Capstone
Jordan329
SMARTGoals.docxN4685 Capstone Seminar
Module 2: Capstone Project – SMART Goals and Project Objectives
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Name: |
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Date: |
05/31/2025 |
Overview: Capstone Project – Smart Goals and Project Objectives
In this assignment, you will locate and summarize content of 2 current articles on the use of SMART goals/objectives: what they are, how they are used, and why they are effective. Assignment must contain citations and references in correct APA format. Articles published within the last 5 years are considered current.
You will also select 3 current peer reviewed articles that address your chosen focus area for your Capstone Project and create 3 goals/objectives for your Capstone Project using the SMART Goals/Objective format.
Objectives
· Summarize 2 articles discussing what SMART goals are, how they are used, and/or why they can be an effective tool.
· Create 3 objectives for Capstone Project using SMART format.
· Select 3 peer reviewed articles addressing chosen focus area to include in the provided grid.
Rubric
Use this rubric to guide your work on the Module 2 assignment.
NOTE: All assignments and discussion posts are expected to be completed on time.
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Tasks |
Target |
Acceptable |
Unacceptable |
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1. SMART Goals Article Summary (what they are and why are they important) (40 pts) |
Clear and strong summary of 2 articles on use of and purpose of SMART goals. Writes 2 summaries - one summary for each article. Each summary is 1 paragraph of 3-4 well-written, original sentences. (40 pts)
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General statements reflecting article summary and/or missing one article summary, missing SMART goal format. (20 pts) |
No synthesis of articles on use of and formulating SMART goals. (0 pts) |
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2. Creates 3 SMART goals/objectives. (20 points) |
Creates 3 goals/objectives using SMART format including Bloom Taxonomy terms. (20 points) |
2 or less goals/objectives utilizing SMART goal format using Bloom Taxonomy terms. (10 points) |
Goals/Objectives not written in SMART goal format and/or no use of Bloom Taxonomy terms. (0 points) |
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3. Cites 3 peer reviewed articles related to the chosen focus area of Capstone project (management, education, or clinical specialty) (30 pts) |
Correctly cites 3 peer reviewed articles for chosen focus area of Capstone project (30 pts) |
Cites 2 or less peer reviewed articles.
(15 pts) |
No peer reviewed articles cited to support SMART goals/objectives. (0 points) |
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APA format (10 pts) |
Articles and lists the APA references correctly – no errors. (10 pts) |
Articles and lists the APA references correctly. 1-3 errors. (6 pt.) |
Articles and lists the APA references correctly. 4 or more errors. (0 pts) |
1. Summarize Articles on SMART Objectives Format (Type in the box below)
Summarize content of 2 articles found on SMART goals/objectives. Write your summary in proper APA format. Must include in-text citations and references for both articles. Write one paragraph for each article summary. Should have paragraphs.
TYPE IN THE BOX BELOW (Box will expand as you type in it)
The article, Using Behavioral Skills Training to Teach Goal Setting for Health Behaviors (Beaulieu et al., 2024) sought to evaluate the efficacy of behavioral skills training in helping individuals to set SMART goals pertaining to their health. Many adults in the United States partake in unhealthy habits, such as smoking, eating excess salts and fats, increased alcohol consumption, and physical inactivity, that increase their risk for developing cardiovascular disease. The study aimed to examine whether teaching adults behavioral skills training would aid them in developing health-related SMART goals, and therefore leading the potential to decrease their risk for developing cardiovascular disease. 25 health-related scenarios were created and involved three phases, a baseline, BST session, and a post-training session. “The SMART method was selected because it is versatile, it has been used in both research and practice, and the clearly defined components can be taught individually and constitute an operational definition of goal setting,” (Beaulieu et al., 2024). The results of the study showed that there were noticeable improvements in setting SMART goals among the participants after training. Ultimately, this study showed that with coaching, individuals can learn to develop SMART goals, not only for health improvement, but for any goals in their life.
The second article, Evaluating The Impact of Integrating SMART Goal Setting in Preceptor Development Using The Habits of Preceptors Rubric (Afolabi et al., 2022) examined how goal setting impacted pharmacy preceptor development. They used the Habits of Preceptors Rubric (HOP-R) to assess preceptor habits. During the initial assessment, the participants selected a one of the eleven available habits to focus on developing using the SMART framework. The “integration of individualized SMART goals mapped to the HOP-R allows for self-regulated professional development that can be measured qualitatively and quantitatively,” (Afolabi et al., 2022). The participants developed a SMART goal for their self-selected habit with aims to develop that habit over the 12-month program. The preceptors reported an advancement in their precepting capabilities throughout the program due to their SMART goal setting. They found that, “goal setting has been identified as an important tool for promoting metacognition and self-regulation that prompts behavioral changes,” (Afolabi et al., 2022). The wide range of improvement based on self-chosen habits shows how impactful goal setting can be for personal growth.
References:
Afolabi, T. M., Pogge, E. K., Early, N. K., Larson, S., Stein, J., Hanson, L., Storjohann, T., Raney, E., & Davis, L. E. (2022). Evaluating the impact of integrating SMART goal setting in preceptor development using the Habits of Preceptors Rubric. American Journal of Health – System Pharmacy, 79(14), 1180-1191. https://doi-org.ezproxy.uta.edu/10.1093/ajhp/zxac096
Beaulieu, M., Normand, M. P., & Miltenberger, R. G. (2024). Using behavioral skills training to teach goal setting for health behaviors. Behavioral Interventions, 39(4), 1-16. https://doi-org.ezproxy.uta.edu/10.1002/bin.2041
FILL IN THE GRID BELOW WITH PROJECT OBJECTIVES AND SUPPORTING ARTICLES
2. Create 3 Project Objectives
3. Cite 3 Peer Reviewed Articles on Chosen Focus Area for Capstone Project. One article may support more than one objective. However, you must have 3 objectives and at least 3 peer reviewed articles to support your project.
