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– a year ago **files (2)** – ## SMARTGoalsEvaluationInstructionsandrubric.docx – ## NUR640CLSmartGoals.pptx **## SMARTGoalsEvaluationInstructionsandrubric.docx** **_SMART Goals Evaluation_** Think back to the five SMART goals you…
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– a year ago
**files (2)**
– ## SMARTGoalsEvaluationInstructionsandrubric.docx
– ## NUR640CLSmartGoals.pptx
**## SMARTGoalsEvaluationInstructionsandrubric.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?
**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
## image1.png
**## NUR640CLSmartGoals.pptx**
Emmanuel V Rodriguez Arriola
St. Thomas University
NUR 640CL Psychiatric Management III
Professor: Dr. Petithomme
03/23/2025
Smart Goals
My Smart Goal
2
Goal 1: Demonstrate proficiency in group therapy sessions
Goal 2: Integrate standardized assessment tools in diagnosing psychiatric disorders
Goal 3: Apply culturally competent mental health strategies
Goal 4: Engage in interprofessional collaboration for mental health care
Goal 5: Develop a professional growth and self-evaluation plan
Goal 1: Specific and Measurable
Specific
Conduct at least three group therapy sessions with real patients.
Use evidence-based psychotherapy techniques for effective mental health treatment.
Measurable
Measurable through faculty and peer feedback after each session
Success evaluated using a structured assessment rubric for effectiveness.
By the end of the course, I will conduct at least three group therapy sessions using evidence-based psychotherapy techniques, as assessed by faculty and peer feedback.
Specific: This goal focuses on conducting group therapy sessions, which is a key component of psychiatric mental health practice. The goal clearly defines what I need to do (facilitate therapy sessions), who is involved (me, faculty, and peers), and why (to develop clinical proficiency in group psychotherapy techniques).
Measurable: My progress can be measured by completing at least three therapy sessions and receiving structured feedback from faculty and peers based on a standardized evaluation rubric.
3
Goal 1: Achievable, Reliable and Timely
Achievable: This goal is attainable since the course provides theoretical instruction and practical opportunities to develop group therapy skills. I will have access to faculty guidance and learning resources to improve my techniques.
Relevant: This goal aligns with the course’s focus on group psychotherapy and its emphasis on evidence-based treatment for mental health disorders. This is a vital skill for me to acquire for future practice as a psychiatric mental health nurse practitioner.
Timely: I will accomplish this purpose at 12-week training's end, providing me with ample time for practice and refinement of group therapy skills.
4
Achievable
Attainable with faculty guidance and structured clinical training opportunities.
Supported by access to course materials and real-world clinical practice.
Reliable
Reliable because evidence-based therapy techniques improve patient outcomes.
Aligns with standard mental health practice and clinical competency requirements.
Timely
Can be achieved within the 12-week course timeline to ensure sufficient practice.
Goal 2: Specific and Measurable
Specific
Utilize at least two standardized tools for psychiatric diagnosis.
Apply assessments to both acute and chronic mental health cases.
Measurable
Measurable through documentation of assessments used in patient evaluations.
Accuracy compared against faculty feedback and established diagnostic criteria.
Within the next six weeks, I will utilize at least two standardized diagnostic tools for assessing and triaging patients with acute and chronic psychiatric disorders.
Specific: The goal says that I will utilize at least two standardized instruments for evaluating and diagnosing psychiatric disorders. These instruments may be PHQ-9 (for depression), GAD-7 (for anxiety), or DSM-5 criteria.
Measurable: I will measure progress through recording assessment tools used on clinical case studies and comparing diagnostic findings with faculty and peer feedback.
5
Goal 2: Achievable, Reliable and Timely
Achievable: The reason that this is a realistic goal is that I will have evidence-based materials, case studies, and faculty members available for guidance throughout the learning process.
Relevant: The ability to apply standardized assessment tools is essential for diagnosing psychiatric disorders and is congruent with the course objective of integrating assessment information into mental health treatment (Demyttenaere & Heirman, 2024).
Timely: The deadline for accomplishing this goal is clear at six weeks, giving sufficient time for learning, implementing, and evaluating my use of these tools.
6
Achievable
Attainable with access to diagnostic tools and clinical supervision.
Reinforced through case study analysis and hands-on clinical practice.
Reliable
Reliable because standardized assessments improve diagnostic accuracy and consistency.
