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    – 2 years ago **files (2)** – ## smartgoals2.docx – ## smartgoals1.pptx **## smartgoals2.docx** 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. Use the following questions to guide your resp…

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    – 2 years ago

    **files (2)**

    – ## smartgoals2.docx

    – ## smartgoals1.pptx

    **## smartgoals2.docx**

    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.

    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?

    **## smartgoals1.pptx**

    My Smart Goals

    Name of Student

    Course

    Date

    Goal 1

    By the end of this clinical term, I will improve my ability to communicate with patients and their families in a way that is clear, compassionate, and culturally sensitive.

    Summary

    Specific: I want to focus on both verbal and non-verbal communication during patient interactions, ensuring I listen actively and convey empathy.

    Measurable: I will track my progress through feedback from at least 5 patients or families and 3 clinical mentors. Positive comments will show I am improving.

    Attainable: To make this happen, I’ll practice daily by using active listening techniques, asking open-ended questions, and observing experienced nurses (Babaii et al., 2021).

    Realistic: Communication is a skill that grows with consistent effort, and this goal aligns perfectly with what I already do in clinicals.

    Timely: I will see measurable improvement by week 6 and maintain this standard through the end of the 12-week term.

    This goal is to enhance my ability to communicate effectively and compassionately with patients and their families. This is specific because it is applied to both verbal and non verbal communication highlighting active listening and empathy. Success is measurable with positive feedback from at least five patients or families and three mentors. Practice communication skills during patient interactions and previous observation of experienced nurses are what make it attainable. It is realistic because communication is a critical part of nursing and can improve with practice. The time frame of this goal is to obtain measurable improvement by week 6 in the clinical term and maintain this standard until week 12.

    3

    Goal 2

    I will be competent in performing routine physical assessments by the end of this term.

    4

    Summary

    Specific: I will focus on mastering routine physical assessments because they are fundamental to my role as a PHMNP and critical for patient care.

    Measurable: My goal is to independently perform 15 routine physical assessments under my preceptor's supervision by the end of the term.

    Attainable: With access to clinical sites, preceptor guidance, and hands-on practice, I can develop and refine my assessment skills during each clinical shift.

    Realistic: Mastering physical assessments is an expected competency for PHMNP students and achievable within the term's timeline.

    Timely: I aim to achieve proficiency by week 8 and continue practicing regularly to maintain and refine my skills through week 12.

    I aim to be able to perform routine physical assessments to a competent level. This specific goal centered around a very important skill needed for my role as a PHMNP. I will complete 15 assessments independently with preceptor approval thus it is measurable. The goal is attainable because I have the access to clinical sites, mentorship, and practice opportunities during the shifts. I have the resources to achieve mastery of this competency, which is why it is realistic, since learning physical assessment is expected of PHMNP students. The timeframe I have set is by week 8 of the term I want to achieve proficiency, and from there on practice and perfecting my skills until week 12. This plan will make me progress in a steady manner and confidently enough.

    5

    Goal 3

    I will be competent in conducting mental health assessments using standardized tools by the end of this term.

    Summary

    Specific: I will focus on mastering mental health assessments using tools such as the PHQ-9, GAD-7, and MMSE because they are critical for diagnosing and managing mental health conditions.

    Measurable: My goal is to complete 10 mental health assessments under supervision and independently with my preceptor’s approval.

    Attainable: With access to clinical opportunities, mentorship, and standardized tools, I can practice and refine these skills during every clinical shift.

    Realistic: These assessments are part of my role as a PHMNP and within my capabilities to learn and perform.

    Timely: I aim to be proficient by week 8 and maintain consistent practice through week 12.

    My goal is to conduct mental health assessments correctly using standardized tools like the PHQ-9, GAD-7, MMSE. The goal is specific because it aims to build a vital skill of recognising and dealing with mental health problems. I can measure this because I will do 10 independent assessments and get my preceptor’s approval. I believe that goal is achievable; I have preceptor, clinical opportunities, and standardized tools to help my learning. This is realistic because students performing these assessments are expected to demonstrate this competency. My timeframe is to achieve proficiency by week 8, working hard and further refining my practice by week 12 to become more confident and consistent.

    7

    Goal 4

    I will develop strong professional connections with at least 3 healthcare team members by the end of this clinical term.

    Summary

    Specific: I will take the initiative to introduce myself, ask questions, and collaborate with team members during clinical shifts.

    Measurable: I will document at least 3 meaningful collaborative interactions or mentorship discussions by the end of the term.

    Attainable: By showing a proactive attitude, participating in team discussions, and asking for feedback, I can achieve this goal.

    Realistic: Building professional relationships is a natural outcome of teamwork, and my enthusiasm will help me connect with others.

    Timely: I will start forming connections by week 4 and continue to nurture these relationships throughout the term.

    The goal of this is to create at least three meaningful connections with healthcare team members. It is specific as it targets proactive collaboration and mentorship building during clinical shifts. The goal is measurable through documenting three collaborative interactions or mentorship discussions during this term. Since nursing is a very team oriented profession, it is attainable, interaction with others comes naturally during daily tasks. It is a realistic goal as building relationships with professionals is a common and achievable part of clinical practice. This goal has a time frame of week 4 for initiating and maintaining connections consistently throughout the 12 week clinical term.

    9

    Goal 5

    I will be proficient in developing and implementing care plans for managing common mental health conditions by the end of this term.

    Summary

    Specific: I will focus on creating care plans for mental health conditions such as anxiety, depression, and PTSD, as these are vital for supporting patients in primary care settings.

