NURS 8002 Practice Intra- and Interdisciplinary Collaboration – Essay Furious


NURS 8002 Practice Intra- and Interdisciplinary Collaboration

You are the DNP-prepared nurse responsible for overseeing a large intensive care unit (ICU). You have noticed that in the last 3 months, the number of nosocomial, or hospital-acquired infections (HAIs), has dramatically increased among patients who have undergone cardiovascular procedures. You would like to initiate a practice study to determine the source of these HAIs and to improve patient outcomes in your ICU.

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What types of interdisciplinary collaboration might be needed to support the goals of your practice study?
As outlined in the scenario, the likelihood to engage in interdisciplinary collaboration to enhance healthcare delivery and nursing practice is high. In fact, it is likely that the DNP-prepared nurse in the scenario presented may need to collaborate with an infection prevention specialist (who may be a PhD-prepared nurse or PhD-credentialed healthcare professional). While this represents only one potential area in which interprofessional collaboration may take place in advanced nursing practice, it is important to keep in mind that when disciplines work together toward a shared goal that focuses on the patient, the quality and cost of care delivered will be optimized (Johnson & Johnson, 2016).
For this Blog Assignment, review the Learning Resources and reflect on strategies that may be used to foster interdisciplinary collaboration in nursing practice. Reflect on strategies and approaches you might recommend that support interdisciplinary collaboration in practice.
Reference:
Johnson & Johnson. (2016). The importance of interprofessional collaboration in healthcare.
https://nursing.jnj.com/getting-real-nursing-today/the-importance-of-interprofessional-collaboration-in-healthcare
To prepare:
• Review the Henry et. al. (2018) article in this week’s Learning Resources about collaboration through case study design.
• Reflect on how the approach of case study design may apply toward fostering intra- and interdisciplinary collaboration in practice.
• Select at least one of the articles from this week’s Learning Resources and reflect on how professional collaboration is executed to address the needs described in the article.
• Reflect on your own experiences with intra- and interdisciplinary collaboration in your practice.
By Day 3 of Week 6
Post a response to your Blog describing your own experiences with intra- and interdisciplinary collaboration in your practice. What were the strengths and weaknesses of this collaboration? How might your own experiences mirror the perspectives and viewpoints presented in the Henry et al. (2018) case study design approach? Be specific and provide examples.
By Day 5 of Week 6
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding on your colleague’s post or suggesting an alternative viewpoint/perspective on the experiences described by your colleagues.

JUANITA
Main Post: Blog – Week 6 – Collaboration Focus this Week!
COLLAPSE
MAIN BLOG POST-Interdisciplinary collaboration
Case study design is a great idea towards fostering critical thinking skills needed in nursing practice, this leads to fostering collaboration among various disciplines and understanding more of what they do, and expanding thoughts and problem solving skills for students to help guide them in the real world once they graduate. IPEC (2011) as cited by the National League of Nursing (2015) noted team training in educational programs lag behind the actual practice of working in teams, which is a gap that exists between the realities of practice and the utilization of teamwork skills to deliver patient-centered care. Implementing these case study designs are effective when needing to truly commit to learning and expanding the knowledge base of the nursing student. Collaboration with different professionals allows the student to better understand the dynamics of each individual professional area, work as a team and allow them to actually see what role that discipline plays in implementing improved care for the patient. Developing a relationship to work together while understanding each discipline’s role in patient-care assists in building respect, better partnerships and better health outcomes. Barr (1998) as cited in Henry et al. (2018) points out competency based interprofessional education relevancy stages include recognizing and respecting the roles of other professionals. This is an important piece with collaboration and making it work to be effective.
Professional collaboration is used to address the needs of patient care by way of using a team of professionals making decisions based on the specific needs of the patient’s, in order to improve the care they receive. Interprofessional case conferences is one way the article uses an analysis of the case at hand. Coming together to combine knowledge that exists among the various disciplines to brainstorm and problem solve is just one way collaboration is incorporated to provide what is needed. As Henry et al. (2018) points out, seeing problems through the eyes of another, is a way of requiring students to transfer their problem solving strategies in new ways (Hmelo-Silver, 2004). This contributes to the education students need to expand on their foundational knowledge broadening their understanding of what is involved with treating the patient as a whole.
I recall my first experience with interdisciplinary collaboration as a new nurse in an orthopedic unit. Once a week the patient’s primary nurse, the physician and referral partner (ie. cardiologist, internist), the social worker, dietician and charge nurse would do grand rounds on the patients, then sit for a conference to determine what the patient needed at that time and upon discharge, and we would then review how we would make it all happen. Collaboration was found essential for the goal of faster recovery, shorter hospital stays and improved care after discharge to prevent negative outcomes in the long run. Ansa et al. (2020) points out interprofessional collaboration in healthcare is a partnership among diverse health professionals to provide quality care to patients, families and caregivers. It is an effective measure to provide teamwork to problem solving complex health issues one patient at a time.
Initially, thirty years ago I saw those rounds as just an additional task at work. When I was placed into the position of charge nurse, I began to understand more clearly how significant each role was within that collaboration and how it ultimately impacted the patients. This is proof of the need for case study design in education to prepare nurses for the real world of collaboration. Once within the professional setting I would suggest placing nurses weekly with a member of the interdisciplinary team, to get a more personal view and understanding of what each discipline involves and how they function to assist with patient care. Then ultimately involve the nurse and a member of the team to work together to problem solve and resolve issues of care for a patient. Keeping a goal in mind for the patient and teaming up a nurse with a team member weekly may allow for a more focused application of care for the patient, and allow for more focused collaborative thinking with the team member.