Aligns with best practices in mental health evaluation and treatment planning.
Timely
Can be achieved within six weeks of the clinical experience to allow time for application.
Goal 3: Specific and Measurable
Specific
Implement culturally competent care strategies in two mental health cases.
Focus on inclusive approaches tailored to diverse patient populations.
Measurable
Measurable through evaluation of treatment plans addressing cultural factors.
Assessed through faculty feedback and case study performance.
In week four, I will implement culturally sensitive mental health practices on at least two case studies for effective as well as inclusive treatment strategies.
Specific: The specific purpose here is implementing culturally sensitive care into mental health care, giving diverse patient populations effective and appropriate care.
Measurable: I will have two completed case studies that demonstrate culturally sensitive practices for psychiatric care. I will assess whether my strategies are consistent with best practices for cultural competence.
7
Goal 3: Achievable, Reliable and Timely
Attainable: This is a feasible objective because I will have access to course materials, case studies, and instructors' guidance for formulating culturally sensitive treatment strategies.
Relevant: Culturally sensitive care is a core aspect of psychiatric nursing and enhances the course aim of delivering mental health care for multicultural communities (Chu et al., 2022).
Timely: This goal will be achieved by the fourth week of the course, allowing me to build upon my skills in later weeks.
8
Achievable
Attainable by applying cultural competence training from coursework.
Supported through guidance from instructors and case study resources.
Reliable
Reliable because culturally competent care improves patient engagement.
Supported by research on mental health disparities and inclusivity.
Timely
Achievable within the first four weeks of the course for further growth.
Goal 4: Specific and Measurable
Specific
Participate in at least three interprofessional mental health collaboration exercises.
Work with psychiatrists, social workers, and primary care professionals.
Measurable
Measurable through documented participation in collaborative exercises.
Evaluated through faculty assessments and peer feedback reports.
I will participate actively in a minimum of three exercises on interprofessional collaboration throughout the course to develop team working skills for providing mental health care.
Specific: The objectives include engaging in at least three interprofessional practice exercises, which may include working with psychiatrists, social workers, primary care providers, and other mental health professionals.
Measurable: My participation will be tracked through self-reflection reports, faculty evaluations, and feedback from interprofessional team members.
9
Goal 4: Achievable, Reliable and Timely
Achievable
Attainable through scheduled interprofessional discussions and case reviews.
Supported by course structure and team-based learning activities.
Reliable
Reliable because teamwork enhances patient-centered psychiatric care.
Reflects best practices in integrated healthcare delivery models.
Timely
Accomplishable in 12 weeks through consistent collaboration
Achievable: This goal is realistic because the course includes opportunities for collaboration through case discussions, role-playing exercises, and group projects.
Relevant: Team-based mental health care improves patient outcomes and aligns with the course objective of developing interprofessional collaboration skills (Geese & Schmitt, 2023).
Timely: This goal will be completed by the end of the 12-week course, ensuring consistent engagement in collaborative activities.
10
Goal 5: Specific and Measurable
By the end of term, I will create a plan for professional development and a self-assessment with three areas for improvement as a nurse practitioner, including specific strategies for improvement.
Specific: The goal is to create a professional development plan that identifies three key areas for improvement and outlines strategies for growth.
Measurable: The plan will be documented and reviewed by faculty, providing measurable insights into my strengths and areas for development.
11
Specific
Complete a professional self-evaluation identifying three key growth areas.
Develop strategies for improvement based on clinical experience insights.
Measurable
Measurable through documented self-reflection and professional development plan.
Reviewed by faculty and mentors for constructive feedback.
Goal 5: Achievable, Reliable and Timely
Achievable: This goal is attainable because the course includes self-reflection components, faculty mentorship, and professional development resources to support my growth.
Relevant: This goal is directly related with the focus on professional role development for the course and with the expectation that there will be a continuation of learning.
Timely: I will accomplish this goal at 12-week training, allowing me to track my improvement and incorporate effective changes into practice.
12
Achievable
Attainable with structured reflection exercises and faculty mentorship.
Supported by access to professional growth resources and feedback.
Reliable
Reliable because self-evaluation enhances long-term professional development.
Based on established nursing education and competency improvement frameworks.
Timely
Achieved by the end of the term to support professional development.
References
Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology: Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
Demyttenaere, K., & Heirman, E. (2024). Assessment tools in psychiatry. Springer EBooks, 1333–1364.
