Assignment Prompt & Instructions
– ## smart640paper.docx
– ## smartPP640.pptx
**## smart640paper.docx**
SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length.
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?
**## smartPP640.pptx**
SMART Goal Setting
Art Snoke
Introduction
The SMART outline (Specific, Measurable, Attainable, Realistic, Timely) is a tool that guides me to having achievable goals.
Setting goals is important for me. They help me focus on my clinical experience, improve skills, and track progress.
This power point outlines five SMART goals to improve as a future PMHNP.
The SMART framework—Specific, Measurable, Attainable, Realistic, and Timely—shows my goals are focused and achievable, helps me track my progress and develop. Goal setting is important because it provides direction helps with professional growth. I outlined five SMART goals to improve my abilities with providing therapy, assessing patients, collaborating and, communicating. These goals will prepare me as a PMHNP.
2
Goal 1 – Assist in Therapy Sessions
Goal: Independently help two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week clinical term.
Specific: I will lead a session for an adult with anxiety, using CBT techniques like thought restructuring (Beck, 2020).
Measurable: Success is having 80% engagement, measured by participation or completed exercises, with preceptor feedback.
My first goal is to be on my own with two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week term. This goal is specific because it targets adults with anxiety and uses CBT skills, like thought restructuring. (Beck, 2020). It is measurable because being a 80% participant, evaluated with contributions or completion of exercises, with feedback from my preceptor.
3
Goal 1 – Continued
Attainable: My CBT training with my preceptor will make this goal possible.
Realistic: Anxiety is common complaint in a clinical setting, and leading two sessions is realistic.
Timely: I will complete both sessions by end of the 6-week term.
This goal is possible because my preceptor’s guidance will help me in planning and leading sessions. It is realistic, because anxiety disorders are frequent in the clinic and leading two sessions is possible. The timeline is met by setting a deadline of 6 weeks. Timeline helps me stay focused. This experience will build my confidence for becoming a future PMHNP.
4
Goal 2 – Conduct Comprehensive Assessments
Goal: Perform comprehensive psychiatric assessments for five therapy participants with mood disorders.
Specific: I will assess five participants with mood disorders, using tools like the PHQ-9
Measurable: Success is finishing five assessments with my preceptor confirming differential diagnoses.
My second goal is to do a comprehensive psychiatric assessments for five participants with mood disorders. This goal is specific, focusing on assessing five individuals with mood disorders using tools like the PHQ-9. The goal is measurable by completing five assessments, each confirmed by my preceptor. This will help me develop skills for identifying and managing psychiatric disorders effectively and proper treatments as a future PMHNP.
5
Goal 2 – Continued
Attainable: My training in psychiatric assessment and having guidance support this goal.
Realistic: Five assessments are possible within the term.
Timely: I will complete all assessments by the end of 6 weeks.
This goal is possible, because of my training in psychiatric assessment. Combine this with preceptor feedback. It is realistic because many disorders come to the clinic. Completing five assessments is possible .The goal has a deadline of 6 weeks 6/27/25. By doing this, I will strengthen my ability to prioritize treatment for psychiatric conditions. This goal will help me with thorough assessments..
6
Goal 3 – Develop Interprofessional Collaboration Skills
Goal: Work with two other team members to develop a therapy plan for an adolescent with depression.
Specific: I would like to work with a social worker and psychologist to create a therapy plan using therapy techniques (Lemma et al., 2024).
Measurable: Success is a preceptor-approved plan with assistances from both team members.
The third goal is to work with two other team members—a social worker and a psychologist—to develop a plan for adolescent with depression. This goal is specific, because it involves creating a plan using interpersonal therapy. Which are effective for adolescent depression (Lemma et al., 2024). The goal is measurable because of having a preceptor-approved therapy plan that has contributions from both team members.
7
Goal 3 – Continued
Attainable: My clinical site has interprofessional teams, and I will be supervised.
Realistic: One plan is manageable by 3rd or 4th week, focusing on a adolescent issue.
Timely: I will complete the plan by the end of the 3rd or 4th week.
This goal is possible because my clinical site has interprofessional teams, and I will be supervised. It is realistic, as developing a therapy plan by the end of the 3rd or 4th week. The goal timely, with a cutoff by 6/27/25. Reaching this will improve my skills and show teamwork. This goal shows my ability to communicate with other health care professionals and that I can work as team member.
8
Goal 4 – Enhance Therapeutic Communication
Goal: Using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia.
