What were you expecting from the experience before you started???? Why were you expecting this???? Why did you choose this?goal???? Did you learn

SMART Goals Evaluation Reflection

At the beginning of the pediatric rotation, also called Psychiatric Management II (clinical course), I knew the work would be demanding but rewarding. I was eager to seek out practical opportunities to apply my developing knowledge of pediatric psychiatry. I was specifically interested in internalizing disorders among children and adolescents. My genuine commitment to enhancing my clinical competence in child psychiatry was influenced by academic SMART goals. I also wanted to understand the unique emotional and developmental sensitivities required for the pediatric patient population, which I believe helped shape my expectations for this experience. SMART goals offer a structured approach to setting clear, actionable objectives (Ogbeiwi, 2021). As Ogbeiwi (2021) points out, following the SMART framework is crucial for focused, outcome-driven professional development.

The SMART goals I selected explicitly aimed to address the weakest areas of my expertise when I began the term. Goal-setting within clinical education helps students develop focused progress in their weak areas (Ogbeiwi, 2021). My primary objective focused on enhancing my ability to perform psychiatric assessments when working with children and adolescent-aged patients. My goal involved preparing comprehensive assessments that considered developmental periods and created value in making diagnostic choices. My skills improved significantly by conducting various assessments using the Child Behavior Checklist and consulting with my preceptor about clinical data findings. The feedback showed that I was developing the capability to conduct accurate assessments while showing compassion toward my patients, which proved that my primary objective had been achieved.

My second objective aimed to use the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) to diagnose more accurately. I needed proven and reliable resources to help recognize complex mood and neurodevelopmental disorders. The DSM-5 provides essential diagnostic structures that allow mental healthcare providers to maintain accuracy and adopt both objective and consistent approaches to treating patients (Ogbeiwi, 2021). Several pediatric case diagnoses helped improve my diagnostic skills. However, further opportunities for development remain. I encountered difficulties with differentiation during the assessment phase of treatment for cases with common symptoms of Autism and other neurodivergent disorders. Through this experience, I recognized the essential value of continuous learning and analytical thinking in the diagnostic process. My efforts are still developing.

I aimed to enhance my understanding of psychopharmacological medications used to treat depression and schizophrenia in young patients. My goal was accomplished by studying ten different resources, including modern research papers and case-based review articles. The analysis included discussing treatment plans for five patients along with their side effects, medication interactions, and age-related aspects. The knowledge I gained improved my pharmaceutical expertise and provided me with tools to educate families about medication usage and realistic outcome expectations. The goal is still being met, and I have not yet encountered a child suffering from psychosis. It's important to note that, according to Kendhari et al. (2016), only around 5% of children and teens may show signs of psychotic symptoms, and only about 1% of people are diagnosed with schizophrenia in their lifetime. It's also noted that schizophrenia is slightly more common in males. Fortunately, the onset of schizophrenia is extremely rare. There aren’t many studies on how often it occurs, but the National Institute of Mental Health (NIMH) estimates that less than 0.04% of children are affected (Kendhari et al., 2016).

The development of therapeutic communication techniques with child and adolescent patients emerged as my most meaningful professional goal. Pediatrics has always been intimidating to me. Mental health care for children relies on therapeutic communication as its base practice to help build trust and emotional safety in the clinical setting (Hartley et al., 2022). The process of communicating with children who suffer from psychiatric illnesses demands both patience and creativity, alongside emotional intelligence. I conducted more than ten therapy sessions using listening techniques, play-based methods, and motivational interviewing techniques. Working with a child who had autism, and no verbal abilities proved to be one of the most notable professional experiences. The experience taught me how to build patient relationships by using perceptual tools, sensory-considerate methods, and body language signals. My experience demonstrated that verbal communication is not the only way to connect with patients. Creating trust necessitates flexible behavior with an honest presence.

Interdisciplinary collaboration became my fifth major objective during the practicum. Higher-quality care emerges from professional team collaboration that enables the sharing of clinical perspectives across multiple specialties (Dirik et al., 2025). I joined five team meetings during the clinical rotation, which allowed me to meet pediatricians, therapists, educators, and social workers. The practicum experience featured one of the most valuable aspects of this collaborative cooperation. The numerous healthcare professionals who provide mental health care for children proved essential for maintaining productive teamwork, which drives ongoing and high-quality patient care. I now feel more confident and capable when participating in multidisciplinary care planning.

This clinical experience also provided me with insight into underrepresented populations of children, particularly those from lower-income communities. The practice of culturally competent psychiatric care improves through knowledge of different family and social backgrounds (Hartley et al., 2022). Most of the patients I supported came from households with incomes below average and dealt with unstable living situations. These life conditions affected the patients' mental health as well as their adherence to treatment and ability to seek medical attention. This clinical experience allowed me to fully appreciate why it is essential to provide treatment that respects patients' cultures while addressing their traumatic experiences. The experience affirmed my role as a healthcare advocate who fights for equal healthcare services and demonstrates the significance of social health factors in each treatment situation. I gained the most valuable lesson from learning how to combine clinical objectivity with empathy in nursing practice.

Helping children deal with traumatic experiences and combining behavioral issues with developmental delays required me to control my emotional responses through professional detachment. This clinical rotation has allowed me to be more deliberate in obtaining clinical knowledge. It has also allowed m