[https://doi.org/10.1007/978-3-030-51366-5_101](https://doi.org/10.1007/978-3-030-51366-5_101)
Geese, F., & Schmitt, K.-U. (2023). Interprofessional collaboration in complex patient care transition: a qualitative multi-perspective analysis. Healthcare, 11(3), 1–14. https://doi.org/10.3390/healthcare11030359
13
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**## NUR640CLSmartGoals.pptx**
Emmanuel V Rodriguez Arriola
St. Thomas University
NUR 640CL Psychiatric Management III
Professor: Dr. Petithomme
03/23/2025
Smart Goals
My Smart Goal
2
Goal 1: Demonstrate proficiency in group therapy sessions
Goal 2: Integrate standardized assessment tools in diagnosing psychiatric disorders
Goal 3: Apply culturally competent mental health strategies
Goal 4: Engage in interprofessional collaboration for mental health care
Goal 5: Develop a professional growth and self-evaluation plan
Goal 1: Specific and Measurable
Specific
Conduct at least three group therapy sessions with real patients.
Use evidence-based psychotherapy techniques for effective mental health treatment.
Measurable
Measurable through faculty and peer feedback after each session
Success evaluated using a structured assessment rubric for effectiveness.
By the end of the course, I will conduct at least three group therapy sessions using evidence-based psychotherapy techniques, as assessed by faculty and peer feedback.
Specific: This goal focuses on conducting group therapy sessions, which is a key component of psychiatric mental health practice. The goal clearly defines what I need to do (facilitate therapy sessions), who is involved (me, faculty, and peers), and why (to develop clinical proficiency in group psychotherapy techniques).
Measurable: My progress can be measured by completing at least three therapy sessions and receiving structured feedback from faculty and peers based on a standardized evaluation rubric.
3
Goal 1: Achievable, Reliable and Timely
Achievable: This goal is attainable since the course provides theoretical instruction and practical opportunities to develop group therapy skills. I will have access to faculty guidance and learning resources to improve my techniques.
Relevant: This goal aligns with the course’s focus on group psychotherapy and its emphasis on evidence-based treatment for mental health disorders. This is a vital skill for me to acquire for future practice as a psychiatric mental health nurse practitioner.
Timely: I will accomplish this purpose at 12-week training's end, providing me with ample time for practice and refinement of group therapy skills.
4
Achievable
Attainable with faculty guidance and structured clinical training opportunities.
Supported by access to course materials and real-world clinical practice.
Reliable
Reliable because evidence-based therapy techniques improve patient outcomes.
Aligns with standard mental health practice and clinical competency requirements.
Timely
Can be achieved within the 12-week course timeline to ensure sufficient practice.
Goal 2: Specific and Measurable
Specific
Utilize at least two standardized tools for psychiatric diagnosis.
Apply assessments to both acute and chronic mental health cases.
Measurable
Measurable through documentation of assessments used in patient evaluations.
Accuracy compared against faculty feedback and established diagnostic criteria.
Within the next six weeks, I will utilize at least two standardized diagnostic tools for assessing and triaging patients with acute and chronic psychiatric disorders.
Specific: The goal says that I will utilize at least two standardized instruments for evaluating and diagnosing psychiatric disorders. These instruments may be PHQ-9 (for depression), GAD-7 (for anxiety), or DSM-5 criteria.
Measurable: I will measure progress through recording assessment tools used on clinical case studies and comparing diagnostic findings with faculty and peer feedback.
5
Goal 2: Achievable, Reliable and Timely
Achievable: The reason that this is a realistic goal is that I will have evidence-based materials, case studies, and faculty members available for guidance throughout the learning process.
Relevant: The ability to apply standardized assessment tools is essential for diagnosing psychiatric disorders and is congruent with the course objective of integrating assessment information into mental health treatment (Demyttenaere & Heirman, 2024).
Timely: The deadline for accomplishing this goal is clear at six weeks, giving sufficient time for learning, implementing, and evaluating my use of these tools.
6
Achievable
Attainable with access to diagnostic tools and clinical supervision.
Reinforced through case study analysis and hands-on clinical practice.
Reliable
Reliable because standardized assessments improve diagnostic accuracy and consistency.
Aligns with best practices in mental health evaluation and treatment planning.
Timely
Can be achieved within six weeks of the clinical experience to allow time for application.
Goal 3: Specific and Measurable
Specific
Implement culturally competent care strategies in two mental health cases.
