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PresentationAssigmentsmartgoal.pptxSMART Goals Damarsy Rodriguez Saint Thomas University NUR 640 CL Professor: Dr. Ovi Nodarse August 25, 2024
Goals
Improve clinical documentation accuracy by the fourth week of the term by completing daily chart audits and receiving feedback from a supervisor.
Enhance patient education skills by the sixth week of the term by delivering three comprehensive education sessions on medication management and documenting patient understanding.
Increase proficiency in handling psychiatric emergencies by the end of the term by successfully managing and de-escalating three crisis situations with supervisor feedback.
Strengthen teamwork skills by the fifth week of the term by actively participating in at least two multidisciplinary case conferences and contributing to treatment planning.
Expand knowledge of alternative therapies in psychiatric care by the end of the term by researching and presenting on two non-pharmacological interventions to the clinical team.
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Improve clinical documentation accuracy by the fourth week of the term
Enhance patient education skills by the sixth week of the term.
Increase proficiency in handling psychiatric emergencies by the end of the term
Strengthen teamwork skills by the fifth week of the term
Expand knowledge of alternative therapies in psychiatric care
Goal 1: Specific and Measurable
Specific
Conduct daily chart audits to ensure complete documentation.
Seek feedback from a supervisor on chart accuracy.
Implement corrections based on audit findings.
Track improvements through documented error reductions.
Measurable
Count the number of daily chart audits completed.
Measure the reduction in documentation errors over time.
Specific: The goal can be defined as improving the quality of clinical records and, in particular, guaranteeing their completeness, conciseness, and relevance. The goal is to reduce errors and omissions and improve patient care. Daily chart audits and clinical supervisor feedback will identify areas for improvement.
Measurable: The measure of progress may entail achieving daily chart audits as well as increasing corrections or improvements in documentation. The quality of the documentation can also be evaluated depending on the supervisor's observation and the decrease in charting mistakes over time (Demsash et al., 2023).
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Goal 1: Attainable, Realistic and Timely
Attainable
Use existing resources to perform daily audits.
Integrate feedback into routine practice with supervisor support.
Realistic
Enhancing documentation aligns with role requirements.
Adjustments based on feedback are feasible within current workload.
Timely
Achieve goal by the fourth week to ensure early progress.
Allows time for adjustments and feedback implementation.
Attainable: The goal is achievable because the student can go through patients' records; in this case, the supervisor can assist when necessary. Daily audits are possible in the clinical setting and can be easily incorporated into the flow.
Realistic: Enhancing the quality of documentation is plausible because it is one of the central tasks of a PMHNP. Considering the school context and the resources provided, this goal is appropriate for the student's level of practice and development.
Timely: The goal should be met by the fourth week of the semester, giving students time to improve their documentation habits, hear criticism, and make modifications. This timeline ensures early clinical experience gains for students and patients.
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Goal 2: Specific and Measurable
Specific
Deliver three education sessions on medication management.
Focus on patient understanding of dosing and side effects.
Document patient comprehension and responses.
Use feedback to refine educational techniques.
Measurable
Track the number of education sessions conducted.
Assess patient understanding through follow-up evaluations.
Specific: The goal statement targets enhancing self-education competencies, especially in the management of medication. I shall conduct three comprehensive education sessions each for the patient, with the intent of fulfilling their prescription understanding about the medications, including the purpose of taking the medication, dosage, side effects, and techniques that should be followed to use the medication.
Measurable: The goal is measurable by observing how many education sessions are carried out and how well the patients understand by asking them follow-up questions or conducting surveys. Recording such sessions will also ensure a record of achievements made in the course of the program.
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Goal 2: Attainable, Realistic and Timely
Attainable
Access to patients and educational resources supports goal.
Sessions can be planned and executed within clinical setting.
Realistic
Patient education is a key component of the role.
The goal fits within the student’s training and clinical capacity.
Timely
Complete by the sixth week to ensure adequate practice.
Provides time to refine skills and assess effectiveness.
Attainable: This goal is achievable because the student has appropriate and diverse patients to practice with and all the educational tools the student will require. The clinical environment is excellent in offering the chance to interact with the patient, thus offering the student a touch feel on their education skills (González-García et al., 2020).
Realistic: Improving patient education is an objective that can be easily achieved because it must be part of a PMHNP's clinical practice. The goal is specific, feasible, and pertinent as a result of being based on the student's advancement in his career and the benefit of patients.
Timely: This goal is expected to be achieved before the sixth week of the term to offer the student a timeline through which the education sessions could be planned, implemented, and assessed. Obtaining sufficient practice and thinking proves that this period is necessary for the student's progress.
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Goal 3: Specific and Measurable
Specific
Manage three psychiatric emergencies with supervision.
Focus on de-escalation and appropriate intervention techniques.
Document each crisis situation and outcomes.
Receive and apply feedback from supervisors.
Measurable
Count the number of psychiatric emergencies managed.
Evaluate success based on feedback and patient outcomes.
Specific: The aim is to enhance the efficiency of handling psychological crises like aggression, thoughts of self-harm or psychosis. I will complete three crises per a supervisor's instruction and use suitable interventions.
Measurable: Opportunities for improvement can be identified and gauged through the number of handled psychiatric emergency calls and the results of the actions taken. Supervisor feedback and patients' conditions will also be used to measure success.
