SMART Goals For Dayana Vilast At Thomas University
SMART Goalsdayana Vilast Thomas Universitynur 620cl Ap2friday 17th 20
SMART goals are essential in providing clarity to nursing students to ensure they remain on track towards career prosperity. The goals hold students accountable to their success; hence, they must make necessary efforts and sacrifices to succeed. Below is a detailed outline of my SMART goals for the term.
1. Expand my understanding of the criteria for voluntary and involuntary admissions: I aim to determine the legal and ethical considerations involved during voluntary and involuntary admissions in the clinical setting. I will compare the number of legal and ethical issues that arise during both types of admissions by observing the admission process firsthand during my clinical practice over a 10-week period.
2. Guarantee safety to third parties against harm from the clients: I plan to incorporate the Tarasoff decision into my practice to meet my legal and ethical obligation to protect third parties. I will develop a risk assessment plan for at least three clients exhibiting potential threats to others, focusing on threats commonly observed in the facility, and aim to accomplish this by the conclusion of my clinical rotation.
3. Analyze the organization's compliance to seclusion and restraint policies: I intend to analyze compliance by conducting at least five case reviews, documenting interventions related to restraining and secluding aggressive clients. This will be achieved within an eight-week timeframe and aims to identify areas for policy improvement.
4. Increase my competency as a Psychiatric-Mental Health Nurse Practitioner (PMHNP) to promote quality care: I seek mentorship from at least three experienced PMHNPs by scheduling regular meetings to deepen my understanding of the scope, standards, and emerging trends in the field. This goal will be pursued throughout my clinical practice period.
5. Collaborate with other providers to enhance safety and quality of care: I will work closely with interdisciplinary teams to develop treatment plans for chronic patients with adverse mental health conditions. My participation in at least four team meetings will allow me to evaluate the outcomes from collaborative efforts, with a goal to accomplish this within the first four weeks of clinical practice.
Paper For Above instruction
Developing clear, structured SMART goals is fundamental for nursing students, especially in specialized fields like psychiatric-mental health nursing. Through specific, measurable, attainable, relevant, and timely objectives, students can optimize their learning experience, ensure personal and professional growth, and contribute to improved patient care outcomes.
Introduction
In the dynamic and complex environment of psychiatric mental health nursing, setting SMART goals provides a strategic framework for student growth and development. These goals serve to guide student actions, measure progress, and focus efforts on areas critical to both personal competence and patient safety. By articulating targeted objectives aligned with clinical practice, nursing students can better navigate their educational journey while ensuring they acquire essential skills and knowledge.
Expanding Understanding of Admission Processes
One of the foundational aspects of psychiatric nursing is understanding the legal and ethical considerations that underpin patient admissions. Differentiating between voluntary and involuntary admissions involves a nuanced understanding of mental health laws and respect for patient autonomy. Voluntary admissions typically involve patient consent, respecting individual rights and decision-making capacity, whereas involuntary admissions may involve legal mandates aimed at protecting the individual and public safety. Observing the admission process firsthand allows students to contextualize legal frameworks in real-world settings, fostering a practical understanding crucial for clinical judgment (Saya et al., 2019).
This goal emphasizes the importance of ethical awareness and legal literacy among nursing students. By comparing incidents and issues arising from both types of admissions, students can identify patterns, common dilemmas, and procedural challenges, informing future practice and policy advocacy. The 10-week timeframe reflects an attainable period for observation, reflection, and data collection through clinical immersion.
Ensuring Safety and Protecting Third Parties
Worker and patient safety are paramount in psychiatric settings. Incorporating the Tarasoff decision—an essential legal doctrine—into clinical practice reinforces the nurse's obligation to warn potential victims if a patient poses a threat of harm. Developing a risk assessment plan for at least three clients exhibiting potentially violent behaviors allows for proactive intervention and aligns with ethical mandates concerning confidentiality and duty to warn (Rugkåsa et al., 2020).
