NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

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NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives

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Developing Strong Interprofessional Relationships

While relating value-based care to interprofessional relationships, the cost effective approach to care without sacrificing quality focuses on key concepts that reward value over volume and reduce redundancy. Supporting the shift therefore needs massive undertakings to reimburse and amend current procedures into a new healthcare delivery structure. To take the lead to forming interprofessional team, a focus on the relevance of team-based care is crucial as value is measured and shaped with the team in mind and providers identified in data collection (McGonigle & Mastrian, 2017). Thus, to emphasize value according to IPEC provisions, nursing profession will need to form discussions centered on defining value-based care as applied to education, training, and nursing practice. Indeed, IPEC document regarding its core competencies has aided in the formulation of interprofessional practice and education in order to catalyze the enhancement of team-based care and similarly impact the quality of care offered to patients.

Aligning healthcare practice successfully with patient priorities as partners to enhance care coordination and promote effective communication from different professional backgrounds towards improved care outcomes involves team-based setting. Team-based care can increase collaboration and improve patient outcome since elements known to shape the effectiveness of teams in providing high quality, well-coordinated, and collective responsibility matches with the clinical purpose of care. Advanced registered nurses share principles of team dynamics to create, evaluate, coordinate, and execute improved care (Porter-O Grady & Malloch, 2018). Hence, working with the purpose to better patient outcomes such as accountability, responsibility, communication, assertiveness, cooperation, respect, mutual trust and coordination underpins safe, quality, and patient-centered care. Further, the framework regarding IPEC has been revised to achieve the Triple Aim inclusive of reaffirming the impact and value of core competencies as well as sub-competencies, ensuring patient care and population health are improved as well as reducing the cost per capita of care. The above IPEC-biased Triple Aim can only be achieved through

NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives

interprofessional collaboration.

References

Denisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Burlington, MA: Jones & Bartlett Learning. ISBN-13: 9781284072570

McGonigle, D., & Mastrian, K. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. ISBN-13:9781284121247

Porter-O Grady, T., & Malloch, K. (2018). Leadership in nursing practice: Changing the landscape of health care (3rd ed.). Burlington, MA: Jones & Bartlett Learning. ISBN-13: 9781284146530

NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives

From your experience, how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives? What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles? Make sure to incorporate the Interprofessional Education Collaborative (IPEC) competencies in your response.

A Sample Answer For the Assignment: NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Title: NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Re: Topic 1 DQ 2

“Collaborative interactions exhibit a blending of professional cultures and are achieved though sharing skills and knowledge to improve the quality of patient care” (Bridges et al., 2011). I work normally with patients who have experienced strokes and we collaborate with physical, occupational and speech therapy quite regularly. Interprofessional Education Collaborative (IPEC) describes competencies related to roles and responsibilities that state we need to recognize one’s limitation in skills, knowledge and abilities (2016). We place a lot of trust in these professionals to safely discharge these patients. Many of the nursing staff is aware that physical therapists specialize in moving patients so we take their recommendations very seriously. Patients with strokes can have new deficits and they need education how to adjust to their new normal. We also work very closely with speech therapy and they help us safely feed our patients. We use communication tools, as described in IPEC competency CC1, to ensure everyone is on the same page (2016). We have set forms that lays out how we should have the patient sit, how they should take their medications and how their food or liquids should be changed in terms of size or consistency. If you form a trusting relationship with other healthcare professionals now, as described in IPEC competency VE6, when you advance into your furture role as an advanced registered nures the whole team can benefit because the foundation is already there (2016). It is important to be aware of other healthcare professionals skills and competencies and understand that every person has something they can bring to the table to help patients. As an advanced practice nurse, it is important to know your scope of practice and that of people you work with to better understand what role everyone has in providing care.