References:
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020).
Attitudes and behavior towards interprofessional collaboration among healthcare
Professionals in a large academic medical center. Healthcare, 8(3), 1-14.
https://doi.org/10.3390/healthcare8030323
Barr, H. (1998). Competent to collaborate: Towards a competency-based model for
Interprofessional education. Journal of interprofessional Care, 12, 181-187.
doi:10.3109/13561829809014104
Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about
Interprofessional collaboration through student-designed case study and analysis.
International Journal of Teaching and Learning in Higher Education, 30(3), 560-570.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?
Educational Psychology Review, 16(3), 235-266.
Interprofessional Education Collaborative Expert Panel (IPEC). (2011). Core competencies
For interprofessional collaborative practice: Report of an expert panel. Washington,
DC: IPEC
National League for Nursing. (2015). Interprofessional collaboration in education and practice.
http://www.nln.org/docs/default-source/default-document-library/ipe-ipp-vi-sion.pdf?sfvrs
n=14

RESPOND HERE (150 WORDS, 3 REFERENCES)
Hello Juanita,
This is insightful. The success of the case study under consideration relies on effective collaboration with other people from various disciplines. The contribution of other experts is necessary for ensuring the integration of different approaches essential in implementing components of the entire project (Peltonen et al., 2020). Professional collaboration is one of the best ways of incorporating different expertise into the project. In most cases, professional collaboration is used to address patient care needs by using a team of professionals making decisions based on the specific needs of the patients to improve the care they receive (Ansa et al., 2020). Professional collaboration may involve ensuring effective communication, coordination, and sharing ideas. Today, most healthcare institutions advocate for interprofessional collaboration; succinctly, it is required that nursing, physicians, and other healthcare professionals work as a team to provide integrated care and address research processes with the aim of achieving overall improved healthcare outcomes (Meijer et al., 2016).

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NURS 8002 Blog: Practice Intra- and Interdisciplinary Collaboration

NURS 8002 Practice Intra- and Interdisciplinary Collaboration

References
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020).
Attitudes and behavior towards interprofessional collaboration among healthcare
Professionals in a large academic medical center. Healthcare, 8(3), 1-14.
https://doi.org/10.3390/healthcare8030323
Peltonen, J., Leino-Kilpi, H., Heikkilä, H., Rautava, P., Tuomela, K., Siekkinen, M., … & Stolt, M. (2020). Instruments measuring interprofessional collaboration in healthcare–a scoping review. Journal of interprofessional care, 34(2), 147-161. https://www.tandfonline.com/doi/abs/10.1080/13561820.2019.1637336
Meijer, L., de Groot, E., Blaauw-Westerlaken, M., & Damoiseaux, R. (2016). Intraprofessional collaboration and learning between specialist and general practitioners during postgraduate training: a qualitative study. BMC Health Services Research, 16, 376. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4982222/