Focus on inclusive approaches tailored to diverse patient populations.
Measurable
Measurable through evaluation of treatment plans addressing cultural factors.
Assessed through faculty feedback and case study performance.
In week four, I will implement culturally sensitive mental health practices on at least two case studies for effective as well as inclusive treatment strategies.
Specific: The specific purpose here is implementing culturally sensitive care into mental health care, giving diverse patient populations effective and appropriate care.
Measurable: I will have two completed case studies that demonstrate culturally sensitive practices for psychiatric care. I will assess whether my strategies are consistent with best practices for cultural competence.
7
Goal 3: Achievable, Reliable and Timely
Attainable: This is a feasible objective because I will have access to course materials, case studies, and instructors' guidance for formulating culturally sensitive treatment strategies.
Relevant: Culturally sensitive care is a core aspect of psychiatric nursing and enhances the course aim of delivering mental health care for multicultural communities (Chu et al., 2022).
Timely: This goal will be achieved by the fourth week of the course, allowing me to build upon my skills in later weeks.
8
Achievable
Attainable by applying cultural competence training from coursework.
Supported through guidance from instructors and case study resources.
Reliable
Reliable because culturally competent care improves patient engagement.
Supported by research on mental health disparities and inclusivity.
Timely
Achievable within the first four weeks of the course for further growth.
Goal 4: Specific and Measurable
Specific
Participate in at least three interprofessional mental health collaboration exercises.
Work with psychiatrists, social workers, and primary care professionals.
Measurable
Measurable through documented participation in collaborative exercises.
Evaluated through faculty assessments and peer feedback reports.
I will participate actively in a minimum of three exercises on interprofessional collaboration throughout the course to develop team working skills for providing mental health care.
Specific: The objectives include engaging in at least three interprofessional practice exercises, which may include working with psychiatrists, social workers, primary care providers, and other mental health professionals.
Measurable: My participation will be tracked through self-reflection reports, faculty evaluations, and feedback from interprofessional team members.
9
Goal 4: Achievable, Reliable and Timely
Achievable
Attainable through scheduled interprofessional discussions and case reviews.
Supported by course structure and team-based learning activities.
Reliable
Reliable because teamwork enhances patient-centered psychiatric care.
Reflects best practices in integrated healthcare delivery models.
Timely
Accomplishable in 12 weeks through consistent collaboration
Achievable: This goal is realistic because the course includes opportunities for collaboration through case discussions, role-playing exercises, and group projects.
Relevant: Team-based mental health care improves patient outcomes and aligns with the course objective of developing interprofessional collaboration skills (Geese & Schmitt, 2023).
Timely: This goal will be completed by the end of the 12-week course, ensuring consistent engagement in collaborative activities.
10
Goal 5: Specific and Measurable
By the end of term, I will create a plan for professional development and a self-assessment with three areas for improvement as a nurse practitioner, including specific strategies for improvement.
Specific: The goal is to create a professional development plan that identifies three key areas for improvement and outlines strategies for growth.
Measurable: The plan will be documented and reviewed by faculty, providing measurable insights into my strengths and areas for development.
11
Specific
Complete a professional self-evaluation identifying three key growth areas.
Develop strategies for improvement based on clinical experience insights.
Measurable
Measurable through documented self-reflection and professional development plan.
Reviewed by faculty and mentors for constructive feedback.
Goal 5: Achievable, Reliable and Timely
Achievable: This goal is attainable because the course includes self-reflection components, faculty mentorship, and professional development resources to support my growth.
Relevant: This goal is directly related with the focus on professional role development for the course and with the expectation that there will be a continuation of learning.
Timely: I will accomplish this goal at 12-week training, allowing me to track my improvement and incorporate effective changes into practice.
12
Achievable
Attainable with structured reflection exercises and faculty mentorship.
Supported by access to professional growth resources and feedback.
Reliable
Reliable because self-evaluation enhances long-term professional development.
Based on established nursing education and competency improvement frameworks.
Timely
Achieved by the end of the term to support professional development.
References
Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology: Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
Demyttenaere, K., & Heirman, E. (2024). Assessment tools in psychiatry. Springer EBooks, 1333–1364.
