SMART GOAL and Critical Reflection Assignment

SMART GOAL and Critical Reflection TASK

The critical reflection is based on the significance of leadership within paramedic practice and the impact this has upon patient safety.

This paper must be written in a scientific language to a level which can inform your peers (fellow paramedics) and is referenced to an academic standard (using Vancouver referencing).

You will reference the chosen experience to the CAA paramedic competency standards, including a description and use appropriate literature/research on leadership within prehospital practice to support your reflection. For example, how leadership affects formulating a specific and appropriate management plan or how leadership influences the provision of safe, effective and appropriate care. One or more CAA competencies can be used for each reflection paper.

Your word limit is 1800 words (not including reference list).

Vancouver referencing style is required

Included within this will be pertinent research on the attributes of leadership in paramedic practice and reference to specific Council of Ambulance Authority (CAA) Paramedic Competency Standards. You will investigate important attributes of leadership in paramedic practice and how effective, or ineffective, implementation can influence case outcomes and patient safety.

 

Layout– The critical reflection paper is to be structured using the following subheadings in bold:

 

Introduction– A brief statement of the reflection and purpose, include a definition of leadership.

 

Case narrative

A brief description of the case. This should also cover areas relevant to the leadership issues which will be analysed. Describe the relevant logistical and/or clinical issues involved.

 

Themes identified 

Identify the key clinical leadership qualities required specific to your chosen case. Relate these to the relevant CAA competency standards, defining these standards and explaining the connection between them and purpose of the paper. Research/analyse these and critically reflect on what occurred during the case.

 

Discuss how the leader’s performance enhanced or detracted from the clinical competency and how this impacted upon patient safety. Use appropriate academic literature/research to support your discussion.

Recommendations 

What are the important points you have learned from this reflection and what advice would you give to ensure leadership was at the appropriate standard to meet the given competency standard/s chosen.

 

Reference List

Using Vancouver referencing

 

**NOTES**

 

A student leadership experience could involve a variety of situations including, but not limited to, one or more of the following: scene control and positioning of equipment, patient assessment and management, planning and implementation of extricating a patient from a scene to the ambulance.

 

These tasks could involve organising colleagues to acquire vital sign observations and assessment, positioning the stretcher appropriately, and ensuring medications, documents, x rays etc are with the patient. Also, organising the scene to be secured and relatives to be notified of the transport destination.

 

Clinical competencies for this paper must be drawn from The Council of Ambulance Authorities Competency Standards for Paramedics.

 

A reflective based paper involving a clinical mentor would ideally involve an acute case where good leadership skills were required and the student can reflect on how effectively they were executed.

 

Reflections should include leadership qualities that were performed both well and poorly and discussion of the consequences.

 

The paper should be researched and referenced to an academic standard (using Vancouver).

SMART GOAL and Critical Reflection INSTRUCTIONS

You are required to complete 4 X SMART learning goals. Your SMART  learning goals are to be developed using the: Council of Ambulance Authorities (CAA) Professional Competency Standards. Each SMART goal must be 350 words each

COMPLETE USING THE FOLLOWING TEMPLATE

Specific objective

A specific goal should clearly state what you want to accomplish, why it is an important goal, and how you intend to accomplish the goal

 

Measurable

A measurable goal should include a plan with targets and milestones that you can use to make sure you’re moving in the right direction

 

 

Attainable

An attainable goal should be realistic and include a plan that breaks the overall goal down into smaller, manageable action steps that use the time and resources available to you     .

 

 

Relevant

Goal should make sense when measured against paramedic competencies

 

 

Time –Based

A time-based goal is limited by a defined period of time and includes a specific timeline for each step of the process

 

 

 

 

 

EXAMPLE OF SMART GOAL

 

Specific objective

A specific goal should clearly state what you want to accomplish, why it is an important goal, and how you intend to accomplish the goal 

Australian competency standard for paramedics. 3.a.3 Use information and communication technology.

Take responsibility and leadership role in giving relevant situation reports and hospital handovers once pertinent information is gathered

 

Measurable

A measurable goal should include a plan with targets and milestones that you can use to make sure you’re moving in the right direction

Use a relevant and systematic approach (AMIST) to inform the communications centre of the current patient condition or other relevant scene information e.g. dangers; resources required; exact location etc.