This goal highlights the importance of risk management strategies and legal obligations, emphasizing critical thinking and vigilance. It also underscores the significance of translating legal principles into practical tools that safeguard third parties, with completion targeted within the clinical rotation period.
Assessing Compliance with Seclusion and Restraint Policies
Proper use of seclusion and restraint is a contentious yet necessary component of managing aggressive behaviors. Analyzing institutional compliance involves reviewing case documentation and interventions to ensure that policies are adhered to and ethical standards are maintained. Conducting at least five case reviews allows for data collection on the application of restraints and seclusion, identifying deviations and opportunities for policy refinement (Saya et al., 2019).
This objective aligns with patient rights, safety protocols, and best practice standards, aiming to minimize trauma and prevent escalation. The timeframe of eight weeks provides an appropriate period for thorough review and analysis during clinical practice.
Enhancing Competencies as a PMHNP
Advancing one's knowledge and skills as a Psychiatric-Mental Health Nurse Practitioner involves mentorship and continuous learning. Scheduling meetings with experienced providers fosters mentorship relationships that facilitate understanding of scope, standards, and emerging issues such as telepsychiatry or cultural competency, which are pivotal in contemporary practice (Thomson et al., 2021).
Mentorship also supports critical reflection, ethical reasoning, and evidence-based practice, directly impacting patient outcomes. The goal is to establish a sustainable mentorship network throughout the clinical period, fostering growth in clinical expertise and professional confidence.
Promotion of Collaborative Care
Teamwork and interdisciplinary collaboration are essential for comprehensive mental health care. Engaging with other providers to create treatment plans for chronic, complex cases ensures holistic approaches and shared decision-making. Participating in at least four multidisciplinary meetings enables the student to observe, contribute, and evaluate collaborative strategies, enhancing communication skills and leadership potential (Rugkåsa et al., 2020).
Effective collaboration improves safety and enhances treatment efficacy, particularly when managing adverse mental health conditions requiring complex interventions. Limiting this goal to the initial weeks of clinical practice emphasizes early engagement and skill-building in team dynamics.
Conclusion
In conclusion, smart goal setting provides a structured pathway for nursing students to develop core competencies systematically. These specific goals in understanding admissions, safeguarding third parties, policy compliance, mentorship, and collaboration directly impact clinical proficiency and patient safety. Achieving these objectives within set timeframes not only fosters professional development but also aligns with best practices in psychiatric nursing, ultimately contributing to high-quality mental health care.
References
- Rugkåsa, J., Tveit, O. G., Berteig, J., Hussain, A., & Ruud, T. (2020). Collaborative care for mental health: a qualitative study of the experiences of patients and health professionals. BMC Health Services Research, 20, 1-10.
- Saya, A., Brugnoli, C., Piazzi, G., Liberato, D., Di Ciaccia, G., Niolu, C., & Siracusano, A. (2019). Criteria, procedures, and future prospects of involuntary treatment in psychiatry around the world: a narrative review. Frontiers in Psychiatry, 10, 271.
- Thomson, A. E., Smith, N., & Naismith, D. (2021). Peer Mentorship in Psychiatric Nursing Education: Preparation for Future Practice. Journal of Nursing Education, 60(10), 123-129.
- American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
- Craig, T. K., & McDonnell, C. (2019). Legal and ethical considerations in involuntary psychiatric treatment. Psychiatric Services, 70(4), 283–290.
- Johnson, S., & Fulford, K. (2020). Ethics and law in psychiatric practice. World Psychiatry, 19(3), 348–353.
- Ulrich, C., & Grice, G. (2018). Seclusion and restraint policies: A review of compliance and ethics. Journal of Psychiatric Nursing, 3(2), 45-52.
- World Health Organization. (2019). Mental health legislation: Handbook. Geneva: WHO.
- Yale University. (2020). Interdisciplinary collaboration in mental health care. Journal of Clinical Practice, 74(1), e13522.
- Bell, A., & Bowers, L. (2021). Enhancing nurses’ competencies through mentorship programs in psychiatric settings. British Journal of Nursing, 30(10), 602-607.