Specific: I will use active listening and open-ended questions during sessions for geriatric patients with dementia (Varcarolis & Fosbre, 2020).
Measurable: Success is reaching 90%, measured by preceptor observation.
The fourth goal is using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia. This goal is exact, using two communication techniques—active listening and open-ended questioning. These skills are important for building trust and engagement. The goal is measurable by reaching 90%. Measured by preceptor observations.
9
Goal 4 – Continued
Attainable: My communication and preceptor feedback support this goal.
Realistic: Focusing on two techniques with a specific population is possible.
Timely: I will achieve this by 6/17/25, within the term.
This goal is possible; my communication training and preceptor feedback will help me get better with these techniques. It is realistic, focusing on two specific techniques with a population can be done this term. The goal is timely, with a deadline of 6/17/25. Reaching this will help me with geriatric patients and improve their experience. This goal helps my therapeutic communication.
10
Goal 5 – Evaluate Clinical Practice
Goal: Complete three reflective journal entries analyzing my therapy skills, identifying an improvement area.
Specific: I will write journal entries reflecting on my skills in therapy sessions (Rolfe & Freshwater, 2020).
Measurable: Success is completing three entries, each identifying one specific area to improve on.
My fifth goal is to complete 3 reflective journal entries analyzing my therapy skills, identifying one improvement area per entry. This goal is specific, focusing on using a journal to improve my skills in therapy, using a structured self-evaluation(Rolfe & Freshwater, 2020). It is measurable by completing three entries identifying an improvement area. This helps with professional growth through self-evaluation.
11
Goal 5 – Continued
Attainable: My clinical schedule allows time for reflection.
Realistic: Three entries are possible, focusing on self-evaluation.
Timely: I will complete all entries by 06/17/25.
This goal is possible, my clinical schedule allows time for reflection, and preceptor guidance will help also. It is realistic with 3 entries. Self-reflection is a great way to improve skills. The goal is timely, with a deadline 06/17/25, Reaching this will help my understanding of areas for improvement.
12
Conclusion
These five SMART goals target key skills: facilitating therapy, assessing patients, collaborating with others, communicating, and reflecting.
Reaching them will help me deliver evidence-based, culturally informed care.
The goals will help my growth as a PMHNP.
These five SMART goals—facilitating therapy, conducting assessments, collaborating with others, improving communication, and reflection. Each goal is designed to build specific skills. Which will help with providing quality mental health care. Reaching these goals by 6/17/25, I will get better and grow. To one day help people with their psychiatric needs.
13
References
Glazer, K., Rootes-Murdy, K., Van Wert, M., Mondimore, F., & Zandi, P. (2020). The utility of PHQ-9 and CGI-S in measurement-based care for predicting suicidal ideation and behaviors. Journal of affective disorders, 266, 766-771.
[https://doi.org/10.1016/j.jad.2018.05.054](https://doi.org/10.1016/j.jad.2018.05.054)
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
Rolfe, G., & Freshwater, D. (2020). Critical reflection in practice: Generating knowledge for care (2nd ed.). Palgrave Macmillan.
Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing: A communication approach to evidence-based care (4th ed.). Elsevier.
Lemma, A., Hepworth, M., Fonagy, P., Luyten, P., & Abrahams, D. (2024). Brief dynamic interpersonal therapy. Oxford University Press.
## image1.jpg
**## smartPP640.pptx**
SMART Goal Setting
Art Snoke
Introduction
The SMART outline (Specific, Measurable, Attainable, Realistic, Timely) is a tool that guides me to having achievable goals.
Setting goals is important for me. They help me focus on my clinical experience, improve skills, and track progress.
This power point outlines five SMART goals to improve as a future PMHNP.
The SMART framework—Specific, Measurable, Attainable, Realistic, and Timely—shows my goals are focused and achievable, helps me track my progress and develop. Goal setting is important because it provides direction helps with professional growth. I outlined five SMART goals to improve my abilities with providing therapy, assessing patients, collaborating and, communicating. These goals will prepare me as a PMHNP.
2
Goal 1 – Assist in Therapy Sessions
Goal: Independently help two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week clinical term.
Specific: I will lead a session for an adult with anxiety, using CBT techniques like thought restructuring (Beck, 2020).
Measurable: Success is having 80% engagement, measured by participation or completed exercises, with preceptor feedback.