Use a relevant and systematic approach (AMIST AMBO or ISOBAR) to inform the triage nurse of the patient’s current health status

The clinical supervisor is to monitor handovers and situation reports and give feedback on the amount and relevance of content, clarity of voice and flow of information.

The feedback from the clinical supervisor over the course of the placement will be used to measure the success of this undertaking              

 

Attainable

An attainable goal should be realistic and include a plan that breaks the overall goal down into smaller, manageable action steps that use the time and resources available to you

The goal of being able to give effective clinical handovers and situation reports can be broken into segments including

Research AMIST AMBO or ISOBAR for clinical handovers

Research AMIST for situation reports

Practise use of AMIST AMBO or ISOBAR for clinical handovers

Practise use of AMIST for situation reports

Practise ‘simulated’ cases with clinical supervisor or other students

Listening to and analysing the clinical supervisors’ handover and situation reports.

Discuss and gain feedback from triage or ward nurse as to effectiveness of my handover.

Progression may also involve beginning with simple cases before attempting a more complicated handover and situation reports.             .

 

 

Relevant

Goal should make sense when measured against paramedic competencies

These skills are used continuously by paramedics in the real world setting and are essential for adequate and appropriate resourcing for cases, and continuity of patient care and error mitigation.

 

Time –Based

A time-based goal is limited by a defined period of time and includes a specific timeline for each step of the process

The defined period will be my 8 week clinical placement.

During the start of first week I will gain feedback on simulated case handovers and practise situation reports.

I will be diligent throughout the clinical practicum to listen and evaluate my clinical mentors’ handovers to both other QAS staff and/or other allied health staff.

I will be diligent throughout the clinical practicum to listen and evaluate my clinical mentors’ situation reports to the communication centre.

By the end of week one I intend to progress to giving basic handovers and acquiring feedback as to areas requiring improvement.

The progression over my 4 final weeks will be to give effective concise handovers for a variety of cases.

The progression over my 4 final weeks will be to take the lead in giving effective situation reports for a variety of cases.

The first SMART goal

Goal number one is to apply theory and skills in patient care.

S – I plan to put all of the theories and skills I learned in our block lab to use.
I specifically want to demonstrate a head to toe assessment to my patient because this will serve as a baseline data in monitoring my patient’s progress.
The instructor will give me the opportunity to practice various nursing skills that will be useful when I enter our first clinical setting in February 2019.

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M – As we near the end of our clinical practice, I plan to review all of my nursing skills to ensure that I can safely perform the tasks assigned to me, such as proper transfer technique.
I should be competent and efficient, especially since I will be performing a quick prior assessment on our patients, which will include checking their ABC (airway, breathing, circulation), vital signs, and pain assessment using the pain scale and LOTARP method, as well as pain management.

A – I want a positive performance evaluation in our clinical practice.
I will devote at least 30 minutes of my time to reviewing my notes, such as my student journal, and practicing the skills that I need to improve so that I can do it confidently.

R – I previously worked in a long-term care facility, so I am familiar with assisting clients with activities of daily living such as dressing and bathing.
However, I still need to devote 50% of my time to learning the skills that need to be improved so that I can continue to improve my knowledge and skills as I pursue a career as a psychiatric nurse.

T – By the time we go on our first clinical experience in February 2019, I should be competent and confident in performing all of the nursing skills I learned in clinical procedure 1 and older adult mental health theory.

Core competency nursing body of knowledge on evidence-based experience, as stated in this 2.3 criterion, my goal belongs in this criterion, exhibit nursing knowledge: theoretical models of nursing, nursing skills, procedures, and interventions (BCCNP, 2014).

SMART goal revision: By March 2019, I will apply and demonstrate the theories learned in conducting an extensive head-to-toe assessment in the older adult clinical placement.

Critical Thinking: I have not yet met my goal because my clinical placement has not yet begun.
As a result, I plan to expand my knowledge through reading and practice.
Our activity in our Health Care for Older Adults Clinical Practice course helped me gain confidence in interacting with seniors and encouraged me to assess my proficiency in conducting a head-to-toe assessment.
We interviewed a senior for the past two weeks to practice our assessment skills. I had the opportunity to demonstrate a comprehensive evaluation of the senior’s functional abilities, as well as perform the quick prior assessment, which includes vital signs taking and pain assessment (Potter et al., 2014).
I was able to use the Katz Index assessment tool to determine whether or not a senior could perform their daily activities.
This tool was created on a 3-point scale to assist in scoring performance abilities as independent, assistive, dependent, or incapable of performance (Touhy et al., 2012, p. 213).

