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Summary of strengths: Opportunities for growth: Four (4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Lea

Summary of strengths:

Opportunities for growth:

Four (4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources. 

1.  Goal:

a.  Objective:

b.  Objective:

c.  Objective:

2.  Goal:

a.  Objective:

b.  Objective:

c.  Objective:

3.  Goal: 

a.  Objective:

b.  Objective:

c.  Objective:

4.  Goal:

a.  Objective:

b.  Objective:

c.  Objective:

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    PRAC_6665_6675_Clinical_Skills_Self_Assessment_Form_final__Maria.docx.pdf
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    SMART_Goals12.2021.pdf

PRAC 6665/6675 Clinical Skills

Self-Assessment Form

Nurse practitioners partner up with a variety of other healthcare providers to provide

prompt, secure, and efficient care. Advanced patient care necessitates a diverse set of clinical

skills. The ability to detect and treat people suffering from various mental diseases is primarily

reliant on clinical competence (Singh et al., 2022). Clinical talents must be evaluated in order to

determine one’s potential and places for improvement. This paper explores my practicum’s

strengths, flaws, and growth opportunities.

Desired Clinical Skills for Students to Achieve

Confident (Can complete independently)

Mostly confident (Can complete with supervision)

Beginning (Have performed with supervision or needs supervision to feel confident)

New (Have never performed or does not apply)

Comprehensive psychiatric evaluation skills in:

Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

Differentiating between pathophysiological and psychopathological conditions

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)

Performing and interpreting a mental status examination

Performing and 

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interpreting a psychosocial assessment and family psychiatric history

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

Formulating diagnoses according to DSM 5-TR based on assessment data

Differentiating between normal/abnormal age- related physiological and psychological symptoms/changes

Pharmacotherapeutic skills in:

Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)

Evaluating patient response and modify plan as necessary

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

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Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)

Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

Develop an age appropriate individualized plan of care

Provide psychoeducation to individuals and/or any caregivers

Promote health and disease prevention techniques

Self-assessment skill:

Develop SMART goals for practicum experiences

Evaluating outcomes of practicum goals and modify plan as necessary

Documenting and reflecting on learning experiences

Professional skills:

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Maintains professional boundaries and therapeutic relationship with clients and staff

Collaborate with multi- disciplinary teams to improve clinical practice in mental health settings

Identifies ethical and legal dilemmas with possible resolutions

Demonstrates non- judgmental practice approach and empathy

Practices within scope of practice

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation

Implements the screening instrument efficiently and effectively with the clients

Interprets results for screening instruments accurately

Develops an appropriate plan of care based upon screening instruments response

Identifies the need to refer to another specialty provider when applicable

Accurately documents recommendations for psychiatric consultations when applicable

Summary of strengths:

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My areas of expertise include patients and families of patients, as well as

multidisciplinary teams. Modes of communication include vocal, nonverbal, and written

communication. When communicating with clients and families members, I always try to be

empathic. Sharing knowledge with other practitioners, such as nurse practitioners and

physicians is critical in ensuring the health and safety of patients (Nilsen et al., 2020). To

reduce the possibility of medical errors, for example, I ensure it is a priority to offer accurate

information to practitioners during the handing over. In communicating with patients and

their families, it is critical to utilize good language and demonstrate compassion. Clients want

to have confidence that their nurses are looking out for them. Communication between

patients and nurses is critical for establishing mutual confidence between the two sides.

Treatment strategies and education for patients are essential for getting exceptional results.

The loved ones of a patient require regular information on their family’s information.

I am strong in diagnosing and treating mental conditions. I’ve evaluated a broad

spectrum of people with diverse mental health disorders. Throughout my practicum, I

encountered a diverse range of patients. For example, I look to see if an individual has lost

interest in their normal routine or if they have an overtime negative attitude on life. A correct

diagnosis necessitates the appropriate identification of signs and indicators. I am able to

develop and maintain professional relationships with patients. My goal is to avoid having

unprofessional relationships with my clients. If I suspect an emotional connection that would

affect treatment, I would ensure to refer the client to another therapist. Patients’ have to

trust the healthcare system to be dependent on ethical and legal considerations at all times.

Regardless of their racial or sexual background, stage of life, or diseases, every patient get

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handled with dignity and compassion the provider. Healthcare is a basic human right no

matter the ethnicity of an individual. Patient confidence and a nonjudgmental approach to

healthcare can help to enhance diversity.

Opportunities for growth:

Nursing is a career that is always evolving to guarantee that individuals with diverse

needs receive the quality care (Flaubert et al., 2021). My preceptor and I will have nursing

mentorship relationship as my initial opportunity for growth. Additional interactions with my

preceptor can help me better grasp the areas where I am week. Two of the areas where I

have to improve to help assist the patients in psychosocial evaluation and family psychiatric

history. Psychosocial assessment is where I can have an advantage by practicing. Only

comprehensive patient assessments allow for appropriate diagnoses.

