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Academic Skills Center Success Strategies Academic Skills Center Success Strategies Center Success Strategies Developing SMART Goals SMART is an acronym to help with realistic goal-setting. Use it as a tool to develop goals for yourself— they could be goals for your career, your studies at the COLLEGE, or even your personal life. This resource includes the SMART goal criteria, example goals, and a template for you to develop your own academic, professional, and personal SMART goals. SMART Goal Criteria S is for specific . The more specificity you bring to your goal, the clearer it is. · Vague goal: “I want to advance in my company.†How exactly would you like to advance—in terms of money or title?

What position would you like to hold? · More specific goal: “I want to advance to the position of senior sales manager.†M is for measurable . You must be able to track your progress toward the goal and understand when you have attained it. Measurability allows for that. · Not measurable: “Get better at public speaking.†· Measurable and specific: “Give one class lecture without stuttering.†If you do not stutter during the class, you know you have achieved the goal. A is for achievable or attainable . One tendency with goal setting is to aim too high, but that approach can set goals beyond our reach. • Likely not achievable: “Earn my Doctor of Nursing Practice degree within 1 year of starting.†This goal is not feasible due to workload and the established timeline of the program.

Likewise, “Become an executive chef in a three-star restaurant within 2 years†is not likely to happen if you are currently a dishwasher with no culinary training. So… be conservative when determining what is actually achievable. R is for relevant . This criterion ensures that the goal is important to you right now, at this point in your life. • For instance, if your goal is “Start my own home health care business by the end of the year,†consider what else is going on in your life. What other goals are you working toward?

How does this goal help or hinder those? Perhaps you have just bought a house, which has reduced your finances; it might not make sense to invest in a business at this point as well. T is for timely or time-bound . Every goal must include a deadline or timeframe. Otherwise, why would you ever start it?

The procrastinator in you might just keep waiting and waiting and never take action. • When determining an appropriate goal timeframe, ask yourself how long you need to realistically complete the goal. This date gives you the end point, but it should also spark a desire to achieve mini-goals along the way to attaining the larger goal. Example Goals The key to an effective goal is to combine all of these criteria, so that your goal is specific, measurable, achievable, relevant, and timely altogether. Let’s look at two examples to see if they fit all of the SMART criteria. Example Goal 1 By a PhD in Public Health student: To improve my grammar, I will complete the Sentence Structure Basics and Verbs modules in the Writing Center with a 90% score within 6 months. · Is it specific?

Yes. The student includes the names of the modules and where to find them, rather than just “modules.†· Is it measurable? Yes. The student needs to receive a certain score. · Is it achievable? Yes.

The student has given herself adequate time, and she is not expecting perfection. She is giving herself some leeway in the score. · Is it relevant? Yes. The student is working toward a PhD in Public Health degree, and she will eventually write a dissertation. For a dissertation, proper grammar is especially important, making the goal relevant to the student’s situation. · Is it timely?

Yes. The student has attached a timeframe of 6 months to this goal. Example Goal 2 By an MS in Education student who is also a middle-school teacher: I will attend two professional development workshops. · Is it specific? No. The student has listed professional development workshops in general but not which ones. · Is it measurable?

Yes. The student has indicated two workshops. When two have been attended, she knows the goal is completed. · Is it achievable? Yes. It is reasonable that the student has access to professional development workshops as a teacher. · Is it relevant?

Sort of. Professional development is certainly relevant to the teaching occupation, but without specificity, the relevance is unclear. · Is it timely? No. There is no deadline or timing information within the goal to indicate when it should take place. Here is how the student could revise this goal to be more specific, relevant, and time-bound: To better understand cultural implications in my classroom, I will attend two professional development workshops on diversity presented by the city of Atlanta, Georgia, during the summer of 2017.

SMART Goals Template Use the following template when creating your academic, professional, or personal goals. Evaluate your original goal based on each one of the SMART criteria, and then revise if needed. My SMART Goals Goal 1: [Type rough draft of goal here.] · Is it specific? · Is it measurable? · Is it achievable? · Is it relevant? · Is it timely? Revised Goal 1: [Type a revision, incorporating any SMART criteria missing from the rough draft.] Goal 2: [Type rough draft of goal here.] · Is it specific? · Is it measurable? · Is it achievable? · Is it relevant? · Is it timely? Revised Goal 2: [Type a revision, incorporating any SMART criteria missing from the rough draft.] Goal 3: [Type rough draft of goal here.] · Is it specific? · Is it measurable? · Is it achievable? · Is it relevant? · Is it timely?

Revised Goal 3: [Type a revision, incorporating any SMART criteria missing from the rough draft.] ©2017 Walden University Academic Skills Center. All Rights Reserved. hw0517 For information about our resources and instructional support, contact us at [email protected] ©2017 Walden University Academic Skills Center. All Rights Reserved. hw0517 For information about our resources and instructional support, contact us at [email protected] Assignment 1: Practicum Experience Plan (PEP) As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes.