[https://doi.org/10.1007/978-3-030-51366-5_101](https://doi.org/10.1007/978-3-030-51366-5_101)
Geese, F., & Schmitt, K.-U. (2023). Interprofessional collaboration in complex patient care transition: a qualitative multi-perspective analysis. Healthcare, 11(3), 1–14. https://doi.org/10.3390/healthcare11030359
13
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## image3.png
## image4.png
**## SMARTGoalsEvaluationInstructionsandrubric.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?
**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
## image1.png
**## NUR640CLSmartGoals.pptx**
Emmanuel V Rodriguez Arriola
St. Thomas University
NUR 640CL Psychiatric Management III
Professor: Dr. Petithomme
03/23/2025
Smart Goals
My Smart Goal
2
Goal 1: Demonstrate proficiency in group therapy sessions
Goal 2: Integrate standardized assessment tools in diagnosing psychiatric disorders
Goal 3: Apply culturally competent mental health strategies
Goal 4: Engage in interprofessional collaboration for mental health care
Goal 5: Develop a professional growth and self-evaluation plan
Goal 1: Specific and Measurable
Specific
Conduct at least three group therapy sessions with real patients.
Use evidence-based psychotherapy techniques for effective mental health treatment.
Measurable
Measurable through faculty and peer feedback after each session
Success evaluated using a structured assessment rubric for effectiveness.
By the end of the course, I will conduct at least three group therapy sessions using evidence-based psychotherapy techniques, as assessed by faculty and peer feedback.
Specific: This goal focuses on conducting group therapy sessions, which is a key component of psychiatric mental health practice. The goal clearly defines what I need to do (facilitate therapy sessions), who is involved (me, faculty, and peers), and why (to develop clinical proficiency in group psychotherapy techniques).
Measurable: My progress can be measured by completing at least three therapy sessions and receiving structured feedback from faculty and peers based on a standardized evaluation rubric.
3
Goal 1: Achievable, Reliable and Timely
Achievable: This goal is attainable since the course provides theoretical instruction and practical opportunities to develop group therapy skills. I will have access to faculty guidance and learning resources to improve my techniques.
Relevant: This goal aligns with the course’s focus on group psychotherapy and its emphasis on evidence-based treatment for mental health disorders. This is a vital skill for me to acquire for future practice as a psychiatric mental health nurse practitioner.
Timely: I will accomplish this purpose at 12-week training's end, providing me with ample time for practice and refinement of group therapy skills.
4
Achievable
Attainable with faculty guidance and structured clinical training opportunities.
Supported by access to course materials and real-world clinical practice.
Reliable
Reliable because evidence-based therapy techniques improve patient outcomes.
Aligns with standard mental health practice and clinical competency requirements.
Timely
Can be achieved within the 12-week course timeline to ensure sufficient practice.
Goal 2: Specific and Measurable
Specific
Utilize at least two standardized tools for psychiatric diagnosis.
Apply assessments to both acute and chronic mental health cases.
Measurable
Measurable through documentation of assessments used in patient evaluations.
Accuracy compared against faculty feedback and established diagnostic criteria.
Within the next six weeks, I will utilize at least two standardized diagnostic tools for assessing and triaging patients with acute and chronic psychiatric disorders.
Specific: The goal says that I will utilize at least two standardized instruments for evaluating and diagnosing psychiatric disorders. These instruments may be PHQ-9 (for depression), GAD-7 (for anxiety), or DSM-5 criteria.
Measurable: I will measure progress through recording assessment tools used on clinical case studies and comparing diagnostic findings with faculty and peer feedback.
5
Goal 2: Achievable, Reliable and Timely
Achievable: The reason that this is a realistic goal is that I will have evidence-based materials, case studies, and faculty members available for guidance throughout the learning process.
Relevant: The ability to apply standardized assessment tools is essential for diagnosing psychiatric disorders and is congruent with the course objective of integrating assessment information into mental health treatment (Demyttenaere & Heirman, 2024).
Timely: The deadline for accomplishing this goal is clear at six weeks, giving sufficient time for learning, implementing, and evaluating my use of these tools.
6
Achievable
Attainable with access to diagnostic tools and clinical supervision.
Reinforced through case study analysis and hands-on clinical practice.
Reliable
Reliable because standardized assessments improve diagnostic accuracy and consistency.
Aligns with best practices in mental health evaluation and treatment planning.
Timely
Can be achieved within six weeks of the clinical experience to allow time for application.
Goal 3: Specific and Measurable
Specific
Implement culturally competent care strategies in two mental health cases.
Focus on inclusive approaches tailored to diverse patient populations.