KO KIM
Professional Collaboration
Healthcare professionals often build collaborative relationships amongst each other for learning and assisting for a positive outcome. It is not rare to see intraprofessional collaboration within a floor, in which two or more professions within a discipline, such as healthcare professionals, come together to improve the delivery of care (Meijer, 2016). In primary care, family nurse practitioner often collaborates with specialty practitioners to implement refractory health conditions such as hypertension or diabetes mellitus that cannot be controlled. The two or more practitioners collaborate to find the answer to benefit patients and implement interventions for optimal patient outcomes. Another example is when a primary care practitioner finds a lesion that is atypical during a pelvic exam and seeks assistance identifying the lesion from the OBGYN practitioner while the biopsy is sent and pending result.
Similar to intraprofessional collaboration, interprofessional collaboration is when two or more different professions work together to achieve a common goal and/or solve complex issues (Green & Johnson, 2015). In an ambulatory center, it is essential that the medical director, nursing director, and even office manager collaborate to fill in any gaps that the center faces. Learning, sharing data, and disseminating knowledge to one another professional to address issues and improve patient care and health care delivery is one of the core teamwork values in this facility.
According to Green & Johnson (2015), the benefit of professional collaboration is reducing risk and cost while forming strategic innovation learning and interventions; in healthcare, intraprofessional and interprofessional collaboration promotes a safe and healthy environment, decreases medical error, and decreases mortality, and increase healthcare staff satisfaction. Challenges with professional collaboration include cultural differences, authority, and communication that may cause conflict and barriers to interprofessional and intraprofessional collaboration (Green & Johnson, 2015). For example, the ambulatory procedure center notices the increase of unsigned informed consent forms. The medical director and nursing director assess and collect data from the surgeons and nurses present for informed consent. The professionals share information and generate solutions such as a “checklist” for the surgeon, patient, and nurses to sign to ensure each step is checked without shortcuts. The ambulatory procedure center noticed a significant decrease in unsigned informed consent.
Henry et al. (2018) found their case study on student who underwent teaching and learning about interprofessional collaboration developed collaborative competencies to learn and share information to generate strategies to solve complex problems to improve health outcomes. It is essential to recognize the importance of intradisciplinary and interdisciplinary collaboration and build collaborating skills to maximize patient health.

References
Green, B. & Johnson, C. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. Journal of Chiropractic Education, 29(1), 1-10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4360764/
Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about interprofessional collaboration through student-designed case study and analysis. International Journal of Teaching and Learning in Higher Education, 30(3), 560-570. https://search-ebscohost-com.wap.waldenulibrary.org/login.aspx?direct=true&db=edo&an=133592241&site=eds-live&scope=site
Meijer, L., de Groot, E., Blaauw-Westerlaken, M., & Damoiseaux, R. (2016). Intraprofessional collaboration and learning between specialist and general practitioners during postgraduate training: a qualitative study. BMC Health Services Research, 16, 376. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4982222/

RESPOND HERE (150 WORDS, 3 REFERENCES)

