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  • [Solved] Biographical

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    Quanah Parker – [\ \ IMG_6324.jpeg](https://www.sweetstudy.com/files/img-6324-jpeg-10280275 "IMG_6324.jpeg") – a year ago

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    Assignment Prompt & Instructions

    Quanah Parker

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  • [Solved] VII

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    see attached. – a year ago **files (2)** – ## Finalproject.docx – ## UnitVII.pdf **## Finalproject.docx** For the final project, you will write a paper that is a minimum of four pages in length that creates and outlines an IT security policy for a medical facility. Your security policy must contain …

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    Assignment Prompt & Instructions

    see attached.

    – a year ago

    **files (2)**

    – ## Finalproject.docx

    – ## UnitVII.pdf

    **## Finalproject.docx**

    For the final project, you will write a paper that is a minimum of four pages in length that creates and outlines an IT security policy for a medical facility.

    Your security policy must contain the following sections:

    · Information Security Policy Overview,

    · Application Development Security,

    · Data Backup and Storage,

    · Physical Security,

    · Network Device Installation and Configuration,

    · Data Handling,

    · Remote Access,

    · Email,

    · Internet and Web Access,

    · Device Security, and

    · Process for communicating the policy to stakeholders.

    Your paper should include a title page and a reference page. Be sure to follow proper APA citations. At a minimum, use your textbook as a resource for this assignment and include it on your reference page.

    Course Textbook(s) Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitVII.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Assess security requirements for physical environments.
    4.2 Determine the responsibility for physically securing a facility.
    4.3 Determine recommendations for securing a facility.

    Reading Assignment

    Chapter 7: Physical and Environmental Security

    Unit Lesson

    Physical security is an important aspect of any organization. An organization can consider the location site,
    surroundings, potential for disasters, and infrastructure as part of the composition of the facility. Therefore, it
    is important to ensure organizations have sufficient policies established to protect the systems, facilities, and
    networks from physical tampering. ISO/IEC 27002:2013 provides guidelines for organizational information
    security standards and information security management practices including the selection, implementation,
    and management of controls taking into consideration the organization's information security risk
    environments (International Organization for Standardization [ISO], n.d.). These standards focus on the
    implementation processes, accepted controls, and creation guidelines. Physical and environmental
    safeguards are sometimes overlooked when we refer to security but are critical in protecting information
    technology elements.

    Santos (2019) explains how the environmental security refers to the workplace environment, which includes
    the design and construction of the facilities, how and where people move, where equipment is stored, how the
    equipment is secured, and protection from natural and man-made disasters. Organizations need to observe
    the different areas that pose vulnerabilities to their physical structure. Think about the building perimeter for a
    small credit union. This type of institution may not have a full-time security guard, so the institution needs to
    observe the teller lanes, back-door entries, front-door access, and surrounding streets. A bank robber could
    identify these factors before performing an act of robbery.

    Organizations can protect assets with physical parameters, technical devices, and established procedures.
    Physical controls refer to the presence of physical deterrents to ensure the security of the perimeter or
    environment (buildings’ structures and server rooms) containing information and information systems. These
    controls are meant to stop unauthorized personnel from gaining access to buildings (fire escapes, back
    doors); the use of locks on offices, server rooms, and other sensitive areas challenge those who are not
    supposed to have access to restricted areas. Technical security relies on security measures that employ
    technology in some way. Usually, they are related to computers and software techniques, but they can
    equally apply to technical systems or locks such as biometric techniques and authorized electronic card
    access.

    UNIT VII STUDY GUIDE
    Understanding the Physical Security

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    Layer Defense Model

    Layered defense strategies can help protect organizations and
    prevent unauthorized access. This concept can also hold true
    when referring to physical security. If an intruder feels the
    process is rather difficult to enter a location, then he or she may
    decide to move to another organization or extend the
    reconnaissance to identify the access areas. Think about the
    security controls you have in place at your residence. Most
    residences have locks on the doors and windows and maybe
    pets to help deter potential dangers. We can also enhance the
    security by adding cameras and alarm systems along with
    decals and signage stating the home is protected by a
    particular vendor. This certainly places some fear in the
    criminal's mind, so security becomes a psychological aspect for
    both the resident and criminal. Obviously, this is positive for the
    resident and negative for the criminal.

    As with any organization, the physical aspect is usually the first entry point because it can be as simple as
    driving to the location. An organization’s location certainly dictates the level of security along with the
    sensitivity of the data in the systems. You see many commercial buildings providing statistics on the crime
    rates in the area when the facility is for sale. This information is needed because the monthly expenses can
    increase depending on the level of security needed. Location-based threats that need to be evaluated include
    political stability, susceptibility to terrorism, the crime rate, adjacent buildings, roadways, flight paths, utility
    stability, and vulnerability to natural disasters (Santos, 2019). The protective strategies we can use are lights,
    gates, locks, card readers, security guards, alarms, and cameras to detect and deter criminals. An obvious
    deterrent would be security guards because they are very visible and can walk the facility. Organizations
    determine the types of facility guards needed; this might include professional physical security staff or other
    personnel such as administrative staff or information system users (NIST, n.d.). A seasoned criminal can
    easily observe these security personnel, so it demonstrates the importance of physical security for the
    organization. It is also good to test new strategies throughout the year so the security parameters are
    constantly changing, causing the criminal not to be able to plan for an intrusion.

    The entry or main door is the focal point of most organizations.
    As for the facility entry, we can have employee locks, ID cards,
    kiosks, and security guards. We also have personnel there to
    address questions from visitors signing in for a visitor badge.
    This is usually the area where criminals use piggybacking
    because of the traffic and activity, especially when work begins
    for the day. Piggybacking is the process of walking behind a
    current employee when entering a building and using their
    access card or existence as a means to enter the building. A
    helpful employee may hold the door open for a criminal thinking
    this individual is an employee of the organization. This happens
    more at larger organizations because most employees at larger
    facilities do not know every employee of the organization.
    Therefore, it is extremely important that the front desk personnel
    enforce the physical security policies for the employees of the
    organization. An employee needs to know what actions to take if
    someone follows behind him or her without swiping a badge. The
    organization also needs another set of eyes on the entry point to
    ensure piggybacking does not occur.

    If we review earlier units regarding human resources, then we can see why background checks are so
    important. We need to hire personnel with strong ethics and integrity to ensure they are following policies and
    protecting the organization. If an employee fails to shut a back door or lets a friend with questionable
    intentions enter the facility, it can be extremely dangerous for the organization. The friend may not want to
    access the network internally to collect information but may want simply to steal equipment. We have also
    seen a dramatic increase in shootings, so physical security policies need to be followed by every employee.

    Security cameras can prevent unauthorized access.
    (Neurolink, 2017)

    Security guards act as deterrents to crime
    (McGuire, 2015)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The Federal Identity, Credential, and Access Management program provides implementation guidance for
    identity, credential, and access management capabilities for physical access control systems (NIST, 2018).