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Goal 3: Attainable, Realistic and Timely
Attainable
Exposure to emergencies during clinical rotations supports goal.
Supervisory support ensures safe and effective management.
Realistic
Handling emergencies is integral to the PMHNP role.
Goal aligns with existing clinical duties and training.
Timely
Achieve by end of term for comprehensive skill development.
Allows sufficient time to experience and manage multiple emergencies.
Attainable: This goal is achievable because the student will experience handling psychiatric emergencies outside their clinical practice. Of course, with supervision and access to resources, I can observe these situations safely and enhance his/her skills over time.
Realistic: The goal is achievable because managing psychiatric emergencies is part of PMHNP's practice. With reference to the current understanding and clinical supervision offered to the student, this goal is realistic within the context of the student's clinical practice experience.
Timely: The idea is to be addressed before the beginning of the next term, giving the student enough chance to meet and deal with several emergent situations and to think through them. This timeframe ensures that the student has enough practice hours that he/she gains and hones crisis intervention skills.
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Goal 4: Specific and Measurable
Specific
Participate in at least two multidisciplinary case conferences.
Contribute to discussions and treatment planning.
Actively engage with team members.
Reflect on feedback to improve teamwork skills.
Measurable
Track participation in case conferences.
Measure contributions and feedback received from team members.
Specific: The goal concerns the development of teamwork skills, with special emphasis on a multi-professional environment. I will observe two formal interdisciplinary case conferences and present an idea that can contribute to formulating a further strategy for a client's treatment.
Measurable: The goal is definable, as it is observed in the student's involvement in such activities as case conferences and in analyzing inputs to the treatment process. Comments from the other team members and supervisors will also give quantitative performance information about the student on teamwork.
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Goal 4: Attainable, Realistic and Timely
Attainable
Opportunities for case conferences are available in clinical setting.
Support from supervisors aids in effective participation.
Realistic
Teamwork is crucial for effective patient care.
Participation in conferences is feasible within the clinical schedule.
Timely
Complete by the fifth week to allow for skill refinement.
Ensures early integration and continuous improvement.
Attainable: This goal is certainly plausible since the student will participate in multidisciplinary case conferences during an internship. The support of a good team and a good supervisor will enhance the growth of teamwork skills.
Realistic: Enhancing teamwork is altogether possible since psychiatric care in all its aspects is based on interdisciplinary cooperation (Bendowska & Baum, 2023). The clinical environment is the best frame where these skills could be exercised and developed.
Timely: The goal is to be met by the fifth week of the term to provide the student with an adequate amount of time to attend several case conferences and receive feedback. This means that there is time for gradual progress, and the student will be ready for more teamwork situations in the future.
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Goal 5: Specific and Measurable
Specific
Research two non-pharmacological therapies for psychiatric care.
Prepare and deliver a presentation on findings to the clinical team.
Focus on effectiveness and applicability of therapies.
Document research and presentation outcomes.
Measurable
Count the number of therapies researched and presented.
Gather feedback on the presentation from clinical team.
Specific: The objective is to increase the student's awareness of other treatment methods used in psychiatric practices, including mindfulness, yoga, and acupuncture. I will select two non-pharmacological interventions and provide findings to the clinical team, describing the efficacy of the selected intervention and the possibility of it being used in practice.
Measurable: It is a measurable goal as the research has to be completed, and the presentation made to the clinical team has to be done. Reliability is another measure of success, and this shall be ascertained from the feedback made by the team members and the depth of research conducted.
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Goal 5: Attainable, Realistic and Timely
Attainable
Access to research resources and presentation opportunities.
Feasible within the scope of clinical experience and support.
Realistic
Expanding knowledge aligns with holistic care trends.
Goal complements existing clinical skills and interests.
Timely
Complete by end of term to ensure comprehensive exploration.
Provides time to conduct research, prepare, and present effectively.
Attainable: This goal is possible because the student can find research material and have an opportunity to share the presentation at the clinical level. It is perceivable to the student and may be done given the student's current understanding and the help he or she can gather.
Realistic: Increasing knowledge of other therapies is achievable as it fits the existing set of clinical competencies of students and expands the range of therapeutic interventions. The goal is relevant, with the current focus on a more integrated approach to managing psychiatric disorders.
Timely: This goal should be achieved before the end of the term; this helps a student set a deadline for research, preparation, and presentation. Allowing such a period of time is beneficial for getting acquainted with the selected therapies and enabling the student to implement the acquired material practically.
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References
Bendowska, A., & Baum, E. (2023). The significance of cooperation in interdisciplinary health care teams as perceived by polish medical students. International Journal of Environmental Research and Public Health, 20(2). https://doi.org/10.3390/ijerph20020954
Demsash, A. W., Kassie, S. Y., Dubale, A. T., Chereka, A. A., Ngusie, H. S., Hunde, M. K., Emanu, M. D., Shibabaw, A. A., & Walle, A. D. (2023). Health professionals’ routine practice documentation and its associated factors in a resource-limited setting: a cross-sectional study. BMJ Health & Care Informatics, 30(1), e100699. https://doi.org/10.1136/bmjhci-2022-100699
González-García, M., Lana, A., Zurrón-Madera, P., Valcárcel-Álvarez, Y., & Fernández-Feito, A. (2020). Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units. International Journal of Environmental Research and Public Health, 17(16), 5686. https://doi.org/10.3390/ijerph17165686
