10/5/25, 1:47 PM WGU Performance Assessment
UEM1 — UEM1 TASK 2: OBJECTIVE STRUCTURED CLINICAL EXAMINATION AND PATIENT TREATMENT PLAN
ADVANCED PSYCHIATRIC MENTAL HEALTH CARE OF CHILDREN AND ADOLESCENTS ACROSS CARE SETTINGS — D347
PRFA — UEM1
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7091.5.1 : Diagnoses Mental Conditions in Children and Adolescents across Care Settings
The learner diagnoses acute and chronic mental conditions in children and adolescent patients across care settings using the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR).
7091.5.2 : Synthesizes Psychotherapeutic/Pharmacological Treatments for Children and Adolescents Across Care Settings
The learner synthesizes patient-centered treatment plans including psychotherapeutic and/or pharmacological treatments for children and adolescent patients across care settings.
7091.5.3 : Incorporate Mental Health Practice for Children, Adolescent Patients, and Their Families Across Care Settings
The learner incorporates mental health best practice approaches, therapeutic interventions, and health teaching into the care of children, adolescent patients, and their families across care settings.
INTRODUCTION
In this task, you will act as a psychiatric mental health nurse practitioner by conducting a comprehensive mental health evaluation (CMHE) with a live standardized patient and then create a treatment plan for the patient. To do so, you will video record yourself completing an objective structured clinical examination (OSCE) with a standardized patient within the virtual WGU CareSpan Clinic. You will then use the information from this patient interview to formulate a diagnosis and an evidence-based treatment plan for the patient.
In order to respond to this task, you will first identify and review the OSCE within the attached “D347 Objective Structured Clinical Examination (OSCE) Scenarios” that corresponds to the firstinitial of your last name, as follows:
Last Name OSCE
A-D
OSCE 1
E-K
OSCE 2
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L-R
OSCE 3
S-Z
OSCE 4
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Identify and analyze the OSCE from the attached “D347 Objective Structured Clinical Examination (OSCE) Scenarios” that corresponds with the first initial of your last name, according to the table in the “Introduction” section. Schedule and conduct the OSCE with a live standardized patient by following the instructions in the attached “PMHNP OSCE Information Guide,” and then do the following:
A. Submit the following deliverables from the OSCE you conducted:
1. The link to the Panopto video you recorded while conducting the mental health examination with your standardized patient
Note: For instructions on how to access and use Panopto, use the “Panopto How-To Videos” web link provided in the “Web Links” section. To access Panopto’s website, navigate to the web link titled “Panopto Access” and then choose to log in using the “WGU” option. If prompted, log in using your WGU student portal credentials, and then it will forward you to Panopto’s website.
Note: You must ensure that both you and the standardized patient are recorded and able to be heard on the recording. If either of you cannot be heard, your submission will not be evaluated, and you will
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need to retake the OSCE.
Note: To submit your recording, upload it to the D347 Panopto drop box titled “Advanced
Psychological Care of Children and Adolescent patients Across Care Settings – UDM1 | D347.” Once the recording has been uploaded and processed in Panopto’s system, retrieve the URL of the recording from Panopto and copy and paste it into the Links option. Upload the remaining task requirements using the Attachments option.
Note: You must obtain verbal consent to assess and treat. The age of consent is 18 years old.
2. The completed Patient Intake Form.
Note: You may submit the completed Patient Intake Form as an image or PDF.
B. Using the findings and information gathered during the OSCE on the Patient Intake Form, create an evidence-based treatment plan by including the following:
1. The DSM-5-TR diagnosis
2. Three differential diagnoses
a. Provide your rationale for each differential diagnosis that includes evidence from the patient interview and one scholarly source for each.
3. Two SMART treatment goals and one objective per goal for monitoring patient progress
4. Two psychotherapeutic treatments
a. Provide your rationale for each treatment that includes evidence from the patient interview and one scholarly source for each.