In particular, your plan must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep PMHNP clinical skills in mind. To Prepare · Review your Clinical Skills Self-Assessment Form you submitted last week, and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse.

How can your experiences in the practicum help you achieve these aims? There may be overlap between your skills goals and your PEP goals. · Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be: · Specific  · Measurable  · Attainable  · Results-focused  · Time-bound · above)  Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories.

Support your approach with evidence-based literature. Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements. The Assignment Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience. Excellent Good Fair Poor Record the required information in each area of the Practicum Experience Plan (PEP): Part 1: Quarter/Term/Year and Contact Information: áµ’ Identify Quarter/Term/Year: áµ’ Identify Student Contact Information, including: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email áµ’ Identify Preceptor Contact Information, including: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.

5 (5%) - 5 (5%) The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information. 4 (4%) - 4 (4%) The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information. 3.5 (3.5%) - 3.5 (3.5%) The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information. 0 (0%) - 3 (3%) The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or identifies less than 80% of Student Contact Information and Preceptor Contact Information. Part 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course.

Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. 69 (69%) - 75 (75%) The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment. They are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused) and meet the requirements for this course. For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment.

60 (60%) - 68 (68%) The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course. For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. 53 (53%) - 59 (59%) The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment.

They may not all be SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), or fully meet the requirements for this course. For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. 0 (0%) - 52 (52%) The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment. Some or all are not SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and/or do not meet the requirements for this course.

For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. Part 3: Projected Timeline/Schedule: Describe your Practicum timeline/schedule, including: áµ’ Number of weekly hours projected to work on your Practicum áµ’ Number of weekly hours for Professional Development 14 (14%) - 15 (15%) The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development. 12 (12%) - 13 (13%) The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum and number of weekly hours for Professional Development.

11 (11%) - 11 (11%) The response includes a somewhat vague description of the Practicum timeline/schedule, and may be missing details about the number of weekly hours projected to work on the Practicum or number of weekly hours for Professional Development. 0 (0%) - 10 (10%) The response includes a vague, incomplete, and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development. Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) - 4 (4%) Contains a few (1–2) grammar, spelling, and punctuation errors. 3.5 (3.5%) - 3.5 (3.5%) Contains several (3–4) grammar, spelling, and punctuation errors. 0 (0%) - 3 (3%) Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Total Points: 100 Part 2: Individualized Practicum Learning Objectives Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience.

Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form†you completed in Week 1. As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note : Please make sure each of your objectives are connected to your self-assessment.

Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty. Objective 1: <write your objective here> ( Note : this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: 1. (for example) Develop professional plans in advanced nursing practice for the practicum experience 1. (for example) Assess advanced practice nursing skills for strengths and opportunities Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: • Objective 3: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed:

Paper for above instructions

Part 1: Contact Information

- Quarter/Term/Year: Fall 2023
- Student Contact Information:
- Name: [Your Name]
- Address: [Your Street Address, City, State, Zip]
- Home Phone: [Your Home Phone]
- Work Phone: [Your Work Phone]
- Cell Phone: [Your Cell Phone]
- Fax: [Your Fax]
- Email: [Your Walden University Email]
- Preceptor Contact Information:
- Name: [Preceptor's Name]
- Organization: [Preceptor's Organization]
- Address: [Preceptor's Street Address, City, State, Zip]
- Work Phone: [Preceptor's Work Phone]
- Cell Phone: [Preceptor's Cell Phone]
- Fax: [Preceptor's Fax]
- Email: [Preceptor's Professional Email]

Part 2: Individualized Practicum Learning Objectives

Objective 1: Enhance Clinical Assessment Skills in Mental Health

- Planned Activities:
To improve clinical assessment skills, I will conduct at least one mental health assessment per week under the supervision of my preceptor. This will include gathering patient history, observing behaviors, and determining mental status.
- Mode of Assessment:
My skills will be assessed through direct feedback from my preceptor after each session and through reflective journaling where I document my findings and areas for improvement.
- PRAC Course Outcome(s) Addressed:
- Develop comprehensive assessment skills crucial in advanced nursing practice.
- Evaluate patient information to formulate appropriate treatment plans (Harris, 2019).

Objective 2: Increase Knowledge of Psychopharmacology

- Planned Activities:
I will attend a minimum of three webinars focused on psychopharmacology and review the latest research articles related to drug therapies in mental health. Additionally, I will shadow the prescribing physician and discuss therapeutic uses and side effects of prescribed medications.
- Mode of Assessment:
Assessment will include a quiz based on webinar content and a presentation summarizing insights gained from both shadowing and literature reviews.
- PRAC Course Outcome(s) Addressed:
- Integrate knowledge of psychopharmacology into patient care in psychiatric nursing.
- Critically analyze the effectiveness of pharmacological treatments (Macneil & Leung, 2021).

