Study Plan
Study Plan
One of the main strategies for improving the likelihood of passing the national exam is the development of comprehensive preparation and planning (Oyewole et al., 2020). Comprehensive preparation can include an analysis of the strengths and areas for improvement, as well as a review of the available resources to help in preparation for the exam. This paper will discuss a summary of the strengths and opportunities for improvement, three smart goals and the tasks for completing them, and the resources to be used to achieve these goals.
Analyzing the Strengths and Opportunities for Improvement
My test score was 75% out of 100%. Some of my strengths were in the areas of advanced pathophysiology and theories of individual and family psychotherapy diagnostic reasoning. Also, other areas included applying evidence in healthcare environments, population-based mental health care, and leading collaborative change. I also determined that I have concrete knowledge regarding psychiatric mental health nursing with individuals, families, and groups.
Some of the opportunities identified for improvement included advanced health assessment and a clinical reasoning lab. Other areas included advanced pharmacotherapeutics and neuroscience for mental health practitioners. Therefore, I will make sure to allocate more time to these areas and push myself to master their contents as I prepare for the national exam.
The Study Plan
SMART goals are effective tools that can be used to enhance the preparation and planning for the national examination. Goals should be designed in a manner that addresses all the required content on the national exam (Handayani, 2018). Also, it is important to allocate more time to the weaker areas during the planning to ensure that improvements are made in these areas (Blease et al., 2021). The SMART goals are described below.
The first goal is to join a study group for the national exam within the next two weeks and attend the study group at least once a week for a minimum of two hours per session. I will also incorporate the studying strategies gathered from the study group into my personal studies and during the other days of the week. I will also make sure to pay attention to the location of the study group and the scheduled times because they are significant in the achievement of this goal.
For the second goal, I will utilize the online library to obtain peer reviewed articles within the next four weeks and use them to review all the content areas covered during the national exam. I will revisit the contents of the modules and other necessary areas that will be examined during the national exam and use the resources obtained from the online library to study these areas. Some of the tasks I will accomplish to achieve this goal will involve teaching myself how to effectively utilize the Internet and retrieving materials with information pertinent to the national exam. Also, I will purchase notebooks and other studying materials to help me during my preparation sessions (Dunn, 2017).
For the third goal, I will learn and explore different medications and their mechanisms of action each month to improve my psychotherapeutic and psychopharmacotherapy knowledge. Some of the tasks I will accomplish include reading various treatment provision books and reviewing several treatment plans that align with the necessary content.
Resources
To achieve these goals and tasks, I will utilize various resources that will comprise exam study guides, printed and online books, especially those about pharmacology and prescriptive practices, and conferences and workshops. I will also utilize group studies and the certification exam guide to complete my goals and tasks (Howley et al., 2017).
Conclusion
Comprehensive preparation and planning effectively for the national exam will put me in a better position to excel. An analysis of my strengths and opportunities for improvement will provide a clear road map of what I need to do to pass the exam. The resources explained above will come in handy during my preparation and will increase my chances of excelling in the exam.
References
Blease, C., Torous, J., Kharko, A., DesRoches, C. M., Harcourt, K., O'Neill, S., ... & Hägglund, M. (2021). Preparing patients and clinicians for open notes in mental health: qualitative inquiry of international experts. JMIR mental health, 8(4), e27397.
Dunn, V. (2017). Young people, mental health practitioners and researchers co-produce a Transition Preparation Programme to improve outcomes and experience for young people leaving Child and Adolescent Mental Health Services (CAMHS). BMC health services research, 17(1), 1-12.
Handayani, M. (2018). Utilization of national exam results in advancing educational ecosystem to improve the quality of education. ICEAP 2019, 1(1), 21-30.
Howley, C., Howley, A., & Telfer, D. (2017). National provisions for certification and professional preparation in low-incidence sensory disabilities: A 50-state study. American Annals of the Deaf, 162(3), 277-294.
Oyewole, B. K., Animasahun, V. J., & Chapman, H. J. (2020). A survey on the effectiveness of WhatsApp for teaching doctors preparing for a licensing exam. PLoS One, 15(4), e0231148.