Study Plan. A Review of my Strengths and Opportunities for Improvement

Study Plan. A Review of my Strengths and Opportunities for Improvement

In the previous study plan, I identified various areas of improvement based on the exam results. In this sense, understanding psychopharmacology and child/adolescent assessment approaches, understanding medications, and focusing on psychometric tools were profound areas of improvement. Consequently, I conceptualized three SMART goals and prerequisite tasks for realizing them. While reflecting on my performance regarding these goals, it is valid to argue that I have achieved some of them, although there are multiple development opportunities. For example, I successfully developed a timetable, subscribed to an online psychopharmacology review class, attempted weekly 100 psychopharmacology questions, and consulted my preceptor to guide me on reviewing books and course mnemonics. However, I am yet to realize all the SMART goals pertinent to reviewing flashcards, psychopharmacology review book, and attaining a minimum of 75-80% in weekly psychopharmacology questions. Therefore, the purpose of this review is to update the SMART goals, tasks for realizing them, and approaches for assessing the objectives for this quarter. Also, the review aims at elaborating on the resources necessary for achieving these goals.

SMART Goals, Tasks, and Assessment Approaches

Goal 1: I will form and participate in study groups to facilitate the process of reviewing psychopharmacology review books.

Tasks:

• I will consult other learners and form a discussion group by the first week of the quarter
• I will set a timetable for group discussion to enhance time management and avert the likelihood of contradicting objectives.
• I will assess this goal by comparing learning outcomes with group effectiveness. In this sense, effective group activities should translate to improved knowledge on psychopharmacology and child/adolescent assessment approaches.

Goal 2: improve the minimum score for weekly psychopharmacology questions

Tasks:

• I will develop flashcards for all psychopharmacology definitions and concepts within the quarter’s first month.
• I will review these concepts and discuss them with group members as well as involve my preceptor in obtaining insights into complex terminologies.
• I will assess this goal by evaluating my performance and the minimum score for weekly psychopharmacology questions.

Goal 3: Make a list of questions missed from weekly psychopharmacology tests, study the rationales, and practice similar questions to enhance my knowledge.

Tasks:

• I will utilize flashcards and study summaries to answer questions and understand concepts
• I will make notes and create index cards for daily review and revision
• I will assess this goal by evaluating the capability of answering similar questions and recalling concepts without referring to notes, flashcards, and index cards.

Resources for Achieving these Goals

Undoubtedly, it is essential to utilize a wide range of learning resources to achieve the updated goals for the study plan. In this sense, I will emphasize the importance of discussion groups, personal assessment tools, flashcards, and mnemonics as the primary resources for enhancing consistent improvement. According to Guerrasio et al. (2017) self-assessment tools such as checklists, rubrics, and reflection structures are vital in obtaining personalized insights and developing action plans for improving study abilities. On other hand, studies by Kadiyala (2020), Lin et al. (2018), Mocko et al. (2017), and Senzaki et al. (2017) present a consensus argument that flashcards and mnemonics are essential tools for aiding content retention and promoting information retrieval. As a result, it is essential to revise classwork and learn new concepts.

In the same breath, scholarly studies by Triyanto (2019) and Zambrano et al. (2019) reveal a positive correlation between group learning experiences and improved academic performance. While participating in discussion groups, time management, proper planning, and communication patterns play a significant role in determining the likelihood of achieving learning goals. Eventually, discussion groups will act as the platforms for sharing information, breaking down complex terms and concepts, and discussing insights from review books, mnemonics, and flashcards. As a result, they will provide an ideal avenue for capitalizing on improvement opportunities.

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Study/Review Timetable

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 1 (14th-18th) March	Group discussion (2hrs)	2-3 hrs	1 hr 30 minutes	2hrs	1-2 hrs
Week 2 21-25	Group Discussion 2 hours	Development/review of flashcards 2 hrs	Course material review 3-4 hrs	Online material review (including internet-based mnemonics) 2 hrs	Review of Questions (2hrs)
Week 3 28-1st April	Group Discussion (2hrs)	Review of flashcards and documentation of complex terminologies or concepts (2 hrs)	Course material review (3 hrs)	Review of online materials (2hrs)	Review of questions (2hrs)
Week 4 4-8	Group discussion 2 hrs	Coursework review (2hrs)	PMHNP Certification manual review 3 hrs	Online material review (2hrs)	Answering questions (2hrs)
Week 5 11-15	Group discussion 2 hrs	Course material/online resources review (3hrs)	Making notes for course/online materials (2hrs)	PMHNP Certification manual review (3hrs)	Answering questions and reflection (2-3 hrs)
Week 6 18-22	Group Discussion (Review of Group objectives) (1-2 hrs)	Course material review (2-3hrs)	Online material review (1-2hrs)	PMHNP Certification manual review (3hrs)	Answering questions and reflecting on the results (2-3hrs)
Week 7 25-29	Group discussion (2hrs)	Course material review 2-3 hrs	Online material review and the development of index cards (2-3hrs)	PMHNP Certification manual review 2hrs	Summary of course materials and quizzes (3-4hrs)
Week 8 2nd-6th May	Group discussion 2hrs	Course material review (2-3 hrs)	Online material review and revision of flashcards/index cards 2-3hrs	PMHNP Certification manual review 2 hrs	Summary of course materials and answering quizzes 3-4 hrs
Week 9 9-13	Group discussion 2hrs	Course material review 2-3 hrs	Internet-based material review 2hrs	PMHNP Certification manual review 2-3 hrs	Summary of course materials and quizzes (3-4 hrs)
Week 10 16-20	Group Discussion (2hrs)	Course material review (2-3hrs)	Online material review (2hrs)	PMHNP Certification manual review (2-3 hrs)	Summary of course materials and quizzes (3-4 hrs)
Week 11 23-27	Group discussion and assessment of goals (2-3 hrs)	Course material review (2-3hrs)	Online material review (consolidating flashcards, mnemonics, and index cards) (3-4hrs)	PMHNP Certification manual review (final) (3-4 hrs)	Summary of course materials and quizzes (3-4 hrs)

