Professional Behaviors Assessment

Physical Therapy Program

Student Name Nick Duke Internship Facility

Clinical Instructor Clinical Dates

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:

While preparing for practicals and skill checks, I try to think about every possible scenario of what could
be wrong with the patient or focus on entire details about the patient. I did this specifically this summer
in Ben’s calls while learning how to move people. Instead of solely focusing on the relevant information,
I would try to take everything into account while moving a patient.

Understanding the scientific method lends itself well to Ben’s classes over the summer and
Interventions this semester. The scientific method goes well with try-fail-learn. When in Interventions I
try different ways of setting up modalities, or questions about the set up, then read about the modality,
then go to class and try it out, come up with why I think it should work a certain way, and then test to
see if it works that way.

Since the start of PT school, I have learned a lot about how to move people, how to set up some
modalities, facts about the body, how the body moves, the PT profession as a whole, and research, but
I have started to realize with learning further questions arise and why things are the way that they are. I
have also realized that experience will also help me answer some of these questions.
Kari’s class has taught me how to understand statistics and what means something is significant in
findings and further understanding if a statistical significance is worth bringing into the clinic.

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

I would like to better critically appraise research and clinical findings to understand the holes in the
current knowledge. With understanding gaps in research, it can help me choose certain methods of
care over others and not take what the current research is as the end all be all. I can do this by keeping
up with my readings in Kari’s class and reading articles that interest me for other classes to see many
perspectives.

I would also like to improve on formulating multiple hypotheses. I can do this by working with different
groups in classes and discussing topics with multiple people who do not think exactly like me.

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:

Having to write notes for Intro to Interventions, and writing reflections for Professional Roles helps me
to demonstrate my understanding of the English language in the written form. Examinations and
Interventions allows me to work on my verbal communication with communicating with classmates of
what I will be doing, and I believe I do that in a clear concise way.
In my mind, non-verbal communication and confidence go together in recognizing them in myself and
others. I think I see this most right before and during practicals and exams. Exams and practicals that I
feel confident about I am more talkative beforehand and much more open to other people. When I am
not completely confident, I am stressing about the exam or practical and much more reserved and not
as willing to be around others beforehand. These are also seen during practicals by the tone of voice
and hands. When I am confident about what I’m doing, I am direct about what I am doing and calmer
and not as shaky. When I am not confident, I am slower at what I’m doing because I have to think
about it.

I also utilize electronic communication appropriately. I did this especially over the summer while
working with my group to make our video’s for Ben’s class. My group would text and email about the
video and who needed to work on what.

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

I would like to improve on being effective at educating. I can do this by taking the lead while working
with groups while studying, or by being more outgoing to help answer questions.

Another improvement I have been working on and would like to continue to work on is maintaining
open and constructive communication. I can continue to work on this while being on the receiving end
and listen to the message that is being sent, especially feedback related, and not necessarily how it is
being said because I know the feedback is what I need to be a good PT.

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:

Recognizing problems and identifying possible solutions and probable outcomes was something that I
did in Intro to Interventions with Ben over the summer with the lab portion. We would be given a patient
scenario and need to know potential lab values or contraindications for what was going on and then
identify what we could do with the patient. I would have to come up with possible solutions and then
pick which one I thought was best to move forward.

Since the beginning of PT school, I know when I do not know the answer to something or am unsure,
so I seek out additional information from textbooks, classmates, or professors to find the information or
to get more information about where to look for additional resources.

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

I would like to improve in prioritizing problems in order to learn to take care of the most significant
problems first. I think that will be important in patient care. Getting to additional problems will help, but I
will need to focus on what is most significant first.

I also want to improve at considering all the consequences of possible solutions because currently I
think I lean towards doing a treatment that will have the biggest benefit, but sometimes that treatment
could have the biggest risk as well.
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:

Something I have done during practicals and practicing for practicals is work to show interest in the
patient, I known currently they are classmates, but I try to ask how their day is going and what they
have going on while practicing on them.

During group studying, I understand a lot of people study differently and do different things to help
them remember facts or do different things while they are stressed. I am open to learning what others
do to study and seeing if that works for me, and if it doesn’t work for me, I continue what I was doing,
but I am not annoyed with that individual or try to get them to change anything.

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

I would like to become better at recognizing my bias that I bring to professional interactions, and I think
that can be done through even further self-reflection and additional interactions in the PT world. I would
like to do this to be a great practitioner and have patients enjoy coming to PT.
I would also like to become better at responding to unexpected situations. This is to help me and to
help future patients. Sometimes I am set in my ways of how I think situations should go, so being able
to respond better is something I’d like to do.

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:

Something that supports my punctuality is always being early to class, labs, or additional school related
activities.

When working on group projects, my group normally divides up the work, and I always follow through
with working on what I say I am going to work on for the group.

While studying with others, we take turns explaining information or asking each other questions, and
when I get asked something I don’t know I will tell the group I don’t know but try to reason my way
through the question and then I will go and look up information to see if it is correct.

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

I would like to improve with delegating tasks. Sometimes I need things to be a certain way, and think I
am the only one who can do that, when in reality someone else is able to do just as good if not a better
job than I. I want to improve with this so that I can improve my self-care and stress management.

Something else I’d like to improve on is providing evidence based practice. This is something that I
strive to do as a future PT because I want my patients to have the best care possible. I can do this by
paying attention in class and then furthering that knowledge in the clinic.

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:

Because of working at Children’s and through my time at UC, I have begun identifying role models in
the field who I look up to and want to model parts of my future practice after.

I like to work independently for the most part, but when I am unsure of answers, of I think there is more
to something, I know when to ask someone else for help. I have done this with learning MMTs, joint
play, and muscle length tests in Exam. I know there might be one way to do it, but if it’s uncomfortable
or I realize I’m doing something wrong, I will ask others how they do it or if they have a better idea how
I could do the test.