    Measurable: My goal is to develop and implement at least five individualized care plans under supervision and with my preceptor’s approval.

    Attainable: With access to clinical rotations, mentorship, and patient interactions, I can practice and refine my skills in creating these care plans during my shifts.

    Realistic: Developing care plans for mental health conditions is an essential skill for PHMNP students and within my capacity to master.

    Timely: I aim to achieve proficiency by week 8 and continue improving my skills through the end of week 12.

    I want to be proficient in developing and implementing care plans for looking after patients with anxiety, depression and PTSD. This is a specific goal as it focuses on an important area of practice for a PHMNP. I can show that I will complete at least five care plans independently, with preceptor approval, meaning it is measurable. It’s attainable because I’m going to have clinical exposure, mentorship and the ability to interact with patients who are in need of mental health care. This is realistic because one of the main expectations for PHMNP students is to be able to manage mental health conditions. In the timeframe, proficiency is to be achieved in week 8 and practice and refinement of these skills continue until week 12 to achieve consistent and effective care planning.

    11

    References

    Babaii, A., Mohammadi, E., & Sadooghiasl, A. (2021). The meaning of the empathetic nurse–patient communication: A qualitative study. Journal of patient experience, 8, 23743735211056432.

    Time Analytics. (2022). What is the ABC Method of Time Management.
    [https://timeanalyticssoftware.com/abc-method/](https://timeanalyticssoftware.com/abc-method/)

    12

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## smartgoals1.pptx**

    My Smart Goals

    Name of Student

    Course

    Date

    Goal 1

    By the end of this clinical term, I will improve my ability to communicate with patients and their families in a way that is clear, compassionate, and culturally sensitive.

    Summary

    Specific: I want to focus on both verbal and non-verbal communication during patient interactions, ensuring I listen actively and convey empathy.

    Measurable: I will track my progress through feedback from at least 5 patients or families and 3 clinical mentors. Positive comments will show I am improving.

    Attainable: To make this happen, I’ll practice daily by using active listening techniques, asking open-ended questions, and observing experienced nurses (Babaii et al., 2021).

    Realistic: Communication is a skill that grows with consistent effort, and this goal aligns perfectly with what I already do in clinicals.

    Timely: I will see measurable improvement by week 6 and maintain this standard through the end of the 12-week term.

    This goal is to enhance my ability to communicate effectively and compassionately with patients and their families. This is specific because it is applied to both verbal and non verbal communication highlighting active listening and empathy. Success is measurable with positive feedback from at least five patients or families and three mentors. Practice communication skills during patient interactions and previous observation of experienced nurses are what make it attainable. It is realistic because communication is a critical part of nursing and can improve with practice. The time frame of this goal is to obtain measurable improvement by week 6 in the clinical term and maintain this standard until week 12.

    3

    Goal 2

    I will be competent in performing routine physical assessments by the end of this term.

    4

    Summary

    Specific: I will focus on mastering routine physical assessments because they are fundamental to my role as a PHMNP and critical for patient care.

    Measurable: My goal is to independently perform 15 routine physical assessments under my preceptor's supervision by the end of the term.

    Attainable: With access to clinical sites, preceptor guidance, and hands-on practice, I can develop and refine my assessment skills during each clinical shift.

    Realistic: Mastering physical assessments is an expected competency for PHMNP students and achievable within the term's timeline.

    Timely: I aim to achieve proficiency by week 8 and continue practicing regularly to maintain and refine my skills through week 12.

    I aim to be able to perform routine physical assessments to a competent level. This specific goal centered around a very important skill needed for my role as a PHMNP. I will complete 15 assessments independently with preceptor approval thus it is measurable. The goal is attainable because I have the access to clinical sites, mentorship, and practice opportunities during the shifts. I have the resources to achieve mastery of this competency, which is why it is realistic, since learning physical assessment is expected of PHMNP students. The timeframe I have set is by week 8 of the term I want to achieve proficiency, and from there on practice and perfecting my skills until week 12. This plan will make me progress in a steady manner and confidently enough.

    5

    Goal 3

    I will be competent in conducting mental health assessments using standardized tools by the end of this term.

    Summary

    Specific: I will focus on mastering mental health assessments using tools such as the PHQ-9, GAD-7, and MMSE because they are critical for diagnosing and managing mental health conditions.

    Measurable: My goal is to complete 10 mental health assessments under supervision and independently with my preceptor’s approval.

    Attainable: With access to clinical opportunities, mentorship, and standardized tools, I can practice and refine these skills during every clinical shift.

    Realistic: These assessments are part of my role as a PHMNP and within my capabilities to learn and perform.

    Timely: I aim to be proficient by week 8 and maintain consistent practice through week 12.

    My goal is to conduct mental health assessments correctly using standardized tools like the PHQ-9, GAD-7, MMSE. The goal is specific because it aims to build a vital skill of recognising and dealing with mental health problems. I can measure this because I will do 10 independent assessments and get my preceptor’s approval. I believe that goal is achievable; I have preceptor, clinical opportunities, and standardized tools to help my learning. This is realistic because students performing these assessments are expected to demonstrate this competency. My timeframe is to achieve proficiency by week 8, working hard and further refining my practice by week 12 to become more confident and consistent.

    7

    Goal 4

    I will develop strong professional connections with at least 3 healthcare team members by the end of this clinical term.

    Summary

    Specific: I will take the initiative to introduce myself, ask questions, and collaborate with team members during clinical shifts.