    One issue that is not always covered under physical security is facility power. If the power goes out, this can
    be damaging to systems, data, and products. Systems need to be protected from power loss, degradation,
    and much power or voltage spikes (Santos, 2019). Power is taken for granted unless you have a major storm
    where everything is down for hours or days, depending on the severity. We have recently seen this with
    hurricanes, so business continuity plans are essential. Let’s take the case where an organization loses power
    for three hours. What type of criminal activity can be performed during this time? Remember, criminals cannot
    anticipate this type of power loss unless they have something to do with the disruption. However, the existing
    employees may take advantage of the power loss for instances of theft or document removal. This can
    certainly happen when camera systems are down and everyone is preoccupied with the event. Unfortunately,
    many organizations do not have policies written to protect the facility during a power loss.

    Organizations may store millions of records that can contain sensitive information. Therefore, if an
    organization plans to dispose of any of the information or older servers with information, they should follow
    stringent data destruction procedures. Additionally, the type of market may also dictate the level of data
    removal strategies that need to be applied. Efficient and effective management of information that is created,
    processed, and stored by an information technology (IT) system throughout its life, from inception through
    disposition, is a primary concern of an information system owner and the custodian of the data (Kissel, Scholl,
    Skolochenko, & Li, 2006). Santos (2019) stated the objective of physical destruction is to render the device or
    the media as unreadable and unusable. Devices and media can be crushed, shredded, or, in the case of hard
    drives, drilled in several locations perpendicular to the platters—penetrating clear through from top to bottom.

    Summary

    In summary, organizations need to review the potential dangers when it comes to physical security. Although
    an organization may have front desk personnel and security systems in place, there are still plenty of ways
    criminals can gain access to the site. We also have to consider the vendors and suppliers that regularly visit
    the sites. An established policy will help enforce the procedures and provide better overall results. It is also
    important to have accountability for each department and employee when it comes to physical security.
    Finally, small organizations have limited budgets, so they have to explore all solutions when it comes to
    security. They may not be able to hire a fulltime security guard, but they can install security cameras. It is not
    as effective, but it can be a deterrent.

    References

    International Organization for Standardization. (n.d.). ISO/IEC 27002:2013.

    https://www.iso.org/standard/54533.html

    Kissel, R., Scholl, M. Skolochenko, S., & Li, X. (2006). Guidelines for media sanitization: Recommendations

    of the National Institute of Standards and Technology (NIST Special Publication 800-88).
    https://ws680.nist.gov/publication/get_pdf.cfm?pub_id=50819

    McGuire, R. (2015). Police, security, safety, protection, crime, guard [Photograph]. Pixabay

    https://pixabay.com/en/police-security-safety-protection-869216/

    National Institute of Standards and Technology. (n.d.). NIST Special Publication 500-53 (Rev. 4).

    https://nvd.nist.gov/800-53/Rev4/control/PE-3

    Neurolink. (2017). Camera, monitoring, protection, security camera [Photograph]. Pixabay

    https://pixabay.com/en/camera-monitoring-protection-2456434/

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson .

    – Course Learning Outcomes for Unit VII
    – Reading Assignment
    – Unit Lesson

    **## UnitVII.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Assess security requirements for physical environments.
    4.2 Determine the responsibility for physically securing a facility.
    4.3 Determine recommendations for securing a facility.

    Reading Assignment

    Chapter 7: Physical and Environmental Security

    Unit Lesson

    Physical security is an important aspect of any organization. An organization can consider the location site,
    surroundings, potential for disasters, and infrastructure as part of the composition of the facility. Therefore, it
    is important to ensure organizations have sufficient policies established to protect the systems, facilities, and
    networks from physical tampering. ISO/IEC 27002:2013 provides guidelines for organizational information
    security standards and information security management practices including the selection, implementation,
    and management of controls taking into consideration the organization's information security risk
    environments (International Organization for Standardization [ISO], n.d.). These standards focus on the
    implementation processes, accepted controls, and creation guidelines. Physical and environmental
    safeguards are sometimes overlooked when we refer to security but are critical in protecting information
    technology elements.

    Santos (2019) explains how the environmental security refers to the workplace environment, which includes
    the design and construction of the facilities, how and where people move, where equipment is stored, how the
    equipment is secured, and protection from natural and man-made disasters. Organizations need to observe
    the different areas that pose vulnerabilities to their physical structure. Think about the building perimeter for a
    small credit union. This type of institution may not have a full-time security guard, so the institution needs to
    observe the teller lanes, back-door entries, front-door access, and surrounding streets. A bank robber could
    identify these factors before performing an act of robbery.

    Organizations can protect assets with physical parameters, technical devices, and established procedures.
    Physical controls refer to the presence of physical deterrents to ensure the security of the perimeter or
    environment (buildings’ structures and server rooms) containing information and information systems. These
    controls are meant to stop unauthorized personnel from gaining access to buildings (fire escapes, back
    doors); the use of locks on offices, server rooms, and other sensitive areas challenge those who are not
    supposed to have access to restricted areas. Technical security relies on security measures that employ
    technology in some way. Usually, they are related to computers and software techniques, but they can
    equally apply to technical systems or locks such as biometric techniques and authorized electronic card
    access.

    UNIT VII STUDY GUIDE
    Understanding the Physical Security

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    Layer Defense Model

    Layered defense strategies can help protect organizations and
    prevent unauthorized access. This concept can also hold true
    when referring to physical security. If an intruder feels the
    process is rather difficult to enter a location, then he or she may
    decide to move to another organization or extend the
    reconnaissance to identify the access areas. Think about the
    security controls you have in place at your residence. Most
    residences have locks on the doors and windows and maybe
    pets to help deter potential dangers. We can also enhance the
    security by adding cameras and alarm systems along with
    decals and signage stating the home is protected by a
    particular vendor. This certainly places some fear in the
    criminal's mind, so security becomes a psychological aspect for
    both the resident and criminal. Obviously, this is positive for the
    resident and negative for the criminal.

    As with any organization, the physical aspect is usually the first entry point because it can be as simple as
    driving to the location. An organization’s location certainly dictates the level of security along with the
    sensitivity of the data in the systems. You see many commercial buildings providing statistics on the crime
    rates in the area when the facility is for sale. This information is needed because the monthly expenses can
    increase depending on the level of security needed. Location-based threats that need to be evaluated include
    political stability, susceptibility to terrorism, the crime rate, adjacent buildings, roadways, flight paths, utility
    stability, and vulnerability to natural disasters (Santos, 2019). The protective strategies we can use are lights,
    gates, locks, card readers, security guards, alarms, and cameras to detect and deter criminals. An obvious
    deterrent would be security guards because they are very visible and can walk the facility. Organizations
    determine the types of facility guards needed; this might include professional physical security staff or other
    personnel such as administrative staff or information system users (NIST, n.d.). A seasoned criminal can
    easily observe these security personnel, so it demonstrates the importance of physical security for the
    organization. It is also good to test new strategies throughout the year so the security parameters are
    constantly changing, causing the criminal not to be able to plan for an intrusion.

