Whitney In your peer responses, offer suggestions and other thoughts for your colleagues to consider.
1, Responds to this post in half a page use different reference to response please
A current resource that I found online regarding SMART goal setting is from Cornell University (n.d.) and is attached below. Developing goals help us to remain focused, strive to achieve these set goals, and reminds us of the journey that we are on (Cornell University, n.d.). Goals should be created based on the five elements that make up SMART, including: specific, measurable, achievable, relevant, and timestamp (Walsh, 2019). By setting a SMART goal, it allows us to set small realistic goals that make it more attainable to achieve these goals. Setting SMART goals for both personal and professional reasons has been shown to improve overall workflow, decrease daily stress, and improve work engagement therefore decreasing burnout (Weintraub et al., 2021).
Personally, we are asked to set goals for ourselves individually and professionally as a part of our yearly evaluations for work. I find this process to be very overwhelming and a daunting task that I procrastinate on every year. Utilizing the SMART goal setting techniques that were displayed this week, I think it will be easier to create these goals now. A SMART goal that I designed around my Capstone project would be as follows:
S – Control or reduce blood pressure values by 5% with meditation techniques
M – By measuring blood pressure values of cardiology patients with known uncontrolled hypertension on a week basis.
A – Reduction of blood pressure values by 5% over a 10-week period.
R – By controlling or reducing blood pressure it further reduces associated comorbidities and mortality allowing people to live long healthy lives.
T- Over a 10-week period during Capstone project implementation.
The goal would be: To reduce blood pressure values by 5%, over a ten-week period by checking blood pressure values weekly to improve the overall health and well-being of cardiology patients with known uncontrolled hypertension.
References
Walsh, A. (2019, May 7). Are you being smart about your goals? SparkPeople. https://www.sparkpeople.com/resource/motivation_articles.asp?id=1794
Weintraub, J., Cassell, D., & DePatie, T. P. (2021). Nudging flow through ‘smart’ goal setting to decrease stress, increase engagement, and increase performance at work. Journal of Occupational and Organizational Psychology, 94(2), 230–258. https://doi.org/10.1111/joop.12347
Working at Cornell. Goal setting – Cornell University Division of Human Resources. (n.d.). Retrieved from https://hr.cornell.edu/goal-setting
Folashade In your peer responses, offer suggestions and other thoughts for your colleagues to consider.
2, Responds to this post in half a page use different reference to response please
Folashade
Setting goals provides motivation for future accomplishments and serves as a point of reference in our lives. Goal setting provides direction and purpose in life by creating an action plan. It aids us in remembering what is important. SMART goals must be organized or designed in a priority order. Tichelaar et al. (2016) state that determining treatment goals is an important part of the treatment decision-making process; however, medical students are fundamentally ill-equipped to characterize these goals. The purpose of this study was to examine the impact of SMART criteria implementation on medical students’ ability to set treatment goals, as well as the impact on treatment choice and monitoring. A prospective, randomized controlled minimal intervention study with one control and two intervention groups was used to carry out the research (WHO group and SMART group).
The SMART criteria are commonly used in non-medical professions to optimize goal setting, according to the study, but their effectiveness in pharmacotherapy education was unknown. According to the study’s findings, using the SMART criteria by medical students improved their ability to set treatment goals and monitor treatment. It was also noted that whether WHO, SMART, or no criteria were used, improved goal setting was associated with better treatment monitoring. This is comparable to the WHO Guide to Good Prescribing’s claim that setting treatment goals is an essential step in the six-step rational prescribing process.
The study’s authors noted that there is a widespread belief that residents will develop learning objectives without prompting; however, this hypothesis has never been tested. The authors contend that learners may struggle to set reasonable quality goals due to inherent self-assessment issues. Goal-setting instruction, such as the SMART criteria, improves the quality of learning objectives.
Previous studies, including students in the curriculum’s preclinical and clinical phases, have also revealed that students have relatively low scores for learning goals. Students have identified learning treatment goals as a difficult step to complete. As a result, the current WHO method does not adequately assist students in developing this skill. Interestingly, using the SMART criteria for the first-time increased students’ treatment goal setting (both quality and number of goals) and treatment monitoring. This is because the treatment goals of the SMART criteria are clearly stated, making it easier for students to determine which measures should be used to monitor treatment.
2. My work experience with goal setting includes a 6-month chart review by the billing and coding department at our outpatient behavior clinic. This is when our charting is reviewed to ensure that we are documenting in accordance with our organization’s established standards for continuity of care and billing compliance. On the most recent charting review, I received a 75%. I decided to set a 6-month goal for myself to improve my score. Following my previous review, I received refresher training and a booklet on how to improve my scores, as well as a charting guideline. I challenged myself to raise my charting score from 75% to 95% in 6 months. I planned to accomplish this by personally reviewing 10 of my patients’ charts each week using the training chart booklet to ensure that I was adhering to my organization’s charting standards.
3. A SMART goal related to my capstone project is to get at least 40% reduction in the participant burnout level by the end of implementing the project.
S: 9 to 20 participants are expected to voluntarily be engaged in the project and see it through completion.
M: This goal will be assessed using the Maslach Burnout Inventory Human Services Survey for Medical Personnel – MBI-HSS (MP) tool. The MBI-HSS (MP) is a 22 item self-report questionnaire that consists of emotional exhaustion, depersonalization, and low sense of personal accomplishment (Wickramasinghe et al., 2018).
A: The goal is attainable as there will be educational sessions both on ground in the clinic, and via zoom on the benefits of physical activity on staff burnout. Participants will exercise 30 minutes 5 days of the week and 60 minutes on weekends. There will be weekly meetings with participants either face to face or by zoom for a period of 10 to 20 minutes to go over activity logs, and to address any issues, concerns, or questions that may arise.
R: The goal of reduction in staff burnout is relevant to the purpose of the capstone project which is the effect of physical activity on burnout among staff at an outpatient mental health clinic.
T: The timeframe for the goal will be correlated to the implementation time of the project which is expected to be between January to April of 2023. Participants will rate a reduced level of burnout level and will want to continue their job at the end of the project.
References
Tichelaar, J., Uil den, S. H., Antonini, N. F., van Agtmael, M. A., de Vries, T. P., & Richir, M. C. (2016). A ‘SMART’ way to determine treatment goals in pharmacotherapy education. British Journal of Clinical Pharmacology, 82(1), 280–284. https://doi.org/10.1111/bcp.12919
Wickramasinghe, N. D., Dissanayake, D. S., & Abeywardena, G. S. (2018). Validity and reliability of the Maslach Burnout Inventory-Student Survey in Sri Lanka. BMC Psychology, 6(1). https://doi.org/10.1186/s40359-018-0267-7