5. One pharmacological treatment, if necessary
Note: If no pharmacological treatment is necessary, note this in your submission and provide evidence to support your rationale.
a. Provide your rationale that includes evidence from the patient interview and one scholarly source. 6. Two interdisciplinary team members and your rationale for each
7. One medical lab or diagnostic
a. Provide your rationale that includes evidence from the patient interview and one scholarly source. 8. Patient- and family-centered psychoeducation that includes the following:
• Safety interventions (e.g., self-harm prevention, medication safety, support system strategies, domestic environment safety)
• Recommendation for higher level of care if patient does not improve
C. Review your Panopto video of the OSCE you conducted and write a self-reflection of your performance as a psychiatric mental health nurse practitioner.
Note: Your reflection could include a self-evaluation of interviewing techniques, any additional questions or topics you would have liked to address with the patient, anything you did well or would like to improve upon, etc.
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D. Discuss any changes you would make to your overall assessment or treatment plan if the patient were in a different setting (i.e., inpatient vs. outpatient, or outpatient vs. inpatient).
Note: The focus should be on how your assessment or treatment plan would be different if the patient acuity was the opposite of what was presented in the OSCE scenario (i.e., higher acuity to lower acuity, or vice versa).
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission. File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:OSCE PANOPTO VIDEO RECORDING
NOT EVIDENT
A link to the OSCE Panopto video recording is not provided.
A2:PATIENT INTAKE FORM
NOT EVIDENT
The Patient Intake Form is not provided.
B1:DIAGNOSIS
NOT EVIDENT
A diagnosis is not provided.
APPROACHING
COMPETENCE
The video recording is not audible.
APPROACHING
COMPETENCE
The Patient Intake Form is not complete.
APPROACHING
COMPETENCE
COMPETENT
A link to the OSCE Panopto video recording is provided, and the recording is audible.
COMPETENT
The Patient Intake Form is complete.
COMPETENT
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10/5/25, 1:47 PM WGU Performance Assessment The diagnosis identified does
not align with the clinical
presentation.
B2:DIFFERENTIAL DIAGNOSES
The diagnosis aligns with the clin ical presentation.
NOT EVIDENT
3 differential diagnoses are not provided.
B2A:DIFFERENTIAL DIAGNOSES RATIONALES
NOT EVIDENT
A rationale for each differential diagnosis is not provided.
B3:SMART TREATMENT GOALS
NOT EVIDENT
2 SMART treatment goals are not provided.
B4:PSYCHOTHERAPEUTIC TREATEMENTS
APPROACHING
COMPETENCE
1 or more differential diagnoses do not align with the clinical presentation.
APPROACHING
COMPETENCE
The rationale for 1 or more dif ferential diagnosis is not plausi ble or does not include evidence from the patient interview. Or support from a scholarly source for 1 or more differential diag noses is missing or does not align with the corresponding dif ferential diagnosis.
APPROACHING
COMPETENCE
1 or both SMART treatment goals are incomplete or do not align with the diagnosis or clini cal presentation. Or 1 or more goals do not include an objec tive. Or 1 or more objectives are not appropriate for monitoring patient progress.
COMPETENT
All differential diagnoses align with the clinical presentation.
COMPETENT
The rationale for each differen tial diagnosis is plausible and in cludes evidence from the patient interview and support from a scholarly source that aligns with the corresponding differential diagnosis.
COMPETENT
Both SMART treatment goals are complete and align with the diag nosis and clinical presentation. And each goal includes an appro priate objective for monitoring patient progress.
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NOT EVIDENT
2 psychotherapeutic treatments are not provided.
APPROACHING
COMPETENCE
1 or both psychotherapeutic treatments do not align with the diagnosis, clinical presentation, treatment goals, or objectives.
COMPETENT
Both psychotherapeutic treat ments align with the diagnosis, clinical presentation, treatment goals, and objectives.
B4A:PSYCHOTHERAPEUTIC TREATMENTS RATIONALES
NOT EVIDENT
A rationale for each psychother apeutic treatment is not
provided.
B5:PHARMACOLOGICAL TREATMENT
NOT EVIDENT
A pharmacological treatment is not provided. Or it is not noted that a pharmacological treat ment is unnecessary.
