SMART GOAL

smart_goal_2.docx

SMART GOAL

Leadership SMART Goal Leadership goal Setting a goal is important since it really gives clarity to a person’s vision. A goal specifies the outcome of what one wants to accomplish (Jay, 2011). Developing a SMART leadership goal ensures that one’s goal is actually focused and offers a clear idea of what one wants to accomplish. In essence, a goal that is SMART makes it simpler for one to come up with pertinent activities, to measure his or her progress towards accomplishing the goal, and know when he or she has met his/her goal (Jay, 2011). For me, setting a SMART goal will make what I want tangible since I am declaring to myself that this is really what I want. Basically, the SMART goal will help me to focus my everyday energy towards making my dreams and wishes come true. My set goal is SMART in the following way: Specific: Haughey (2014) pointed out that a specific goal has to be focused, detailed, and stated clearly. My goal is specific enough; it is to work in interdisciplinary/interprofessional teams by Week 10 (as selected from the Institute of Medicine (IOM)). In these teams, I should be able to work with other professionals to offering the best care available to transplant patients and help the patients before the transplant, during the transplant, and after. To accomplish this goal, I will greet and introduce myself to various health professionals in the Transplant Services Department so familiarize my self with the department and the transplant of patients and cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable. In the future health care system, health professionals will have to understand the advantage of high levels of cooperation, coordination, and standardization to guarantee excellence, continuity, safety, and reliability. In short, they will have to think of themselves as a team working in and contributing to a larger system. As Don Berwick, Institute for Healthcare Improvement, said at the summit, The team members integrate their observations, bodies of expertise, and spheres of decision making. Thus this competency refers to the various disciplines working together to address the needs of patients. Interdisciplinary teams are critical in dealing with the increasing complexity of care, coordinating and responding to multiple patient needs, keeping pace with the demands of new technology, responding to the demands of payors, and delivering care across settings Teams tend to reduce the utilization of redundant or duplicate services, and they also tend to develop more creative solutions to complex problems because of their members’ diverse academic backgrounds and experience. Patients needing chronic care, critical acute care, geriatric care, and care at the end of life require smooth team functioning because of the complexity of their needs. Different means and settings for delivering care, such as managed care, community-based care, rehabilitation centers, and critical pathway systems, are gaining momentum and require interdisciplinary teams to provide the necessary coordination.

S: (Specific) I will become a professional in the transplanting of patients by October 2015. By becoming certified I will be taking on the Transplant Services Department leadership responsibilities in the ICU at General Hospital and will be the go-to leadership member for training staff on the unit.

M (Measurable): It is measurable because it I have to pass the examination to obtain it and continue to complete continuing education hours in order to maintain it.By this i will help transplanting of patients.

A: (Attainable) I will need to attend the training for one day each week over the next three months. I have worked with my immediate supervisor who has agreed to cover my shift each week with per diem staff. I will also be in training with other staff members from other departments in the hospital who have varying degrees of transplanting of patients I will be moving from novice to expert within the next 12 weeks of transplanting training.

R (Realistic): Goal is realistic because my hospital and manager encourage nurses to achieve special certifications. There will be no problem to get time off of work to attend the exam review course. Preparation for this certification is very flexible because I can make my own schedule to study at home

T: I will begin my training June 4, 2015 and will continue each week with my training so as to become certified at the end of the training and join the proffesionals.

However the assumption that health care providers work synergistically in practice, professions have seemed to be more exclusive than inclusive when it comes to educating students in a collaborative approach to interdisciplinary evidence-based practice (EBP). This article helps me and explores the state of academic and clinical training regarding interdisciplinary EBP, describes efforts to foster interdisciplinary EBP, and suggests strategies to accelerate the translation of EBP across disciplines. Moving from silos to synergy in interdisciplinary EBP will require a paradigm shift. Changes can be professionally leveraged and politically using national initiatives currently in place on improving the quality and health care reform.

Despite the assumption that health care providers work synergistically in practice, professions have tended to be more exclusive than inclusive when it comes to educating students in a collaborative approach to interdisciplinary evidence-based practice (EBP). This article explores the state of academic and clinical training regarding interdisciplinary EBP, describes efforts to foster interdisciplinary EBP, and suggests strategies to accelerate the translation of EBP across disciplines. Moving from silos to synergy in interdisciplinary EBP will require a paradigm shift. Changes can be leveraged professionally and politically using national initiatives currently in place on improving quality and health care reform.

An exponentially expanding evidence base, complex patient needs and health systems, and lack of preparation to work in interdisciplinary teams have stymied the ability of health care providers to deliver high quality care. Evidence suggests that teams of people from different disciplines working together can improve work processes and patient care outcomes. Multiple disciplines are invariably involved in solving complex patient problems, making knowledge sharing across the disciplines foundational to effective care. To narrow the gap between knowledge generation and knowledge translation, providers from all disciplines must collaborate effectively.

Recommendations by the Institute of Medicine (IOM) focus on the need for systematic reviews to guide practice, interdisciplinary skills to translate evidence into practice education. The IOM has endorsed the need to promote rigorous systematic reviews and development of clinical practice guidelines as a health care priority. The preferred future includes health care providers who are educated to deliver patient-centered care in interprofessional teams proficient in EBP, quality improvement, and informatics solutions. In addition, interdisciplinary continuing education (CE) should focus health care team members on the shared goal of improving patient outcomes. The IOM suggests a national interprofessional institute to develop and monitor the financing, regulation, and evaluation of continuing education. Providing a common educational base in both CE and the academic curriculum is a good first step in enhancing interdisciplinary EBP efforts.

Interprofessional education article is a collaborative approach that helps me to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients.

. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership.

One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, technology, and community relationships all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program. The credible websites I would use to develop my smart goals is the Wikipedia thus helps me in the research of my goals and helps me to develop them effectively.

My plan action for my goals is am seeking for an approval to review the organization policies and am scheduling a meeting by November 2015. I will review the policies on disciplinary action by October 2015 and also review the American nurses association website and peer-reviewed articles in the American journal of nursing and journal advanced nursing in January 2016 and evaluate findings from the resources by February 2016 and I will be able to develop my goals and also help patients after qualifying to be a professional and transplant patients.

References

Conzemius, A., & Morganti-Fisher, T. (2012). More than a SMART goal : staying focused on student learning. Bloomington: Tree Press,. Iom. (1999). Collaboration among Competing Managed Care Organizations for Quality Improvement. Washington: National Academies Press. Nightingale, F. (1992). Notes on nursing : what it is, and what it is not. Philadelphia : Lippincott,.