This is insightful KO KIM; healthcare professionals often build collaborative relationships to learn and assist for a positive outcome. Developing interprofessional collaboration is necessary for ensuring respectful and relational processes among nursing colleagues. Today, most healthcare institutions are involved in developing effective collaboration strategies to facilitate the delivery of quality healthcare to patients. Professional collaboration allows for the effective use of skills, knowledge, as well as talents in undertaking research, evidence-based practices, and general treatment processes (Goldsberry, 2018). Besides, interprofessional collaboration often takes into account workers’ experiences, ideas, as well as opinions. When employees work together openly, organizational objectives and processes become more aligned, leading to successful processes (Peltonen et al., 2020). Through professional collaboration, most organizations have been able to reduce risks and costs in delivering healthcare services (Müller et al., 2018). Interprofessional collaboration is essentials for organizations that want to achieve quality patient outcomes. Effective interprofessional collaboration can enhance the achievement of family and patient-centered goals as well as values.
References
Goldsberry, J. W. (2018). Advanced practice nurses leading the way: Interprofessional collaboration. https://www.sciencedirect.com/science/article/abs/pii/S0260691718300960
Müller, C. A., Fleischmann, N., Cavazzini, C., Heim, S., Seide, S., Geister, C., … & Hummers, E. (2018). Interprofessional collaboration in nursing homes (interprof): development and piloting of measures to improve interprofessional collaboration and communication: a qualitative multicentre study. BMC family practice, 19(1), 1-11. https://bmcfampract.biomedcentral.com/articles/10.1186/s12875-017-0678-1
Peltonen, J., Leino-Kilpi, H., Heikkilä, H., Rautava, P., Tuomela, K., Siekkinen, M., … & Stolt, M. (2020). Instruments measuring interprofessional collaboration in healthcare–a scoping review. Journal of interprofessional care, 34(2), 147-161. https://www.tandfonline.com/doi/abs/10.1080/13561820.2019.1637336

Main Post: Blog – Week 6 – Collaboration Focus this Week!
COLLAPSE
MAIN BLOG POST-Interdisciplinary collaboration
Case study design is a great idea towards fostering critical thinking skills needed in nursing practice, this leads to fostering collaboration among various disciplines and understanding more of what they do, and expanding thoughts and problem solving skills for students to help guide them in the real world once they graduate. IPEC (2011) as cited by the National League of Nursing (2015) noted team training in educational programs lag behind the actual practice of working in teams, which is a gap that exists between the realities of practice and the utilization of teamwork skills to deliver patient-centered care. Implementing these case study designs are effective when needing to truly commit to learning and expanding the knowledge base of the nursing student. Collaboration with different professionals allows the student to better understand the dynamics of each individual professional area, work as a team and allow them to actually see what role that discipline plays in implementing improved care for the patient. Developing a relationship to work together while understanding each discipline’s role in patient-care assists in building respect, better partnerships and better health outcomes. Barr (1998) as cited in Henry et al. (2018) points out competency based interprofessional education relevancy stages include recognizing and respecting the roles of other professionals. This is an important piece with collaboration and making it work to be effective.
Professional collaboration is used to address the needs of patient care by way of using a team of professionals making decisions based on the specific needs of the patient’s, in order to improve the care they receive. Interprofessional case conferences is one way the article uses an analysis of the case at hand. Coming together to combine knowledge that exists among the various disciplines to brainstorm and problem solve is just one way collaboration is incorporated to provide what is needed. As Henry et al. (2018) points out, seeing problems through the eyes of another, is a way of requiring students to transfer their problem solving strategies in new ways (Hmelo-Silver, 2004). This contributes to the education students need to expand on their foundational knowledge broadening their understanding of what is involved with treating the patient as a whole.
I recall my first experience with interdisciplinary collaboration as a new nurse in an orthopedic unit. Once a week the patient’s primary nurse, the physician and referral partner (ie. cardiologist, internist), the social worker, dietician and charge nurse would do grand rounds on the patients, then sit for a conference to determine what the patient needed at that time and upon discharge, and we would then review how we would make it all happen. Collaboration was found essential for the goal of faster recovery, shorter hospital stays and improved care after discharge to prevent negative outcomes in the long run. Ansa et al. (2020) points out interprofessional collaboration in healthcare is a partnership among diverse health professionals to provide quality care to patients, families and caregivers. It is an effective measure to provide teamwork to problem solving complex health issues one patient at a time.
Initially, thirty years ago I saw those rounds as just an additional task at work. When I was placed into the position of charge nurse, I began to understand more clearly how significant each role was within that collaboration and how it ultimately impacted the patients. This is proof of the need for case study design in education to prepare nurses for the real world of collaboration. Once within the professional setting I would suggest placing nurses weekly with a member of the interdisciplinary team, to get a more personal view and understanding of what each discipline involves and how they function to assist with patient care. Then ultimately involve the nurse and a member of the team to work together to problem solve and resolve issues of care for a patient. Keeping a goal in mind for the patient and teaming up a nurse with a team member weekly may allow for a more focused application of care for the patient, and allow for more focused collaborative thinking with the team member.

