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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

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 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

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 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

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 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.

Next

QuestionTake me home!

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

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?

No

This goal does, in fact, meet all five criteria, and here’s why: 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.

Try again!
Next

questionTake me home!

S . M . A . R . T . G O A L S Q U I Z Q U E S T I O N 3

3.) A Bachelor’s of Psychology student sets the following goal: I want to
improve my listening skills.

Is this goal measurable?

Yes

No

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 3 C O R R E C T A N S W E R

A Bachelor’s of Psychology student sets the following goal: I want to improve my listening skills. Is this goal
measurable?

No

Good work! This goal is not measurable. It does not include a way to measure or track the
student’s improvements. Furthermore, because it does not offer a definition of what
improved listening skills looks like, it would be impossible to know when this goal has been
achieved.

What’s next?
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 3 I N C O R R E C T A N S W E R

A Bachelor’s of Psychology student sets the following goal: I want to improve my listening skills. Is this
goal measurable?

Yes

This goal is not measurable. It does not include a way to measure or track the student’s
improvements. Furthermore, because it does not offer a definition of what improved
listening skills looks like, it would be impossible to know when this goal has been achieved.

Try again!
What’s

next?

Take me home!

More Resources

Now that you’ve completed this interactive

lesson, take the next step by setting your

own S.M.A.R.T. goals. The Academic

Skills Center offers additional resources

around S.M.A.R.T. goal-setting, including

a blog post and a helpful template:

• S.M.A.R.T Goal-Setting (blog post)

• S.M.A.R.T. Goals Template (PDF)

Questions? Email us at

[email protected]

Start Over

TO PREPARE

· Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum. 

· Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.

· Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.

· Download the Clinical Skills Self-Assessment Form to complete this Assignment.  

THE ASSIGNMENT

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:   

· Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.  

· Based on your ratings, summarize your strengths and opportunities for improvement.   

· Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.   


PRAC 6665/6675 Clinical Skills 


Self-Assessment Form

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 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)

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:

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:

Opportunities for growth:

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:

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:

Signature:

Date:

Course/Section:

Target Patient Population: 40 children/adolescents and 40 adults/older adults

Desired Clinical Skills for Students to Achieve

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 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)

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

Professional skills:

· 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

(
Walden University PMHNP PRAC 6665/6675 Clinical Skills List
)

· Demonstrate ability

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

Documentation of Completed Competency/Clinical Skill

Competency/Clinical Skill

COMPLETED

PRECEPTOR SIGNATURE

DATE

Competency/Clinical Skill

COMPLETED

PRECEPTOR SIGNATURE

DATE

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