PSY 5108 Week 6 - Assignment: Develop an Annotated Bibliography

PSY 5108 Week 6 – Assignment: Develop an Annotated Bibliography

Sample Answer for PSY 5108 Week 6 – Assignment: Develop an Annotated Bibliography Included After Question

PSY 5108 Week 6 Assignment Develop an Annotated Bibliography

Annotated Bibliography: Diversity in Collaborative Care

Diversity in healthcare is a persistent topic that cuts across both the patient population and the healthcare workforce. While healthcare workers care for diverse populations, the healthcare teams are equally diverse because they are made of different professionals and individuals with varied backgrounds and cultures. Diversity can be a challenge, but also an asset in a team when integrated effectively. For example, the presence of team diversity enhances communication and collaboration among interprofessional teams. Diversity encourages team members to be culturally competent through team processes, which also cultivate trust, respect, and effective communication for effective team collaboration. The purpose of this annotated bibliography is to illustrate sources that present evidence of the importance of diversity in collaborative care.

Brommelsiek, M., and Peterson, J. (2018). Improving Cultural Competency: A Patient-Centered Approach to Interprofessional Education and Practice in a Veterans Healthcare Facility. International Journal of Higher Education, 7(4), 157-165

The study demonstrates how cultural competence can be improved in students to enable function effectively in the clinical

environment with diverse professionals. The study used 54 graduates from various disciplines including clinical psychology, nursing, pharmacy, and social work. The participants were trained on veteran culture and general cultural competence in an eight-week course. The aim of the study was to show that experience in cultural competence is important for a diverse interprofessional team working with veterans. The cultural competence experience is essential because it enhances collaboration among the professionals in providing care that meets the needs of the veterans.

At the end of the study, the graduates were evaluated on Knowledge Assessment, which contains 10 survey items and the results compared with the evaluation done at the beginning of the study. The results indicated an improvement in the knowledge and attitude of the professionals towards veterans’ care. the study demonstrated that having cultural competence acquired through education and training is essential when providing care for veterans that is appropriate to their cultural needs. Cultural competence enables the interprofessional team to work together while also collaborating with veteran patients and their families to enhance their health outcomes.

Champagne-Langabeer T, Revere L, Tankimovich M, Yu E, Spears R, Swails JL. (2019). Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery. Healthcare (Basel), 7(2):75. https://doi.10.3390/healthcare7020075.

The study involved a clinical simulation with health professionals’ students to evaluate teamwork and communications among professionals with various disciplines. The study incorporated students from clinical disciplines and those from non-clinical, as well as administrative to determine how collaboration occurs among interprofessional teams in the clinical environment. The study involved 408 students drawn from five schools taking the following disciplines: informatics, nursing, medicine, public health and dentistry. The study started in July 2018 and ended in July 2018, a period of one year. One of the instruments used to gather data from the participants was the Interprofessional Collaborative Competency Attainment survey. The study examined pre-test and post-test data to determine improvements.

According to the results, the students recorded an improvement of 15.9% in overall collaboration. Regarding the interprofessional collaboration strategies, the students recorded improvements in communication, teamwork, collaboration, and conflict management. The results indicate that bringing students from diverse disciplines together in a clinical environment enhances their cooperation and encourages learning from one another through collaboration. The implication of this study is that promoting team diversity in the clinical environment has a positive impact on teamwork, which translates to better patient care and positive outcomes.

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Gomez, LE., and Bernet, P. (2019). Diversity improves performance and outcomes. Journal of National Medical Association, 111(4):383-392. https://doi.10.1016/j.jnma.2019.01.006.

A Sample Answer For the Assignment: PSY 5108 Week 6 – Assignment: Develop an Annotated Bibliography

Title: PSY 5108 Week 6 – Assignment: Develop an Annotated Bibliography

The authors sought to evaluate the relationship between diversity and performance outcomes in the healthcare workforce. Diversity is linked to better performance in other sectors, but little evidence exists in healthcare to validate the relationship. In the study, the authors conducted an extensive analysis of studies and meta-analyses providing evidence on the relationship between diversity and performance outcomes. The parameters examined while exploring the studies were communication, risk assessment, and innovation. The results showed a positive relationship between diversity and quality and positive performance. Further results revealed that patients experience better outcomes when care is delivered by a diverse team of health professionals. The authors also noted improvement in communication, innovation and risk assessment when a diverse interprofessional team was involved. These findings indicate that diversity is an essential component of successful interprofessional teams because it helps in avoiding friction and enhances effective collaboration.