My first goal is to be on my own with two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week term. This goal is specific because it targets adults with anxiety and uses CBT skills, like thought restructuring. (Beck, 2020). It is measurable because being a 80% participant, evaluated with contributions or completion of exercises, with feedback from my preceptor.
3
Goal 1 – Continued
Attainable: My CBT training with my preceptor will make this goal possible.
Realistic: Anxiety is common complaint in a clinical setting, and leading two sessions is realistic.
Timely: I will complete both sessions by end of the 6-week term.
This goal is possible because my preceptor’s guidance will help me in planning and leading sessions. It is realistic, because anxiety disorders are frequent in the clinic and leading two sessions is possible. The timeline is met by setting a deadline of 6 weeks. Timeline helps me stay focused. This experience will build my confidence for becoming a future PMHNP.
4
Goal 2 – Conduct Comprehensive Assessments
Goal: Perform comprehensive psychiatric assessments for five therapy participants with mood disorders.
Specific: I will assess five participants with mood disorders, using tools like the PHQ-9
Measurable: Success is finishing five assessments with my preceptor confirming differential diagnoses.
My second goal is to do a comprehensive psychiatric assessments for five participants with mood disorders. This goal is specific, focusing on assessing five individuals with mood disorders using tools like the PHQ-9. The goal is measurable by completing five assessments, each confirmed by my preceptor. This will help me develop skills for identifying and managing psychiatric disorders effectively and proper treatments as a future PMHNP.
5
Goal 2 – Continued
Attainable: My training in psychiatric assessment and having guidance support this goal.
Realistic: Five assessments are possible within the term.
Timely: I will complete all assessments by the end of 6 weeks.
This goal is possible, because of my training in psychiatric assessment. Combine this with preceptor feedback. It is realistic because many disorders come to the clinic. Completing five assessments is possible .The goal has a deadline of 6 weeks 6/27/25. By doing this, I will strengthen my ability to prioritize treatment for psychiatric conditions. This goal will help me with thorough assessments..
6
Goal 3 – Develop Interprofessional Collaboration Skills
Goal: Work with two other team members to develop a therapy plan for an adolescent with depression.
Specific: I would like to work with a social worker and psychologist to create a therapy plan using therapy techniques (Lemma et al., 2024).
Measurable: Success is a preceptor-approved plan with assistances from both team members.
The third goal is to work with two other team members—a social worker and a psychologist—to develop a plan for adolescent with depression. This goal is specific, because it involves creating a plan using interpersonal therapy. Which are effective for adolescent depression (Lemma et al., 2024). The goal is measurable because of having a preceptor-approved therapy plan that has contributions from both team members.
7
Goal 3 – Continued
Attainable: My clinical site has interprofessional teams, and I will be supervised.
Realistic: One plan is manageable by 3rd or 4th week, focusing on a adolescent issue.
Timely: I will complete the plan by the end of the 3rd or 4th week.
This goal is possible because my clinical site has interprofessional teams, and I will be supervised. It is realistic, as developing a therapy plan by the end of the 3rd or 4th week. The goal timely, with a cutoff by 6/27/25. Reaching this will improve my skills and show teamwork. This goal shows my ability to communicate with other health care professionals and that I can work as team member.
8
Goal 4 – Enhance Therapeutic Communication
Goal: Using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia.
Specific: I will use active listening and open-ended questions during sessions for geriatric patients with dementia (Varcarolis & Fosbre, 2020).
Measurable: Success is reaching 90%, measured by preceptor observation.
The fourth goal is using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia. This goal is exact, using two communication techniques—active listening and open-ended questioning. These skills are important for building trust and engagement. The goal is measurable by reaching 90%. Measured by preceptor observations.
9
Goal 4 – Continued
Attainable: My communication and preceptor feedback support this goal.
Realistic: Focusing on two techniques with a specific population is possible.
Timely: I will achieve this by 6/17/25, within the term.
This goal is possible; my communication training and preceptor feedback will help me get better with these techniques. It is realistic, focusing on two specific techniques with a population can be done this term. The goal is timely, with a deadline of 6/17/25. Reaching this will help me with geriatric patients and improve their experience. This goal helps my therapeutic communication.
10
Goal 5 – Evaluate Clinical Practice
Goal: Complete three reflective journal entries analyzing my therapy skills, identifying an improvement area.
Specific: I will write journal entries reflecting on my skills in therapy sessions (Rolfe & Freshwater, 2020).
Measurable: Success is completing three entries, each identifying one specific area to improve on.