I will be able to accomplish more in my upcoming clinical practice once I am exposed to the clinical setting.
I plan to complete my goal by March 2019, and I plan to apply what I’ve learned about conducting a holistic assessment to clients.

The first SMART goal

Goal #2: Become acquainted with and learn more about the patient’s cultural and religious beliefs, which may have an impact on their care plan.

S – Because we live in a multicultural country, it is critical for me to understand our patients’ cultural and religious beliefs.
By February 2019, I will have read a variety of articles on cultural diversity and multiculturalism.
These resources will be used in my weekly forums as needed.

M – Prior to the start of our clinical practice, I am already aware of and familiar with the cultural and religious beliefs of the patients from various cultural backgrounds.
I should be able to come up with a strategy for dealing with these patients’ cultural beliefs about touch or eye contact.
A patient who is a Jehovah’s Witness, for example, may refuse a blood transfusion because of their faith and religious practice (Chand et al., 2014).

A – I will spend one hour reading articles about the aging process and cultural diversity, which will help me gain knowledge about various religious and cultural beliefs.
I will also check various websites to see if there is any current news or research that will inspire me to provide the best possible care for a patient who has a specific care preference due to cultural or religious beliefs.

R – I’m familiar with Asian and Indian cultures, but I’d like to expand my knowledge of other cultural and religious beliefs.
I’ll look for a community center that offers free learning sessions, such as a senior center or a recreation center, in my area.

T – By February 2019, I should be ready and confident to begin my clinical practice because I have already gained cultural and religious knowledge in dealing with patients and providing the best quality of care while prioritizing their safety.

As stated in the 5.3 criterion, my goal belongs in the core competency area of quality care and client safety, which incorporates cultural knowledge, security, and sensitivity.
In addition, the 5.3.2 criterion states that discover the patient’s cultural needs, beliefs, practices, and choices (BCCNP, 2014).

By February 2019, I will have expanded my knowledge and demonstrated competency in assessing clients’ cultural and religious beliefs that may impact their care plan.

Critical Reflection: I have accomplished my goal because I recently had the opportunity to work with an elderly person from a different cultural background than mine.
I’ve also read articles about the common cultural and religious beliefs of older adults, which we discussed in our Health Care for Older Adults Clinical Practice course.
A patient who is a Jehovah’s Witness, for example, may refuse a blood transfusion because of their faith and spiritual practice (Chand et al., 2014).
I will be more aware of the situation as I read the care plan and ensure that I adhere to their preferences.
Another example is for clients who have food preferences based on their cultural beliefs and practices, I have studied and comprehended a related article by Bermudez and Tucker titled, Cultural Aspects of Food Choices in Various Communities for Elders (2004).
Eating habits are influenced not only by physiological necessity and food availability and selection, but also by cultural standards, insights and information, and food access, which are frequently influenced by physical ability and economic circumstances (Bermudez & Tucker, 2004, p. 22).
People eat to meet personal and biological needs, as well as a variety of other factors influenced by society and culture (Bermudez & Tucker, 2004, p. 22).
According to Jones and Darling (1996), for immigrants from various ethnic communities, their traditional cultural food and the preservation of their customary food-handling methods are both sources of convenience in a foreign environment and a means of preserving their cultural existence (as cited in Bermudez & Tucker, 2004, p. 22).
Food has several implications for all cultural groups:
Biological (food provides vital nutrients), health (healthy foods promote wellness), religious (some foods are treasured), and social (food aids in the preservation of traditions and social structure) (Bermudez & Tucker, 2004, p. 22).
I will respect my clients’ cultural beliefs and practices.
I’ve expanded my knowledge of different cultures by visiting local community centers and recreation centers and participating in any learning sessions about multiculturalism.
I’ve also read relevant articles about cultural diversity and multiculturalism, which I’ll use in my patient care and include in my reflective journal