Sample Answer for NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration Included After Question
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)
Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
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.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 6 Blog Rubric
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.
A Sample Answer For the Assignment: NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration
Title: NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration
For this Blog Assignment, 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.
Looking forward to a great blog week on this topic of 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?sfvr
A Sample Answer 2 For the Assignment: NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration
Title: NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration
Thank you for your excellent main posting regarding the value and impact of interdisciplinary collaboration. You noted the value of case study design used to strengthen the understanding and further development of critical thinking needed for interdisciplinary collaboration.
Can you share with us what your thoughts would be regarding how to sustain your collaborative teams?
I look forward to hearing from you soon! Dr. K 🙂
Quite simply, accept volunteers initially for placement within these teams. But then also make it a mandatory piece of the various disciplines. When I was employed full-time at the last hospital I worked for we were required as a part of our yearly competency requirements to do chart audits each month. We were required to do a set amount of audits to assist in getting them done and to also allow for a view into improving the risk of further errors being made with charting. So, placing nurses with another discipline member could be a requirement for every employee, set times throughout the year. The other option is to actually hire specifically for these roles. Of course, this would roll over to involve funding, but would be a benefit in the long run for patients. It is just an idea, but a hopeful one.
Thank you for sharing your strategies for sustaining an effective collaborative team. Using disciplinary partners for audits seems like a great idea to learn by evaluating.
Not sure what you mean by “accepting volunteers “- can you provide more information
LOL…I have experienced in the workplace that there are many nurses that are more than willing to take the lead on things managers may make mandatory. Asking for volunteers first might be a way to allow for those willing to put more into interdisciplinary rounds, by being enthusiastic about it, may be beneficial towards getting more out of the process. Therefore, possibly asking for volunteers first to do IPC through rounds for specified times might make for a easier way to sustain the collaborative team.
I enjoyed reading about your experiences with rounding. It is interesting to me that it is not an across the board thing yet. We have all discussed the benefits here and we know they exist and yet, it is extremely underutilized in many health care systems. I have experienced a variety of “group roundings” myself. In some (probably most) situations, I speak to all the team members separately which I think leads to problems falling through the gaps. It feels in some ways like playing telephone, the message gets more and more diluted. I like when we are all in a room at the beginning of the shift and go through the plan together so everyone is on the same page. I know not everyone can meet together always but at least the main parties which will depend on the specialty. The other option I have seen which is not perfect but it is better than nothing is weekly meetings which is more for long term care patients that we pretty well know will be around on a week to week basis. Finally, I enjoy when the meetings also include the patients, like with bedside rounding. I believe this is necessary, it fosters trust and autonomy.
I agree with you regarding case studies and how useful it is for students. Henry et al. (2018) article explains how the problem-based case study allows participants the opportunity to evaluate other disciplines’ actions. It gives them a different perspective. It also allows the students from different care areas to work together, strategizing a plan of care.
At my current facility, we would have a meeting called a huddle. It includes the MD or an MD rep., the charge nurse, case management, and the nurse taking care of the patient. In the huddle, we look at barriers for discharge, any possible risks to the patient (hospital-acquired illnesses, falls, etc.), and any needs that might not be met related to care. The huddle is itself a timeout, allowing interdisciplinary focus on the patient. This improves the quality of care because it helps prevent unfavorable outcomes. Interdisciplinary collaboration is a must in healthcare. Where so many things can go wrong, you need partners in care to decrease the chance of missing something that could be detrimental to patient outcome.
Reference
NURS 8002 Week 6 Assignment : The Doctorally Prepared Nurse: Professional Collaboration Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |