Seven adult-gerontology competencies are rated in this NU573 self-assessment, each with a written example as evidence, a named gap where the rating falls short, and an empty preceptor column. Searches like "nu 573 unit 9 assignment example", "nu573 unit 9 sample" and "nu573 unit 9 example" land here.
Seven Competencies, Seven Pieces of Evidence, One Empty Column: A Competency Self-Assessment With Calibrated Ratings
[Student Name]
Purdue University Global
NU573: AGNP I Clinical - Adolescent and Adult Focus
Unit 9 Competency Self-Assessment
[Instructor Name]
[Date]
Ratings and examples belong to whoever completes the rotation; this sample uses composite encounters, and the preceptor rating column is blank in every row.
Rating Key
1. Requires direct guidance: performs only with the preceptor leading.
2. Requires frequent prompting: performs with the preceptor stepping in several times.
3. Requires occasional prompting: performs with one or two prompts.
4. Performs independently: performs without prompting; the preceptor reviews afterward.
A rating without a definition invites inflation, so the key comes before the first number.
The Table
1. Health promotion and disease prevention. Self-rating: 3. Evidence: a preventive care plan sorted by age and risk triggers for a composite 32-year-old. Gap: shared decision making on HPV vaccination at older ages. Preceptor rating: [blank].
2. Assessment and diagnosis. Self-rating: 2. Evidence: a shoulder presentation revised after peer critique. Gap: interpreting spirometry without the preceptor; I read the numbers but hesitate on the pattern. Preceptor rating: [blank].
3. Plan of care and management. Self-rating: 3. Evidence: a gout follow-up note raising the allopurinol dose to target, adopted without change. Gap: none major; would like more practice starting new chronic medications. Preceptor rating: [blank].
4. Communication with patients. Self-rating: 3. Evidence: a brief intervention using motivational skills, with a tally of questions and reflections. Gap: pausing too long after a patient declines a request. Preceptor rating: [blank].
5. Adolescent confidential care. Self-rating: 2, lower than the evidence might permit. Evidence: a confidential adolescent segment charted in a protected section. Gap: I have opened the confidential segment myself only twice. Two is too few to rate higher. Preceptor rating: [blank].
6. Documentation. Self-rating: 3, lower than the evidence might permit. Evidence: a chronic follow-up note revised after feedback. Gap: my notes are accurate but still long; I would like one more round of feedback before claiming more. Preceptor rating: [blank].
7. Professional role and evidence. Self-rating: 3. Evidence: a PICOT appraisal of collaborative care that answered a clinic question. Gap: presenting evidence to the whole team, not just my preceptor. Preceptor rating: [blank].
The Pattern
My ratings are strongest in documentation and management, where written artifacts show steady improvement, and weakest in diagnostic interpretation and adolescent confidential care, where I have had fewer chances. No row is rated 4. Self-assessment tends to be least accurate in exactly the areas where people are least skilled (Davis et al., 2006), so I have anchored every rating to an artifact a reader could request, evidence of performance with real patients rather than of knowledge alone (Miller, 1990), and I expect the preceptor's column to differ from mine in places.
Plan for the Remaining Clinical Time
1. Spirometry: interpret the next [three] spirometry reports before seeing the preceptor's read, and compare.
2. Adolescent confidential care: ask to open the confidential segment at every adolescent visit for the rest of the rotation.
3. Documentation: one more feedback round on note length, aiming for the same content in fewer lines.
4. Evidence to the team: present the collaborative care appraisal at a staff meeting.
These map to the competency domains the course uses for adult-gerontology primary care (National Organization of Nurse Practitioner Faculties, 2016).
Why the Preceptor Column Is Blank
The preceptor rating column is left blank in every row because the preceptor's judgment is independent of mine. It is filled only by the preceptor, at the evaluation meeting, and the comparison between the two columns is the useful part.
References
Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R., Thorpe, K. E., & Perrier, L. (2006). Accuracy of physician self-assessment compared with observed measures of competence: A systematic review. JAMA, 296(9), 1094-1102. https://doi.org/10.1001/jama.296.9.1094
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9 Suppl.), S63-S67. https://doi.org/10.1097/00001888-199009000-00045
National Organization of Nurse Practitioner Faculties. (2016). Adult-gerontology acute care and primary care NP competencies. National Organization of Nurse Practitioner Faculties.
How this NU573 Unit 9 example is structured
Rows follow the domains of the adult-gerontology primary care competencies in the course's order, so faculty can compare the self-assessment against their own evaluation line by line. The rating key is defined before the table, because a number without a definition invites inflation. Every rating is anchored to evidence, and the evidence names a type of artifact a reader could request rather than a feeling. Where the author rates lower, the gap column states what is missing and what would close it, which keeps the document useful rather than defensive. The sample shows calibration: two rows rated below what the evidence might permit, with the reason given, and none rated at the top. The summary paragraph looks for patterns across rows instead of restating them. The preceptor column stays empty throughout, and a footnote gives the reason.
Get an NU573 Unit 9 example written to your instructions
Self-assessment samples are structured on the competency list your course uses, with the rating scale your rubric defines. Outline the encounter types your rotation has offered, and the sample shows how entries of that sort read on the page. There is no charge for the first sample, returned in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
NU573 Unit 9 questions, answered
Can a sample supply the examples for my self-assessment?
No. The examples must be drawn from encounters you actually had, because the document attests to what you did and faculty compare it with your preceptor's evaluation. The sample models the structure, how much detail each entry carries and the way a gap is stated, using composite encounters, so you can write entries from your own experience in the same form.
Is it risky to rate a competency low?
Rarely, if the rating is honest and paired with a plan. Faculty generally expect gaps late in a first clinical course and read a well-described gap as insight. What tends to cost marks is a rating that contradicts the evidence in either direction, or a low rating with no explanation of what would raise it.
How long should each evidence entry be?
One or two sentences is usually enough: the artifact or encounter type, what it demonstrated, and when. Long narratives belong in a reflection, not a table. Short entries that a reader could verify by asking for the note or the presentation carry more weight than paragraphs describing how the student felt.