Measurable
Measurable through evaluation of treatment plans addressing cultural factors.
Assessed through faculty feedback and case study performance.
In week four, I will implement culturally sensitive mental health practices on at least two case studies for effective as well as inclusive treatment strategies.
Specific: The specific purpose here is implementing culturally sensitive care into mental health care, giving diverse patient populations effective and appropriate care.
Measurable: I will have two completed case studies that demonstrate culturally sensitive practices for psychiatric care. I will assess whether my strategies are consistent with best practices for cultural competence.
7
Goal 3: Achievable, Reliable and Timely
Attainable: This is a feasible objective because I will have access to course materials, case studies, and instructors' guidance for formulating culturally sensitive treatment strategies.
Relevant: Culturally sensitive care is a core aspect of psychiatric nursing and enhances the course aim of delivering mental health care for multicultural communities (Chu et al., 2022).
Timely: This goal will be achieved by the fourth week of the course, allowing me to build upon my skills in later weeks.
8
Achievable
Attainable by applying cultural competence training from coursework.
Supported through guidance from instructors and case study resources.
Reliable
Reliable because culturally competent care improves patient engagement.
Supported by research on mental health disparities and inclusivity.
Timely
Achievable within the first four weeks of the course for further growth.
Goal 4: Specific and Measurable
Specific
Participate in at least three interprofessional mental health collaboration exercises.
Work with psychiatrists, social workers, and primary care professionals.
Measurable
Measurable through documented participation in collaborative exercises.
Evaluated through faculty assessments and peer feedback reports.
I will participate actively in a minimum of three exercises on interprofessional collaboration throughout the course to develop team working skills for providing mental health care.
Specific: The objectives include engaging in at least three interprofessional practice exercises, which may include working with psychiatrists, social workers, primary care providers, and other mental health professionals.
Measurable: My participation will be tracked through self-reflection reports, faculty evaluations, and feedback from interprofessional team members.
9
Goal 4: Achievable, Reliable and Timely
Achievable
Attainable through scheduled interprofessional discussions and case reviews.
Supported by course structure and team-based learning activities.
Reliable
Reliable because teamwork enhances patient-centered psychiatric care.
Reflects best practices in integrated healthcare delivery models.
Timely
Accomplishable in 12 weeks through consistent collaboration
Achievable: This goal is realistic because the course includes opportunities for collaboration through case discussions, role-playing exercises, and group projects.
Relevant: Team-based mental health care improves patient outcomes and aligns with the course objective of developing interprofessional collaboration skills (Geese & Schmitt, 2023).
Timely: This goal will be completed by the end of the 12-week course, ensuring consistent engagement in collaborative activities.
10
Goal 5: Specific and Measurable
By the end of term, I will create a plan for professional development and a self-assessment with three areas for improvement as a nurse practitioner, including specific strategies for improvement.
Specific: The goal is to create a professional development plan that identifies three key areas for improvement and outlines strategies for growth.
Measurable: The plan will be documented and reviewed by faculty, providing measurable insights into my strengths and areas for development.
11
Specific
Complete a professional self-evaluation identifying three key growth areas.
Develop strategies for improvement based on clinical experience insights.
Measurable
Measurable through documented self-reflection and professional development plan.
Reviewed by faculty and mentors for constructive feedback.
Goal 5: Achievable, Reliable and Timely
Achievable: This goal is attainable because the course includes self-reflection components, faculty mentorship, and professional development resources to support my growth.
Relevant: This goal is directly related with the focus on professional role development for the course and with the expectation that there will be a continuation of learning.
Timely: I will accomplish this goal at 12-week training, allowing me to track my improvement and incorporate effective changes into practice.
12
Achievable
Attainable with structured reflection exercises and faculty mentorship.
Supported by access to professional growth resources and feedback.
Reliable
Reliable because self-evaluation enhances long-term professional development.
Based on established nursing education and competency improvement frameworks.
Timely
Achieved by the end of the term to support professional development.
References
Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology: Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
Demyttenaere, K., & Heirman, E. (2024). Assessment tools in psychiatry. Springer EBooks, 1333–1364.
[https://doi.org/10.1007/978-3-030-51366-5_101](https://doi.org/10.1007/978-3-030-51366-5_101)
Geese, F., & Schmitt, K.-U. (2023). Interprofessional collaboration in complex patient care transition: a qualitative multi-perspective analysis. Healthcare, 11(3), 1–14. https://doi.org/10.3390/healthcare11030359
13
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**## SMARTGoalsEvaluationInstructionsandrubric.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?