    The entry or main door is the focal point of most organizations.
    As for the facility entry, we can have employee locks, ID cards,
    kiosks, and security guards. We also have personnel there to
    address questions from visitors signing in for a visitor badge.
    This is usually the area where criminals use piggybacking
    because of the traffic and activity, especially when work begins
    for the day. Piggybacking is the process of walking behind a
    current employee when entering a building and using their
    access card or existence as a means to enter the building. A
    helpful employee may hold the door open for a criminal thinking
    this individual is an employee of the organization. This happens
    more at larger organizations because most employees at larger
    facilities do not know every employee of the organization.
    Therefore, it is extremely important that the front desk personnel
    enforce the physical security policies for the employees of the
    organization. An employee needs to know what actions to take if
    someone follows behind him or her without swiping a badge. The
    organization also needs another set of eyes on the entry point to
    ensure piggybacking does not occur.

    If we review earlier units regarding human resources, then we can see why background checks are so
    important. We need to hire personnel with strong ethics and integrity to ensure they are following policies and
    protecting the organization. If an employee fails to shut a back door or lets a friend with questionable
    intentions enter the facility, it can be extremely dangerous for the organization. The friend may not want to
    access the network internally to collect information but may want simply to steal equipment. We have also
    seen a dramatic increase in shootings, so physical security policies need to be followed by every employee.

    Security cameras can prevent unauthorized access.
    (Neurolink, 2017)

    Security guards act as deterrents to crime
    (McGuire, 2015)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The Federal Identity, Credential, and Access Management program provides implementation guidance for
    identity, credential, and access management capabilities for physical access control systems (NIST, 2018).

    One issue that is not always covered under physical security is facility power. If the power goes out, this can
    be damaging to systems, data, and products. Systems need to be protected from power loss, degradation,
    and much power or voltage spikes (Santos, 2019). Power is taken for granted unless you have a major storm
    where everything is down for hours or days, depending on the severity. We have recently seen this with
    hurricanes, so business continuity plans are essential. Let’s take the case where an organization loses power
    for three hours. What type of criminal activity can be performed during this time? Remember, criminals cannot
    anticipate this type of power loss unless they have something to do with the disruption. However, the existing
    employees may take advantage of the power loss for instances of theft or document removal. This can
    certainly happen when camera systems are down and everyone is preoccupied with the event. Unfortunately,
    many organizations do not have policies written to protect the facility during a power loss.

    Organizations may store millions of records that can contain sensitive information. Therefore, if an
    organization plans to dispose of any of the information or older servers with information, they should follow
    stringent data destruction procedures. Additionally, the type of market may also dictate the level of data
    removal strategies that need to be applied. Efficient and effective management of information that is created,
    processed, and stored by an information technology (IT) system throughout its life, from inception through
    disposition, is a primary concern of an information system owner and the custodian of the data (Kissel, Scholl,
    Skolochenko, & Li, 2006). Santos (2019) stated the objective of physical destruction is to render the device or
    the media as unreadable and unusable. Devices and media can be crushed, shredded, or, in the case of hard
    drives, drilled in several locations perpendicular to the platters—penetrating clear through from top to bottom.

    Summary

    In summary, organizations need to review the potential dangers when it comes to physical security. Although
    an organization may have front desk personnel and security systems in place, there are still plenty of ways
    criminals can gain access to the site. We also have to consider the vendors and suppliers that regularly visit
    the sites. An established policy will help enforce the procedures and provide better overall results. It is also
    important to have accountability for each department and employee when it comes to physical security.
    Finally, small organizations have limited budgets, so they have to explore all solutions when it comes to
    security. They may not be able to hire a fulltime security guard, but they can install security cameras. It is not
    as effective, but it can be a deterrent.

    References

    International Organization for Standardization. (n.d.). ISO/IEC 27002:2013.

    https://www.iso.org/standard/54533.html

    Kissel, R., Scholl, M. Skolochenko, S., & Li, X. (2006). Guidelines for media sanitization: Recommendations

    of the National Institute of Standards and Technology (NIST Special Publication 800-88).
    https://ws680.nist.gov/publication/get_pdf.cfm?pub_id=50819

    McGuire, R. (2015). Police, security, safety, protection, crime, guard [Photograph]. Pixabay

    https://pixabay.com/en/police-security-safety-protection-869216/

    National Institute of Standards and Technology. (n.d.). NIST Special Publication 500-53 (Rev. 4).

    https://nvd.nist.gov/800-53/Rev4/control/PE-3

    Neurolink. (2017). Camera, monitoring, protection, security camera [Photograph]. Pixabay

    https://pixabay.com/en/camera-monitoring-protection-2456434/

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson .

    – Course Learning Outcomes for Unit VII
    – Reading Assignment
    – Unit Lesson

    **## Finalproject.docx**

    For the final project, you will write a paper that is a minimum of four pages in length that creates and outlines an IT security policy for a medical facility.

    Your security policy must contain the following sections:

    · Information Security Policy Overview,

    · Application Development Security,

    · Data Backup and Storage,

    · Physical Security,

    · Network Device Installation and Configuration,

    · Data Handling,

    · Remote Access,

    · Email,

    · Internet and Web Access,

    · Device Security, and

    · Process for communicating the policy to stakeholders.

    Your paper should include a title page and a reference page. Be sure to follow proper APA citations. At a minimum, use your textbook as a resource for this assignment and include it on your reference page.

    Course Textbook(s) Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitVII.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Assess security requirements for physical environments.
    4.2 Determine the responsibility for physically securing a facility.
    4.3 Determine recommendations for securing a facility.

    Reading Assignment

    Chapter 7: Physical and Environmental Security

    Unit Lesson

    Physical security is an important aspect of any organization. An organization can consider the location site,
    surroundings, potential for disasters, and infrastructure as part of the composition of the facility. Therefore, it
    is important to ensure organizations have sufficient policies established to protect the systems, facilities, and
    networks from physical tampering. ISO/IEC 27002:2013 provides guidelines for organizational information
    security standards and information security management practices including the selection, implementation,
    and management of controls taking into consideration the organization's information security risk
    environments (International Organization for Standardization [ISO], n.d.). These standards focus on the
    implementation processes, accepted controls, and creation guidelines. Physical and environmental
    safeguards are sometimes overlooked when we refer to security but are critical in protecting information
    technology elements.

    Santos (2019) explains how the environmental security refers to the workplace environment, which includes
    the design and construction of the facilities, how and where people move, where equipment is stored, how the
    equipment is secured, and protection from natural and man-made disasters. Organizations need to observe
    the different areas that pose vulnerabilities to their physical structure. Think about the building perimeter for a
    small credit union. This type of institution may not have a full-time security guard, so the institution needs to
    observe the teller lanes, back-door entries, front-door access, and surrounding streets. A bank robber could
    identify these factors before performing an act of robbery.

    Organizations can protect assets with physical parameters, technical devices, and established procedures.
    Physical controls refer to the presence of physical deterrents to ensure the security of the perimeter or
    environment (buildings’ structures and server rooms) containing information and information systems. These
    controls are meant to stop unauthorized personnel from gaining access to buildings (fire escapes, back
    doors); the use of locks on offices, server rooms, and other sensitive areas challenge those who are not
    supposed to have access to restricted areas. Technical security relies on security measures that employ
    technology in some way. Usually, they are related to computers and software techniques, but they can
    equally apply to technical systems or locks such as biometric techniques and authorized electronic card
    access.

