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,.

1. 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)

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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,.