My fifth goal is to complete 3 reflective journal entries analyzing my therapy skills, identifying one improvement area per entry. This goal is specific, focusing on using a journal to improve my skills in therapy, using a structured self-evaluation(Rolfe & Freshwater, 2020). It is measurable by completing three entries identifying an improvement area. This helps with professional growth through self-evaluation.
11
Goal 5 – Continued
Attainable: My clinical schedule allows time for reflection.
Realistic: Three entries are possible, focusing on self-evaluation.
Timely: I will complete all entries by 06/17/25.
This goal is possible, my clinical schedule allows time for reflection, and preceptor guidance will help also. It is realistic with 3 entries. Self-reflection is a great way to improve skills. The goal is timely, with a deadline 06/17/25, Reaching this will help my understanding of areas for improvement.
12
Conclusion
These five SMART goals target key skills: facilitating therapy, assessing patients, collaborating with others, communicating, and reflecting.
Reaching them will help me deliver evidence-based, culturally informed care.
The goals will help my growth as a PMHNP.
These five SMART goals—facilitating therapy, conducting assessments, collaborating with others, improving communication, and reflection. Each goal is designed to build specific skills. Which will help with providing quality mental health care. Reaching these goals by 6/17/25, I will get better and grow. To one day help people with their psychiatric needs.
13
References
Glazer, K., Rootes-Murdy, K., Van Wert, M., Mondimore, F., & Zandi, P. (2020). The utility of PHQ-9 and CGI-S in measurement-based care for predicting suicidal ideation and behaviors. Journal of affective disorders, 266, 766-771.
[https://doi.org/10.1016/j.jad.2018.05.054](https://doi.org/10.1016/j.jad.2018.05.054)
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
Rolfe, G., & Freshwater, D. (2020). Critical reflection in practice: Generating knowledge for care (2nd ed.). Palgrave Macmillan.
Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing: A communication approach to evidence-based care (4th ed.). Elsevier.
Lemma, A., Hepworth, M., Fonagy, P., Luyten, P., & Abrahams, D. (2024). Brief dynamic interpersonal therapy. Oxford University Press.
## image1.jpg
**## smart640paper.docx**
SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length.
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?
**## smartPP640.pptx**
SMART Goal Setting
Art Snoke
Introduction
The SMART outline (Specific, Measurable, Attainable, Realistic, Timely) is a tool that guides me to having achievable goals.
Setting goals is important for me. They help me focus on my clinical experience, improve skills, and track progress.
This power point outlines five SMART goals to improve as a future PMHNP.
The SMART framework—Specific, Measurable, Attainable, Realistic, and Timely—shows my goals are focused and achievable, helps me track my progress and develop. Goal setting is important because it provides direction helps with professional growth. I outlined five SMART goals to improve my abilities with providing therapy, assessing patients, collaborating and, communicating. These goals will prepare me as a PMHNP.
2
Goal 1 – Assist in Therapy Sessions
Goal: Independently help two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week clinical term.
Specific: I will lead a session for an adult with anxiety, using CBT techniques like thought restructuring (Beck, 2020).
Measurable: Success is having 80% engagement, measured by participation or completed exercises, with preceptor feedback.
My first goal is to be on my own with two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week term. This goal is specific because it targets adults with anxiety and uses CBT skills, like thought restructuring. (Beck, 2020). It is measurable because being a 80% participant, evaluated with contributions or completion of exercises, with feedback from my preceptor.
3
Goal 1 – Continued
Attainable: My CBT training with my preceptor will make this goal possible.
Realistic: Anxiety is common complaint in a clinical setting, and leading two sessions is realistic.
Timely: I will complete both sessions by end of the 6-week term.
This goal is possible because my preceptor’s guidance will help me in planning and leading sessions. It is realistic, because anxiety disorders are frequent in the clinic and leading two sessions is possible. The timeline is met by setting a deadline of 6 weeks. Timeline helps me stay focused. This experience will build my confidence for becoming a future PMHNP.
4
Goal 2 – Conduct Comprehensive Assessments
Goal: Perform comprehensive psychiatric assessments for five therapy participants with mood disorders.
Specific: I will assess five participants with mood disorders, using tools like the PHQ-9
Measurable: Success is finishing five assessments with my preceptor confirming differential diagnoses.