    UNIT VII STUDY GUIDE
    Understanding the Physical Security

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    Layer Defense Model

    Layered defense strategies can help protect organizations and
    prevent unauthorized access. This concept can also hold true
    when referring to physical security. If an intruder feels the
    process is rather difficult to enter a location, then he or she may
    decide to move to another organization or extend the
    reconnaissance to identify the access areas. Think about the
    security controls you have in place at your residence. Most
    residences have locks on the doors and windows and maybe
    pets to help deter potential dangers. We can also enhance the
    security by adding cameras and alarm systems along with
    decals and signage stating the home is protected by a
    particular vendor. This certainly places some fear in the
    criminal's mind, so security becomes a psychological aspect for
    both the resident and criminal. Obviously, this is positive for the
    resident and negative for the criminal.

    As with any organization, the physical aspect is usually the first entry point because it can be as simple as
    driving to the location. An organization’s location certainly dictates the level of security along with the
    sensitivity of the data in the systems. You see many commercial buildings providing statistics on the crime
    rates in the area when the facility is for sale. This information is needed because the monthly expenses can
    increase depending on the level of security needed. Location-based threats that need to be evaluated include
    political stability, susceptibility to terrorism, the crime rate, adjacent buildings, roadways, flight paths, utility
    stability, and vulnerability to natural disasters (Santos, 2019). The protective strategies we can use are lights,
    gates, locks, card readers, security guards, alarms, and cameras to detect and deter criminals. An obvious
    deterrent would be security guards because they are very visible and can walk the facility. Organizations
    determine the types of facility guards needed; this might include professional physical security staff or other
    personnel such as administrative staff or information system users (NIST, n.d.). A seasoned criminal can
    easily observe these security personnel, so it demonstrates the importance of physical security for the
    organization. It is also good to test new strategies throughout the year so the security parameters are
    constantly changing, causing the criminal not to be able to plan for an intrusion.

    The entry or main door is the focal point of most organizations.
    As for the facility entry, we can have employee locks, ID cards,
    kiosks, and security guards. We also have personnel there to
    address questions from visitors signing in for a visitor badge.
    This is usually the area where criminals use piggybacking
    because of the traffic and activity, especially when work begins
    for the day. Piggybacking is the process of walking behind a
    current employee when entering a building and using their
    access card or existence as a means to enter the building. A
    helpful employee may hold the door open for a criminal thinking
    this individual is an employee of the organization. This happens
    more at larger organizations because most employees at larger
    facilities do not know every employee of the organization.
    Therefore, it is extremely important that the front desk personnel
    enforce the physical security policies for the employees of the
    organization. An employee needs to know what actions to take if
    someone follows behind him or her without swiping a badge. The
    organization also needs another set of eyes on the entry point to
    ensure piggybacking does not occur.

    If we review earlier units regarding human resources, then we can see why background checks are so
    important. We need to hire personnel with strong ethics and integrity to ensure they are following policies and
    protecting the organization. If an employee fails to shut a back door or lets a friend with questionable
    intentions enter the facility, it can be extremely dangerous for the organization. The friend may not want to
    access the network internally to collect information but may want simply to steal equipment. We have also
    seen a dramatic increase in shootings, so physical security policies need to be followed by every employee.

    Security cameras can prevent unauthorized access.
    (Neurolink, 2017)

    Security guards act as deterrents to crime
    (McGuire, 2015)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The Federal Identity, Credential, and Access Management program provides implementation guidance for
    identity, credential, and access management capabilities for physical access control systems (NIST, 2018).

    One issue that is not always covered under physical security is facility power. If the power goes out, this can
    be damaging to systems, data, and products. Systems need to be protected from power loss, degradation,
    and much power or voltage spikes (Santos, 2019). Power is taken for granted unless you have a major storm
    where everything is down for hours or days, depending on the severity. We have recently seen this with
    hurricanes, so business continuity plans are essential. Let’s take the case where an organization loses power
    for three hours. What type of criminal activity can be performed during this time? Remember, criminals cannot
    anticipate this type of power loss unless they have something to do with the disruption. However, the existing
    employees may take advantage of the power loss for instances of theft or document removal. This can
    certainly happen when camera systems are down and everyone is preoccupied with the event. Unfortunately,
    many organizations do not have policies written to protect the facility during a power loss.

    Organizations may store millions of records that can contain sensitive information. Therefore, if an
    organization plans to dispose of any of the information or older servers with information, they should follow
    stringent data destruction procedures. Additionally, the type of market may also dictate the level of data
    removal strategies that need to be applied. Efficient and effective management of information that is created,
    processed, and stored by an information technology (IT) system throughout its life, from inception through
    disposition, is a primary concern of an information system owner and the custodian of the data (Kissel, Scholl,
    Skolochenko, & Li, 2006). Santos (2019) stated the objective of physical destruction is to render the device or
    the media as unreadable and unusable. Devices and media can be crushed, shredded, or, in the case of hard
    drives, drilled in several locations perpendicular to the platters—penetrating clear through from top to bottom.

    Summary

    In summary, organizations need to review the potential dangers when it comes to physical security. Although
    an organization may have front desk personnel and security systems in place, there are still plenty of ways
    criminals can gain access to the site. We also have to consider the vendors and suppliers that regularly visit
    the sites. An established policy will help enforce the procedures and provide better overall results. It is also
    important to have accountability for each department and employee when it comes to physical security.
    Finally, small organizations have limited budgets, so they have to explore all solutions when it comes to
    security. They may not be able to hire a fulltime security guard, but they can install security cameras. It is not
    as effective, but it can be a deterrent.

    References

    International Organization for Standardization. (n.d.). ISO/IEC 27002:2013.

    https://www.iso.org/standard/54533.html

    Kissel, R., Scholl, M. Skolochenko, S., & Li, X. (2006). Guidelines for media sanitization: Recommendations

    of the National Institute of Standards and Technology (NIST Special Publication 800-88).
    https://ws680.nist.gov/publication/get_pdf.cfm?pub_id=50819

    McGuire, R. (2015). Police, security, safety, protection, crime, guard [Photograph]. Pixabay

    https://pixabay.com/en/police-security-safety-protection-869216/

    National Institute of Standards and Technology. (n.d.). NIST Special Publication 500-53 (Rev. 4).

    https://nvd.nist.gov/800-53/Rev4/control/PE-3

    Neurolink. (2017). Camera, monitoring, protection, security camera [Photograph]. Pixabay

    https://pixabay.com/en/camera-monitoring-protection-2456434/

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson .

    – Course Learning Outcomes for Unit VII
    – Reading Assignment
    – Unit Lesson

    **## Finalproject.docx**

    For the final project, you will write a paper that is a minimum of four pages in length that creates and outlines an IT security policy for a medical facility.

    Your security policy must contain the following sections:

    · Information Security Policy Overview,

    · Application Development Security,

    · Data Backup and Storage,

    · Physical Security,

    · Network Device Installation and Configuration,

    · Data Handling,

    · Remote Access,

    · Email,

    · Internet and Web Access,

    · Device Security, and

    · Process for communicating the policy to stakeholders.

    Your paper should include a title page and a reference page. Be sure to follow proper APA citations. At a minimum, use your textbook as a resource for this assignment and include it on your reference page.

    Course Textbook(s) Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson. https://online.vitalsource.com/#/books/9780134858548

    **## UnitVII.pdf**

    SEC 4303, IS Security Policy Analysis 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    4. Analyze a security policy for its completeness.
    4.1 Assess security requirements for physical environments.
    4.2 Determine the responsibility for physically securing a facility.
    4.3 Determine recommendations for securing a facility.

    Reading Assignment

    Chapter 7: Physical and Environmental Security

    Unit Lesson

    Physical security is an important aspect of any organization. An organization can consider the location site,
    surroundings, potential for disasters, and infrastructure as part of the composition of the facility. Therefore, it
    is important to ensure organizations have sufficient policies established to protect the systems, facilities, and
    networks from physical tampering. ISO/IEC 27002:2013 provides guidelines for organizational information
    security standards and information security management practices including the selection, implementation,
    and management of controls taking into consideration the organization's information security risk
    environments (International Organization for Standardization [ISO], n.d.). These standards focus on the
    implementation processes, accepted controls, and creation guidelines. Physical and environmental
    safeguards are sometimes overlooked when we refer to security but are critical in protecting information
    technology elements.

    Santos (2019) explains how the environmental security refers to the workplace environment, which includes
    the design and construction of the facilities, how and where people move, where equipment is stored, how the
    equipment is secured, and protection from natural and man-made disasters. Organizations need to observe
    the different areas that pose vulnerabilities to their physical structure. Think about the building perimeter for a
    small credit union. This type of institution may not have a full-time security guard, so the institution needs to
    observe the teller lanes, back-door entries, front-door access, and surrounding streets. A bank robber could
    identify these factors before performing an act of robbery.

    Organizations can protect assets with physical parameters, technical devices, and established procedures.
    Physical controls refer to the presence of physical deterrents to ensure the security of the perimeter or
    environment (buildings’ structures and server rooms) containing information and information systems. These
    controls are meant to stop unauthorized personnel from gaining access to buildings (fire escapes, back
    doors); the use of locks on offices, server rooms, and other sensitive areas challenge those who are not
    supposed to have access to restricted areas. Technical security relies on security measures that employ
    technology in some way. Usually, they are related to computers and software techniques, but they can
    equally apply to technical systems or locks such as biometric techniques and authorized electronic card
    access.

    UNIT VII STUDY GUIDE
    Understanding the Physical Security

    SEC 4303, IS Security Policy Analysis 2

    UNIT x STUDY GUIDE
    Title

    Layer Defense Model

    Layered defense strategies can help protect organizations and
    prevent unauthorized access. This concept can also hold true
    when referring to physical security. If an intruder feels the
    process is rather difficult to enter a location, then he or she may
    decide to move to another organization or extend the
    reconnaissance to identify the access areas. Think about the
    security controls you have in place at your residence. Most
    residences have locks on the doors and windows and maybe
    pets to help deter potential dangers. We can also enhance the
    security by adding cameras and alarm systems along with
    decals and signage stating the home is protected by a
    particular vendor. This certainly places some fear in the
    criminal's mind, so security becomes a psychological aspect for
    both the resident and criminal. Obviously, this is positive for the
    resident and negative for the criminal.

    As with any organization, the physical aspect is usually the first entry point because it can be as simple as
    driving to the location. An organization’s location certainly dictates the level of security along with the
    sensitivity of the data in the systems. You see many commercial buildings providing statistics on the crime
    rates in the area when the facility is for sale. This information is needed because the monthly expenses can
    increase depending on the level of security needed. Location-based threats that need to be evaluated include
    political stability, susceptibility to terrorism, the crime rate, adjacent buildings, roadways, flight paths, utility
    stability, and vulnerability to natural disasters (Santos, 2019). The protective strategies we can use are lights,
    gates, locks, card readers, security guards, alarms, and cameras to detect and deter criminals. An obvious
    deterrent would be security guards because they are very visible and can walk the facility. Organizations
    determine the types of facility guards needed; this might include professional physical security staff or other
    personnel such as administrative staff or information system users (NIST, n.d.). A seasoned criminal can
    easily observe these security personnel, so it demonstrates the importance of physical security for the
    organization. It is also good to test new strategies throughout the year so the security parameters are
    constantly changing, causing the criminal not to be able to plan for an intrusion.

    The entry or main door is the focal point of most organizations.
    As for the facility entry, we can have employee locks, ID cards,
    kiosks, and security guards. We also have personnel there to
    address questions from visitors signing in for a visitor badge.
    This is usually the area where criminals use piggybacking
    because of the traffic and activity, especially when work begins
    for the day. Piggybacking is the process of walking behind a
    current employee when entering a building and using their
    access card or existence as a means to enter the building. A
    helpful employee may hold the door open for a criminal thinking
    this individual is an employee of the organization. This happens
    more at larger organizations because most employees at larger
    facilities do not know every employee of the organization.
    Therefore, it is extremely important that the front desk personnel
    enforce the physical security policies for the employees of the
    organization. An employee needs to know what actions to take if
    someone follows behind him or her without swiping a badge. The
    organization also needs another set of eyes on the entry point to
    ensure piggybacking does not occur.

    If we review earlier units regarding human resources, then we can see why background checks are so
    important. We need to hire personnel with strong ethics and integrity to ensure they are following policies and
    protecting the organization. If an employee fails to shut a back door or lets a friend with questionable
    intentions enter the facility, it can be extremely dangerous for the organization. The friend may not want to
    access the network internally to collect information but may want simply to steal equipment. We have also
    seen a dramatic increase in shootings, so physical security policies need to be followed by every employee.

    Security cameras can prevent unauthorized access.
    (Neurolink, 2017)

    Security guards act as deterrents to crime
    (McGuire, 2015)

    SEC 4303, IS Security Policy Analysis 3

    UNIT x STUDY GUIDE
    Title

    The Federal Identity, Credential, and Access Management program provides implementation guidance for
    identity, credential, and access management capabilities for physical access control systems (NIST, 2018).

    One issue that is not always covered under physical security is facility power. If the power goes out, this can
    be damaging to systems, data, and products. Systems need to be protected from power loss, degradation,
    and much power or voltage spikes (Santos, 2019). Power is taken for granted unless you have a major storm
    where everything is down for hours or days, depending on the severity. We have recently seen this with
    hurricanes, so business continuity plans are essential. Let’s take the case where an organization loses power
    for three hours. What type of criminal activity can be performed during this time? Remember, criminals cannot
    anticipate this type of power loss unless they have something to do with the disruption. However, the existing
    employees may take advantage of the power loss for instances of theft or document removal. This can
    certainly happen when camera systems are down and everyone is preoccupied with the event. Unfortunately,
    many organizations do not have policies written to protect the facility during a power loss.

    Organizations may store millions of records that can contain sensitive information. Therefore, if an
    organization plans to dispose of any of the information or older servers with information, they should follow
    stringent data destruction procedures. Additionally, the type of market may also dictate the level of data
    removal strategies that need to be applied. Efficient and effective management of information that is created,
    processed, and stored by an information technology (IT) system throughout its life, from inception through
    disposition, is a primary concern of an information system owner and the custodian of the data (Kissel, Scholl,
    Skolochenko, & Li, 2006). Santos (2019) stated the objective of physical destruction is to render the device or
    the media as unreadable and unusable. Devices and media can be crushed, shredded, or, in the case of hard
    drives, drilled in several locations perpendicular to the platters—penetrating clear through from top to bottom.