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

I would like to improve at using the evidence to drive clinical decision making. In doing this, I will be
setting my patients up for the best possible outcomes.

I would also like to improve by attending professional meetings to further knowledge as well as find
what I enjoy.

I would also like to improve with discussing societal expectations of the profession. I understand what a
PT does and why I chose to become a PT, but I do not think I’ve given much thought to society’s
expectations of what a PT should be doing. I think that will come with time and experience, but it is
something I also feel I can begin to improve on now by discussing with my peers.

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:

Active listening is something I feel like I do well. I am a quieter individual in groups, so I take time to
listen to what everyone is saying before responding. While trying to develop a plan in interventions, I
will let others talk, synthesize what they have said, and then add my additional thoughts to what could
happen.

Over the summer, for Intro to Interventions, we were learning skills that we had never done before to
move patients. Sometimes I would do a skill correctly, but not in the best form, or do it completely
wrong. I would then get feedback from classmates, Ben, or Chalee, and then I would try to immediately
re-do that skill with the feedback given to me to try to correct what I was doing.

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

I would like to improve on maintaining two-way communication without getting defensive. I don’t
become outwardly defensive when receiving feedback, but internally sometimes I shut down or think
the person giving the feedback doesn’t know how I do it, so how can they give me feedback. I need to
improve in this regard and listen to the message.

I also need to improve on critiquing my own performances accurately. I feel like most of the time, I am
harder on myself than I need to be, and that’s not fair to myself. I also sometimes tell myself I know
more or did something more correct than it should be, and that too isn’t fair to myself.
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:

Coming prepared for the days activities is something I do while preparing for classes. I work to have all
the information ready that I’ll need for each class. I keep a planner to know when I’m going to study
what subject and when I’m going to do it.

Learning some of the lower grade MMTs took more assistance than the higher grades, so I knew I
needed to spend more time on them and review them with multiple people to help me learn what I
needed.
I find time to work on school work during the day while we do not have class and I do not have
additional responsibilities.

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

I would like to improve with identifying resource limitations. There are times when I take on too much,
and there is not enough time to do it all which results in me becoming stressed which is not a cycle I
want to continually put myself through.

I would also like to improve recognizing my own resource contributions as it relates to understanding
when I am being helpful to others.

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:

I believe recognizing distress in others is something I do well. I’ve noticed this in class when we have a
big test coming up or just had a test and someone doesn’t feel great about their performance. I think
being able to recognize that allows me to change how I interact with those individuals.

I have started to realize what stresses me out with school and what I can get by with not worrying
about. I have realized that the amount of reading I am expected to do for all my classes combined can
be daunting at times.
Regarding this Professional Behavior, I would like to improve in the following ways:

I would like to improve with employing stress management techniques. Currently one of my techniques
is to continually push stuff off and not worry about it which helps in the moment, but not in the long run.
I can do this by working to prioritize my activities.

I would also like to improve on asking for assistance when needed. Sometimes I get into the mindset
that everything has to be done by myself and now which is hardly ever the case, but I need to be better
at verbalizing that information to others.

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 prioritizing information needs and identifying my own learning needs go together because I use
one to prioritize the information. Anatomy is something that I feel relatively confident about and that it is
something I have learned a lot about, so during movement science, I don’t spend as much time on
anatomy versus learning the actual movements at the joints or trying to apply the anatomy knowledge I
already know.

When trying to learn some of the concepts in movement science or Interventions, I break it down into
the information that I do know. If I am able to answer all the smaller questions, then I am able to
answer the larger question that seems more difficult.

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

I’d like to improve with studying and researching where my own knowledge base is lacking. I think
currently, I am not even to the point of knowing what I don’t know, so with time that will help understand
what I am unsure about or lacking with, and I can improve with filling that void.

Something else I would like to improve on is re-evaluating my performance after implementing new
information. Currently, I will implement the new information but not re-evaluation. I do an initial
evaluation, and that is how I understand I need further information, but once I get that information, I don
not re-evaluate.
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 implement stress reduction techniques reducing my stress by improving/implementing

stress management techniques.

I am going to purposefully plan and schedule my time and activities for the week to become as effective
as possible in learning.

I am going to work on developing problem solving skills and taking in different perspectives to better
identify problems and their roots.

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

Reduce stress
 I am going to block at least one hour every day to do something that I want to do (watching
Netflix, listening to music, going and seeing friends)
 I am going to exercise for 45-60 minutes three times per week
 Reflect at the end of each day for 10 minutes

Manage time and resources

 I am going to plan out my week on Sunday to know when I should be doing studying and when
I can go and do other non-related school activities
 I am going to use the weekly plan to develop daily plans. I am going to do this the night before
so I know what I have coming up the following day. This will also help with reducing stress and
finding time for myself.
 I am going to be more proactive when working with study groups in initiating the group getting
together to look over information to further my knowledge and help others.

Problem solving
 Personally, I want to take time to reflect at the end of each day and any problems I had during
the day and work to understand what the problem was, how I handled it, and what the outcome
was. This will help me not only in personal problems but also then further implementing it into
studying and PT.
 When faced with a problem in class or practical scenario, I am going to work on thinking about
the information I know and then applying that to the situation instead of freaking out because I
don’t know that specific question.
 I am going to evaluate my performances more often instead of simply doing tasks. This will
help me understand what I am doing correctly and incorrectly and show me what I still need to
figure out to solve future problems.
 I am going to seek additional input from others as well as work to collaborate with others more
to solve and understand problems.

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: Nicholas Duke Date: 11/24/19

CI feedback/suggestions.

CI signature: Date: