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Smart Goals Emmanuel V. RodriguezArriola St.Thomas University NUR650CL Psychiatric Management IV Dr. Jean 05/25/2025

Smart Goals List

Goal 1: Facilitate three structured group therapy sessions using CBT techniques.

Goal 2: Evaluate group therapy dynamics using standardized assessment tools.

Goal 3: Integrate trauma-informed care principles into all group sessions.

Goal 4: Collaborate with interdisciplinary teams to plan individualized group therapy interventions.

Goal 5: Improve cultural competence by incorporating culturally responsive approaches in group therapy.

Goal 1: Specific & Measurable

During this clinical term, I aim to lead a minimum of three group therapy sessions with actual psychiatric patients, using evidence-based psychotherapy modalities such as Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT). This goal is specific because it identifies the precise number of sessions, the population involved, and the therapeutic methods to be applied. It is measurable through faculty observation, peer reviews, and client feedback forms administered after each session. Additionally, structured evaluation tools such as session rating scales will be utilized to assess my therapeutic communication, leadership, and facilitation skills (Mercan & Mersin, 2025). Success will be determined based on observed growth and performance feedback from clinical supervisors.

Specific

I will facilitate three structured group therapy sessions with patients using Cognitive Behavioral Therapy (CBT) techniques.

Sessions will take place in the outpatient psychiatric clinic during my clinical rotation.

This targets a weakness in my clinical confidence and aims to strengthen therapeutic group facilitation skills.

Measurable

Progress will be measured by supervisor observation using a clinical performance rubric.

Feedback from patients and preceptors will be collected after each session.

Effectiveness will also be evaluated by reviewing session documentation.

Goal 1: Achievable, Relevant & Timely

Achievable

With access to patients, supervision, and training, facilitating three sessions is feasible.

I will schedule one session every three weeks, allowing time for reflection and improvement.

Relevant

This goal aligns directly with the course’s objectives on psychotherapeutic modalities and evidence-based interventions.

Group therapy is a core competency in psychiatric nursing practice.

Timely

Goal will be completed by the end of the 12-week clinical term.

Checkpoints will be set at weeks 3, 6, and 9 for each session.

This goal is achievable within the term, as my clinical site provides structured opportunities for conducting supervised group therapy sessions. Faculty guidance and access to therapy materials enhance the feasibility of this goal. It is reliable because it aligns with established psychiatric practices and uses standardized techniques that have demonstrated efficacy in group therapy. The reliability of evaluation is also ensured through structured rubrics and feedback mechanisms that reflect expected competencies in group therapy facilitation. The goal is timely, as it is designed to be completed over the span of the 12-week clinical term, allowing ample opportunity for practice, feedback, and skill refinement before the end of the semester.

Goal 2: Specific & Measurable

I will develop and implement a therapeutic group session plan tailored to adolescents with anxiety disorders by the midpoint of the term. The plan will include session objectives, structured activities, therapeutic techniques, and evaluation methods. This is a specific goal because it targets a defined age group and diagnosis while incorporating detailed intervention elements. The measurable component includes the submission of a written plan reviewed by my clinical instructor, peer review, and subsequent feedback. Success will also be gauged by the instructor’s rubric-based evaluation and self-assessment using course guidelines on group therapy planning. Pre- and post-session reflections will measure improvements in planning and implementation confidence (Machost & Stains, 2023).

Specific

I will assess the effectiveness of group therapy sessions using the Group Climate Questionnaire (GCQ) and Yalom’s group process indicators.

I will evaluate at least five group therapy sessions I observe or facilitate.

Measurable

Each session will be rated using standardized scoring.

Feedback and trends will be documented in my clinical journal to identify strengths and areas for improvement.

Goal 2: Achievable, Relevant & Timely

Achievable

Scoring and assessment tools are readily available, and faculty will provide guidance on interpreting results.

Evaluating five sessions is reasonable given weekly exposure to group therapy environments.

Relevant

Mastery of group evaluation methods supports the development of safe and effective psychiatric care plans.

Provides evidence of my competence in recognizing therapeutic progress.

Timely

I will complete evaluations by week 11 of the term to allow time for analysis and final reflection in my clinical portfolio.

Creating a structured group session plan is achievable within the term, supported by access to adolescent populations at the clinical site and mentorship from experienced clinicians. The goal is ambitious yet realistic, as it pushes me to apply theoretical knowledge in a clinical setting. It is reliable because it reflects standard group therapy planning practices endorsed by psychiatric associations and education programs. Revisions and feedback mechanisms further enhance the reliability of the process. The goal is timely, as it is to be completed by the midpoint of the clinical term, giving adequate time for implementation, instructor feedback, and improvements prior to the term’s conclusion.

Goal 3: Specific & Measurable

Specific

I will incorporate trauma-informed care principles such as safety, trust, and collaboration into all group sessions I lead or co-lead.

I will use a checklist to ensure at least five trauma-informed strategies are employed during each session.

Measurable

I will self-evaluate each session using the Trauma-Informed Practice Assessment Tool (TIPAT).

Preceptor feedback and patient responses will be used as qualitative measures of trauma-informed integration.

By the end of the clinical term, I will demonstrate proficiency in co-facilitating a psychoeducational group therapy session for patients with mood disorders. Specifically, I will co-lead two sessions with a licensed clinician and contribute to discussion facilitation and educational content delivery. This goal is specific because it outlines the type of group, my role, and number of sessions. It is measurable through direct observation by my preceptor, reflective journaling, and completion of a co-facilitator self-assessment form. Additional metrics will include preceptor feedback, peer evaluation, and analysis of patient engagement during sessions, providing clear data to assess my collaborative group facilitation skills.