    Summary

    In summary, organizations need to review the potential dangers when it comes to physical security. Although
    an organization may have front desk personnel and security systems in place, there are still plenty of ways
    criminals can gain access to the site. We also have to consider the vendors and suppliers that regularly visit
    the sites. An established policy will help enforce the procedures and provide better overall results. It is also
    important to have accountability for each department and employee when it comes to physical security.
    Finally, small organizations have limited budgets, so they have to explore all solutions when it comes to
    security. They may not be able to hire a fulltime security guard, but they can install security cameras. It is not
    as effective, but it can be a deterrent.

    References

    International Organization for Standardization. (n.d.). ISO/IEC 27002:2013.

    https://www.iso.org/standard/54533.html

    Kissel, R., Scholl, M. Skolochenko, S., & Li, X. (2006). Guidelines for media sanitization: Recommendations

    of the National Institute of Standards and Technology (NIST Special Publication 800-88).
    https://ws680.nist.gov/publication/get_pdf.cfm?pub_id=50819

    McGuire, R. (2015). Police, security, safety, protection, crime, guard [Photograph]. Pixabay

    https://pixabay.com/en/police-security-safety-protection-869216/

    National Institute of Standards and Technology. (n.d.). NIST Special Publication 500-53 (Rev. 4).

    https://nvd.nist.gov/800-53/Rev4/control/PE-3

    Neurolink. (2017). Camera, monitoring, protection, security camera [Photograph]. Pixabay

    https://pixabay.com/en/camera-monitoring-protection-2456434/

    Santos, O. (2019). Developing cybersecurity programs and policies (3rd ed.). Pearson .

    – Course Learning Outcomes for Unit VII
    – Reading Assignment
    – Unit Lesson

  • [Solved] Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Response2.docx **## Response2.docx** 100 word response 1 reference/intext citation Due 5/2/2025 Martin The distinction between descriptive and inferential statistics, as I mentioned in my previous assignment evaluating the Crisis Intervention Team program through the …

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Response2.docx

    **## Response2.docx**

    100 word response 1 reference/intext citation

    Due 5/2/2025

    Martin

    The distinction between descriptive and inferential statistics, as I mentioned in my previous assignment evaluating the Crisis Intervention Team program through the Greenville Police Department, is important to understanding which statistics you will be using to analyze your program’s data. Descriptive statistics summarize and organize data to obtain a better understanding of the data at hand. Some of the descriptive statistics that could be calculated in the CIT program include the average number of arrests before and after the training, the percentage of referrals to mental health services, etc. or the demographic breakdowns of people who encountered mental health crises. Immediate and accessible information on trends in arrest and referral rates or officer participation levels can be provided by these statistics (Vito & Higgins, 2015). For example, inferential statistics help make predictions or generalizations about the population based on the sample. For instance, we use a paired t-test to compare pre- and post-training survey results to determine if observed knowledge or confidence improvements are statistically significant above chance. The statistical inference presented in this form of inference proves that CIT training is effective beyond description (Davoust et al., 2021). Several statistical tools are suitable for conceptualizing and analysis of the CIT program data. Patterns in arrest or referral rates over time can be asked to identify. By crossing tabulation, the relationships between variables like the type of mental health crisis and intervention outcomes could be explored.
    Furthermore, logic models (part of your evaluation framework) visually represent the relationships between program input, activities and outcomes to help stakeholders understand how these statistical discoveries fit with planned results (Vito & Higgins, 2015). In short, the evaluation of the CIT program is based on both descriptive and inferential statistics. Descriptive statistics offer snapshots of performance, while inferential statistics support data-driven decision-making and generalizability of findings.

    **## Response2.docx**

    100 word response 1 reference/intext citation

    Due 5/2/2025

    Martin

    The distinction between descriptive and inferential statistics, as I mentioned in my previous assignment evaluating the Crisis Intervention Team program through the Greenville Police Department, is important to understanding which statistics you will be using to analyze your program’s data. Descriptive statistics summarize and organize data to obtain a better understanding of the data at hand. Some of the descriptive statistics that could be calculated in the CIT program include the average number of arrests before and after the training, the percentage of referrals to mental health services, etc. or the demographic breakdowns of people who encountered mental health crises. Immediate and accessible information on trends in arrest and referral rates or officer participation levels can be provided by these statistics (Vito & Higgins, 2015). For example, inferential statistics help make predictions or generalizations about the population based on the sample. For instance, we use a paired t-test to compare pre- and post-training survey results to determine if observed knowledge or confidence improvements are statistically significant above chance. The statistical inference presented in this form of inference proves that CIT training is effective beyond description (Davoust et al., 2021). Several statistical tools are suitable for conceptualizing and analysis of the CIT program data. Patterns in arrest or referral rates over time can be asked to identify. By crossing tabulation, the relationships between variables like the type of mental health crisis and intervention outcomes could be explored.
    Furthermore, logic models (part of your evaluation framework) visually represent the relationships between program input, activities and outcomes to help stakeholders understand how these statistical discoveries fit with planned results (Vito & Higgins, 2015). In short, the evaluation of the CIT program is based on both descriptive and inferential statistics. Descriptive statistics offer snapshots of performance, while inferential statistics support data-driven decision-making and generalizability of findings.

  • [Solved] Response 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Response1.docx **## Response1.docx** 100 word response 1 reference/intext citation Due 5/2/2025 Sara The criminal justice prevention program used throughout this class has been the Davie Police Athletic League Program, commonly referred to as Davie PAL. This community…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Response1.docx

    **## Response1.docx**

    100 word response 1 reference/intext citation

    Due 5/2/2025

    Sara

    The criminal justice prevention program used throughout this class has been the Davie Police Athletic League Program, commonly referred to as Davie PAL. This community-based program aims to foster a better understanding among law enforcement officers and youth to reduce juvenile delinquency.

    **Descriptive statistics** convey a particular dataset characteristic using summary statistics, graphs, and tables (Spatz, 2019). There are five common forms: mean, median, mode, variance, and standard deviation. The
    **mean**, or average, represents the overall trend of a dataset by summing values and dividing by the count. The
    **median**, a more resistant measure, highlights the middle point of the data when sorted, offering stability against extreme values. The
    **mode**, indicating the most frequent value, can benefit categorical data.
    **Variance** calculates the average squared differences from the mean to measure data dispersion (Vito & Higgins, 2015). In contrast,
    **standard deviation,** the square root of variance, summarizes the spread of data around the mean (Vito & Higgins, 2015). This type of statistic helps people understand the program’s data without performing complex analysis.

    Descriptive statistics can be effectively applied to evaluate the Davie PAL program in several ways. One approach is to calculate the
    **average age of participants (mean)** and analyze the
    **gender distribution and socioeconomic status** of the group. These statistics can be visually represented through bar graphs, making the data accessible and easy to interpret for stakeholders. Another approach involves analyzing
    **standard deviation and variance** by comparing participant data before and after their involvement in the program. These measures can provide valuable insights into the variability of outcomes, helping stakeholders determine whether the program is achieving its intended impact. Additionally,
    **pre- and post-grade comparisons** can directly measure academic improvement among participants, highlighting one aspect of the program's effectiveness.