Bridges, D., Davidson, R., Soule Odegard, P., Maki, I., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16(1), 6035. https://doi.org/10.3402/meo.v16i0.6035

Interprofessional Education Collaborative (2016). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC. Retrieved from https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf

RESPOND HERE (150 WORDS, 2 REFEFRENCES)

I agree with you that the interprofessional collaboration is essential in sharing information and ensuring that there is high quality of services offered to the patient. In a healthcare organization, the patient goes through various sections of the healthcare facility and the collaboration of the professionals at every stage helps in ensuring there is efficiency and coordinated care (Busari et al., 2017). This reduces the errors of commission and omission during the clinical procedures. The first place is the registry or the healthcare records desk where the initial information about the patient is collected. Then the patient will be referred to the physician or clinical officer who will intern work with the nurses to ensure the patient is treated and taken care of. In order to promote quality care and patient satisfaction the interprofessional collaboration is essential. The interprofessional education and interprofessional collaboration requires that all the stakeholders are trained on the core competencies of ethical practice, responsibilities, interprofessional communication and teams and teamwork (Brashers et al., 2019).

References NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Brashers, V., Haizlip, J., & Owen, J. A. (2019). The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework. Journal of Interprofessional Care, 1–5. https://doi.org/10.1080/13561820.2019.1624513

Busari, J., Moll, F., & Duits, A. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment. Journal of Multidisciplinary Healthcare, Volume 10, 227–234. https://doi.org/10.2147/jmdh.s140042

Re: Topic 1 DQ 2

Great patient care is provided by teams made up of various specialties that all contribute to patient wellness and positive outcomes. Collaboration amongst team members is crucial for successful health care delivery. Developing strong interprofessional relationships can be achieved by being active on committees and work groups with a common focus. Working with other professionals committed to the same goals allows for each team member to contribute their knowledge and skills and learn more about other specialties, as described in Interprofessional Education Collaborative (IPEC) TT4 (2016). For example, I served on a committee that came together to lower the wounds in our facility. In addition to nurses, cna’s, the medial director, and dietary served on the committee as well. I was able to learn about the roles each team member performed in patient care and developed relationships with each member. Later, when I served on other committees, I remembered the team members contribution and felt comfortable consulting team members for help.

Advanced Practice Register Nurses (APRN) may encounter patient symptoms and illness that are difficult to diagnose or beyond their scope of practice to treat. Having an understanding of other professional roles can assist the APRN with utilizing the resources available to themselves and their patients. Sometimes the APRN may need guidance from other professionals that have experience with management of certain illnesses. Having strong interprofessional relationships can assist the APRN in determining the correct course of action, what referrals should be made, and if or when to begin initial treatment (Bridges, Davidson, Odegard, Maki, & Tohmkowiak, 2011). The APRN can also seek knowledge from other professionals to support both the patient and family in areas of pharmaceuticals, dietary issues, specialty education, or smoking cessation.

Each discipline approaches healthcare and patient care with a perspective unique to their own specialty, as described in IPEC CC7 (2016). Team members must respect one another’s roles and overcome any barriers that inhibit effective team collaboration. Healthcare members must be willing to negotiate their role in patient care, with all team members contributing what would most benefit the plan of care. Should any issues arise regarding negative patient outcomes from the plan of care, team members must be willing to come together, reassess the situation, and modify the plan, as discussed in IPEC CC1 (2016). If necessary, shifting leadership roles may occur if needed for example, a patient diagnosed with leukemia may temporarily obtain most of their care during treatment from an oncologist, with their primary care provider reducing the amount of care they provide (Bridges et al., 2011). Rarely, are patient’s needs confined to one specialty. Interprofessional collaboration ensures that healthcare professionals of different specialties can come together with their unique contributions to achieve positive patient outcomes.