Goal 3: Achievable, Relevant & Timely

This goal is achievable as my clinical placement offers opportunities to participate in ongoing group therapy programs under the supervision of a licensed therapist. Co-facilitation is encouraged and is a part of expected student competencies (Sjølie et al., 2021). It is reliable because psychoeducational groups for mood disorders follow standardized content structures and therapeutic guidelines, ensuring consistent clinical experiences. The use of clinical logs, self-assessments, and faculty evaluations assures reliable outcome measurement. The timely nature of this goal is ensured by integrating it into the clinical rotation schedule and setting a deadline for completion by week 10 of the term, allowing time for feedback and reflection.

Achievable

With ongoing support and trauma-informed training modules available through the clinical site, integration is feasible.

Faculty and clinical supervisors will provide input and feedback.

Relevant

Understanding trauma is essential in psychiatric care and improves patient engagement and safety in group settings.

Strongly aligned with therapeutic communication and empathy competencies.

Timely

Strategy implementation will begin in week 2 and be evaluated continuously through week 12.

Final summary of use and outcomes will be presented at the end of the term.

Goal 4: Specific & Measurable

Specific

I will participate in interdisciplinary treatment planning for at least three patients involved in group therapy.

I will contribute to team discussions and co-develop treatment plans that include group-based interventions.

Measurable

Participation will be documented in weekly clinical logs.

Effectiveness will be measured by my ability to articulate rationale for group interventions during preceptor debriefings.

I will enhance my skills in leading therapeutic group discussions by mastering at least two group therapy intervention techniques such as motivational interviewing and mindfulness-based stress reduction. This is specific because it focuses on particular skills that contribute to effective group facilitation in psychiatric settings. It is measurable by tracking the number of techniques practiced and evaluated during sessions. Measurable outcomes include instructor ratings using a standardized clinical performance tool, self-reflections after sessions, and a skills checklist maintained throughout the clinical term. Additionally, a final presentation of learned techniques will serve as an evaluative component for measuring knowledge retention and skill integration.

Goal 4: Achievable, Relevant & Timely

The goal is achievable because training materials and observation opportunities are readily available at my clinical site. Regular faculty debriefings and peer support contribute to skill acquisition. It is reliable, as the techniques targeted are well-established in psychiatric group therapy literature, supported by empirical evidence for their efficacy. My consistent use of reflective journaling and faculty evaluations supports reliable tracking of progress (Ramadhanti et al., 2020). The goal is timely because it sets a clear objective to be accomplished by the end of the term, giving me sufficient time to learn, practice, and reflect on these intervention techniques in a real-world psychiatric group therapy setting.

Achievable

Clinical site offers weekly interdisciplinary team meetings where student participation is encouraged.

My background in case management supports engagement in team planning.

Relevant

Interdisciplinary collaboration is essential for holistic psychiatric care and is emphasized in course competencies.

Enhances communication and planning skills in real-world settings.

Timely

I will meet this goal by week 10, ensuring sufficient participation and learning before the end of the rotation.

Goal 5: Specific & Measurable

Specific

I will enhance my cultural competence by applying at least three culturally appropriate strategies in group therapy sessions with diverse populations.

I will consult cultural formulation tools and review relevant research on ethnic minority mental health.

Measurable

I will journal reflections on each culturally adapted intervention and seek feedback from preceptors.

Measurable through direct observation and clinical evaluations.

By the conclusion of my clinical term, I will complete at least five structured reflections on ethical considerations observed in group therapy, focusing on confidentiality, informed consent, and group dynamics. This goal is specific because it targets ethics within group therapy, a critical element in psychiatric care. It is measurable through the number of reflections completed, the depth of ethical analysis, and feedback from my clinical instructor. Each reflection will follow a rubric assessing critical thinking, application of ethical principles, and alignment with the ANA Code of Ethics. These reflections will be submitted as part of my clinical portfolio for review.

Goal 5: Achievable, Relevant & Timely

This goal is achievable as it incorporates reflective practices into routine clinical experiences and requires no additional patient contact. It aligns with course expectations for developing ethical reasoning in psychiatric practice. It is reliable because it follows structured ethical frameworks and established academic expectations for reflective writing. Faculty review and feedback on the reflections provide an objective basis for assessment. The goal is timely because the reflections will be spaced evenly throughout the clinical term, allowing time for thoughtful completion, feedback incorporation, and cumulative understanding of ethical complexities in psychiatric group therapy.

Achievable

Resources such as DSM-5 Cultural Formulation Interview and faculty guidance are readily available.

I will target one strategy implementation every three weeks.

Relevant

Culturally competent care reduces stigma and increases engagement in psychiatric settings.

Prepares me to serve diverse patient populations ethically and effectively.

Timely

Goal will be implemented throughout the term and evaluated during final clinical evaluations in week 12.

References

Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-07-0148

Mercan, N., & Mersin, S. (2025). Evaluating the therapeutic communication skills of nursing students in the clinical setting: The experiences of students, patients and patients’ relatives. Heliyon, 11(1), e41677. https://doi.org/10.1016/j.heliyon.2025.e41677

Ramadhanti, D., Ghazali, A. S., Hasanah, M., Harsiati, T., & Yanda, D. P. (2020). The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing. International Journal of Emerging Technologies in Learning, 15(11), 162–187. https://doi.org/10.3991/ijet .v15i11.11939

Sjølie, E., Strømme, A., & Boks-Vlemmix, J. (2021). Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration. Teaching and Teacher Education, 107, 103477. https://doi.org/10.1016/j.tate.2021.103477

References

Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-07-0148

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