    **Inferential statistics** is a method that uses sample evidence and probability to conclude about larger, often unmeasurable populations (Spatz, 2019). In other words, it allows researchers to generalize findings from a sample dataset to the broader population. Unlike descriptive statistics, which focus on summarizing data, inferential statistics assess relationships, make predictions, and test hypotheses. A statistical hypothesis identifies the connection between two variables of interest, which relies on a null hypothesis. Vito & Higgins (2015) explain that a rule, such as the 95% rule, refers to constructing confidence intervals where researchers are 95% certain the actual value lies within the specified range.  This approach minimizes both false-positive and false-negative errors, ensuring more reliable conclusions (Vito & Higgins, 2015).

    Inferential statistics provide a powerful approach to analyze the effectiveness of the Davie PAL program and assess its impact on juvenile crime rates. Several
    **statistical tools** can be employed to evaluate program outcomes comprehensively, including the t-test, chi-square test, regression analysis, and confidence intervals (Vito & Higgins, 2015).  A
    **t-test**, for example, could be used to compare juvenile crime rates among participants before and after their involvement in the program, or between participants and non-participants. This comparison can determine whether changes in crime rates are statistically significant. Similarly, a
    **chi-square tes** t can assess relationships between categorical variables, such as comparing the distribution of juvenile arrests across participants and non-participants, highlighting potential patterns in reduced criminal behaviors.
    **Regression analysis** offers another valuable tool for more complex evaluations, such as examining how program participation hours predict outcomes like improved grades, self-esteem, or reduced crime rates.

    Additionally,
    **confidence intervals** provide a range of values within which the program's actual effect is likely to fall, offering stakeholders clarity about the reliability and precision of findings. These statistical tools help stakeholders to test the program’s effectiveness and uncover actionable insights for optimizing future crime prevention strategies. By leveraging inferential methods, the Davie PAL program can translate data into evidence-based improvements that ensure impactful and sustainable outcomes.

    **## Response1.docx**

    100 word response 1 reference/intext citation

    Due 5/2/2025

    Sara

    The criminal justice prevention program used throughout this class has been the Davie Police Athletic League Program, commonly referred to as Davie PAL. This community-based program aims to foster a better understanding among law enforcement officers and youth to reduce juvenile delinquency.

    **Descriptive statistics** convey a particular dataset characteristic using summary statistics, graphs, and tables (Spatz, 2019). There are five common forms: mean, median, mode, variance, and standard deviation. The
    **mean**, or average, represents the overall trend of a dataset by summing values and dividing by the count. The
    **median**, a more resistant measure, highlights the middle point of the data when sorted, offering stability against extreme values. The
    **mode**, indicating the most frequent value, can benefit categorical data.
    **Variance** calculates the average squared differences from the mean to measure data dispersion (Vito & Higgins, 2015). In contrast,
    **standard deviation,** the square root of variance, summarizes the spread of data around the mean (Vito & Higgins, 2015). This type of statistic helps people understand the program’s data without performing complex analysis.

    Descriptive statistics can be effectively applied to evaluate the Davie PAL program in several ways. One approach is to calculate the
    **average age of participants (mean)** and analyze the
    **gender distribution and socioeconomic status** of the group. These statistics can be visually represented through bar graphs, making the data accessible and easy to interpret for stakeholders. Another approach involves analyzing
    **standard deviation and variance** by comparing participant data before and after their involvement in the program. These measures can provide valuable insights into the variability of outcomes, helping stakeholders determine whether the program is achieving its intended impact. Additionally,
    **pre- and post-grade comparisons** can directly measure academic improvement among participants, highlighting one aspect of the program's effectiveness.

    **Inferential statistics** is a method that uses sample evidence and probability to conclude about larger, often unmeasurable populations (Spatz, 2019). In other words, it allows researchers to generalize findings from a sample dataset to the broader population. Unlike descriptive statistics, which focus on summarizing data, inferential statistics assess relationships, make predictions, and test hypotheses. A statistical hypothesis identifies the connection between two variables of interest, which relies on a null hypothesis. Vito & Higgins (2015) explain that a rule, such as the 95% rule, refers to constructing confidence intervals where researchers are 95% certain the actual value lies within the specified range.  This approach minimizes both false-positive and false-negative errors, ensuring more reliable conclusions (Vito & Higgins, 2015).

    Inferential statistics provide a powerful approach to analyze the effectiveness of the Davie PAL program and assess its impact on juvenile crime rates. Several
    **statistical tools** can be employed to evaluate program outcomes comprehensively, including the t-test, chi-square test, regression analysis, and confidence intervals (Vito & Higgins, 2015).  A
    **t-test**, for example, could be used to compare juvenile crime rates among participants before and after their involvement in the program, or between participants and non-participants. This comparison can determine whether changes in crime rates are statistically significant. Similarly, a
    **chi-square tes** t can assess relationships between categorical variables, such as comparing the distribution of juvenile arrests across participants and non-participants, highlighting potential patterns in reduced criminal behaviors.
    **Regression analysis** offers another valuable tool for more complex evaluations, such as examining how program participation hours predict outcomes like improved grades, self-esteem, or reduced crime rates.

    Additionally,
    **confidence intervals** provide a range of values within which the program's actual effect is likely to fall, offering stakeholders clarity about the reliability and precision of findings. These statistical tools help stakeholders to test the program’s effectiveness and uncover actionable insights for optimizing future crime prevention strategies. By leveraging inferential methods, the Davie PAL program can translate data into evidence-based improvements that ensure impactful and sustainable outcomes.

  • [Solved] Discussion post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    581 Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. Include the following sections: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. – Discuss two factors that motivated yo…

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    Assignment Prompt & Instructions

    581

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.

    Include the following sections:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    – Discuss two factors that motivated you to enroll in the master’s degree program in nursing (MSN).
    – Explain how you plan to use your MSN degree in your professional career. Include the state and location where you wish to work. (new jersey)
    – Identify and describe three Chamberlain resources available to support your success in the MSN program. Include how you plan to use the resources.
    – Explain how you will manage your current responsibilities while participating in this program. Discuss two self-care strategies you can incorporate to strengthen your resilience.
    2. **Integration of Evidence**: Integrate relevant scholarly sources as defined by program expectations:

    – Cite a scholarly source in the initial post.

    – Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
    – Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.
    3. **Professionalism in Communication**: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
    4. **Reference Citation**: Use current APA format to format citations and references and is free of errors.

    ****please include similarity report  and AI report ***

    – a year ago

  • [Solved] Applied Sciences homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Evidence babe project guide line Refer to the APA website or the Purdue OWL website for examples of correct citations. Use the words in bold as your headings. This is NOT a formal paper. No title page needed. No reference page needed. Include the semester and term after your name. Student’s name Sem…

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    Assignment Prompt & Instructions

    Evidence babe project guide line

    Refer to the APA website or the Purdue OWL website for examples of correct citations.

    Use the words in bold as your headings. This is NOT a formal paper. No title page needed. No reference page needed. Include the semester and term after your name.

