Nursing Homework
melissab3
a year ago
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files (2)NUR630CLinstructionofSMARTGOALSevaluation.docx
NUR630CLSMARTGOALS.pptx
NUR630CLinstructionofSMARTGOALSevaluation.docx
Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.
Use the following questions to guide your response:
1. What were you expecting from the experience before you started?
2. Why were you expecting this?
3. Why did you choose this goal?
4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?
5. What is the most valuable experience you acquired?
6. What impact did the experience have on your everyday life?
7. What did you learn that was directly related to your course objectives?
Submission Instructions:
· Submit your paper as a Word Document through the Turnitin inbox below.
· You will use the paper for your video presentation.
NUR630CLSMARTGOALS.pptx
Smart goals
Melissa B. Diaz Bernal
St. Thomas University
NUR 630 CL Psychiatric Management II
Professor: Dr. Henriquez
01/19/2025
Goals
Improve Assessment Skills for Pediatric ADHD
Develop Knowledge of Pediatric Anxiety Disorders
Enhance Therapeutic Communication with Adolescent Patients
Increase Knowledge of Pediatric Psychopharmacology
Gain Experience in Multidisciplinary Team Collaboration
Goal 1: Improve Assessment Skills for Pediatric ADHD
Specific: I will enhance my ability to assess Attention-Deficit/Hyperactivity Disorder (ADHD) in children between the ages of 6-12 by conducting assessments and observing clinical symptoms.
Measurable: I will assess at least five children using the Vanderbilt Assessment Scales and analyze the data to improve my diagnostic accuracy.
To achieve this, I would like to enhance my observational skills in diagnosing ADHD in children aged 6-12 in specific and fill the existence gap by participating in diagnostic processes of various organizations, along with using assessment tools such as Vanderbilt Assessment Scales. ADHD is a common childhood problem that may manifest with a range of behavioural and cognitive impairments that may be difficult to diagnose from other diseases (Isaac, 2024). The result of performing at least five assessments will be an increase in the knowledge of the criteria and enhancement of the judgment. In every case, my clinical supervisor would be available to point out my strengths and weaknesses to ensure I improve the process. This goal is important to me because ADHD is one of the most frequently diagnosed disorders in child psychiatry, and a better understanding of my strengths and weaknesses will help me improve patient management.
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Goal 1: Improve Assessment Skills for Pediatric ADHD
Achievable: I will receive supervision from a licensed child psychiatrist during the assessments, ensuring guidance in refining my evaluation techniques.
Relevant: ADHD is a common disorder in child psychiatry, and improving my assessment skills will allow me to make accurate diagnoses and contribute effectively to treatment planning.
Timely: I will complete these assessments and provide a summary report by the end of the clinical term.
Goal 2: Develop Knowledge of Pediatric Anxiety Disorders
Specific: I will expand my knowledge about anxiety disorders in children, particularly Generalized Anxiety Disorder (GAD) and Social Anxiety Disorder (SAD), by attending relevant workshops and reviewing literature.
Measurable: I will complete at least three academic readings and attend one clinical workshop or seminar on pediatric anxiety by midterm.
In my clinical rotation, I will learn more about pediatric anxiety disorders, GAD and SAD in particular, through attending workshops and reviewing literature. These anxiety disorders are a recurrent problem among children, especially adolescents, and knowledge of their signs and treatments is important in the management of the youth. I intend to take one workshop on pediatric anxiety and have read three articles focused on methods of diagnosis and treatment of these disorders. The knowledge of anxiety in children will also be beneficial for my clinical practice because it will help to appreciate current signs and efficiently examine and treat children (Bartnick et al., 2024). In so doing, I wish to help children suffering from anxiety disorders to achieve goals which they and their families set for them and thereby make their lives easier.
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Goal 2: Develop Knowledge of Pediatric Anxiety Disorders
Achievable: Do weekly workshops on childhood mental health, and I can dedicate 2 hours per week to review academic articles and attend the seminars.
Relevant: Understanding pediatric anxiety disorders is essential in providing appropriate interventions for children struggling with these conditions.
Timely: I will achieve this by the middle of the clinical term and apply the knowledge during clinical practice.
Goal 3: Enhance Therapeutic Communication with Adolescent Patients
Specific: I will improve my therapeutic communication skills when working with adolescents (ages 12-18) by practicing active listening and using age-appropriate language in therapeutic interactions.
Measurable: I will have at least 10 therapy sessions with adolescent patients, aiming for a positive feedback score from my supervisor based on rapport-building and communication skills.
