Keep In Mind That Completing This Task Is The Key To Assisti

Keep In Mind That Completing This Td Is The Key To Assisting You With

Keep in mind that completing this TD is the key to assisting you with the Week 4 Assignment, My Leadership Development SMART Goal. Use the format below to develop a leadership SMART goal for YOURSELF, not your organization or department. The goal needs to be related to ONE of the Institute of Medicine’s (IOM) quality initiative, which includes five core healthcare profession competencies. However, your assignment focuses on only two of the initiatives. These are Patient-Centered Care or Working in Interdisciplinary and/or Interprofessional Teams.

One of these competencies will serve as a framework for identification of your leadership goal. NOTE: Your two choices are Patient-Centered Care or Working in Interdisciplinary and/or Interprofessional Teams. SMART Goal Format: S—Specific (Who, besides YOU is involved in your goal, what is YOUR goal, and where will it take place?) M—Measurable (How are YOU going to achieve the goal?) 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 by YOU in YOUR professional practice? Explain.) T—Time bound (What specific dates or weeks will YOU accomplish each task related to YOUR leadership goal?)

Paper For Above instruction

Developing a leadership SMART goal in the healthcare context is an essential exercise for fostering professional growth and improving patient outcomes. For this assignment, I have chosen to focus on "Working in Interdisciplinary and/or Interprofessional Teams," an area critical to enhancing collaborative practice and delivering holistic patient-centered care. This goal aligns with the Institute of Medicine’s (IOM) core healthcare competencies and aims to strengthen my leadership abilities within a team-based environment.

My specific goal is to improve my leadership role within my interdisciplinary team at the hospital's emergency department (ED) to foster better communication, coordination, and collaborative decision-making among team members, including nurses, physicians, pharmacists, and social workers. The goal is to lead a series of team-building and communication enhancement initiatives to ensure seamless patient care. The initiative will take place primarily within my ED unit over the next three months, and success will be measured by improved team feedback, patient satisfaction scores, and reduced communication errors.

To achieve this, I will begin by conducting a baseline assessment of team communication patterns through surveys and informal interviews with team members within the first two weeks. Based on this feedback, I will organize a series of interdisciplinary workshops focused on effective communication, conflict resolution, and collaborative problem-solving, scheduled bi-weekly over the subsequent six weeks. I will seek guidance and resources from my nurse manager, experienced interprofessional educators, and communication specialists available within my hospital setting to facilitate these workshops.

Ensuring the goal is attainable involves leveraging existing hospital policies promoting team collaboration, utilizing available training resources on interprofessional practice, and drawing from the expertise of seasoned team leaders and educators within the institution. My professional experience, coupled with support from these resources, makes this goal realistic given my current scope of practice and available time. I am committed to dedicating specific hours weekly to planning, facilitating, and evaluating these team initiatives.

The timeline for achieving this leadership goal begins with a two-week planning phase, followed by the implementation of workshops over the next six weeks, and concluding with an evaluation period in the last two weeks of the three-month timeframe. My target completion date for the entire project is the end of the three-month period, specifically by the last week of June. Regular assessment points include weekly check-ins with my mentor and team surveys at the midpoint and conclusion of the project to evaluate progress and make necessary adjustments.

References

  • Institute of Medicine. (2003). Health professions education: A bridge to quality. The National Academies Press.
  • Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3).
  • Reeves, S., Perrier, L., Goldstein, H., et al. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3).
  • Thistlethwaite, J. E., et al. (2014). Interprofessional education: A review of context,learning and outcomes. Medical Education, 48(3), 236-253.
  • World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. WHO Press.
  • Salas, E., et al. (2015). Principles of team-based healthcare: A systematic review. Medical Care, 53(10), 803-811.
  • Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Journal of Interprofessional Care, 19(S1), 2-13.
  • Baker, L., et al. (2010). Interprofessional team training and collaborative patient safety. Academic Medicine, 85(12), 1870-1877.
  • Curley, C., et al. (2017). Enhancing team communication in healthcare: Best practices. Journal of Nursing Management, 25(8), 601-607.
  • Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19(sup1), 188-196.

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