    Measurable: I will document at least 3 meaningful collaborative interactions or mentorship discussions by the end of the term.

    Attainable: By showing a proactive attitude, participating in team discussions, and asking for feedback, I can achieve this goal.

    Realistic: Building professional relationships is a natural outcome of teamwork, and my enthusiasm will help me connect with others.

    Timely: I will start forming connections by week 4 and continue to nurture these relationships throughout the term.

    The goal of this is to create at least three meaningful connections with healthcare team members. It is specific as it targets proactive collaboration and mentorship building during clinical shifts. The goal is measurable through documenting three collaborative interactions or mentorship discussions during this term. Since nursing is a very team oriented profession, it is attainable, interaction with others comes naturally during daily tasks. It is a realistic goal as building relationships with professionals is a common and achievable part of clinical practice. This goal has a time frame of week 4 for initiating and maintaining connections consistently throughout the 12 week clinical term.

    9

    Goal 5

    I will be proficient in developing and implementing care plans for managing common mental health conditions by the end of this term.

    Summary

    Specific: I will focus on creating care plans for mental health conditions such as anxiety, depression, and PTSD, as these are vital for supporting patients in primary care settings.

    Measurable: My goal is to develop and implement at least five individualized care plans under supervision and with my preceptor’s approval.

    Attainable: With access to clinical rotations, mentorship, and patient interactions, I can practice and refine my skills in creating these care plans during my shifts.

    Realistic: Developing care plans for mental health conditions is an essential skill for PHMNP students and within my capacity to master.

    Timely: I aim to achieve proficiency by week 8 and continue improving my skills through the end of week 12.

    I want to be proficient in developing and implementing care plans for looking after patients with anxiety, depression and PTSD. This is a specific goal as it focuses on an important area of practice for a PHMNP. I can show that I will complete at least five care plans independently, with preceptor approval, meaning it is measurable. It’s attainable because I’m going to have clinical exposure, mentorship and the ability to interact with patients who are in need of mental health care. This is realistic because one of the main expectations for PHMNP students is to be able to manage mental health conditions. In the timeframe, proficiency is to be achieved in week 8 and practice and refinement of these skills continue until week 12 to achieve consistent and effective care planning.

    11

    References

    Babaii, A., Mohammadi, E., & Sadooghiasl, A. (2021). The meaning of the empathetic nurse–patient communication: A qualitative study. Journal of patient experience, 8, 23743735211056432.

    Time Analytics. (2022). What is the ABC Method of Time Management.
    [https://timeanalyticssoftware.com/abc-method/](https://timeanalyticssoftware.com/abc-method/)

    12

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## smartgoals2.docx**

    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.

    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?

    **## smartgoals1.pptx**

    My Smart Goals

    Name of Student

    Course

    Date

    Goal 1

    By the end of this clinical term, I will improve my ability to communicate with patients and their families in a way that is clear, compassionate, and culturally sensitive.

    Summary

    Specific: I want to focus on both verbal and non-verbal communication during patient interactions, ensuring I listen actively and convey empathy.

    Measurable: I will track my progress through feedback from at least 5 patients or families and 3 clinical mentors. Positive comments will show I am improving.

    Attainable: To make this happen, I’ll practice daily by using active listening techniques, asking open-ended questions, and observing experienced nurses (Babaii et al., 2021).

    Realistic: Communication is a skill that grows with consistent effort, and this goal aligns perfectly with what I already do in clinicals.

    Timely: I will see measurable improvement by week 6 and maintain this standard through the end of the 12-week term.

    This goal is to enhance my ability to communicate effectively and compassionately with patients and their families. This is specific because it is applied to both verbal and non verbal communication highlighting active listening and empathy. Success is measurable with positive feedback from at least five patients or families and three mentors. Practice communication skills during patient interactions and previous observation of experienced nurses are what make it attainable. It is realistic because communication is a critical part of nursing and can improve with practice. The time frame of this goal is to obtain measurable improvement by week 6 in the clinical term and maintain this standard until week 12.

    3

    Goal 2

    I will be competent in performing routine physical assessments by the end of this term.

    4

    Summary

    Specific: I will focus on mastering routine physical assessments because they are fundamental to my role as a PHMNP and critical for patient care.

    Measurable: My goal is to independently perform 15 routine physical assessments under my preceptor's supervision by the end of the term.

    Attainable: With access to clinical sites, preceptor guidance, and hands-on practice, I can develop and refine my assessment skills during each clinical shift.

    Realistic: Mastering physical assessments is an expected competency for PHMNP students and achievable within the term's timeline.

    Timely: I aim to achieve proficiency by week 8 and continue practicing regularly to maintain and refine my skills through week 12.

    I aim to be able to perform routine physical assessments to a competent level. This specific goal centered around a very important skill needed for my role as a PHMNP. I will complete 15 assessments independently with preceptor approval thus it is measurable. The goal is attainable because I have the access to clinical sites, mentorship, and practice opportunities during the shifts. I have the resources to achieve mastery of this competency, which is why it is realistic, since learning physical assessment is expected of PHMNP students. The timeframe I have set is by week 8 of the term I want to achieve proficiency, and from there on practice and perfecting my skills until week 12. This plan will make me progress in a steady manner and confidently enough.

    5

    Goal 3

    I will be competent in conducting mental health assessments using standardized tools by the end of this term.

    Summary

    Specific: I will focus on mastering mental health assessments using tools such as the PHQ-9, GAD-7, and MMSE because they are critical for diagnosing and managing mental health conditions.