Reference NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models for interprofessional education. Medical Education Online. https://doi.org/10.3402/meo.v16i0.6035

Interprofessional Education Collaborative. (2016). Care Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, D.C. Retrieved from https://ipecollaborative.org/

RESPOND HERE (150 WORDS, 2 REFEFRENCES)

I do agree with you that in the efficient and effective healthcare systems, interdisciplinary teams’ approach is the pillar of operations. Nurse leaders, managers and administrators have to be on the forefront to lead their teams in interprofessional collaboration for a better patient outcome and increased patient satisfaction (Rosen et al., 2018). They should lead by example and work in harmony as leaders and the effect cascades to the other employees. In order to instill a culture of interprofessional collaboration, there is need to educate all the stakeholders on how to approach the process to ensure that it yield the intended purpose. In the inculcation of this approach the ASPIRE model is recommended. It focuses on the paradigm shift to developing interprofessional education and interprofessional practice educational experiences. The interprofessional Education Collaborative (IPEC) is designed with three overlapping content areas of practical tools, leadership and relational factors (Brashers et al., 2019).

References NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Rosen, M. A., DiazGranados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2018). Teamwork in healthcare: Key discoveries enabling safer, high-quality care. American Psychologist, 73(4), 433–450. https://doi.org/10.1037/amp0000298

Re: Topic 1 DQ 2

Healthcare is a team effort, and no individual healthcare provider exists in a silo. Patient care would be impossible without interprofessional relationships because one person cannot possibly cover the depth and breadth of care that a team can.

Core Competency VE5 of the Interprofessional Education Collaborative (IPEC) states to “work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services and programs” (Interprofessional Education Collaborative, 2016, Values/Ethics section). Caring for premature babies in the NICU, care teams include doctors, neonatal nurse practitioners, physical therapists, speech language pathologists, respiratory therapists, dieticians, pharmacists, advanced practice nurses, bedside nurses, and more. Collaborating with the entire care team is crucial for quality, well-rounded care. I do not personally get to collaborate with much of the care team in person as a night shift nurse, since most of the therapies are only available during the day on my unit. I rely on my strong relationships with my dayshift counterparts to relay important information from integral day team members. Developing these relationships is important for easy transfer of information, but it can also help to ease tensions if team members disagree, and can also facilitate learning.

Another example of developing interprofessional relationships as it pertains to the IPEC competencies is pre-delivery huddles. When a premature baby is being born, as time permits, the entire NICU delivery team comes together to huddle before a delivery. This huddle includes going around and stating your name, title, and role in the resuscitation. While this huddle is done for quality assurance and patient safety, it also fulfills IPEC Competency RR6 by promoting clear communication to clarify roles and responsibilities during a specific health intervention (Interprofessional Education Collaborative, 2016).

By being an active member of the care team at the bedside, and attending deliveries and procedures, I can continue to develop relationships with care members and other advanced practice nurses.

Interprofessional Education Collaborative. (2016). IPEC Core competencies for interprofessional collaborative practice: 2016 update. https://www.asha.org/siteassets/uploadedFiles/Interprofessional-Collaboration-Core-Competency.pdf

RESPOND HERE (150 WORDS, 2 REFEFRENCES)

I agree with you that success in healthcare practice is built on teamwork and that no system exists in entirety without collaboration with the other (Ryan, 2016). The nurses require the physician and vice versa. In this regard, the entire healthcare organization should one as one unit with various functional components working together to realize one common goal which is to promote quality healthcare service and increase patient satisfaction. I do agree with you that for interprofessional collaboration to succeed each department or individual must first understand their role and also how they can compliment into the roles of the other individuals or departments. To ensure high level of efficiency the interprofessional education collaborative (IPEC) proposes and aspire model that has a common set of content and the values to be incorporated in the practice. The main values emphasized include; values for

interprofessional collaboration, roles of the individual members in the team, communication among the members and teamwork (Brashers et al., 2019).

References NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives?

Ryan, S. (2016, October 21). Promoting effective teamwork in the healthcare setting. Journals.rcni.com. https://journals.rcni.com/nursing-standard/promoting-effective-teamwork-in-the-healthcare-setting-aop-ns.2017.e10726

NUR 514 Topic 1 DQ 2 how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives? Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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