    Student’s name

    Semester, Term

    **Practice setting** (5 points)

    **Clinical problem** (5 points)

    **PICO question** (10 points) Include how each letter is represented in the question.

    **Study** related to clinical problem or PICO question

    **Reference** in APA format (10 points)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words. (25 points)

    **Strengths of the study** (15 points)

    **Limitations of the study** (15 points)

    **Use in your practice** (15 points)

    This is an example of the Evidence Base project of fictional student how it should be done below and here is the Article used for this example.

    Article e23750. [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Student’s name**- Henry Studious

    **Semester, Term**- Spring 2025, Term 2

    **Practice setting**

    I work at Integris Baptist in critical care as a monitor technician.

    **Clinical problem**

    We have had 4 patients in the past month who developed pneumonia within a week of being intubated.

    **PICO Question**

    Among adults who are intubated, is comprehensive oral care (chlorhexidine, tooth brushing, moisturizing gel) more effective than chlorhexidine alone in preventing ventilator-associated pneumonia (VAP)?

    P- Intubated adult

    I – Oral care interventions

    C – Prophylactic antibiotics

    O – VAP

    **Reference:** Provide the citation for the study in APA format. Include the DOI

    Singh, P., Arshad, Z., Srivastava, V., Singh, G., & Gangwar, R. (2022) Efficacy of oral care protocols in the prevention of ventilator-associated pneumonia in mechanically ventilated patients. _Cureus, 14_(4). Article e23750. [https://doi.org/10.7759/cureus.23750](https://doi.org/10.7759/cureus.23750)

    **Description:** In your own words, describe the study in less than 200 words. Include study design, participants, intervention if there was one, and major conclusions. Description should be less than 200 words.

    Singh et al. (2022) conducted a randomized control trial in India with 220 critically-ill patients receiving mechanical ventilation. No statistically significant differences were found in the demographic and clinical characteristics of the treatment and control groups at baseline. Routine oral care for intubated patients was the use of chlorhexidine in the oral cavity. In addition to the normal interventions used to prevent ventilator-associated pneumonia (VAP), the treatment group received toothbrushing and application of a mouth moisturizer. During the study, the frequency of oral care was determined by a standardized, scored oral assessment. Diagnosis of VAP was made based on fever, abnormal chest X-rays, and positive cultures of the endotracheal tube. The treatment group had lower prevalence of VAP, fewer days of mechanical ventilation, lower mortality, and shorter ICU stays. (129 words)

    **Strengths of the study** (15 points)

    The strengths of the study include the rigorous design with random assignment to groups, an adequate sample size, and a rigorous intervention. The study had no attrition.

    **Limitations of the study**(15 points)

    The study was conducted in one critical care unit in a different country. The researchers also noted that some patients were admitted from other hospitals and the care provided there was not known. Some of these patients may have received antibiotics. They also said that the diagnosis for VAP was non-invasive and thus possibly less accurate. The researchers did not discuss the fidelity of the intervention- was the intervention applied consistently with all patients in the treatment group?

    **How do you plan to use the study results in your practice?** (15 points)

    I plan to share the results of this study with the unit manager and one of the RNs I work with routinely. We already use chlorhexidine as part of the mouth care for intubated patients. Using the comprehensive oral care intervention would require additional nurse time and the purchase of toothbrushes, toothpaste, and moisturizer, but preventing VAP would be worth it.

    Use this link article below to do the Evidence base project following the example and guided line above. please check for AI recognition

    Use this Article:

    https://mail.google.com/mail/u/1?ui=2&ik=2b05d284e4&attid=0.1&permmsgid=msg-f:1830862121522802305&th=196887663215ae81&view=att&disp=inline&realattid=f_ma4e4bql1&zw

    – [\
    \
    CBTforinsomnia.pdf](https://www.sweetstudy.com/files/cbtforinsomnia-pdf "CBTforinsomnia.pdf")

    – a year ago

  • [Solved] Social Science homework

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Business Strategy – Group Project on Temu Need a Case Study for the group project TEMU 1. Offer a plan for implementation – 2 pages 2. Determine measurements for effectiveness and efficiency – 2 pages 3. Lo…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Business Strategy – Group Project on Temu

    Need a Case Study for the group project TEMU

    1. Offer a plan for implementation – 2 pages

    2. Determine measurements for effectiveness and efficiency – 2 pages

    3. Logical conclusion – 2 pages

    Total 6 pages

    APA format

    Need PPT slides too

    The PPT should include:

    – A title slide, closing slide, and a presentation theme

    – Figure/Table or image

    – Transitions and animations

    – Consistent font size, color, and capital/lowercase letters

    – Follow the 7X7 rule (*No Paragraphs – PPTs are meant to be concise overviews of the material. You should only have 7 bullets on each slide MAX).

    Need plagiarism check report

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  • [Solved] Nursing homework

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    – a year ago **files (2)** – ## SMARTGoalsEvaluationInstructionsandrubric.docx – ## NUR640CLSmartGoals.pptx **## SMARTGoalsEvaluationInstructionsandrubric.docx** ![icon](https://www.sweetstudy.com/questions/nursing-homework-20903359)**_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**

    ![icon](https://www.sweetstudy.com/questions/nursing-homework-20903359)**_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

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.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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    ## image6.png

    ## image3.png

    ## image4.png

    **## SMARTGoalsEvaluationInstructionsandrubric.docx**

    ![icon](https://www.sweetstudy.com/questions/nursing-homework-20903359)**_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**

    ![icon](https://www.sweetstudy.com/questions/nursing-homework-20903359)**_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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    – a year ago **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 consistin…

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    Assignment Prompt & Instructions

    – a year ago

    **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.

    2

    SMART Goals Overview

    3

    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.

    4

    Goal #2 – Improve Diagnostic Proficiency in Mental Health Disorders

    5

    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.

    6

    Goal #4 – Improve Therapeutic Communication with Psychiatric Patients

    7

    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.

    8

    Barriers and Solutions to Achieving Goals

    9

    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

    10

    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

    11

    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

    12

    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

    13

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    **## 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.

    2

    SMART Goals Overview

    3

    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.

    4

    Goal #2 – Improve Diagnostic Proficiency in Mental Health Disorders

    5

    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.

    6

    Goal #4 – Improve Therapeutic Communication with Psychiatric Patients

    7

    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.

    8

    Barriers and Solutions to Achieving Goals

    9

    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

    10

    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

    11

    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

    12

    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

    13

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    **## 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.

    2

    SMART Goals Overview

    3

    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.

    4

    Goal #2 – Improve Diagnostic Proficiency in Mental Health Disorders

    5

    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.

    6

    Goal #4 – Improve Therapeutic Communication with Psychiatric Patients

    7

    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.

    8

    Barriers and Solutions to Achieving Goals

    9

    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

    10

    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

    11

    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

    12

    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

    13

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    **## 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.

    2

    SMART Goals Overview

    3

    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.

    4

    Goal #2 – Improve Diagnostic Proficiency in Mental Health Disorders

    5

    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.

    6

    Goal #4 – Improve Therapeutic Communication with Psychiatric Patients

    7

    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.

    8

    Barriers and Solutions to Achieving Goals

    9

    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

    10

    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

    11

    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

    12

    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

    13

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