    Measurable: My goal is to complete 10 mental health assessments under supervision and independently with my preceptor’s approval.

    Attainable: With access to clinical opportunities, mentorship, and standardized tools, I can practice and refine these skills during every clinical shift.

    Realistic: These assessments are part of my role as a PHMNP and within my capabilities to learn and perform.

    Timely: I aim to be proficient by week 8 and maintain consistent practice through week 12.

    My goal is to conduct mental health assessments correctly using standardized tools like the PHQ-9, GAD-7, MMSE. The goal is specific because it aims to build a vital skill of recognising and dealing with mental health problems. I can measure this because I will do 10 independent assessments and get my preceptor’s approval. I believe that goal is achievable; I have preceptor, clinical opportunities, and standardized tools to help my learning. This is realistic because students performing these assessments are expected to demonstrate this competency. My timeframe is to achieve proficiency by week 8, working hard and further refining my practice by week 12 to become more confident and consistent.

    7

    Goal 4

    I will develop strong professional connections with at least 3 healthcare team members by the end of this clinical term.

    Summary

    Specific: I will take the initiative to introduce myself, ask questions, and collaborate with team members during clinical shifts.

    Measurable: I will document at least 3 meaningful collaborative interactions or mentorship discussions by the end of the term.

    Attainable: By showing a proactive attitude, participating in team discussions, and asking for feedback, I can achieve this goal.

    Realistic: Building professional relationships is a natural outcome of teamwork, and my enthusiasm will help me connect with others.

    Timely: I will start forming connections by week 4 and continue to nurture these relationships throughout the term.

    The goal of this is to create at least three meaningful connections with healthcare team members. It is specific as it targets proactive collaboration and mentorship building during clinical shifts. The goal is measurable through documenting three collaborative interactions or mentorship discussions during this term. Since nursing is a very team oriented profession, it is attainable, interaction with others comes naturally during daily tasks. It is a realistic goal as building relationships with professionals is a common and achievable part of clinical practice. This goal has a time frame of week 4 for initiating and maintaining connections consistently throughout the 12 week clinical term.

    9

    Goal 5

    I will be proficient in developing and implementing care plans for managing common mental health conditions by the end of this term.

    Summary

    Specific: I will focus on creating care plans for mental health conditions such as anxiety, depression, and PTSD, as these are vital for supporting patients in primary care settings.

    Measurable: My goal is to develop and implement at least five individualized care plans under supervision and with my preceptor’s approval.

    Attainable: With access to clinical rotations, mentorship, and patient interactions, I can practice and refine my skills in creating these care plans during my shifts.

    Realistic: Developing care plans for mental health conditions is an essential skill for PHMNP students and within my capacity to master.

    Timely: I aim to achieve proficiency by week 8 and continue improving my skills through the end of week 12.

    I want to be proficient in developing and implementing care plans for looking after patients with anxiety, depression and PTSD. This is a specific goal as it focuses on an important area of practice for a PHMNP. I can show that I will complete at least five care plans independently, with preceptor approval, meaning it is measurable. It’s attainable because I’m going to have clinical exposure, mentorship and the ability to interact with patients who are in need of mental health care. This is realistic because one of the main expectations for PHMNP students is to be able to manage mental health conditions. In the timeframe, proficiency is to be achieved in week 8 and practice and refinement of these skills continue until week 12 to achieve consistent and effective care planning.

    11

    References

    Babaii, A., Mohammadi, E., & Sadooghiasl, A. (2021). The meaning of the empathetic nurse–patient communication: A qualitative study. Journal of patient experience, 8, 23743735211056432.

    Time Analytics. (2022). What is the ABC Method of Time Management.
    [https://timeanalyticssoftware.com/abc-method/](https://timeanalyticssoftware.com/abc-method/)

    12

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## smartgoals2.docx**

    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.

    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?

    **## smartgoals1.pptx**

    My Smart Goals

    Name of Student

    Course

    Date

    Goal 1

    By the end of this clinical term, I will improve my ability to communicate with patients and their families in a way that is clear, compassionate, and culturally sensitive.

    Summary

    Specific: I want to focus on both verbal and non-verbal communication during patient interactions, ensuring I listen actively and convey empathy.

    Measurable: I will track my progress through feedback from at least 5 patients or families and 3 clinical mentors. Positive comments will show I am improving.

    Attainable: To make this happen, I’ll practice daily by using active listening techniques, asking open-ended questions, and observing experienced nurses (Babaii et al., 2021).

    Realistic: Communication is a skill that grows with consistent effort, and this goal aligns perfectly with what I already do in clinicals.

    Timely: I will see measurable improvement by week 6 and maintain this standard through the end of the 12-week term.

    This goal is to enhance my ability to communicate effectively and compassionately with patients and their families. This is specific because it is applied to both verbal and non verbal communication highlighting active listening and empathy. Success is measurable with positive feedback from at least five patients or families and three mentors. Practice communication skills during patient interactions and previous observation of experienced nurses are what make it attainable. It is realistic because communication is a critical part of nursing and can improve with practice. The time frame of this goal is to obtain measurable improvement by week 6 in the clinical term and maintain this standard until week 12.

    3

    Goal 2

    I will be competent in performing routine physical assessments by the end of this term.

    4

    Summary

    Specific: I will focus on mastering routine physical assessments because they are fundamental to my role as a PHMNP and critical for patient care.

    Measurable: My goal is to independently perform 15 routine physical assessments under my preceptor's supervision by the end of the term.

