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Open and read the attached files...Part 2: Individualized Practicum Learning Objectives Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1. As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty. Objective 1: <write your objective here> ( Note : this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: 1. (for example) Develop professional plans in advanced nursing practice for the practicum experience 1. (for example) Assess advanced practice nursing skills for strengths and opportunities  Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed: • Objective 3: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment) Planned Activities: Mode of Assessment: (Note: Verification will be documented in Meditrek) PRAC Course Outcome(s) Addressed:Excellent Good Fair Poor Record the required information in each area of the Practicum Experience Plan (PEP): Part 1: Quarter/Term/Year and Contact Information: ᵒ Identify Quarter/Term/Year: ᵒ Identify Student Contact Information, including: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email ᵒ Identify Preceptor Contact Information, including: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email. 5 (5\%) - 5 (5\%) The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information. 4 (4\%) - 4 (4\%) The response identifies the Quarter/Term/Year, and at least 90\% of Student Contact Information and Preceptor Contact Information. 3.5 (3.5\%) - 3.5 (3.5\%) The response identifies the Quarter/Term/Year, and at least 80\% of Student Contact Information and Preceptor Contact Information. 0 (0\%) - 3 (3\%) The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or identifies less than 80\% of Student Contact Information and Preceptor Contact Information. Part 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course. Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. 69 (69\%) - 75 (75\%) The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment. They are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused) and meet the requirements for this course. For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. 60 (60\%) - 68 (68\%) The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-Focused, Time-Focused), and meet the requirements for this course. For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. 53 (53\%) - 59 (59\%) The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-aAssignment 1: Practicum Experience Plan (PEP) As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, your plan must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep PMHNP clinical skills in mind. To Prepare · Review your Clinical Skills Self-Assessment Form you submitted last week, and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims? There may be overlap between your skills goals and your PEP goals. · Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:  · Specific   · Measurable   · Attainable   · Results-focused   · Time-bound  · above)   Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature. Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements. The Assignment Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience.Academic Skills Center Success Strategies Academic Skills Center Success Strategies Center Success Strategies Developing SMART Goals SMART is an acronym to help with realistic goal-setting. Use it as a tool to develop goals for yourself— they could be goals for your career, your studies at the COLLEGE, or even your personal life. This resource includes the SMART goal criteria, example goals, and a template for you to develop your own academic, professional, and personal SMART goals. SMART Goal Criteria S is for specific. The more specificity you bring to your goal, the clearer it is. · Vague goal: “I want to advance in my company.” How exactly would you like to advance—in terms of money or title? What position would you like to hold? · More specific goal: “I want to advance to the position of senior sales manager.” M is for measurable. You must be able to track your progress toward the goal and understand when you have attained it. Measurability allows for that. · Not measurable: “Get better at public speaking.” · Measurable and specific: “Give one class lecture without stuttering.” If you do not stutter during the class, you know you have achieved the goal. A is for achievable or attainable. One tendency with goal setting is to aim too high, but that approach can set goals beyond our reach. • Likely not achievable: “Earn my Doctor of Nursing Practice degree within 1 year of starting.” This goal is not feasible due to workload and the established timeline of the program. Likewise, “Become an executive chef in a three-star restaurant within 2 years” is not likely to happen if you are currently a dishwasher with no culinary training. So… be conservative when determining what is actually achievable. R is for relevant. This criterion ensures that the goal is important to you right now, at this point in your life. • For instance, if your goal is “Start my own home health care business by the end of the year,” consider what else is going on in your life. What other goals are you working toward? How does this goal help or hinder those? Perhaps you have just bought a house, which has reduced your finances; it might not make sense to invest in a business at this point as well. T is for timely or time-bound. Every goal must include a deadline or timeframe. Otherwise, why would you ever start it? The procrastinator in you might just keep waiting and waiting and never take action. • When determining an appropriate goal timeframe, ask yourself how long you need to realistically complete the goal. This date gives you the end point, but it should also spark a desire to achieve mini-goals along the way to attaining the larger goal. Example Goals The key to an effective goal is to combine all of these criteria, so that your goal is specific, measurable, achievable, relevant, and timely altogether. Let’s look at two examples to see if they fit a