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My Leadership SMART Goal

on Working in Interdisciplinary and/or Interprofessional Teams (Hospice)

Please Follow instructions exactly.

My Leadership SMART Goal:
Guidelines
PURPOSE
The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies. This assignment focuses on only two of those initiatives. Either Patient-Centered Care or Working in Interdisciplinary and/or Interprofessional Teams will serve as a framework for identification of YOUR leadership SMART goal.
COURSE OUTCOMES
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
DUE DATES
This assignment consists of the completion of the My Leadership SMART Goal paper. Submit assignment to the Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 4.
POINTS
This assignment is worth 200 points.
DIRECTIONS
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.
• Example in 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
o Who- Your name, or “I” Indicate others who may be involved.
o What- Learn the disciplinary process of employees who have excessive absences
o Where- Your organization

M-Measurable
o How: Through locating the organization’s attendance policy and passing a quiz on the content of the policy.

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

R-Realistic
o Realistically obtainable: Access to the organization, policies, and unit manager. Various resources are available.
T-Time bound
o Specific dates: By Week 4 (or specific date)
2. Go to the Chamberlain library (https://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.
3. 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.
a. Example Plan of Action for above mentioned example:
o Seek approval to review the organization’s policies and schedule a meeting/interview with the unit manager by _____ (fill in date).
o Review the policies on disciplinary action by _____ (fill in date).
o 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).
o Evaluate the findings from the above resources by _____ (fill in date). Pass the quiz.

4. 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.
5. 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

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Case Studies

1. How many hours per week Is the recommended duration of combined cardiovascular and resistance training
for diabetics?
2. How many days per week should a diabetic perform cardiovascular training?
FI_Turtle_Part1_141202_V5 © Australian Institute of Fitness 4
3. How many times per week should a diabetic perform resistance training?
4. Using the American College of Sports Medicine (ACSM) risk stratification process, what level of risk is Ned?
5. Apply an understanding of Diabetes to exercise by answering the following questions:
5a. What is Diabetes?
5b. Search the web for medications prescribed for diabetes. Copy the URL into the row below and write
down the name of the medication and how this medication works to help manage the disease.
5c. Search the web or other sources for organisations that develop awareness of diabetes. Copy the URL
or provide the reference in the row below.
5d. What is hypoglycaemia? Provide three (3) signs of this condition?
Hypoglycaemia is:
Three signs are:
i.
ii.
iii.
5e. If Ned presents with hypoglycaemia, what advice should the Fitness Instructor give?
6. Ned’s doctor has placed him on a low Glycemic Index (GI) eating plan. Answer the following questions
about this plan.
6a. What is GI and what does the rating mean?
6b. What are the advantages of this eating plan for managing Ned’s condition?
FI_Turtle_Part1_141202_V5 © Australian Institute of Fitness 5
Completion of Part 1 is essential prior to Part 2 and knowledge of all three case study.

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Before I started working at Assemblywoman Julian Baker’s office, I was very apprehensive. The idea of working for the government – although exciting – was daunting to me. However, with each case I worked on, and with each phone call I received, I realized that each constituent was a puzzle piece of a bigger picture that was the 16th district. Every word, every detail, every person mattered to the work that we did. It wasn’t just the government I was working for anymore – I was also working for the people living down the street and also the people living in my community of the Bay Area. For the first time in my life, I understood what it really meant to give back to my community. It was truly an honor to have taken part of a program that allows each intern to take away something personal from his or her work.

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Avant-garde gambit

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PROMPT:
What does Pollock refer to when she discusses �the avant-garde gambit?� Give some examples of how nineteenth century artists participated in �the avant-garde gambit.� Explain Pollock�s feminist critique of Gauguin�s painting �The Spirit of the Dead is watching.� Can you think of any contemporary artists/entertainers/athletes/public figures who participate in �the avant-garde gambits?�
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Advance Directive(topic I would like)

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For the Problem Statement assignment identify a problem or threat to a population that
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Landfill, Contaminted Soil, and Contaminated Water

Contaminated Soil, and Contaminated Water

Scenario:

Once causation has been determined, epidemiological principles can be used to lessen risk by considering the policies that lead to unnecessary exposures.

Centervale’s landfill facility has accepted, with the town’s approval, contaminated soil from the Middle Earth Energy Corporation. The landfill is located above ground and the operators plan on selling the soil to small farms in the county.

The soil is known to be contaminated with polychlorinated biphenyls (PCBs) and lead that exceed the limits set by the Environmental Protection Agency (EPA). In the past, the EPA has discovered several leaks in the landfill’s liner.

The landfill is located above the town’s main aquifer, which supplies well water to 10,000 residents who live in either Simon Township (ST) or Diamond Township (DT). In Taylor Township (TT), 750 residents use both well water and Metropolis water for small farms. The other residents only use well water.
Directions

Research the public health implications of water contamination. Use information from the EPA, Centers for Disease Control and Prevention (CDC), and National Institutes of Health (NIH). Respond to the following:
1.Identify and define all exposure and health risks from PCBs and lead.
2.Develop a dose-response assessment curve for adults and children for PCBs and lead.
3.3. Calculate the proportion of people in Centervale who are exposed to well water (i.e., water from the aquifer) and Metropolis water. Show your work.

You should utilize at least 2 scholarly sources beyond the course readings in your research. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Write a 4–5-page report in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc. For example, if your name is John Smith, your document will be named SmithJ_M4_A2.doc.

By Week 4, Day 7, deliver your assignment to the M4: Assignment 2 Dropbox..

Required Assignment Grading Criteria

Assignment Components
Proficient

Maximum Points
Identify and define all exposure and health risks from PCBs and lead.
All of the exposure and health risks from PCBs and lead are correctly identified and defined. Scholarly resources are utilized in support.
8
Develop a dose-response assessment curve for adults for PCBs and lead.
An accurate dose-response assessment curve for adults for PCBs and lead is developed. Scholarly resources are utilized in support.
24
Develop a dose-response assessment curve for children for PCBs and lead.
An accurate dose-response assessment curve for children for PCBs and lead is developed. Scholarly resources are utilized in support.
24
Calculate the proportion of people in Centervale who are exposed to well water (i.e., water from the aquifer) and Metropolis water. Show your work.
An accurate calculation regarding the proportion of people in Centervale who are exposed to well water (i.e., water from the aquifer) and Metropolis water is provided. All work is clearly shown.
24
Academic Writing

Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation.
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in appropriate and accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. Use of scholarly sources aligns with specified assignment requirements.