Nursing Homework
melissab3
a year ago
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files (2)instructionsSMARTGoalsEvaluation.docx
NUR640clSmartgoals.pptx
instructionsSMARTGoalsEvaluation.docx
SMART Goals Evaluation
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?
SMART Goal Evaluation Rubric
Criteria
Points
Content Reflection
Exemplary
Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples.
10.1 to 15 pts
Accomplished
Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples.
5.1 to 10 pts
Developing
Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples.
0.1 to 5 pts
Unsatisfactory
Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments
0 pts
/15 pts
Personal Growth
Exemplary
Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications.
15.1 to 20 pts
Accomplished
Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience.
10.1 to 15 pts
Developing
Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience.
5.1 to 10 pts
Unsatisfactory
Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked.
5 pts
/20 pts
Word Document and Video Presentation
Exemplary
All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time.
7.1 to 10 pts
Accomplished
At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.
5.1 to 7 pts
Developing
The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time.
3.1 to 5 pts
Unsatisfactory
The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time.
3 pts
/10 pts
Use of Citations, Writing Mechanics and APA Formatting Guidelines
Exemplary
The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct.
5 pts
Accomplished
References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise.
3 pts
Developing
References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors.
2 pts
Unsatisfactory
References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors.
0 pts
/5 pts
NUR640clSmartgoals.pptx
SMART GOALS
Melissa B. Diaz Bernal
St. Thomas University
NUR 640CL Psychiatric Management III
Professor: Dr. Petithomme
03/23/2025
Introduction – Overview of Psychiatry
Psychiatry focuses on diagnosing, treating, and preventing mental health disorders.
Psychotherapy is a core treatment approach, improving patient coping strategies and emotional well-being.
Psychiatric-Mental Health Nurse Practitioners (PMHNPs) provide therapy, prescribe medications, and manage psychiatric conditions.
PMHNPs play a critical role in addressing anxiety, depression, PTSD, and severe mental illnesses.
Advanced clinical training enhances PMHNPs' ability to deliver evidence-based mental health interventions.
This presentation outlines professional growth through SMART goals in psychiatric clinical training.
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SMART Goals Overview
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SMART goals are Specific, Measurable, Attainable, Realistic, and Timely, ensuring structured professional development.
Setting clear clinical goals enhances psychotherapy skills, diagnostic accuracy, and patient management.
This presentation outlines five psychotherapy-focused SMART goals for psychiatric clinical practice.
Each goal aligns with clinical expectations and improves patient outcomes.
Goals focus on therapy techniques, psychotropic medication management, crisis intervention, and communication.
Achieving these goals strengthens competency as a PMHNP and improves mental health care quality.
Goal #1 – Develop Advanced Psychotherapy Skills
Conduct at least five CBT sessions under preceptor supervision to enhance therapy techniques.
Improve structured CBT interventions for depression, anxiety, and PTSD in diverse patient populations.
Receive constructive feedback from preceptors to refine patient-centered therapy approaches.
Track progress through session evaluations, patient response, and documented reflections.
Ensure skill development aligns with evidence-based psychotherapy guidelines for psychiatric care.
Completion by the end of the clinical term ensures adequate therapy practice.
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Goal #2 – Improve Diagnostic Proficiency in Mental Health Disorders
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Accurately diagnose at least five patients using DSM-5 criteria under supervision.
Enhance psychiatric assessment skills through patient history, symptom evaluation, and screening tools.
Develop differential diagnoses to distinguish mood, anxiety, psychotic, and personality disorders.
Formulate comprehensive treatment plans based on patient-specific clinical presentations.
Evaluate diagnoses with preceptors to improve clinical reasoning and decision-making.
Goal completion by week 8 of the clinical term ensures measurable progress.
Goal #3 – Enhance Psychotropic Medication Management Skills
Recommend psychotropic medications for at least five patients, considering safety and effectiveness.
Learn appropriate dose adjustments, contraindications, and side effects for psychiatric medications.
Collaborate with preceptors to ensure evidence-based medication selection and patient monitoring.
Apply knowledge of pharmacokinetics, polypharmacy risks, and medication adherence strategies.
Track progress through case discussions, clinical documentation, and patient response assessments.
Complete goal by the end of clinical training to build prescribing confidence.
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Goal #4 – Improve Therapeutic Communication with Psychiatric Patients
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Engage in at least three motivational interviewing sessions to strengthen therapeutic communication skills.
Develop active listening techniques to enhance patient engagement, trust, and treatment adherence.
Use open-ended questions, affirmations, and reflections to guide patient-centered conversations.