I will need the details clients have provided in order to appropriately and reliably

evaluate them. I will need the help of my preceptor to develop my abilities to conduct and

comprehend psychosocial evaluations and family psychiatric histories. Online courses,

webinars, and conferences offer a secondary way to improve. The accessibility and simplicity

of use of this platform is extremely beneficial to nurse practitioners. Webinars and seminars

offered by nursing organizations, reputable practitioners, and hospitals are two examples. For

instance, the webinars will address bias and the development of therapy regimens tailored to

every patient’s needs. It is feasible to join nursing groups as a third option to advancement.

I am working on becoming a member of the American and National Leagues of

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Nursing. Without the assistance of nursing organizations, the field of nursing would not be

what it is today (Chiu et al., 2021). Membership includes personal development, networking,

financial aid, and other educational opportunities. The fourth option for advancement is to

volunteer for organizations that give mental health services to low-income families. My

charitable work will allow me to connect with a diverse spectrum of individuals while

discovering about the complexities of mental health care. My ideal times to volunteer will be

on weekends and specific days of the week. By discussing how to use various screening

instruments for mental health disorders, fellow students and my preceptor will support me in

learning advanced technology skills. Participating in the group will improve my ability to

employ a variety of skills. My goal is to utilize the school library to enhance my skills. Using

peer-reviewed literature, I will seek out recent, credible, and scientifically information. Due to

the high-quality data, I will be able to discover current trends in mental healthcare solutions.

Now, write three to four (3–4) possible goals and objectives for this practicum experience.

Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1. Goal: Improve my communication skills when handling clients and working with an inter-professional team a. Objective: Provide information to patients and their families and offer explanation

on what the information means b. Objective: Improve on effective inter-personal relationships in inter-professional

teams using effective communication c. Objective: Develop therapeutic relationships with my patients by using good

communication

2. Goal: Improve my knowledge in using diagnostic screening tools and techniques for different patients and how to use the results a. Objective: Use the skills I have acquired to differentiate between screening tools b. Objective: Assess the symptoms of the patient and arrive at their diagnosis using

screening tools c. Objective: Have the ability to select and use a diagnostic tool for the patient

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3. Goal: Select the appropriate primary diagnosis, differential diagnoses, effective treatment plan and follow-up strategies a. Objective: Develop the diagnosis list using different diagnostic strategies b. Objective: Ensure to utilize advanced nurse knowledge to get differential diagnosis c. Objective: Create a treatment plan that has a specific timeline and follow-up

metrics

4. Goal: Meet ethical and legal standards when caring for patients a. Objective: Cultivate an environment that gives patients an opportunity have open

communication b. Objective: I will conduct myself professionally by adhering to ethical and legal

standards c. Objective: Use advanced nurse knowledge to identify and adhere to cultural

differences in a professional setting.

Signature:

Date:

Course/Section:

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References

Chiu, P., Cummings, G. G., Thorne, S., & Schick-Makaroff, K. (2021). Policy advocacy and

nursing organizations: a scoping review. Policy, Politics, & Nursing Practice, 22(4), 276–

296. https://doi.org/10.1177/15271544211050611

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses

in improving health care access and quality. In www.ncbi.nlm.nih.gov. National

Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573910/

Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of

successful changes in health care organizations: an interview study with physicians,

registered nurses and assistant nurses. BMC Health Services Research, 20(1).

https://doi.org/10.1186/s12913-020-4999-8

Singh, V., Kumar, A., & Gupta, S. (2022). Mental health prevention and promotion—a narrative

review. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.898009

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Setting S.M.A.R.T. Goals Savvy Strategies to Help you Succeed

Screen reader note: This presentation has clickable buttons to make this presentation interactive- clicking is not required though. You can still access all content by reviewing each page of the presentation in order.

Begin!

W H A T I S A S . M . A . R . T . G O A L ?

S.M.A.R.T. is a goal-setting tool, which identifies five criteria for setting effective goals: specific, measurable, achievable, relevant, and time-bound. Goals built around these criteria are likely to be met because they are focused, realistic, and actionable. For more specific definitions and examples of each criterion, use the buttons below:

S Specific

M Measurable

A Achievable

R Relevant

T Time Bound

I’m ready for a quiz!

S I S F O R S P E C I F I C

When setting a goal, be specific about what you would like to achieve. Think about how you might reach your goal, as well as what you hope to gain by achieving it.

I want to be a better student.

This is a vague goal. Without further definition, it will be difficult to achieve. To improve this goal, ask, “Why do I want to be a better student? And more importantly, how can I become a better student?”

This term, I will focus on improving my probability skills and earn at least a B in my statistics course.

This goal is much more specific. It includes a focused definition of what it means to be a better student (at least a B grade) and considers what can be gained by achieving this goal (improved math skills).

S Specific

M Measurable

A Achievable

R Relevant

T Time Bound

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M I S F O R M E A S U R A B L E

Realistic, effective goals offer a way to measure your progress. Measurable goals also clearly indicate when you have succeeded in achieving your goal.

