Sample Answer for BLOG: HOW DO YOU PRACTICE INTER-AND INTERDISCIPLINARY COLLABORATION IN PRACTICE? NURS 8002 Included After Question
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.
Photo Credit: Andrey Popov / Adobe Stock
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.
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Submission and Grading Information
Grading Criteria
To access your rubric:
Week 6 Blog Rubric
BLOG: HOW DO YOU PRACTICE INTER-AND INTERDISCIPLINARY COLLABORATION IN PRACTICE? NURS 8002
Post by Day 3 of Week 6 and Respond by Day 5 of Week 6
To Participate in this Blog:
Week 6 Blog
What’s Coming Up in Week 7?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will evaluate community and organizational needs, challenges, and issues. You will then examine the role of the DNP-prepared nurse in addressing and advocating for community and organizational needs, challenges, and issues.
Next Week
To go to the next week:
Week 7
Week 6: The Doctorally Prepared Nurse: Professional Collaboration
As a DNP-prepared nurse, the likelihood that you will engage in interprofessional collaboration is quite high. In fact, you may already find that you engage in such collaborations daily. In the modern healthcare delivery system, team-based approaches are more common in developing treatment plans that not only address a patient’s needs but that foster long-term and positive patient outcomes. How do you anticipate engaging in interprofessional collaboration in your nursing practice?
This week, you will examine intra- and interdisciplinary collaboration in nursing practice. You will also consider the strengths and weaknesses of interdisciplinary collaboration in nursing practice.
Learning Objectives
Students will:
- Analyze intra- and interdisciplinary collaboration in nursing practice
- Analyze strengths and weaknesses of interdisciplinary collaboration in nursing practice
Learning Resources
Required Readings (click to expand/reduce)
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
Celio, J., Ninane, F., Bugnon, O., & Schneider, M. P. (2018). Pharmacist-nurse collaborations in medication adherence-enhancing interventions: A review. Patient Education and Counseling, 101(7), 1175–1192. https://doi.org/10.1016/j.pec.2018.01.022
Contandriopoulos, D., Brousselle, A., Dubois, C.-A., Perroux, M., Beaulieu, M.-D., Brault, I., Kilpatrick, K., D’Amour, D., & Sansgter-Gormley, E. (2015). A process-based framework to guide nurse practitioners integration into primary healthcare teams: Results from a logic analysis. BMC Health Services Research, 15(78), 1–11. https://doi.org/10.1186/s12913-015-0731-5
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.
Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://hsc.unm.edu/ipe/resources/ipec-2016-core-competencies.pdf
Muller, C., Hesjedal-Streller, B., Fleischmann, N., Tetzlaff, B., Mallon, T., Scherer, M., Kopke, S., Balzer, K., Gartner, L., Maurer, I., Friede, T., Konig, H.-H., & Hummers, E. (2020). Effects of strategies to improve general practitioner-nurse collaboration and communication in regard to hospital admissions of nursing home residents (interprof ACT): Study protocol for a cluster randomised controlled trial. Trials, 21(913), 1–14. https://doi.org/10.1186/s13063-020-04736-x
National League for Nursing. (2015). Interprofessional collaboration in education and practice. http://www.nln.org/docs/default-source/default-document-library/ipe-ipp-vision.pdf?sfvrsn=14
Module 3: Collaboration and the DNP Community of Practice
Interprofessional collaboration, or coordinating care between various disciplines, has resulted in widespread reduction of inefficiencies in patient care. As it applies to nursing practice, cooperative work allows for more effective treatment plans and a focus on the whole patient, eliminating independent work and divides that previously served to isolate healthcare delivery.
In what ways might you already participate in interprofessional collaboration in your nursing practice? What potential benefits might arise from fostering a community of practice in nursing?
What’s Happening This Module?
Module 3: Collaboration and the DNP Community of Practice is a 2-week module—Weeks 6–7 of the course—in which you examine intra- and interdisciplinary collaboration in nursing practice, including the strengths and challenges associated with these types of collaboration. In your Blog Assignments for this module, you will extend your understanding of these types of collaboration strategies while you also analyze your role as the DNP-prepared nurse in evaluating community and organizational needs, challenges, and issues. With these community and organizational considerations in mind, you will recommend practice changes and interventions to address those considerations, in essence, performing one of the core functions of the DNP-prepared nurse.