    Attainable: With access to clinical sites, preceptor guidance, and hands-on practice, I can develop and refine my assessment skills during each clinical shift.

    Realistic: Mastering physical assessments is an expected competency for PHMNP students and achievable within the term's timeline.

    Timely: I aim to achieve proficiency by week 8 and continue practicing regularly to maintain and refine my skills through week 12.

    I aim to be able to perform routine physical assessments to a competent level. This specific goal centered around a very important skill needed for my role as a PHMNP. I will complete 15 assessments independently with preceptor approval thus it is measurable. The goal is attainable because I have the access to clinical sites, mentorship, and practice opportunities during the shifts. I have the resources to achieve mastery of this competency, which is why it is realistic, since learning physical assessment is expected of PHMNP students. The timeframe I have set is by week 8 of the term I want to achieve proficiency, and from there on practice and perfecting my skills until week 12. This plan will make me progress in a steady manner and confidently enough.

    5

    Goal 3

    I will be competent in conducting mental health assessments using standardized tools by the end of this term.

    Summary

    Specific: I will focus on mastering mental health assessments using tools such as the PHQ-9, GAD-7, and MMSE because they are critical for diagnosing and managing mental health conditions.

    Measurable: My goal is to complete 10 mental health assessments under supervision and independently with my preceptor’s approval.

    Attainable: With access to clinical opportunities, mentorship, and standardized tools, I can practice and refine these skills during every clinical shift.

    Realistic: These assessments are part of my role as a PHMNP and within my capabilities to learn and perform.

    Timely: I aim to be proficient by week 8 and maintain consistent practice through week 12.

    My goal is to conduct mental health assessments correctly using standardized tools like the PHQ-9, GAD-7, MMSE. The goal is specific because it aims to build a vital skill of recognising and dealing with mental health problems. I can measure this because I will do 10 independent assessments and get my preceptor’s approval. I believe that goal is achievable; I have preceptor, clinical opportunities, and standardized tools to help my learning. This is realistic because students performing these assessments are expected to demonstrate this competency. My timeframe is to achieve proficiency by week 8, working hard and further refining my practice by week 12 to become more confident and consistent.

    7

    Goal 4

    I will develop strong professional connections with at least 3 healthcare team members by the end of this clinical term.

    Summary

    Specific: I will take the initiative to introduce myself, ask questions, and collaborate with team members during clinical shifts.

    Measurable: I will document at least 3 meaningful collaborative interactions or mentorship discussions by the end of the term.

    Attainable: By showing a proactive attitude, participating in team discussions, and asking for feedback, I can achieve this goal.

    Realistic: Building professional relationships is a natural outcome of teamwork, and my enthusiasm will help me connect with others.

    Timely: I will start forming connections by week 4 and continue to nurture these relationships throughout the term.

    The goal of this is to create at least three meaningful connections with healthcare team members. It is specific as it targets proactive collaboration and mentorship building during clinical shifts. The goal is measurable through documenting three collaborative interactions or mentorship discussions during this term. Since nursing is a very team oriented profession, it is attainable, interaction with others comes naturally during daily tasks. It is a realistic goal as building relationships with professionals is a common and achievable part of clinical practice. This goal has a time frame of week 4 for initiating and maintaining connections consistently throughout the 12 week clinical term.

    9

    Goal 5

    I will be proficient in developing and implementing care plans for managing common mental health conditions by the end of this term.

    Summary

    Specific: I will focus on creating care plans for mental health conditions such as anxiety, depression, and PTSD, as these are vital for supporting patients in primary care settings.

    Measurable: My goal is to develop and implement at least five individualized care plans under supervision and with my preceptor’s approval.

    Attainable: With access to clinical rotations, mentorship, and patient interactions, I can practice and refine my skills in creating these care plans during my shifts.

    Realistic: Developing care plans for mental health conditions is an essential skill for PHMNP students and within my capacity to master.

    Timely: I aim to achieve proficiency by week 8 and continue improving my skills through the end of week 12.

    I want to be proficient in developing and implementing care plans for looking after patients with anxiety, depression and PTSD. This is a specific goal as it focuses on an important area of practice for a PHMNP. I can show that I will complete at least five care plans independently, with preceptor approval, meaning it is measurable. It’s attainable because I’m going to have clinical exposure, mentorship and the ability to interact with patients who are in need of mental health care. This is realistic because one of the main expectations for PHMNP students is to be able to manage mental health conditions. In the timeframe, proficiency is to be achieved in week 8 and practice and refinement of these skills continue until week 12 to achieve consistent and effective care planning.

    11

    References

    Babaii, A., Mohammadi, E., & Sadooghiasl, A. (2021). The meaning of the empathetic nurse–patient communication: A qualitative study. Journal of patient experience, 8, 23743735211056432.

    Time Analytics. (2022). What is the ABC Method of Time Management.
    [https://timeanalyticssoftware.com/abc-method/](https://timeanalyticssoftware.com/abc-method/)

    12

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  • [Solved] reflect on how APNs can maximize their position and power to potentially influence healthcare policy at the national level.

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  • [Solved] Reducing Work Stress – Recovery SENIOR SEMINAR

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  • [Solved] Psychology Final Submission Assignment

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    please see the attached. I also provided the graded assignments. the template for the Assignment as well. – [\ \ FinalSubmissionAssignmentInstructions.docx](https://www.sweetstudy.com/files/finalsubmissionassignmentinstructions-docx "FinalSubmissionAssignmentInstructions.docx") – [\ \ Gradedrati…

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    please see the attached. I also provided the graded assignments. the template for the  Assignment as well.