My second goal is to do a comprehensive psychiatric assessments for five participants with mood disorders. This goal is specific, focusing on assessing five individuals with mood disorders using tools like the PHQ-9. The goal is measurable by completing five assessments, each confirmed by my preceptor. This will help me develop skills for identifying and managing psychiatric disorders effectively and proper treatments as a future PMHNP.
5
Goal 2 – Continued
Attainable: My training in psychiatric assessment and having guidance support this goal.
Realistic: Five assessments are possible within the term.
Timely: I will complete all assessments by the end of 6 weeks.
This goal is possible, because of my training in psychiatric assessment. Combine this with preceptor feedback. It is realistic because many disorders come to the clinic. Completing five assessments is possible .The goal has a deadline of 6 weeks 6/27/25. By doing this, I will strengthen my ability to prioritize treatment for psychiatric conditions. This goal will help me with thorough assessments..
6
Goal 3 – Develop Interprofessional Collaboration Skills
Goal: Work with two other team members to develop a therapy plan for an adolescent with depression.
Specific: I would like to work with a social worker and psychologist to create a therapy plan using therapy techniques (Lemma et al., 2024).
Measurable: Success is a preceptor-approved plan with assistances from both team members.
The third goal is to work with two other team members—a social worker and a psychologist—to develop a plan for adolescent with depression. This goal is specific, because it involves creating a plan using interpersonal therapy. Which are effective for adolescent depression (Lemma et al., 2024). The goal is measurable because of having a preceptor-approved therapy plan that has contributions from both team members.
7
Goal 3 – Continued
Attainable: My clinical site has interprofessional teams, and I will be supervised.
Realistic: One plan is manageable by 3rd or 4th week, focusing on a adolescent issue.
Timely: I will complete the plan by the end of the 3rd or 4th week.
This goal is possible because my clinical site has interprofessional teams, and I will be supervised. It is realistic, as developing a therapy plan by the end of the 3rd or 4th week. The goal timely, with a cutoff by 6/27/25. Reaching this will improve my skills and show teamwork. This goal shows my ability to communicate with other health care professionals and that I can work as team member.
8
Goal 4 – Enhance Therapeutic Communication
Goal: Using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia.
Specific: I will use active listening and open-ended questions during sessions for geriatric patients with dementia (Varcarolis & Fosbre, 2020).
Measurable: Success is reaching 90%, measured by preceptor observation.
The fourth goal is using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia. This goal is exact, using two communication techniques—active listening and open-ended questioning. These skills are important for building trust and engagement. The goal is measurable by reaching 90%. Measured by preceptor observations.
9
Goal 4 – Continued
Attainable: My communication and preceptor feedback support this goal.
Realistic: Focusing on two techniques with a specific population is possible.
Timely: I will achieve this by 6/17/25, within the term.
This goal is possible; my communication training and preceptor feedback will help me get better with these techniques. It is realistic, focusing on two specific techniques with a population can be done this term. The goal is timely, with a deadline of 6/17/25. Reaching this will help me with geriatric patients and improve their experience. This goal helps my therapeutic communication.
10
Goal 5 – Evaluate Clinical Practice
Goal: Complete three reflective journal entries analyzing my therapy skills, identifying an improvement area.
Specific: I will write journal entries reflecting on my skills in therapy sessions (Rolfe & Freshwater, 2020).
Measurable: Success is completing three entries, each identifying one specific area to improve on.
My fifth goal is to complete 3 reflective journal entries analyzing my therapy skills, identifying one improvement area per entry. This goal is specific, focusing on using a journal to improve my skills in therapy, using a structured self-evaluation(Rolfe & Freshwater, 2020). It is measurable by completing three entries identifying an improvement area. This helps with professional growth through self-evaluation.
11
Goal 5 – Continued
Attainable: My clinical schedule allows time for reflection.
Realistic: Three entries are possible, focusing on self-evaluation.
Timely: I will complete all entries by 06/17/25.
This goal is possible, my clinical schedule allows time for reflection, and preceptor guidance will help also. It is realistic with 3 entries. Self-reflection is a great way to improve skills. The goal is timely, with a deadline 06/17/25, Reaching this will help my understanding of areas for improvement.
12
Conclusion
These five SMART goals target key skills: facilitating therapy, assessing patients, collaborating with others, communicating, and reflecting.
Reaching them will help me deliver evidence-based, culturally informed care.
The goals will help my growth as a PMHNP.