References:
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020).
Attitudes and behavior towards interprofessional collaboration among healthcare
Professionals in a large academic medical center. Healthcare, 8(3), 1-14.
https://doi.org/10.3390/healthcare8030323
Barr, H. (1998). Competent to collaborate: Towards a competency-based model for
Interprofessional education. Journal of interprofessional Care, 12, 181-187.
doi:10.3109/13561829809014104
Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about
Interprofessional collaboration through student-designed case study and analysis.
International Journal of Teaching and Learning in Higher Education, 30(3), 560-570.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?
Educational Psychology Review, 16(3), 235-266.
Interprofessional Education Collaborative Expert Panel (IPEC). (2011). Core competencies
For interprofessional collaborative practice: Report of an expert panel. Washington,
DC: IPEC
National League for Nursing. (2015). Interprofessional collaboration in education and practice.
http://www.nln.org/docs/default-source/default-document-library/ipe-ipp-vi-sion.pdf?sfvrs
n=14

WK6 Blog- Ko Kim
COLLAPSE
Professional Collaboration
Healthcare professionals often build collaborative relationships amongst each other for learning and assisting for a positive outcome. It is not rare to see intraprofessional collaboration within a floor, in which two or more professions within a discipline, such as healthcare professionals, come together to improve the delivery of care (Meijer, 2016). In primary care, family nurse practitioner often collaborates with specialty practitioners to implement refractory health conditions such as hypertension or diabetes mellitus that cannot be controlled. The two or more practitioners collaborate to find the answer to benefit patients and implement interventions for optimal patient outcomes. Another example is when a primary care practitioner finds a lesion that is atypical during a pelvic exam and seeks assistance identifying the lesion from the OBGYN practitioner while the biopsy is sent and pending result.
Similar to intraprofessional collaboration, interprofessional collaboration is when two or more different professions work together to achieve a common goal and/or solve complex issues (Green & Johnson, 2015). In an ambulatory center, it is essential that the medical director, nursing director, and even office manager collaborate to fill in any gaps that the center faces. Learning, sharing data, and disseminating knowledge to one another professional to address issues and improve patient care and health care delivery is one of the core teamwork values in this facility.
According to Green & Johnson (2015), the benefit of professional collaboration is reducing risk and cost while forming strategic innovation learning and interventions; in healthcare, intraprofessional and interprofessional collaboration promotes a safe and healthy environment, decreases medical error, and decreases mortality, and increase healthcare staff satisfaction. Challenges with professional collaboration include cultural differences, authority, and communication that may cause conflict and barriers to interprofessional and intraprofessional collaboration (Green & Johnson, 2015). For example, the ambulatory procedure center notices the increase of unsigned informed consent forms. The medical director and nursing director assess and collect data from the surgeons and nurses present for informed consent. The professionals share information and generate solutions such as a “checklist” for the surgeon, patient, and nurses to sign to ensure each step is checked without shortcuts. The ambulatory procedure center noticed a significant decrease in unsigned informed consent.
Henry et al. (2018) found their case study on student who underwent teaching and learning about interprofessional collaboration developed collaborative competencies to learn and share information to generate strategies to solve complex problems to improve health outcomes. It is essential to recognize the importance of intradisciplinary and interdisciplinary collaboration and build collaborating skills to maximize patient health.

References
Green, B. & Johnson, C. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. Journal of Chiropractic Education, 29(1), 1-10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4360764/
Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about interprofessional collaboration through student-designed case study and analysis. International Journal of Teaching and Learning in Higher Education, 30(3), 560-570. https://search-ebscohost-com.wap.waldenulibrary.org/login.aspx?direct=true&db=edo&an=133592241&site=eds-live&scope=site
Meijer, L., de Groot, E., Blaauw-Westerlaken, M., & Damoiseaux, R. (2016). Intraprofessional collaboration and learning between specialist and general practitioners during postgraduate training: a qualitative study. BMC Health Services Research, 16, 376. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4982222/

 

 

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