working with will be beneficial to this. However, being able to adapt
that evidence to what my clinic allows and resources it has will be beneficial.

I would also like to continue to advance the profession with research on outcomes. That is an area that
interests me and understanding how we can affect that in practice is important.

9. Stress Management – The ability to identify sources of stress and to develop and implement
effective coping behaviors; this applies for interactions for: self, patient/clients and their families,
members of the health care team and in work/life scenarios.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes own  Actively employs  Demonstrates  Recognizes when
stressors stress management appropriate problems are
 Recognizes techniques affective unsolvable
distress or  Reconciles responses in all  Assists others in
problems in others inconsistencies in situations recognizing and
 Seeks assistance the educational  Responds calmly managing stressors
as needed process to urgent situations  Demonstrates
 Maintains  Maintains balance with reflection and preventative
professional between debriefing as approach to stress
demeanor in all professional and needed management
situations personal life  Prioritizes multiple  Establishes support
 Accepts constructive commitments networks for self
feedback and  Reconciles and others
clarifies expectations inconsistencies  Offers solutions to
 Establishes outlets within professional, the reduction of
to cope with personal and stress
stressors work/life  Models work/life
environments balance through
 Demonstrates health/wellness
ability to defuse behaviors in
potential stressors professional and
with self and personal life
others

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

When working on the floor, I was treating one patient who I had to call two rapid responses on and a
second patient who I was able to catch a stroke. In each situation, I was able to respond calmly with
appropriate responses. After those situations, I was able to take some time to myself to recollect myself
and ask my CI any questions.

Also, I feel that I am able to understand when I am having a good day or bad day in one aspect, but not
allowing those to interfere with other aspects.
Regarding this Professional Behavior, I would like to improve in the following ways:

I think I would like to improve with knowing when a problem is unsolvable. Sometimes it is okay to not
know the answer to everything. There are times when that frustrates me, but being able to recognize
that would be beneficial.

I would also like to get to the point with my own stressors and being able to manage all of them to
where I can then help others. I think this will come with some time and experience in work, finding what
I enjoy the most, and finding mentors for myself to then in turn be a mentor.

10. Commitment to Learning – The ability to self direct learning to include the identification of needs
and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Prioritizes  Researches and  Respectfully  Acts as a mentor not
information needs studies areas questions only to other PT’s, but
 Analyzes and where own conventional to other health
subdivides large knowledge base is wisdom professionals
questions into lacking in order to  Formulates and  Utilizes mentors who
components augment learning re-evaluates have knowledge
 Identifies own and practice position based on available to them
learning needs  Applies new available  Continues to seek and
based on information and re- evidence review relevant
previous evaluates  Demonstrates literature
experiences performance confidence in  Works towards clinical
 Welcomes and/or  Accepts that there sharing new specialty certifications
seeks new may be more than knowledge with  Seeks specialty
learning one answer to a all staff levels training
opportunities problem  Modifies  Is committed to
 Seeks out  Recognizes the programs and understanding the
professional need to and is able treatments based PT’s role in the health
literature to verify solutions to on newly-learned care environment
 Plans and problems skills and today (i.e. wellness
presents an in-  Reads articles considerations clinics, massage
service, research critically and  Consults with therapy, holistic
or cases studies understands limits other health medicine)
of application to professionals and  Pursues participation
professional physical in clinical education as
practice therapists for an educational
treatment ideas opportunity

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I think it has been beneficial to learn from multiple therapists during my time at UCMC. I have also
learned quite a bit from OTs about treatment ideas and how to mobilize patients.

I also grew in confidence with being able to talk with all different health care professionals and different
levels of staff. From clarifying orders, to asking for orders, to being more assertive about what I want to
do during treatment session, I have improved with all of that.

I am also able to develop my own thought processes about what I think would be best for treating a
specific diagnosis, but then determining how evidence plays into that thought process.
Regarding this Professional Behavior, I would like to improve in the following ways:

I would like to continue to improve with evidence implementation into practice with patients in everyday
practice.

I also want to work towards a specialty area in a topic area that I am passionate about to grow my
knowledge as much as possible, and find the best possible mentors.
Professional Development Plan:

Based on my self assessment of my Professional Behaviors and the areas I have identified for
improvement, I am setting the following goals:

I am going to seek clinical specialty certifications and specialty training.

I am going to improve with my own stress management.

I am going to further my evidence-based practice with the most current information.

To accomplish these goals, I will take the following specific actions:

Seeking clinical specialty certification

 Research and apply for clinical sports residency programs
 Identify and contact mentors to be able to ask questions about the process
Improve stress management
 Take time at the end of each day to write down my thoughts and plans for the following day
 Focus on getting 8 hours of sleep per night and stay consistent with a workout routine
 Identify individuals I can talk to about my stress
Further evidence-based practice
 Subscribe to email lists with table of contents for journals I normally read articles from
 Identify at least one article to read from table of contents to further knowledge
By my signature below, I indicate that I have completed this self assessment and sought feedback from
my CI regarding my self assessment.

Student Signature: Date: 10/21/2021

CI feedback/suggestions.

CI signature: Date: 10/21/2021

Student Signature

Advisor signature