Hunter, J., Majd, I., Kowalski, M., Harnett, JE. (2021). Interprofessional Communication—A Call for More Education to Ensure Cultural Competency in the Context of Traditional, Complementary, and Integrative Medicine. Global Advances in Health and Medicine. 10. https://doi.10.1177/21649561211014107

The article discusses the importance of culturally appropriate communication in necessitating high-quality patient care. The purpose of the article was to stress the importance of culturally competent interprofessional communication and communication and its relationship with support for patients’ needs. Culturally competent communication is essential because interprofessional teams consist of members from diverse cultures, backgrounds, and professions. Thus, effective collaboration is required to enhance team collaboration in the face of diversity. The authors note that effective communication in diverse teams creates an environment that enhances the engagement of all practitioners involved in the care of the patient. Additionally, culturally appropriate communication within the interprofessional team promotes cohesiveness and reflects the value of diversity.

The implication of promoting culturally appropriate communication is that it enhances cultural competence among the team members. Cultural competence in patient care is essential for supporting patient-centred practice. The authors further provide strategies that help practitioners to develop the necessary competence and skills for culturally competent interprofessional communication. For example, the article discusses communication training and education to equip professionals with competent skills for interprofessional communication. As providers attain interprofessional communication, they are able to effectively collaborate and achieve the goals of patient-centred care.

Johnson, A., Nguyen, H., Groth, M., & White, L. (2018). Reaping the Rewards of Functional Diversity in Healthcare Teams: Why Team Processes Improve Performance. Group & Organization Management, 43(3), 440–474. https://doi.org/10.1177/1059601118769192

Johnson et al. (2018) examine the value of diversity in healthcare teams. According to the authors, diversity is an element of every healthcare team because various professionals come together in collaboration to provide care for patients. At the same time, the authors acknowledge that functional diversity does not always work positively for healthcare teams because of increased role conflict. In such cases, functional diversity fails to effectively promote the performance of the team. On the other hand, team collaboration involves processes that help to moderate the effect of conflict resulting from functional diversity, leading to improved team performance. To prove that team process helps in mediating conflicts arising from functional diversity, the authors conducted a study with two teams to contrast “back up and helping” and “interpersonal conflict management” team processes and their impact on moderating conflict and enhancing team collaboration.

Data collected from 75 hospital teams support interpersonal conflict management as the team process associated with a reduction in role conflicts arising from diversity. In teams with high functional diversity, interpersonal conflict management improves team collaboration and performance by mitigating the effects of role conflicts. Thus, to reap rewards from functional diversity, healthcare teams must understand the team processes that support collaboration among team members with diverse roles.

Nair, L., & Adetayo, OA. (2019). Cultural Competence and Ethnic Diversity in Healthcare. Plast Reconstr Surg Glob Open, 7(5):e2219. https://doi.10.1097/GOX.0000000000002219

The authors examine the value of ethnic diversity and cultural competence in serving the health needs of populations. According to the authors, cultural competence is necessary to enable collaboration with individuals, families, and populations, as well as with other professionals in delivering effective care that meet the needs of populations. Thus, healthcare systems need to create an environment that nurtures ethnic diversity and cultural competence. The authors further tie cultural competence and ethnic diversity to positive healthcare experiences and outcomes for patients. Furthermore, the article shows that enhancing diversity and cultural competence is key to collaborative care to reduce health disparities in communities, nations, and globally through collaborative initiatives.

The suggested strategy to improve cultural competence and ethnic diversity is to start early, for example, employing a pool of qualified minorities would support ethnic diversity. Similarly, providing training that starts from nursing education is another suggestion by the authors for cultivating cultural competence and ethnic diversity in healthcare environments. Other measures that could be taken to promote cultural competence and diversity include creating culturally specific healthcare facilities and distributing material on cultural competence.

Nelson, Joni. (2021). Advancing Culturally Competent Healthcare Delivery through Interprofessional Collaborative Practice. Journal of Best Practices in Health Professions Diversity, 14(1), 36-43. https://www.jstor.org/stable/27097335

This article examines cultural competence as the engine that propels interprofessional collaboration. This is in the realization that the healthcare environment is ripe with challenges and constantly changing, requiring multidisciplinary teams to be equipped with skills to navigate the existing and emerging challenges. Interprofessional education is one of the approaches discussed by the authors that prepare professionals to meet the complex demands and needs of the ever-dynamic patient population. Similarly, the authors examine cultural competence, which is inadequately studied as an important factor in promoting multidisciplinary collaboration in healthcare teams. However, the authors acknowledge that the adoption of core competencies for cultural competence is impacted by various challenges.

The challenges that impact the effective adoption of cultural competence include systemic and individual challenges. For example, a healthcare environment that does not support diversity may find it hard to promote cultural competence. This implies that diversity is highly essential in achieving cultural competence, which in turn, enhances collaborative care for positive health outcomes.