**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
## image1.png
**## NUR640CLSmartGoals.pptx**
Emmanuel V Rodriguez Arriola
St. Thomas University
NUR 640CL Psychiatric Management III
Professor: Dr. Petithomme
03/23/2025
Smart Goals
My Smart Goal
2
Goal 1: Demonstrate proficiency in group therapy sessions
Goal 2: Integrate standardized assessment tools in diagnosing psychiatric disorders
Goal 3: Apply culturally competent mental health strategies
Goal 4: Engage in interprofessional collaboration for mental health care
Goal 5: Develop a professional growth and self-evaluation plan
Goal 1: Specific and Measurable
Specific
Conduct at least three group therapy sessions with real patients.
Use evidence-based psychotherapy techniques for effective mental health treatment.
Measurable
Measurable through faculty and peer feedback after each session
Success evaluated using a structured assessment rubric for effectiveness.
By the end of the course, I will conduct at least three group therapy sessions using evidence-based psychotherapy techniques, as assessed by faculty and peer feedback.
Specific: This goal focuses on conducting group therapy sessions, which is a key component of psychiatric mental health practice. The goal clearly defines what I need to do (facilitate therapy sessions), who is involved (me, faculty, and peers), and why (to develop clinical proficiency in group psychotherapy techniques).
Measurable: My progress can be measured by completing at least three therapy sessions and receiving structured feedback from faculty and peers based on a standardized evaluation rubric.
3
Goal 1: Achievable, Reliable and Timely
Achievable: This goal is attainable since the course provides theoretical instruction and practical opportunities to develop group therapy skills. I will have access to faculty guidance and learning resources to improve my techniques.
Relevant: This goal aligns with the course’s focus on group psychotherapy and its emphasis on evidence-based treatment for mental health disorders. This is a vital skill for me to acquire for future practice as a psychiatric mental health nurse practitioner.
Timely: I will accomplish this purpose at 12-week training's end, providing me with ample time for practice and refinement of group therapy skills.
4
Achievable
Attainable with faculty guidance and structured clinical training opportunities.
Supported by access to course materials and real-world clinical practice.
Reliable
Reliable because evidence-based therapy techniques improve patient outcomes.
Aligns with standard mental health practice and clinical competency requirements.
Timely
Can be achieved within the 12-week course timeline to ensure sufficient practice.
Goal 2: Specific and Measurable
Specific
Utilize at least two standardized tools for psychiatric diagnosis.
Apply assessments to both acute and chronic mental health cases.
Measurable
Measurable through documentation of assessments used in patient evaluations.
Accuracy compared against faculty feedback and established diagnostic criteria.
Within the next six weeks, I will utilize at least two standardized diagnostic tools for assessing and triaging patients with acute and chronic psychiatric disorders.
Specific: The goal says that I will utilize at least two standardized instruments for evaluating and diagnosing psychiatric disorders. These instruments may be PHQ-9 (for depression), GAD-7 (for anxiety), or DSM-5 criteria.
Measurable: I will measure progress through recording assessment tools used on clinical case studies and comparing diagnostic findings with faculty and peer feedback.
5
Goal 2: Achievable, Reliable and Timely
Achievable: The reason that this is a realistic goal is that I will have evidence-based materials, case studies, and faculty members available for guidance throughout the learning process.
Relevant: The ability to apply standardized assessment tools is essential for diagnosing psychiatric disorders and is congruent with the course objective of integrating assessment information into mental health treatment (Demyttenaere & Heirman, 2024).
Timely: The deadline for accomplishing this goal is clear at six weeks, giving sufficient time for learning, implementing, and evaluating my use of these tools.
6
Achievable
Attainable with access to diagnostic tools and clinical supervision.
Reinforced through case study analysis and hands-on clinical practice.
Reliable
Reliable because standardized assessments improve diagnostic accuracy and consistency.
Aligns with best practices in mental health evaluation and treatment planning.
Timely
Can be achieved within six weeks of the clinical experience to allow time for application.
Goal 3: Specific and Measurable
Specific
Implement culturally competent care strategies in two mental health cases.
Focus on inclusive approaches tailored to diverse patient populations.
Measurable
Measurable through evaluation of treatment plans addressing cultural factors.