These five SMART goals—facilitating therapy, conducting assessments, collaborating with others, improving communication, and reflection. Each goal is designed to build specific skills. Which will help with providing quality mental health care. Reaching these goals by 6/17/25, I will get better and grow. To one day help people with their psychiatric needs.
13
References
Glazer, K., Rootes-Murdy, K., Van Wert, M., Mondimore, F., & Zandi, P. (2020). The utility of PHQ-9 and CGI-S in measurement-based care for predicting suicidal ideation and behaviors. Journal of affective disorders, 266, 766-771.
[https://doi.org/10.1016/j.jad.2018.05.054](https://doi.org/10.1016/j.jad.2018.05.054)
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
Rolfe, G., & Freshwater, D. (2020). Critical reflection in practice: Generating knowledge for care (2nd ed.). Palgrave Macmillan.
Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing: A communication approach to evidence-based care (4th ed.). Elsevier.
Lemma, A., Hepworth, M., Fonagy, P., Luyten, P., & Abrahams, D. (2024). Brief dynamic interpersonal therapy. Oxford University Press.
## image1.jpg
**## smart640paper.docx**
SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length.
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?
**## smartPP640.pptx**
SMART Goal Setting
Art Snoke
Introduction
The SMART outline (Specific, Measurable, Attainable, Realistic, Timely) is a tool that guides me to having achievable goals.
Setting goals is important for me. They help me focus on my clinical experience, improve skills, and track progress.
This power point outlines five SMART goals to improve as a future PMHNP.
The SMART framework—Specific, Measurable, Attainable, Realistic, and Timely—shows my goals are focused and achievable, helps me track my progress and develop. Goal setting is important because it provides direction helps with professional growth. I outlined five SMART goals to improve my abilities with providing therapy, assessing patients, collaborating and, communicating. These goals will prepare me as a PMHNP.
2
Goal 1 – Assist in Therapy Sessions
Goal: Independently help two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week clinical term.
Specific: I will lead a session for an adult with anxiety, using CBT techniques like thought restructuring (Beck, 2020).
Measurable: Success is having 80% engagement, measured by participation or completed exercises, with preceptor feedback.
My first goal is to be on my own with two therapy sessions for adults with anxiety disorders using cognitive-behavior therapy (CBT) techniques by the end of the 6-week term. This goal is specific because it targets adults with anxiety and uses CBT skills, like thought restructuring. (Beck, 2020). It is measurable because being a 80% participant, evaluated with contributions or completion of exercises, with feedback from my preceptor.
3
Goal 1 – Continued
Attainable: My CBT training with my preceptor will make this goal possible.
Realistic: Anxiety is common complaint in a clinical setting, and leading two sessions is realistic.
Timely: I will complete both sessions by end of the 6-week term.
This goal is possible because my preceptor’s guidance will help me in planning and leading sessions. It is realistic, because anxiety disorders are frequent in the clinic and leading two sessions is possible. The timeline is met by setting a deadline of 6 weeks. Timeline helps me stay focused. This experience will build my confidence for becoming a future PMHNP.
4
Goal 2 – Conduct Comprehensive Assessments
Goal: Perform comprehensive psychiatric assessments for five therapy participants with mood disorders.
Specific: I will assess five participants with mood disorders, using tools like the PHQ-9
Measurable: Success is finishing five assessments with my preceptor confirming differential diagnoses.
My second goal is to do a comprehensive psychiatric assessments for five participants with mood disorders. This goal is specific, focusing on assessing five individuals with mood disorders using tools like the PHQ-9. The goal is measurable by completing five assessments, each confirmed by my preceptor. This will help me develop skills for identifying and managing psychiatric disorders effectively and proper treatments as a future PMHNP.
5
Goal 2 – Continued
Attainable: My training in psychiatric assessment and having guidance support this goal.
Realistic: Five assessments are possible within the term.
Timely: I will complete all assessments by the end of 6 weeks.
This goal is possible, because of my training in psychiatric assessment. Combine this with preceptor feedback. It is realistic because many disorders come to the clinic. Completing five assessments is possible .The goal has a deadline of 6 weeks 6/27/25. By doing this, I will strengthen my ability to prioritize treatment for psychiatric conditions. This goal will help me with thorough assessments..
6
Goal 3 – Develop Interprofessional Collaboration Skills
Goal: Work with two other team members to develop a therapy plan for an adolescent with depression.
Specific: I would like to work with a social worker and psychologist to create a therapy plan using therapy techniques (Lemma et al., 2024).
