Care Across the Lifespan I

 Study Plan 

Assignment: Study Plan

Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam.

To Prepare

Reflect on your practice exam

·
Identify content-area strengths:

Child/Adolescent neurodevelopment disorders

The role of the psychiatric-mental health nurse practitioner

Physical assessment, diagnostic tests, and differential diagnosis

·
Opportunities for improvement:

Theoretical foundations of care and nonpharmacological therapies.

Neuroanatomy, physiology, and mental illness

Psychopharmacology

· Also reflect on your overall test taking (100 questions). Was the length of time allotted comfortable (2 hours), or did you run out of time? (yes) Did a particular question format prove difficult? (N/A)

The Assignment

· Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. 
Note: Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.

· Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.

· Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: 
NRNP_6665_Week3_Assignment2_Rubric

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Grid View

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List View

	Excellent	Good	Fair	Poor
Based on your practice test question results and considering the national certification exam, summarize your strengths and opportunities for improvement.	23 (23%) – 25 (25%) The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.	20 (20%) – 22 (22%) The response provides an accurate summary of both the strengths and opportunities for improvement.	18 (18%) – 19 (19%) The response provides a somewhat vague and/or inaccurate summary of both the strengths and opportunities for improvement.	0 (0%) – 17 (17%) A summary of both the strengths and opportunities for improvement are incomplete or missing.
Create a study plan, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.	27 (27%) – 30 (30%) The response provides three or four clear and appropriate SMART goals for the study plan, including tasks to complete to accomplish each goal. A clear timeline is provided for the study plan as well as a description of how progress toward goal completion will be measured.	24 (24%) – 26 (26%) The response provides three or four appropriate SMART goals and objectives for the practicum experience. Appropriate tasks, timeline, and description of how progress will be measured are provided.	21 (21%) – 23 (23%) The response provides three or four somewhat vague or general goals for the study plan. Tasks, timeline, and description of how progress toward goals will be measured are vague or somewhat inappropriate.	0 (0%) – 20 (20%) The response provides three or four unclear or inappropriate goals for the study plan, or goals are missing. Tasks, timeline, and a description for how progress will be measured are incomplete or missing.
Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.	27 (27%) – 30 (30%) The response provides a clear description of appropriate resources to support the study plan that are tailored to individual need.	24 (24%) – 26 (26%) The response provides a description of appropriate resources to support the study plan that are somewhat tailored to individual need.	21 (21%) – 23 (23%) The response provides a description of general resources that are not tailored to individual need.	0 (0%) – 20 (20%) The response provides a description of inappropriate resources to support the study plan, or the description of resources is vague or missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. Purpose statement, introduction, and conclusion were not provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors	4 (4%) – 4 (4%) Contains one or two grammar, spelling, and punctuation errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors	0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors	4 (4%) – 4 (4%) Contains one or two APA format errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) APA format errors	0 (0%) – 3 (3%) Contains many (five or more) APA format errors
Total Points: 100

Name: 
NRNP_6665_Week3_Assignment2_Rubric

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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

Take me home!

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

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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

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

academicskills@mail.waldenu.edu

Start Over

https://academicguides.waldenu.edu/academic-skills-center/

S.M.A.R.T. Goal Setting

https://academicguides.waldenu.edu/ld.php?content_id=62540975

mailto:academicskills@mail.waldenu.edu