Adapt communication strategies based on patient conditions, cultural background, and mental state.
Document patient progress and feedback to assess communication effectiveness.
Goal completion by week 10 ensures mastery of advanced therapeutic skills.
Goal #5 – Strengthen Crisis Intervention Skills
Successfully manage at least three psychiatric emergencies, including suicide risk and de-escalation techniques.
Utilize evidence-based crisis intervention models to prevent harm and stabilize patients.
Conduct suicide risk assessments using validated screening tools and clinical judgment.
Implement verbal and non-verbal de-escalation strategies for aggressive or highly distressed patients.
Seek supervision and reflect on crisis case management experiences for improvement.
Achieve goal by week 10 to ensure crisis intervention competency.
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Barriers and Solutions to Achieving Goals
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Time constraints may limit opportunities for supervised therapy sessions and case reviews.
Solution: Prioritize goal-oriented scheduling and seek additional learning opportunities.
Patient variability may challenge consistency in therapy and medication management experiences.
Solution: Adapt strategies based on individual cases while following evidence-based practices.
Building confidence in psychiatric interventions may require additional practice and mentorship.
Solution: Engage in continuous learning, clinical discussions, and reflective practice.
Expected Outcomes of SMART Goal Implementation
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Enhanced psychotherapy competency improves treatment effectiveness for diverse psychiatric conditions.
Improved diagnostic accuracy ensures appropriate and timely mental health interventions.
Greater confidence in psychotropic medication prescribing and patient monitoring.
Strengthened therapeutic communication fosters trust and better patient engagement.
Effective crisis management skills lead to safer psychiatric care delivery.
These outcomes support professional growth as a competent PMHNP.
Clinical Reflection and Self-Assessment
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Self-reflection enhances awareness of strengths, areas for improvement, and future learning needs.
Keeping a clinical journal helps track goal progress, challenges, and key learning experiences.
Regular feedback from preceptors provides insight into clinical decision-making and skill development.
Reviewing case studies and patient interactions refines critical thinking and clinical reasoning.
Goal achievement contributes to long-term professional competence in psychiatric practice.
Continued learning ensures lifelong development as a skilled PMHNP.
Conclusion
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Setting SMART goals ensures structured learning and professional development in psychiatry.
Each goal aligns with PMHNP responsibilities, clinical training, and mental health care improvements.
Achieving these goals strengthens expertise in psychotherapy, diagnosis, and crisis intervention.
Self-reflection and preceptor feedback are essential for continuous learning and competency building.
Applying these strategies beyond clinical training enhances long-term success as a PMHNP.
Commitment to lifelong learning ensures high-quality psychiatric care and patient well-being.
REFERENCES
Bujoreanu, S., Pell, S. G., & Ribeiro, M. (2020). Psychiatric Emergencies: Self-Harm, Suicidal, Homicidal Behavior, Addiction, and Substance use. Clinical Handbook of Psychological Consultation in Pediatric Medical Settings, 413–424. https://doi.org/10.1007/978-3-030-35598-2_31
Colizzi, M., Lasalvia, A., & Ruggeri, M. (2021). Prevention and early intervention in youth mental health: Is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14(1), 1–14. https://doi.org/10.1186/s13033-020-00356-9
Kaltenrieder, C. M., White, M., & Cheek, D. J. (2023). Psychiatric mental health nurse practitioner student knowledge and perceptions of pharmacogenetic testing. Frontiers in Genetics, 14. https://doi.org/10.3389/fgene.2023.1281075
Koukpaki, A. S. F., & Adams, K. (2020). Enhancing professional growth and the learning and development function through reflective practices: an autoethnographic narrative approach. European Journal of Training and Development, 44(8/9), 805–827. https://doi.org/10.1108/ejtd-09-2019-0165
Ogbeiwi, O. (2021). General concepts of goals and goal-setting in healthcare: A narrative review. Journal of Management & Organization, 27(2), 1–18. https://doi.org/10.1017/jmo.2018.11
Stein, D. J., Shoptaw, S. J., Vigo, D. V., Lund, C., Cuijpers, P., Bantjes, J., Sartorius, N., & Maj, M. (2022). Psychiatric Diagnosis and Treatment in the 21st century: Paradigm Sifts versus Incremental Integration. World Psychiatry, 21(3), 393–414. https://doi.org/10.1002/wps.20998
Tremain, H., McEnery, C., Fletcher, K., & Murray, G. (2020). The therapeutic alliance in digital mental health interventions for serious mental illnesses: Narrative review (preprint). JMIR Mental Health, 7(8). https://doi.org/10.2196/17204
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