One of my goals for this term is to hone my therapeutic communication skills when working with adolescents ages 12-18. Communication is key in adolescent psychiatry, particularly when sensitive issues such as family dynamics, mood disorders, or substance use are discussed (Paulus et al., 2021). I will work on becoming an active listener, using appropriate language, and making adolescents feel comfortable expressing their concerns by providing a nonjudgmental environment. This will be measured by completing 10 therapeutic sessions, with feedback from my supervisor after each. This goal is crucial in fostering trust and rapport, essential to successful treatment outcomes in adolescent patients.
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Goal 3: Enhance Therapeutic Communication with Adolescent Patients
Achievable: I will receive guidance from my clinical supervisor and utilize communication strategies learned in previous classes to foster a strong therapeutic relationship.
Relevant: Effective communication is essential in adolescent psychiatry, especially when addressing sensitive topics such as trauma or mood disorders.
Timely: I will complete this goal by the end of the clinical term, receiving feedback after each session.
Goal 4: Increase Knowledge of Pediatric Psychopharmacology
Specific: I will enhance my understanding of psychopharmacological treatments used in pediatric psychiatry, particularly for mood disorders, by reviewing current guidelines and discussing cases with my supervisor.
Measurable: I will complete at least 5 hours of self-study and attend two case discussion sessions focusing on pediatric psychopharmacology.
I plan to expand my knowledge of pediatric psychopharmacology, with a focus on medications used to treat mood disorders in children, such as antidepressants and mood stabilizers. Learning from current guidelines and conducting cases with my supervisor will help me improve my knowledge of pharmacokinetics/indications/effectiveness profiles/side effect profiles and monitoring needs of pediatric psychiatric medication. This goal will assist my growth to competency when identifying the right interventions to recommend to children with mood disorders based on their conditions and identifying possible side effects that might be associated with medication. Second, upon completing the program, an understanding of pharmacology will enhance my ability to make clinical decisions and subsequently offer more effective recommendations to the other treatment team members during treatment planning.
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Goal 4: Increase Knowledge of Pediatric Psychopharmacology
Achievable: Resources are available through my clinical site and the latest guidelines are accessible online.
Relevant: Understanding the pharmacological management of psychiatric disorders is vital for child psychiatrists to ensure safe and effective treatment for pediatric patients.
Timely: I will accomplish this by the end of the clinical term.
Goal 5: Gain Experience in Multidisciplinary Team Collaboration
Specific: I will actively participate in multidisciplinary team meetings, discussing the care plans for pediatric psychiatric patients, and collaborate with pediatricians, psychologists, and social workers.
Measurable: I will attend at least 6 multidisciplinary meetings during the clinical term and contribute to the formulation of care plans.
Clinical experience will allow me to work on cooperation within multidisciplinary teams that include paediatricians, psychologists, social workers, and psychiatrists. In addition, teamwork is imperative in child psychiatry since the care given to the child encompasses all aspects of the child's mental health, including medical, psychological, and social (Mazur et al., 2021). I will attend at least six multidisciplinary team meetings and discuss pediatric psychiatric patients' care plans. In this way, I will be able to benefit from the ideas of various professionals and understand different approaches that may be used in treatment. By practising these teamwork skills, I can offer holistic and integrated care to my patients.
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Goal 5: Gain Experience in Multidisciplinary Team Collaboration
Achievable: The hospital has weekly team meetings where various disciplines collaborate on patient care, and I can join as a trainee to observe and contribute.
Relevant: Collaboration with other professionals in child psychiatry is essential for holistic patient care and treatment planning.
Timely: I will attend these meetings throughout the clinical term and contribute to patient care discussions.
References
Bartnick, C., Christiansen, H., & Schneider, S. (2024). Giving children a voice: Concept development and foundation of the first Children’s council “mental health” in Germany. JCPP Advances. https://doi.org/10.1002/jcv2.12293
Isaac, N. U. (2024). Behaviour Disorders of Childhood and Adolescence: Implications for Education in Nigeria. Bulletin of Islamic Research, 2(4), 573–590. https://doi.org/10.69526/bir.v2i4.154
Mazur, S. L., Edelsohn, G. A., DePergola, P. A., & Sarvet, B. D. (2021). Ethical Imperatives for Participation in Integrated/Collaborative Care Models for Pediatric Mental Health Care. Child and Adolescent Psychiatric Clinics of North America, 30(4), 697–712. https://doi.org/10.1016/j.chc.2021.06.001
Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review. Frontiers in Psychiatry, 12(1). https://doi.org/10.3389/fpsyt.2021.628252
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