I want to be in better health.

This goal can’t be measured. What does it mean

to be in better health and how will you know when

you have achieved it?

I will improve my physical health by riding my bike to work at least three times per week.

This goal is measurable. It will be achieved when

you successfully ride your bike to work a

minimum of three times per week.

S Specific

M Measurable

A Achievable

R Relevant

T Time Bound

Take me home!

A I S F O R A C H I E V A B L E Set goals that are feasible, realistic, and within reach. Goals should be challenging but not unattainable—otherwise, you may be setting yourself up to fail.

I am going to write 25 pages of my dissertation each week, so that I can finish within 6 weeks.

This goal is likely unachievable. Dissertations are meant to be written over long periods of time. Even full-time professional authors cannot adhere to such a rigorous pace.

For the entire month of January, I will dedicate at least one, distraction-free hour per day to writing my dissertation.

While still challenging, this goal is more realistic. If all goes well, at the end of January, you can commit yourself to another month of daily writing or adjust your goal to better suit your lifestyle and obligations.

S Specific

M Measurable

A Achievable

R Relevant

T Time Bound

Take me home!

R I S F O R R E L E V A N T Goals should reflect your values and long-term objectives. Avoid setting goals that may distract from, or that don’t directly contribute to, the achievement of more urgent, overarching aims.

I will complete my Master’s of Nursing within three years by taking two online

classes per term.

Again, if you are a Master’s of Nursing student, it

makes sense to set a goal that is directly related

to your long-term academic and professional

objectives.

I want to write a novel before I turn 40.

For career authors and creative writers, this might

be a realistic and relevant goal. However, if you are

actively pursuing a Master’s in Nursing in order to

further an established career in the health field,

focusing on a novel is likely distracting and

counterproductive.

S Specific

M Measurable

A Achievable

R Relevant

T Time Bound

Take me home!

T I S F O R T I M E – B O U N D

When you set a goal, establish a target deadline or timeframe, as well. Deadlines help you stay motivated and focused on achieving your goal.

I want to run a marathon.

This goal may be achievable, but without a timeframe, it doesn’t mean much. Many of us want to run a marathon someday; fewer of us commit to and train for a specific event.

I will adhere to the Runner’s World 16-week training schedule, so that I am prepared to run the Boston Marathon on April 15th.

This goal is specific, measurable, achievable, and time- bound. It includes a deadline, which is tied to a particular event and realistic training plan.

S Specific

M Measurable

A Achievable

R Relevant

T Time-Bound

I’m ready for a quiz! Take me home!

S . M . A . R . T . G O A L S Q U I Z – Q U E S T I O N 1

1.) A middle school teacher sets the following goal: I will attend two professional development workshops.

Which two S.M.A.R.T. criteria does this goal fail to meet?

Time Bound

and Specific

Relevant and

Measurable

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S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 1 C O R R E C T A N S W E R

A middle school teacher sets the following goal: I will attend two professional development workshops. Which two S.M.A.R.T. criteria does this goal fail to meet?

Time Bound and Specific

That’s right! Setting a goal to attend two workshops is measurable. When the teacher has attended two workshops, they’ve achieved their goal. Moreover, attending professional development is likely relevant to a middle school teacher. However, this goal is not specific (which two workshops and why?), nor is it tied to a deadline (when will this task be completed?).

Next Question Take me home!

S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 1 I N C O R R E C T A N S W E R

A middle school teacher sets the following goal: I will attend two professional development workshops. Which two S.M.A.R.T. criteria does this goal fail to meet?

Relevant and Measurable

Take a second look at this one: setting out to attend two workshops means that the goal is measurable. When the teacher has attended two workshops, they have achieved their goal. Moreover, attending professional development is likely relevant to a middle school teacher. However, this goal is not specific (which two workshops and why?), nor is it tied to a deadline (when will this task be completed?).

Try again! Next

Question

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S . M . A . R . T . G O A L S Q U I Z – Q U E S T I O N 2

2.) A doctoral Public Health student sets the following goal: To improve my grammar, I will complete the Sentence Structure Basics and Verbs modules in the Writing Center with a 90% score within 6 months.

Does this goal meet all five S.M.A.R.T. criteria?

Yes

No

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S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 2 C O R R E C T A N S W E R

A doctoral Public Health student sets the following goal: To improve my grammar, I will complete the Sentence Structure Basics and Verbs modules in the Writing Center with a 90% score within 6 months. Does this goal meet all five S.M.A.R.T. criteria?

Yes

That’s right! This goal does, in fact, meet all five criteria. The student refers to specific modules, sets a metric to determine success (90%), and attaches the goal to a timeframe of 6 months. Moreover, this is an achievable goal—the student is not expecting perfection, and the timeline is realistic. Finally, for a doctoral student who will eventually write a dissertation, proper grammar is especially important, which means that this goal is relevant.

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S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 2 I N C O R R E C T A N S W E R

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