Assessed through faculty feedback and case study performance.
In week four, I will implement culturally sensitive mental health practices on at least two case studies for effective as well as inclusive treatment strategies.
Specific: The specific purpose here is implementing culturally sensitive care into mental health care, giving diverse patient populations effective and appropriate care.
Measurable: I will have two completed case studies that demonstrate culturally sensitive practices for psychiatric care. I will assess whether my strategies are consistent with best practices for cultural competence.
7
Goal 3: Achievable, Reliable and Timely
Attainable: This is a feasible objective because I will have access to course materials, case studies, and instructors' guidance for formulating culturally sensitive treatment strategies.
Relevant: Culturally sensitive care is a core aspect of psychiatric nursing and enhances the course aim of delivering mental health care for multicultural communities (Chu et al., 2022).
Timely: This goal will be achieved by the fourth week of the course, allowing me to build upon my skills in later weeks.
8
Achievable
Attainable by applying cultural competence training from coursework.
Supported through guidance from instructors and case study resources.
Reliable
Reliable because culturally competent care improves patient engagement.
Supported by research on mental health disparities and inclusivity.
Timely
Achievable within the first four weeks of the course for further growth.
Goal 4: Specific and Measurable
Specific
Participate in at least three interprofessional mental health collaboration exercises.
Work with psychiatrists, social workers, and primary care professionals.
Measurable
Measurable through documented participation in collaborative exercises.
Evaluated through faculty assessments and peer feedback reports.
I will participate actively in a minimum of three exercises on interprofessional collaboration throughout the course to develop team working skills for providing mental health care.
Specific: The objectives include engaging in at least three interprofessional practice exercises, which may include working with psychiatrists, social workers, primary care providers, and other mental health professionals.
Measurable: My participation will be tracked through self-reflection reports, faculty evaluations, and feedback from interprofessional team members.
9
Goal 4: Achievable, Reliable and Timely
Achievable
Attainable through scheduled interprofessional discussions and case reviews.
Supported by course structure and team-based learning activities.
Reliable
Reliable because teamwork enhances patient-centered psychiatric care.
Reflects best practices in integrated healthcare delivery models.
Timely
Accomplishable in 12 weeks through consistent collaboration
Achievable: This goal is realistic because the course includes opportunities for collaboration through case discussions, role-playing exercises, and group projects.
Relevant: Team-based mental health care improves patient outcomes and aligns with the course objective of developing interprofessional collaboration skills (Geese & Schmitt, 2023).
Timely: This goal will be completed by the end of the 12-week course, ensuring consistent engagement in collaborative activities.
10
Goal 5: Specific and Measurable
By the end of term, I will create a plan for professional development and a self-assessment with three areas for improvement as a nurse practitioner, including specific strategies for improvement.
Specific: The goal is to create a professional development plan that identifies three key areas for improvement and outlines strategies for growth.
Measurable: The plan will be documented and reviewed by faculty, providing measurable insights into my strengths and areas for development.
11
Specific
Complete a professional self-evaluation identifying three key growth areas.
Develop strategies for improvement based on clinical experience insights.
Measurable
Measurable through documented self-reflection and professional development plan.
Reviewed by faculty and mentors for constructive feedback.
Goal 5: Achievable, Reliable and Timely
Achievable: This goal is attainable because the course includes self-reflection components, faculty mentorship, and professional development resources to support my growth.
Relevant: This goal is directly related with the focus on professional role development for the course and with the expectation that there will be a continuation of learning.
Timely: I will accomplish this goal at 12-week training, allowing me to track my improvement and incorporate effective changes into practice.
12
Achievable
Attainable with structured reflection exercises and faculty mentorship.
Supported by access to professional growth resources and feedback.
Reliable
Reliable because self-evaluation enhances long-term professional development.
Based on established nursing education and competency improvement frameworks.
Timely
Achieved by the end of the term to support professional development.
References
Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology: Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
Demyttenaere, K., & Heirman, E. (2024). Assessment tools in psychiatry. Springer EBooks, 1333–1364.
[https://doi.org/10.1007/978-3-030-51366-5_101](https://doi.org/10.1007/978-3-030-51366-5_101)
Geese, F., & Schmitt, K.-U. (2023). Interprofessional collaboration in complex patient care transition: a qualitative multi-perspective analysis. Healthcare, 11(3), 1–14. https://doi.org/10.3390/healthcare11030359
13
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