Measurable: Success is a preceptor-approved plan with assistances from both team members.
The third goal is to work with two other team members—a social worker and a psychologist—to develop a plan for adolescent with depression. This goal is specific, because it involves creating a plan using interpersonal therapy. Which are effective for adolescent depression (Lemma et al., 2024). The goal is measurable because of having a preceptor-approved therapy plan that has contributions from both team members.
7
Goal 3 – Continued
Attainable: My clinical site has interprofessional teams, and I will be supervised.
Realistic: One plan is manageable by 3rd or 4th week, focusing on a adolescent issue.
Timely: I will complete the plan by the end of the 3rd or 4th week.
This goal is possible because my clinical site has interprofessional teams, and I will be supervised. It is realistic, as developing a therapy plan by the end of the 3rd or 4th week. The goal timely, with a cutoff by 6/27/25. Reaching this will improve my skills and show teamwork. This goal shows my ability to communicate with other health care professionals and that I can work as team member.
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Goal 4 – Enhance Therapeutic Communication
Goal: Using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia.
Specific: I will use active listening and open-ended questions during sessions for geriatric patients with dementia (Varcarolis & Fosbre, 2020).
Measurable: Success is reaching 90%, measured by preceptor observation.
The fourth goal is using active listening and open-ended questioning in 90% of therapy interactions with geriatric patients with dementia. This goal is exact, using two communication techniques—active listening and open-ended questioning. These skills are important for building trust and engagement. The goal is measurable by reaching 90%. Measured by preceptor observations.
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Goal 4 – Continued
Attainable: My communication and preceptor feedback support this goal.
Realistic: Focusing on two techniques with a specific population is possible.
Timely: I will achieve this by 6/17/25, within the term.
This goal is possible; my communication training and preceptor feedback will help me get better with these techniques. It is realistic, focusing on two specific techniques with a population can be done this term. The goal is timely, with a deadline of 6/17/25. Reaching this will help me with geriatric patients and improve their experience. This goal helps my therapeutic communication.
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Goal 5 – Evaluate Clinical Practice
Goal: Complete three reflective journal entries analyzing my therapy skills, identifying an improvement area.
Specific: I will write journal entries reflecting on my skills in therapy sessions (Rolfe & Freshwater, 2020).
Measurable: Success is completing three entries, each identifying one specific area to improve on.
My fifth goal is to complete 3 reflective journal entries analyzing my therapy skills, identifying one improvement area per entry. This goal is specific, focusing on using a journal to improve my skills in therapy, using a structured self-evaluation(Rolfe & Freshwater, 2020). It is measurable by completing three entries identifying an improvement area. This helps with professional growth through self-evaluation.
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Goal 5 – Continued
Attainable: My clinical schedule allows time for reflection.
Realistic: Three entries are possible, focusing on self-evaluation.
Timely: I will complete all entries by 06/17/25.
This goal is possible, my clinical schedule allows time for reflection, and preceptor guidance will help also. It is realistic with 3 entries. Self-reflection is a great way to improve skills. The goal is timely, with a deadline 06/17/25, Reaching this will help my understanding of areas for improvement.
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Conclusion
These five SMART goals target key skills: facilitating therapy, assessing patients, collaborating with others, communicating, and reflecting.
Reaching them will help me deliver evidence-based, culturally informed care.
The goals will help my growth as a PMHNP.
These five SMART goals—facilitating therapy, conducting assessments, collaborating with others, improving communication, and reflection. Each goal is designed to build specific skills. Which will help with providing quality mental health care. Reaching these goals by 6/17/25, I will get better and grow. To one day help people with their psychiatric needs.
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References
Glazer, K., Rootes-Murdy, K., Van Wert, M., Mondimore, F., & Zandi, P. (2020). The utility of PHQ-9 and CGI-S in measurement-based care for predicting suicidal ideation and behaviors. Journal of affective disorders, 266, 766-771.
[https://doi.org/10.1016/j.jad.2018.05.054](https://doi.org/10.1016/j.jad.2018.05.054)
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
Rolfe, G., & Freshwater, D. (2020). Critical reflection in practice: Generating knowledge for care (2nd ed.). Palgrave Macmillan.
Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing: A communication approach to evidence-based care (4th ed.). Elsevier.
Lemma, A., Hepworth, M., Fonagy, P., Luyten, P., & Abrahams, D. (2024). Brief dynamic interpersonal therapy. Oxford University Press.
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