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    FinalSubmissionAssignmentInstructions.docx](https://www.sweetstudy.com/files/finalsubmissionassignmentinstructions-docx "FinalSubmissionAssignmentInstructions.docx")
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    Childhoodtraumaandself-stigmainmooddisorders.pdf](https://www.sweetstudy.com/files/childhoodtraumaandself-stigmainmooddisorders-pdf-10199189 "Childhoodtraumaandself-stigmainmooddisorders.pdf")
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    Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf](https://www.sweetstudy.com/files/understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder-pdf-10199191 "Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf")
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    RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf](https://www.sweetstudy.com/files/relationshipbetweenchildhoodtraumaandnonsuicidalself-injuryamongadolescentswithdepressivedisorder-pdf-10199193 "RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf")
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    – 2 years ago

  • [Solved] Pervasive Issues

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    **Pervasive Issues- must be 400 words APA Format 2 references and a additional scholarly source** Based on your readings and the presentations, interact with the following questions in a thoughtful and constructive manner: 1. What are the three most pervasive issues confronting parents as they attem…

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    **Pervasive Issues- must be 400 words APA Format 2 references and a additional scholarly source**

    Based on your readings and the presentations, interact with the following questions in a thoughtful and constructive manner:

    1. What      are the three most pervasive issues confronting parents as they attempt to      raise healthy and godly children today?
    2. In      what ways are these issues hurting the next generation? Consider the      emotional, cognitive, spiritual, psychological, behavioral, and      physiological consequences.

    Your thread must reveal an in-depth exploration of the question in a comprehensive answer reflecting specific concepts and principles

    – [\
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    SireChapter11.docx](https://www.sweetstudy.com/files/sirechapter11-docx "SireChapter11.docx")
    – [\
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    PervasiveIssuesinstructions.docx](https://www.sweetstudy.com/files/pervasiveissuesinstructions-docx "PervasiveIssuesinstructions.docx")
    – [\
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    module7AudioTranscript.docx](https://www.sweetstudy.com/files/module7audiotranscript-docx "module7AudioTranscript.docx")
    – [\
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    – 2 years ago

  • [Solved] Organizational Week 4 Discussion

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  • [Solved] Nursing Assignment 6 Pharmacology

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    Pharmacological Effect of Anti-Hypertensive Medications in the Management of Hypertension – Pathophysiology of the disease state. – Review of the pharmacological agents used for treatment and important information related to the advanced practice nurse. **Submission Instructions:** – APA and 5-7 pag…

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    Pharmacological Effect of Anti-Hypertensive Medications in the Management of Hypertension

    – Pathophysiology of the disease state.
    – Review of the pharmacological agents used for treatment and important information related to the advanced practice nurse.

    **Submission Instructions:**

    – APA and 5-7 pages in length, excluding the title, abstract, and references page.
    – Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles within your work.

    – 2 years ago

  • [Solved] W6Replies

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    – 2 years ago **files (1)** – ## W6Replies.docx **## W6Replies.docx** **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any …

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    – 2 years ago

    **files (1)**

    – ## W6Replies.docx

    **## W6Replies.docx**

    **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

    **Classmate One: (Anna)**

    What I found most interesting about from these two was module six’s information about all the various neonatal reflexes, also known as primitive reflexes. These are often reflexing infants will have for a short amount of time, such as the tonic neck reflex, which is when a baby turns their head while one arm bends when the other straightens (KhanAcademymedicane, 2015). Another would be parmer grasp or rooting reflect. An absence of any neonatal reflexes could indicate something is not developing correctly. Other reflexes that infants have instinctively are breathing and blinking reflexes. Breathing, blinking, swallowing, etc. are reflexes humans will have permanently.

    Adults can gather information about a child’s development based on whether primitive reflexes do not occur or continue. If neonatal reflexes do not occur, then this is likely a sign of developmental delays or impairments. Retention of primitive reflexes could indicate attention, cognitive, or athletic delays or impairments (Lazarus). Retained neonatal reflexes could be due to a problem at birth or the first months of infancy. There are actions one can take to help support children who show signs of persistent neonatal reflects beyond infancy. For instance, “teaching individuals to inhibit their own reflex reactions, and/or…shaping existing reflex reactions into the service of a functional (voluntary) response” (Sigafoos et al., 2021).

    While it is no doubt important for adults to examine whether children can conduct these reflexes, there are studies that show not all reflexes have to be present to suggest whether a child is healthy. 100% of children between the ages of four and six show signs of lacking at least one primitive reflex (Pecuch et al., 2021). It is likely that some preschool children who demonstrate few neonatal reflexes may subside by school age. However, this does not eliminate the importance of continuing to watch children who demonstrate continuous primitive reflexes beyond infancy.