Create 3 objectives based upon Bloom’s Taxonomy (See an overview at https://tips.uark.edu/using-blooms-taxonomy/ or for more in-depth study of Bloom’s view http://bloomstaxonomy.org/ and you can always “google” Bloom Taxonomy for more information-may need to cut and paste these websites into your URL line to access). These objectives reflect the changes you want to see in the behavior of the participants/audience as a result of acquiring the information that you present. Remember: Objectives must be specific, measurable, attainable, realistic, and timed (S.M.A.R.T.) and each must include a Bloom term. At a minimum, at least one objective should be “immediate” and one “long term.” Use the table below to record the Objectives and Content for your Capstone Project. (You must create at least three objectives. If you have more, insert rows in the table).
Remember that your final project will need at least three references (less than five years old). See the example for how to format this grid.
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Example Objectives (3-5 Objectives) |
Example Content and Citing of Peer Reviewed Articles (Total of 3) (Journal listed with no DOI should have URL referenced) |
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1. By the end of the presentation, 98% of the audience will be able to identify three ways to prevent falls in the LTC until. (Note: this is an immediate outcome, there is a time frame, there is a % of the audience, identify is the Bloom term. This goal is measurable). |
· Fall prevention Doe, J. (2021). How to prevent falls in a long term care unit. Journal of Fall Prevention, 8(26), 23-32. doi:8:2014-445.31.271
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2. Within three months of the presentation, 95% of the audience will be able to recite three reasons to use a fall assessment form with any change in condition for residents. (Note: this is a long-term goal, there is a time frame, there is a % of the audience, and “recite” is the Bloom term. This goal is measurable). |
· Fall assessment forms Smith, J. (2021). Why are fall assessment forms important? Journal of Fall Assessments, 7(4), 12-15. http://journaloffallassessments.com |
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3. (Write your third outcome here – it can be either immediate or long-term. Remember it must be SMART and include a Bloom term). |
· Content Topic Must have at least one reference here as three are required for this assignment – one for each outcome. Please note that for your final project, you will need three references for each outcome that you have for a minimum of nine references. If you have four outcomes, you will need a minimum of twelve references. |
Grid provided below for assignment completion.
Complete this grid with your information.
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Project Objectives (3 Objectives) |
Content and Citing of Peer Reviewed Articles (Cite 3 Articles) |
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1. Within three months of the presentation, the average length of stay will be decreased by at least 1 day from implementing ERAS protocols. |
· Improving Postoperative Outcomes
Tobiano, G., Carlini, J., Chaboyer, W., Liang, R., Addy, K., Sung, L., & Gillespie, B. M. (2025). Developing implementation. Strategies for the adoption of the enhanced recovery after surgery (ERAS) protocols: A co-design study. Health Expectations, 28(2), 1-10. https://doi-org.ezproxy.uta.edu/10.1111/hex.70254
Vermeulen, L., Duhoux, A., & Karam, M. (2024). Nurse managers’ contribution to the implementation of the enhanced recovery after surgery approach. Nursing Management, 5(6), 28-37. https://doi.org/10.1097/nmg.0000000000000133
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2. By the end of the presentation 95% of the audience will be able to explain the benefits of utilizing an ERAS protocol. |
· Enhance Nursing Compliance and Understanding
Akbuga, G. A., & Yilmaz, K. (2025). Obstacles to compliance and implementation of ERAS protocols from nursing perspective: A qualitative study. Journal of PeriAnesthesia Nursing, 40(2), 331-336. https://doi-org.ezproxy.uta.edu/10.1016/j.jopan.2024.05.008
Gillespie, B. M., Lovegrove, J., & Tobiano, G. (2024). Enhanced recovery after surgery programs: Ho much do perioperative nurses know? Journal of Perioperative Nursing, 37(3), e-1-e-4. https://doi-org.ezproxy.uta.edu/10.26550/2209-1092.1354
Wainwright, T. W., Jakobsen, D. H., & Kehlet, H. (2022). The current and future role of nurses within enhanced recovery after surgery pathways. British Journal of Nursing, 31(12), 656-659. https://doi-org.ezproxy.uta.edu/10.12968/bjon.2022.31.12.656
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3. Within three months from implementation, patient-reported satisfaction regarding perioperative care will increase by 30%. |
· Increase Patient Satisfaction Kannan, V., Ullah, N., Geddada, S., Ibrahiam, A., Munaf Shakir Al-Qassab, Z., Ahmed, O., & Malasevskaia, I. (2025). Impact of “Enhanced Recovery After Surgery” (ERAS) protocols vs. traditional perioperative care on patient outcomes after colorectal surgery: a systematic review. Patient Safety in Surgery, 19(1), 1-14. https://doi-org.ezproxy.uta.edu/10.1186/s13037-024-00425-9
Speth, J. (2025). Guidelines in practice: Implementation of enhanced recovery after surgery. AORN Journal, 121(5), 361-370. https://doi-org.ezproxy.uta.edu/10.1002/aorn.14332
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Uploading Completed Assignment Template:
· Save this completed assignment template with your individual assignment content to your computer in a file you can easily retrieve.
· Upload the completed assignment template into Module 2: Assignment 2 of 2 area in Module 2 of the course.
Boyd 21-22