APPROACHING
COMPETENCE
The rationale for 1 or both treat ments is not plausible or does not include reasonable evidence from the patient interview. Or support from a scholarly source for 1 or both treatments is miss ing or does not align with the psychotherapeutic treatment.
APPROACHING
COMPETENCE
The pharmacological treatment, or lack thereof, does not align with the diagnosis or clinical presentation.
COMPETENT
The rationale for each treatment is plausible and includes reason able evidence from the patient interview and support from a scholarly source that aligns with the psychotherapeutic
treatment.
COMPETENT
The pharmacological treatment, or lack thereof, aligns with the di agnosis and clinical presentation.
B5A:PHARMACOLOGICAL TREATMENT RATIONALE
NOT EVIDENT
A rationale for the pharmacolog ical treatment is not provided.
B6:INTERDISCIPLINARY TEAM AND RATIONALES
APPROACHING
COMPETENCE
The rationale is not plausible or does not include reasonable evi dence from the patient inter view. Or support from a schol arly source is missing or does not align with the pharmacologi cal treatment.
COMPETENT
The rationale is plausible and in cludes reasonable evidence from the patient interview and sup port from a scholarly source that aligns with the pharmacological treatment.
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NOT EVIDENT
2 interdisciplinary team mem bers are not provided.
B7:LAB OR DIAGNOSTIC
NOT EVIDENT
A medical lab or diagnostic is not provided.
B7A:LAB OR DIAGNOSTIC RATIONALE
NOT EVIDENT
A rationale for the medical lab or diagnostic is not provided.
APPROACHING
COMPETENCE
1 or both interdisciplinary team members do not align with the diagnosis or treatment goals. Or 1 or both rationales are missing or not plausible.
APPROACHING
COMPETENCE
The medical lab or diagnostic does not align with the diagnosis or clinical presentation.
APPROACHING
COMPETENCE
The rationale is not plausible or does not include evidence from the patient interview. Or sup port from a scholarly source is missing or does not align with the treatment plan.
COMPETENT
Both interdisciplinary team members align with the diagnosis and treatment goals. The ratio nale for each is plausible.
COMPETENT
The medical lab or diagnostic aligns with the diagnosis and clin ical presentation.
COMPETENT
The rationale is plausible and in cludes evidence from the patient interview and support from a scholarly source that aligns with the treatment plan.
B8:PATIENT-AND FAMILY-CENTERED PSYCHOEDUCATION
NOT EVIDENT
Patient- and family-centered psychoeducation is not
provided.
C:REFLECTION
NOT EVIDENT
A reflection of OSCE is not provided.
APPROACHING
COMPETENCE
1 or both given points are not addressed or not plausible or do not align with the treatment plan or the clinical presentation.
APPROACHING
COMPETENCE
COMPETENT
Both given points are plausibly addressed and align with the treatment plan and the clinical presentation.
COMPETENT
The reflection is plausible and re lates to the student’s perfor
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10/5/25, 1:47 PM WGU Performance Assessment The reflection is not plausible or
does not relate to the student’s
performance as a psychiatric
mental health nurse practitioner
during the patient interview.
D:DIFFERENT CLINICAL SETTING
mance as a psychiatric mental health nurse practitioner during the patient interview.
NOT EVIDENT
A discussion of changes to the patient assessment or treat ment plan is not provided.
E:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
F:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
APPROACHING
COMPETENCE
The changes are not plausible or do not align with the opposite setting or the patient diagnosis.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
COMPETENT
The changes are plausible and align with the opposite setting and the patient diagnosis.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.
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WEB LINKS
OSCE Scheduling
WGU CareSpan Clinic
Panopto Access
Panopto How-To Videos
D347 Panopto Drop Box
SUPPORTING DOCUMENTS
D347 Objective Structured Clinical Examination (OSCE) Scenarios.pdf
PMHNP OSCE Information Guide.pdf
PMHNP Patient Intake Form.docx
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