Renee, M. Broughten, Mary O. Hearst & Lisa L. Dutton. (2021). Developing a framework for interprofessional collaborative practice, cultural fluency, and ecological approaches to health, Journal of Interprofessional Care, 35, 3-8, https://doi.10.1080/13561820.2021.1981837

The authors provide a framework that supports interprofessional collaborative practice, as well as other factors that promote collaborative practice such as cultural humility. The purpose of the research was to create a logical model that would define the core competencies required for interprofessional collaborative practice. The authors consulted multiple, stakeholders in healthcare, drawing insights used to create the framework. For example, they involved faculty in creating the core competencies and validating assessment tools for the research data collection. The researchers stress the importance of attaining core competencies for collaborative practice. Among the core competencies is cultural competence, which is essential because of the diverse nature of the healthcare environment. The three main core competencies identified were interprofessional collaborative practice, ecological approaches to health, and cultural fluency. Achieving these elements requires that healthcare professionals work together with patients, families, and other health professionals.

Skyberg, H.L. (2022). Diversity, friction, and harmonisation: an ethnographic study of interprofessional teamwork dynamics. BMC Health Service Research 22, 227. https://doi.org/10.1186/s12913-022-07596-0

The authors conducted an ethnography study among team members to determine the dynamics of diversity, harmonization, and friction that impact team collaboration. The rationale for this study is that an interprofessional team is made up of people with diverse backgrounds and skills. Hence, the collaborative efforts of the interprofessional team often encounter challenges. Some of the challenges identified include differences in perspectives, role conflicts, poor communication, and confusion. These challenges compromise the interprofessional teams’ effective collaboration; hence, negatively impact patient care.

In collecting data, the researchers conducted an observation of 14 team meetings and also conducted 18 in-depth interviews with members of healthcare professional teams. Using a conceptual model, the authors presented findings that showed diversity as the foundation of interprofessional teamwork; hence, varied perspectives among team members are inherent. The authors also noted that the presence of friction is a necessity to encourage innovation and fresh insights, and fuel intense discussions all in the best interest of positive patient care. Finally, the study revealed that the role of harmonization was to foster trust and bring professionals together. In conclusion, the study reiterates the importance of diversity in interprofessional collaboration and the essential roles of harmonization and friction in supporting diversity and collaboration.

Todres, L.R. and Galley, S. (2019). Interprofessional Collaboration: The Impact of Diversity and Inclusion. Journal of Interprofessional Care,

The article explores the impact of diversity on interprofessional collaboration in the clinical environment. According to the authors, the diversity of the interprofessional team has great potential to improve patient outcomes. Moreover, diversity enhances cultural competence among the members of the interprofessional team, enabling them to deliver care that meets the cultural needs of patients. Delivering culturally congruent care enhances patient outcomes, leading to patient satisfaction. One of the points that the authors note is that diversity and inclusion in interprofessional collaboration enhance communication and problem-solving, resulting in a better understanding among the team members. The resultant outcome is having a shared goal and coordinated efforts to address the needs of the patient for positive outcomes.

On the other hand, the authors also emphasize that the absence of diversity in the interprofessional team can create conflicts and misunderstandings, causing a negative impact on patient outcomes. The challenges of creating a diverse workforce to promote collaborative care are bias and discrimination and the limited number of minority groups within the workforce. In conclusion, it is crucial for healthcare providers to promote diversity and inclusion, especially when creating interprofessional or multidisciplinary teams to enhance effective collaboration and coordination of patient care.

Conclusion

The sources present compelling evidence on the value of diversity in promoting interprofessional collaboration, as well as collaboration with patients to enhance positive health outcomes. An overarching factor in diversity is cultural competence, which is encouraged by healthcare professionals. Attaining cultural competence is a key ingredient for effective collaboration because of its positive elements including communication, interpersonal conflict management, respect, trust, and generally a positive clinical environment. The sources also note the challenges in achieving cultural competence and diversity including having a workforce with few minority groups, implicit bias, and other individual and group factors.

PSY 5108 Week 6 – Assignment: Develop an Annotated Bibliography References

Gomez, LE., and Bernet, P. (2019). Diversity improves performance and outcomes. Journal of National Medical Association, 111(4):383-392. https://doi.10.1016/j.jnma.2019.01.006.

Johnson, A., Nguyen, H., Groth, M., & White, L. (2018). Reaping the Rewards of Functional Diversity in Healthcare Teams: Why Team Processes Improve Performance. Group & Organization Management, 43(3), 440–474. https://doi.org/10.1177/1059601118769192

Nair, L., & Adetayo, OA. (2019). Cultural Competence and Ethnic Diversity in Healthcare. Plast Reconstr Surg Glob Open, 7(5):e2219. https://doi.10.1097/GOX.0000000000002219

Skyberg, H.L. (2022). Diversity, friction, and harmonisation: an ethnographic study of interprofessional teamwork dynamics. BMC Health Serv Res 22, 227. https://doi.org/10.1186/s12913-022-07596-0

Todres, L.R. and Galley, S. (2019). Interprofessional Collaboration: The Impact of Diversity and Inclusion. Journal of Interprofessional Care, 4(9).

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.