| What do I have to do? | When do I have to do it? |
| Review your Learning Resources | Days 1–7, Weeks 6 and 7 |
| Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice? | Post by Day 3 of Week 6 and respond to your colleagues by Day 6 of Week 6. |
| Blog: The DNP-Prepared Nurse and Their Community | Post by Day 3 of Week 7 and respond to your colleagues by Day 6 of Week 7. |
A Sample Answer For the Assignment: BLOG: HOW DO YOU PRACTICE INTER-AND INTERDISCIPLINARY COLLABORATION IN PRACTICE? NURS 8002
Title: BLOG: HOW DO YOU PRACTICE INTER-AND INTERDISCIPLINARY COLLABORATION IN PRACTICE? NURS 8002
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/
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8002_Week6_Blog_Rubric
- Grid View
- List View
| Excellent
90%–100% |
Good
80%–89% |
Fair
70%–79% |
Poor
0%–69% |
|||
| Main Posting:
Response to the Blog prompt is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
18 (30%) – 20 (33.33%)
Thoroughly responds to the Blog prompt(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences. No less than 75% of post has exceptional depth and breadth. |
16 (26.67%) – 17 (28.33%)
Responds to most of the Blog prompt(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences. 50% of the post has exceptional depth and breadth. |
14 (23.33%) – 15 (25%)
Responds to some of the Blog prompt(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. |
0 (0%) – 13 (21.67%)
Does not respond to the Blog prompt(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. |
||
| Main Posting:
Writing |
5 (8.33%) – 5 (8.33%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (6.67%) – 4 (6.67%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
3 (5%) – 3 (5%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 2 (3.33%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
5 (8.33%) – 5 (8.33%)
Meets requirements for timely, full, and active participation. Posts main Blog post by due date. |
4 (6.67%) – 4 (6.67%)
Posts main Discussion by due date. Meets requirements for full participation. |
3 (5%) – 3 (5%)
Posts main Blog post by due date. |
0 (0%) – 2 (3.33%)
Does not meet requirements for full participation. Does not post main Blog post by due date. |
||
| First Response:
Post to colleague’s main post that is reflective. |
5 (8.33%) – 5 (8.33%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. |
4 (6.67%) – 4 (6.67%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
3 (5%) – 3 (5%)
Response is on topic and may have some depth. |
0 (0%) – 2 (3.33%)
Response may not be on topic and lacks depth. |
||
| First Response: Writing |
5 (8.33%) – 5 (8.33%)
Communication is professional and respectful to colleagues. Response fully answers faculty questions, if posed. Provides clear, concise opinions and ideas. Response is effectively written in standard, edited English. |
4 (6.67%) – 4 (6.67%)
Communication is mostly professional and respectful to colleagues. Response mostly answers faculty questions, if posed. Provides opinions and ideas. Response is written in standard, edited English. |
3 (5%) – 3 (5%)
Response posed in the Blog may lack effective professional communication. Response somewhat answers faculty questions, if posed. |
0 (0%) – 2 (3.33%)
Responses posted in the Blog lack effective communication. Response to faculty questions is missing. |
||
| First Response: Timely and full participation |
5 (8.33%) – 5 (8.33%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (6.67%) – 4 (6.67%)
Meets requirements for full participation. Posts by due date. |
3 (5%) – 3 (5%)
Posts by due date. |
0 (0%) – 2 (3.33%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective. |
5 (8.33%) – 5 (8.33%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. |
4 (6.67%) – 4 (6.67%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
3 (5%) – 3 (5%)
Response is on topic and may have some depth. |
0 (0%) – 2 (3.33%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
5 (8.33%) – 5 (8.33%)
Communication is professional and respectful to colleagues. Response fully answers faculty questions, if posed. Provides clear, concise opinions and ideas. Response is effectively written in standard, edited English. |
4 (6.67%) – 4 (6.67%)
Communication is mostly professional and respectful to colleagues. Response mostly answers faculty questions, if posed. Provides opinions and ideas. Response is written in standard, edited English. |
3 (5%) – 3 (5%)
Response posed in the Blog may lack effective professional communication. Response somewhat answers faculty questions, if posed. |
0 (0%) – 2 (3.33%)
Responses posted in the Blog lack effective communication. Response to faculty questions is missing. |
||
| Second Response: Timely and full participation |
5 (8.33%) – 5 (8.33%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (6.67%) – 4 (6.67%)
Meets requirements for full participation. Posts by due date. |
3 (5%) – 3 (5%)
Posts by due date. |
0 (0%) – 2 (3.33%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 60 | ||||||
Name: NURS_8002_Week6_Blog_Rubric