here is everything including rubric. take your time not needed till end of week.

 

 

 

Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of the competencies that you will work on for developing a Leadership SMART Goal.  You are to select one of the following competencies for YOUR SMART goal.

 

Managing Patient-Centered Care            or

 

Working in interdisciplinary and/or interprofessional teams;

 

 

 

1. Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment.

   S – Specific(Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?)

 

M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes.

 

A – Attainable(What resources and/or experts are available to assist YOU with attaining YOUR goal?)

 

R – Realistic(Is YOUR goal something that is realistically obtainable in YOUR professional practice?) Be specific.

 

T – Time bound(What specific dates or weeks will YOU accomplish each task related to your leadership goal?)

 

 

 

• Example NOT in SMART format: I will learn how to be a manager. This goal is lofty, not measurable, and unattainable in the time allotted, probably not realistic, and not time bound.

 

• Examplein SMART Format: I will learn the disciplinary process of an employee who has excessive absences, by locating the organization’s attendance policy and meeting with the unit manager, reviewing peer-reviewed articles and credible websites to obtain information on the disciplinary process by Week 4 (or specified date).

  Note: This particular example relates to Core Competency: Managing Patient-Centered Care.

   

  This example is a SMART goal that is Specific, Measurable, Attainable, Realistic, and Time-bound.

   

  S-Specific

  • Who– Your name, or “I” Indicate others who may be involved.
  • What– Learn the disciplinary process of employees who have excessive absences
  • Where– Your organization

     

 

M-Measurable

 

• • How: Through locating the organization’s attendance policy and passing a quiz on the content of the policy.

     

    A-Attainable

  • Resources and/or Expert: Meeting with the unit manager, reviewing peer-reviewed articles, and credible websites

     

     

     

 

R-Realistic

 

• • Realistically obtainable: Access to the organization, policies, and unit manager. Various resources are available.

    T-Time bound

  • Specific dates: By Week 4 (or specific date)

 

1. Go to the Chamberlain library (http://library.chamberlain.edu) and search the databases (under Menu tab) to locate scholarly articles related to your SMART goal. Also, search for credible websites to gain insight into how to accomplish your goal.
2. Construct a plan of action to reach My Leadership SMART goal.  Be specific by creating a timeline of when you plan on doing each action; explain how, when, and where you plan to communicate with an expert; and identify specific resources you will use to help you achieve your goal.

 

1. 1. Example Plan of Action for above mentioned example:

 

• • Seek approval to review the organization’s policies and schedule a meeting/interview with the unit manager by _____ (fill in date).
  • Review the policies on disciplinary action by _____ (fill in date).
  • Review the American Nurses Association website and peer-reviewed articles in the American Journal of Nursing and Journal of Advanced Nursing by _____ (fill in date).
  • Evaluate the findings from the above resources by _____ (fill in date).  Pass the quiz.

     

 

1. Write a scholarly paper that follows APA formatting guidelines. Organize your content logically and express your thoughts clearly. Use appropriate headers to separate sections of your paper. Check for any grammar or spelling errors before submission.
2. Submit your completed NR 447 My Leadership SMART Goal paper, which should be approximately six pages (excluding title page and references) to the Week 4 My Leadership SMART Goal Paper Dropbox by Sunday, 11:59 p.m. MT at the end of Week 4.  Note: This assignment is automatically submitted to Turn It In.

    

 

Grading Criteria: My Leadership SMART Goal

 

Category	Points	%	Description
Selects ONE of the IOM core competencies  indicated to develop a leadership SMART goal	10	5%	Selects the specific IOM core competency upon which SMART goal is based.
Develop one specific leadership SMART goal.	70	35%	Develops a professional leadership (SMART) goal, formatted correctly containing Specific, Measurable, Attainable, Realistic, and Time bound components.
Locate scholarly articles and credible websites relevant to your leadership SMART goal.	40	20%	Locates scholarly articles and credible websites related to SMART goal.  Summarizes articles and websites in body of paper.
Construct a plan of action for SMART goal.	60	30%	Constructs a plan of action for SMART goal, identifying what is needed to do in order to achieve the goal; creates a timeline, explains how the plan will unfold, and how specific resources (articles and websites) will be utilized in effort to achieve goal. Plan is apparent in body of paper.
Clarity of writing	20	10%	Content is organized, logical, and with correct grammar, punctuation, spelling, and sentence structure are correct.  APA formatting is apparent and CCN template is utilized. References are properly cited within the paper; reference page includes all citations; proper title page and introduction are present and evidence of spell and grammar check is obvious.

 

 

 

 

Grading Rubric for My Leadership SMART Goal

 

Assignment Criteria	Outstanding or Highest Level of Performance A		Very Good or High Level of Performance B	Competent or Satisfactory Level of Performance C		Poor, Failing, or Unsatisfactory Level of Performance F
Selects ONE of the IOM core competencies to develop a SMART goal. Basis for selection is obvious. 10 points	Selects one IOM core competency upon which SMART goal is based. Basis for selection is provided. 9–10 points		Selects an IOM core competency but it is not one of those indicated in the Guidelines.               8 points	Selects a competency but it is not an IOM core competency. 7 points		Fails to choose any competency. 0–6 points
Develops one specific leadership SMART goal. 70 points	Develops a leadership goal that is formatted correctly containing specific, measurable, attainable, realistic, and time bound attributes AND it is related to the selected competency 64–70 points		Develops a leadership goal that is formatted correctly except for one component that does not meet the SMART goal criteria, i.e., not specific, measurable, attainable, realistic, or time bound. The goal is related to the selected competency 59–63 points	Develops a leadership goal that is barely formatted correctly, but two or three components do not meet the criteria for a SMART goal. The goal is NOT related to the selected competency 53–58 points		Does not follow SMART goal formatting. The goal is not related to the chosen competency. Effort is lacking. 0–52 points
Locates scholarly articles and credible websites relevant to your SMART goal. 40 points	Locates two scholarly articles and two credible websites related to the SMART goal. Thoroughly summarizes all of them. 37–40 points		Locates one scholarly article and two credible websites. OR, locates one credible website and two scholarly articles. Generally summarizes all of them 34–36  points	Locates only one scholarly article and only one credible website. Inaccurately summarized them. 30–33 points		Does not locate two scholarly sources. Therefore, summary is missing or inaccurate. 0–29  points
Construct a plan of action for SMART goal. 60 points	Constructs a detailed plan of action for achieving the SMART goal. Creates a timeline that explains how the plan will unfold. Fully describes how chosen scholarly resources (articles and websites) provide insight into achieving the goal. Discusses measurement outcomes in detail. 55–60 points		Constructs a clear plan of action for achieving the SMART goal. Creates a general timeline. Describes only some of the chosen scholarly articles and websites to achieve the goal. Clearly discusses measurement outcomes but some portions are missing. 50–54 points	Constructs a brief plan of action for achieving the SMART goal.       Fails to create a realistic timeline, or fails to explain how the plan will unfold. Does not adequately describe how chosen scholarly articles and websites will help achieve the goal. Outcomes are vague. 46–49 points		Fails to complete a realistic plan of action. Fails to include a timeline. Does not indicate how scholarly articles and websites will achieve the goal. Outcomes are not apparent. 0–45 points
Clarity of writing 20 points	Content is organized, logical, and with correct grammar, punctuation, spelling, and sentence structure are correct. APA formatting is apparent utilizing CCN template. References are properly cited within the paper; reference page includes all citations; proper title page and introduction are present and evidence of spell and grammar check is obvious. Less than three errors noted. 18–20 points		Content is mostly organized, logical and with correct grammar, punctuation, spelling, and sentence structure are correct. APA formatting is apparent utilizing CCN template. References are properly cited within the paper; reference page includes all citations; proper title page and introduction are present and evidence of spell check and grammar check is obvious. Four to six errors noted. 16–17 points	Content is somewhat organized, logical and with correct grammar, punctuation, spelling, and sentence structure are correct. APA formatting is somewhat apparent but CCN template was not utilized. References are properly cited within the paper; reference page includes all citations; proper title page and introduction are present and evidence of spell check and grammar check are not obvious. Seven to 10 errors noted. 14–15 points		Content is disorganized and writing has numerous grammar, spelling, or syntax errors and APA formatting errors are obvious. Spell check and grammar check are not obvious. More than 11 errors noted. 0–13 points
Total Points Possible= 200		Points Earned =			A quality assignment will meet or exceed all of the above requirements.

ANSWER

      NAME OF STUDENT:

               COURSE CODE:

              COURSE TITLE:

   INSTRUCTORS NAME:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

          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 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.

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 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 leveraged professionally and politically using national initiatives currently in place on improving 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 who work 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 be able to collaborate effectively.

Recommendations by the Institute of Medicine (IOM) focus on the need for systematic reviews to guide practice, skills to translate evidence into practice, and interdisciplinary 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. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education.

The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. 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, a sense of community, adequate physical space, technology, and community relationships were 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,.