    References

    KhanAcademymedicane. (2015, July 25). Neonatal reflexes | behavior | MCAT | Khan Academy. [Video]. YouTube.
    [https://www.youtube.com/watch?v=ARZD9Qid9lU](https://www.youtube.com/watch?v=ARZD9Qid9lU)

    Lazarus, R. What are retained primitive reflexes? Optometrists Network.
    [https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/](https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/)

    Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(8), 967 Sigafoos, J., Roche, L., O’Reilly, M. F., & Lancioni, G. E. (2021). Persistence of primitive reflexes in developmental disorders. Current Developmental Disorders Reports, 8(2), 98-105.
    [https://doi.org/10.1007/s40474-021-00232-2](https://doi.org/10.1007/s40474-021-00232-2)

    **Classmate two: (Jeffrey)**

    Transactional, bioecological, and relational developmental systems models are all theoretical frameworks within developmental psychology that emphasize the dynamic interplay between an individual and their environment. These systems highlight in their own way how individuals actively shape and are shaped by their surroundings over time. The key difference being the specific focus on the nature of these interactions and the levels of environmental influence considered. Transactional models focus on the bidirectional influence between an individual and their environment. Bioecological models provide a nested system of environmental factors, while relational developmental systems models specifically emphasize the importance of positive relationships in development. Developmental psychology has evolved because of these models and through the work of influential theorists like Urie Bronfenbrenner, Arnold Sameroff, and Richard Lerner. They are shaping its trajectory through their innovative models. Their work has challenged traditional views of development by emphasizing the complex, dynamic, and interconnected nature of human growth.

    Bronfenbrenner’s bioecological model (1979) focuses on the multiple layers of environmental influence on an individual’s development. His framework highlights how factors such as family, school, community, and broader societal contexts interact to shape developmental outcomes. Over time, this model has led to an increased emphasis on the importance of environmental contexts in shaping an individual’s life course (Tudge et al., 2021). Sameroff’s transactional model (1975) also builds on the idea that development is shaped by ongoing, bidirectional interactions between individuals and their environments. Rather than seeing development as a linear progression, Sameroff emphasized that these interactions are dynamic and change over time. This has led to a more nuanced understanding of how environmental factors and personal characteristics coalesce to influence developmental outcomes (Sameroff, 2020). Lerner’s relational developmental systems model (2006) further extends this thinking by positing that development occurs through ongoing relationships between an individual’s biological, social, and psychological systems. Lerner argued that development is a process of adaptation, with individuals constantly responding to, and influencing, their environments in complex ways. His work has deepened our understanding of the role of personal agency and contextual factors in human development, making the field more interdisciplinary and dynamic (Lerner, 2020).

    These models have collectively shifted developmental psychology from focusing on isolated developmental stages to understanding development as an ongoing, multidimensional process. Over the past several decades, developmental psychology has become more integrative, with a stronger focus on the role of culture, environment, and individual agency in shaping development. There has been growing recognition that development is not merely a matter of biological maturation but also involves complex interactions between an individual and their environment (Sameroff, 2020). As researchers continue to explore the intricate web of factors influencing development, these theories remain foundational in broadening the scope of developmental science. These models align with the understanding that individuals are shaped by both God and their surroundings. Scripture teaches that humans are fearfully and wonderfully made (Psalm 139:14), acknowledging both the intrinsic qualities and external factors that influence personal growth.

    References

    King James Bible. (2008). Psalm 139:14. Thomas Nelson, Inc. (Original work published 1769)

    Lerner, R. M. (2020). Relational developmental systems and the concept of development. International Journal of Developmental Science, 14(3), 45-57.
    [https://doi.org/10.3233/DEV-210100](https://doi.org/10.3233/DEV-210100)

    Sameroff, A. J. (2020). Transactional model of development: How children and contexts shape each other
    _._ Psychological Science, 31(1), 103-118.
    [https://doi.org/10.1177/0956797620909310](https://doi.org/10.1177/0956797620909310)

    Tudge, J. R. H., Liang, L. J., & Govedarica, B. (2021). Bronfenbrenner's bioecological model and its relevance to developmental psychology. Developmental Psychology, 57(4), 597-608.
    [https://doi.org/10.1037/dev0001065](https://doi.org/10.1037/dev0001065)

    **## W6Replies.docx**

    **Directions:** You must respond to the 2 classmates replies below of at least 100 words each. To encourage an atmosphere of a conversational discussion, citations and references are not required for the reply posts. However, any sources cited must have been published within the last five years unless the student is citing classic or historical theoretical information or research. Acceptable sources include course materials, scholarly peer-reviewed sources, and/or the Bible, in current APA format, with at least 1 of the sources being from course materials or scholarly, peer-reviewed articles or texts. Each reply must be labeled in order to identify the classmate you are responding to.

    **Classmate One: (Anna)**

    What I found most interesting about from these two was module six’s information about all the various neonatal reflexes, also known as primitive reflexes. These are often reflexing infants will have for a short amount of time, such as the tonic neck reflex, which is when a baby turns their head while one arm bends when the other straightens (KhanAcademymedicane, 2015). Another would be parmer grasp or rooting reflect. An absence of any neonatal reflexes could indicate something is not developing correctly. Other reflexes that infants have instinctively are breathing and blinking reflexes. Breathing, blinking, swallowing, etc. are reflexes humans will have permanently.

    Adults can gather information about a child’s development based on whether primitive reflexes do not occur or continue. If neonatal reflexes do not occur, then this is likely a sign of developmental delays or impairments. Retention of primitive reflexes could indicate attention, cognitive, or athletic delays or impairments (Lazarus). Retained neonatal reflexes could be due to a problem at birth or the first months of infancy. There are actions one can take to help support children who show signs of persistent neonatal reflects beyond infancy. For instance, “teaching individuals to inhibit their own reflex reactions, and/or…shaping existing reflex reactions into the service of a functional (voluntary) response” (Sigafoos et al., 2021).