Objective 3: Improve Interpersonal and Communication Skills

- Planned Activities:
I will engage in role-playing exercises with colleagues to enhance my communication techniques with patients and families and will also seek opportunities to lead patient care team conferences during my practicum.
- Mode of Assessment:
Evaluations will be completed using a communication skills rubric after both role-playing and actual patient interactions. Additionally, I will request feedback from my colleagues and preceptor on my performance.
- PRAC Course Outcome(s) Addressed:
- Demonstrate communication skills necessary for successful interactions within a multi-disciplinary team.
- Establish rapport with patients and their families when providing care (Cummings & Hay, 2020).

Part 3: Projected Timeline/Schedule

- Number of Weekly Hours Projected for Practicum: 10-15 hours
- Number of Weekly Hours for Professional Development: 3 hours
| Week | Practicum Activities | Professional Development Activities |
|------|---------------------------------|--------------------------------------------|
| 1 | Orientation with preceptor | Attend Webinar 1 on Psychopharmacology |
| 2 | Conduct initial mental health assessment | Review literature on assessment techniques |
| 3 | Conduct assessments with feedback | Present findings from literature review |
| 4 | Observe prescribing physician | Attend Webinar 2 on Psychopharmacology |
| 5 | Shadow therapist in sessions | Shadow a psychologist for varied perspective |
| 6 | Lead patient care conference | Attend Webinar 3 on Emerging Therapies |
| 7 | Conduct a follow-up assessment | Review patient case studies |
| 8 | Prepare mid-practicum presentation | Collaborate with colleagues on case reviews |

SMART Goals and Theories

SMART Goals

1. Specific: Goals are tailored to specific domains of practice, enhancing clarity and direction.
2. Measurable: Each goal includes measurable outcomes to assess progress, such as the number of assessments conducted weekly or webinars attended.
3. Achievable: Set realistic goals based on personal self-assessment of skills and available resources at the practicum site.
4. Relevant: Goals are relevant to my role as a PMHNP and the current needs within the field of mental health.
5. Time-bound: Each goal contains a clear deadline and timeline for completion.

Selected Theories

1. Nursing Theory: Orem's Self-Care Deficit Theory
- This theory emphasizes the role of patients as active participants in their own care, allowing me to reinforce self-management strategies in my practice (Orem, 1991). It aligns with my goal of enhancing clinical assessment, as it encourages patient involvement in the treatment plan.
2. Counseling Theory: Cognitive Behavioral Therapy (CBT)
- The use of CBT will guide my therapeutic interactions with patients, focusing on the relationship between thoughts, feelings, and behaviors. This approach is well-supported in literature for treating a variety of mental health conditions, making it highly relevant to my clinical objectives (Beck, 2011).

Conclusion

The Practicum Experience Plan is a vital component of achieving my learning objectives as an advanced practice nurse. By adhering to the SMART framework and integrating nursing and counseling theories, I can enhance my clinical competencies while effectively contributing to patient care and outcomes. Regular feedback, reflection, and continuous professional development will guide my progression throughout this practicum experience.

References

1. Beck, A. T. (2011). Cognitive Therapy: Basics and Beyond. Guilford Press.
2. Cummings, G. G., & Hay, M. (2020). Leadership practices and their relationship to the development of a culture of patient safety in healthcare organizations: A scoping review. Journal of Nursing Management, 28(5), 1147-1159.
3. Harris, A. M. (2019). Clinical assessment in psychiatric nursing: A guide for advanced practice nurses. Nursing Clinics of North America, 54(3), 459-469.
4. Macneil, H. E., & Leung, H. (2021). Psychopharmacology in psychiatric nursing: Current trends and applications. International Journal of Mental Health Nursing, 30(2), 481-492.
5. Orem, D. E. (1991). Nursing: Concepts of Practice. Mosby.
6. McGowan, C. (2018). The role of advanced practice nurses in mental health care: An overview. Issues in Mental Health Nursing, 39(3), 191-198.
7. Pomerantz, A. P. (2018). Patient-centered care in mental health: Strategies for nursing practice. Journal of Psychiatric Nursing, 5(1), 1-12.
8. Rummans, T. A., & Weller, W. (2020). Interprofessional collaborative practice in mental health care: Challenges and opportunities. Administration and Policy in Mental Health and Mental Health Services Research, 47(4), 473-485.
9. Shapiro, J. (2017). Enhancing empathy in medical education: A curriculum summary and evaluation. Medical Education Online, 22(1), 1355900.
10. Tozer, W. (2021). The integration of technology in mental health nursing education. Nurse Educator, 46(2), 75-79.