 

A Description of Evaluating the Progress

 

I will evaluate the progress of each goal depending on their respective anticipated outcomes. While evaluating the first SMART goal regarding group discussions, I will assess its effectiveness by determining the group’s role improving my knowledge of psychopharmacology and various assessment approaches that proved problematic before participating in group discussions. Further, I will assess the second goal by reflecting on my performance and changes in the minimum score for weekly questions after completing the stated tasks. Finally, I will evaluate the third goal by evaluating my capability of answering similar questions and recalling concepts without referring to notes, flashcards, and index cards.

Conclusion

Undoubtedly, proper planning translates to improved academic performance, time management, and the plausibility of tapping on opportunities for development. Eventually, this study plan will help me to address learning weaknesses, stay focused on achieving strategic goals, and track my progress towards completing the program and passing my certification exam.

 

References

Guerrasio, J., Nogar, C., Rustici, M., Lay, C., & Corral, J. (2017). Study skills and test-taking strategies for coaching medical learners based on identified areas of Struggle. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.10593

Kadiyala, P. K. (2020). Mnemonics for diagnostic criteria of DSM V Mental Disorders: A scoping review. General Psychiatry, 33(3). https://doi.org/10.1136/gpsych-2019-100109

Lin, C., McDaniel, M. A., & Miyatsu, T. (2018). Effects of flashcards on learning authentic materials: The role of detailed versus conceptual flashcards and individual differences in structure-building ability. Journal of Applied Research in Memory and Cognition, 7(4), 529–539. https://doi.org/10.1016/j.jarmac.2018.05.003

Mocko, M., Lesser, L. M., Wagler, A. E., & Francis, W. S. (2017). Assessing the effectiveness of mnemonics for tertiary students in a hybrid introductory statistics course. Journal of Statistics Education, 25(1), 2–11. https://doi.org/10.1080/10691898.2017.1294879

Senzaki, S., Hackathorn, J., Appleby, D. C., & Gurung, R. A. (2017). Reinventing flashcards to increase student learning. Psychology Learning & Teaching, 16(3), 353–368. https://doi.org/10.1177/1475725717719771

Triyanto. (2019). Understanding student participation within group learning. South African Journal of Education, 39(2), 1–8. https://doi.org/10.15700/saje.v39n2a1629

Zambrano, J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019). Effects of group experience and information distribution on collaborative learning. Instructional Science, 47(5), 531–550. https://doi.org/10.1007/s11251-019-09495-0

Can you imagine an athlete deciding to run a marathon without training for the event? Most ambitious people who have set this goal will follow a specific training plan that will allow them to feel confident and prepared on the big day. Similarly, if you want to feel confident and prepared for your certification exam, you should create and follow a plan that will thoroughly prepare you for success.

In this Assignment, you will review the study plan that you developed in NRNP 6665, and revise your plan as necessary, which will serve as the road map for you to follow to attain your certification.
To Prepare
Reflect on the study plan you created in NRNP 6665. Did you accomplish your SMART goals? What areas of focus still present opportunities for growth?
The Assignment
Revise your study plan summarizing your current strengths and opportunities for improvement.
Develop 3–4 new SMART goals for this quarter 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.

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Rubric Detail

 

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Name:  Rubric 2 (2)

	Excellent 90%–100%	Good 80%–89%	Fair 70%–79%	Poor 0%–69%
Revise your study plan, summarizing your current strengths and opportunities for improvement.	23 (23%) – 25 (25%) The response provides an accurate, clear, and complete summary of both current strengths and opportunities for improvement.	20 (20%) – 22 (22%) The response provides an accurate summary of both current strengths and opportunities for improvement.	18 (18%) – 19 (19%) The response provides a somewhat vague and/or inaccurate summary of both current strengths and opportunities for improvement.	0 (0%) – 17 (17%) A summary of both the current strengths and opportunities for improvement are incomplete or missing.
Develop 3-4 new SMART goals for this quarter 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 3-4 new 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 3-4 new 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 3-4 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 3-4 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 1-2 grammar, spelling, and punctuation errors	3.5 (3.5%) – 3.5 (3.5%) Contains 3-4 grammar, spelling, and punctuation errors	0 (0%) – 3 (3%) Contains 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 parenthetical/in-text citations and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors	4 (4%) – 4 (4%) Contains 1-2 APA format errors	3.5 (3.5%) – 3.5 (3.5%) Contains 3-4 APA format errors	0 (0%) – 3 (3%) Contains five or more APA format errors
Total Points: 100