    While it is no doubt important for adults to examine whether children can conduct these reflexes, there are studies that show not all reflexes have to be present to suggest whether a child is healthy. 100% of children between the ages of four and six show signs of lacking at least one primitive reflex (Pecuch et al., 2021). It is likely that some preschool children who demonstrate few neonatal reflexes may subside by school age. However, this does not eliminate the importance of continuing to watch children who demonstrate continuous primitive reflexes beyond infancy.

    References

    KhanAcademymedicane. (2015, July 25). Neonatal reflexes | behavior | MCAT | Khan Academy. [Video]. YouTube.
    [https://www.youtube.com/watch?v=ARZD9Qid9lU](https://www.youtube.com/watch?v=ARZD9Qid9lU)

    Lazarus, R. What are retained primitive reflexes? Optometrists Network.
    [https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/](https://www.optometrists.org/childrens-vision/guide-to-visual-development/vision-therapy-for-primitive-reflexes/what-are-retained-primitive-reflexes/)

    Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(8), 967 Sigafoos, J., Roche, L., O’Reilly, M. F., & Lancioni, G. E. (2021). Persistence of primitive reflexes in developmental disorders. Current Developmental Disorders Reports, 8(2), 98-105.
    [https://doi.org/10.1007/s40474-021-00232-2](https://doi.org/10.1007/s40474-021-00232-2)

    **Classmate two: (Jeffrey)**

    Transactional, bioecological, and relational developmental systems models are all theoretical frameworks within developmental psychology that emphasize the dynamic interplay between an individual and their environment. These systems highlight in their own way how individuals actively shape and are shaped by their surroundings over time. The key difference being the specific focus on the nature of these interactions and the levels of environmental influence considered. Transactional models focus on the bidirectional influence between an individual and their environment. Bioecological models provide a nested system of environmental factors, while relational developmental systems models specifically emphasize the importance of positive relationships in development. Developmental psychology has evolved because of these models and through the work of influential theorists like Urie Bronfenbrenner, Arnold Sameroff, and Richard Lerner. They are shaping its trajectory through their innovative models. Their work has challenged traditional views of development by emphasizing the complex, dynamic, and interconnected nature of human growth.

    Bronfenbrenner’s bioecological model (1979) focuses on the multiple layers of environmental influence on an individual’s development. His framework highlights how factors such as family, school, community, and broader societal contexts interact to shape developmental outcomes. Over time, this model has led to an increased emphasis on the importance of environmental contexts in shaping an individual’s life course (Tudge et al., 2021). Sameroff’s transactional model (1975) also builds on the idea that development is shaped by ongoing, bidirectional interactions between individuals and their environments. Rather than seeing development as a linear progression, Sameroff emphasized that these interactions are dynamic and change over time. This has led to a more nuanced understanding of how environmental factors and personal characteristics coalesce to influence developmental outcomes (Sameroff, 2020). Lerner’s relational developmental systems model (2006) further extends this thinking by positing that development occurs through ongoing relationships between an individual’s biological, social, and psychological systems. Lerner argued that development is a process of adaptation, with individuals constantly responding to, and influencing, their environments in complex ways. His work has deepened our understanding of the role of personal agency and contextual factors in human development, making the field more interdisciplinary and dynamic (Lerner, 2020).

    These models have collectively shifted developmental psychology from focusing on isolated developmental stages to understanding development as an ongoing, multidimensional process. Over the past several decades, developmental psychology has become more integrative, with a stronger focus on the role of culture, environment, and individual agency in shaping development. There has been growing recognition that development is not merely a matter of biological maturation but also involves complex interactions between an individual and their environment (Sameroff, 2020). As researchers continue to explore the intricate web of factors influencing development, these theories remain foundational in broadening the scope of developmental science. These models align with the understanding that individuals are shaped by both God and their surroundings. Scripture teaches that humans are fearfully and wonderfully made (Psalm 139:14), acknowledging both the intrinsic qualities and external factors that influence personal growth.

    References

    King James Bible. (2008). Psalm 139:14. Thomas Nelson, Inc. (Original work published 1769)

    Lerner, R. M. (2020). Relational developmental systems and the concept of development. International Journal of Developmental Science, 14(3), 45-57.
    [https://doi.org/10.3233/DEV-210100](https://doi.org/10.3233/DEV-210100)

    Sameroff, A. J. (2020). Transactional model of development: How children and contexts shape each other
    _._ Psychological Science, 31(1), 103-118.
    [https://doi.org/10.1177/0956797620909310](https://doi.org/10.1177/0956797620909310)

    Tudge, J. R. H., Liang, L. J., & Govedarica, B. (2021). Bronfenbrenner's bioecological model and its relevance to developmental psychology. Developmental Psychology, 57(4), 597-608.
    [https://doi.org/10.1037/dev0001065](https://doi.org/10.1037/dev0001065)

  • [Solved] Nursing Assignment 6 Diversity

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    Create a visually appealing and informative educational Pamphlet on the Indian Hindu Population – Include information on the pamphlet: – healthcare beliefs, – health practices, – communication styles, – family dynamics; and – any specific health disparities. – Include practical tips, strategies, or …

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    Create a visually appealing and informative educational Pamphlet on the Indian Hindu Population

    – Include information on the pamphlet:
    – healthcare beliefs,
    – health practices,
    – communication styles,
    – family dynamics; and
    – any specific health disparities.
    – Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.
    – Provide examples of how your colleagues can integrate this knowledge into their practice.
    – Incorporate images, infographics, and culturally relevant visuals to enhance the content.
    – The pamphlet should be concise, clear, and easy to understand.
    – Incorporate a minimum of 3 current (published within the last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work.

    – 2 years ago