PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model

PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model

Sample Answer for PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model Included After Question

PSYC 5304 Week 2 – Assignment Investigate Roles in the Collaborative Care Model

Healthcare Roles and Collaboration

Collaborative practice is an essential framework for promoting effective health outcomes and well-being for populations. Collaboration with the interprofessional team and interdisciplinary are both critical to promote positive patient outcomes. Collaboration is important because it promotes a common goal among multiple providers giving care and support to a particular client, which ensures that the needs of this particular person are fully met. Collaboration encounters factors including policies that can either impede or encourage effective collaboration among the different providers as they carry out their respective roles in the care of patients. The purpose of this paper is to identify five professional positions in healthcare and the possible barriers to a communication associated with each role, then analyze policies that either promote of hinder collaboration among mental health providers.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model

Professional

Position

Primary Responsibilities Methods of Collaboration Barriers to Collaboration
1. Health psychologist  Apply knowledge of the emotional and psychological aspects of health to promote good health and wellbeing   Person-to-person collaboration, team collaboration, strategic alliance  Inadequate levels of autonomy

Insufficient mental health policies

Incompatible goals

2. Mental health nurse  Build a relationship with mental health clients and their families that leads to care and support. Team collaboration with the mental health multidisciplinary team.  Lack of adequate resources (time, training, competence, opportunities)

Power imbalance

Role confusion

3. Psychiatrists  Diagnose and treat mental health disorders using pharmacological and non-pharmacological approaches  Person-to-person collaboration, team collaboration Insufficient mental healthcare policies

Poor communication

4. Occupational therapists  Helping clients to improve or recover from injury or other emotional issues that might impact their daily activities.  Strategic alliance with other health professionals  Low motivation for collaboration (working solely vs collaboration) (McLaney et al., 2022)

Insufficient resources

Poor communication and relatedness

5. Community Nurse  Assess the needs of the community and facilitate the necessary interventions. Assist vulnerable populations in accessing health services and avoid social isolation.  Community level collaboration Absence of relatedness (trust, respect, understanding) (Shoesmith, et al., 2019)

Low motivation for collaboration.

Poor communication

 

Analysis of Mental Health Policies

Section 574.081(c) of the Texas Health and Safety Code ascertains that mental health service users who require continuing care receive the necessary services (MHA, 2020). For example, the policy requires that physicians should prepare a continuing care plan for a patient who is to be discharged or furloughed. The plan should address both the physical and mental needs of the patient including outpatient services and psychoactive medications as required by the client. The physician delivers the plan to the community centre or healthcare provider who will be responsible for delivering the required services, for example, an occupational therapist may be required in the case of injury or to prepare the client with skills to fit back into their employment role. This policy encourages collaboration between a physician and mental health nurse with other professionals such as a psychiatrist, occupational therapist, and community nurse (Rawlinson et al., 2021).

The policy encourages communication channels among the providers involved in the transition of care, which facilitates effective and

PSYC 5304 Week 2 - Assignment Investigate Roles in the Collaborative Care Model
PSYC 5304 Week 2 – Assignment Investigate Roles in the Collaborative Care Model

successful collaboration. However, the same policy also has a provision that creates complications for collaboration. It states that a patient has the right to refuse continuing treatment. The goal of interdisciplinary collaboration is to promote good health and well-being of individuals (Rugkåsa, Tveit, & Berteig, 2020). If a person refuses treatment after discharge, it becomes difficult to execute the goal because of autonomy issues. Failure to provide continuing care leads to unmet needs, which results in poor health outcomes for populations (Rawlinson et al., 2021). This factor particularly impacts the role of the community nurse who is supposed to coordinate care and resources to support population health. The barrier to collaboration in the form of autonomy challenges limits the role of community nurses in working with patients and other healthcare providers to ensure better health outcomes and the well-being of individuals.

The second policy is the Mental Health Policy’s Integrated Treatment for those in Need. The federal policy seeks to integrate mental health with the wider societal systems including schools, support services, and other institutions in the country. The rationale behind this approach is that there cannot be positive health outcomes in the absence of mental health. Hence, efforts to address and support mental health should be reflected in every part and function of society including services (MHA, 2022). An integrated approach to mental health ensures that mental health care is personalized to the needs of the individual and safe for everyone.

The policy promotes and enhances collaboration because it introduces incentives that encourage workforce engagement and coordination to enhance mental health outcomes for populations. One of the barriers to collaboration is the lack of training for providers. This policy eliminates this barrier by providing training to all mental and behavioral health providers on evidence-based integration and collaboration practice. Thus, it not only encourages the spirit of collaboration but also ensures that the providers integrate the best evidence in making practice decisions and actions that lead to better mental and physical health outcomes for the people they serve (Rugkåsa et al., 2020). The policy also encourages fair compensation for health homes and other providers to encourage effective integration and collaboration among them to streamline services delivered to mental health patients.

The policy also encourages collaborative practice through the adoption of technology. The policy encourages the health system to provide incentives so that behavioral health providers can integrate meaningful use of health information technology (HIT). HIT is essential for collaboration because of the ease of sharing information and effective communication to support the proper coordination of care for populations (Jacobs & Mkhize, 2021). New technologies such as telehealth support effective collaboration of care in mental health because of enhancing accessibility and connecting various healthcare providers, enabling information sharing to support prompt intervention and support for people with mental health and behavioral issues. For example, technology can link a community nurse and mental health nurse as they coordinate care for a patient transitioning from a psychiatric facility to a community rehabilitation center.

However, the policy still poses a challenge to data security because of the electronic transfer of information that can expose patient health information (PHI) to the risk of a security breach. For example, some authorization laws may impede sharing of information between providers yet, they do not give additional protection to patients (Rawlinson, et al., 2021). Collaboration thrives on information sharing and when certain privacy laws limit access to information, they impede the coordination of care; hence act as barriers to effective collaboration. No doubt, information privacy laws are highly necessary, but they require scrutiny to ensure they do not impede collaborative efforts.

The third policy that impacts mental health care is the Policy of Inclusion, which was created following and landmark ruling Olmstead v. L.C. which illegalized the segregation of people with mental problems especially those considered aggressive and dangerous (HHS, 2018). As a result, the policy has ensured community inclusion for people with mental illnesses and disabilities by providing various support and services. For instance, people have access to housing and community-based services and support with essential needs and other necessities that they require. Moreover, the individuals who are recovering from mental health also receive increased hours of care and support to ensure they become part of the community. Finally, the policy also eliminates restrictive settings for individuals with mental disabilities through access to better accommodation and other supportive services (HHS, 2018).

The Policy of Inclusion is instrumental in collaborative practice because it encourages various healthcare providers working in the case of a particular service user to develop a common goal and pull resources to meet their needs. For example, supporting a person recovering from mental health who also lacks housing requires the involvement of a case manager who collaborates with the psychiatrists or mental health nurse, as well as social workers, occupational therapists, and other providers linked to community-based services. The providers and agencies guided by this policy work to ensure that a person with mental illness participates in the community just like any other normal person.

Conclusion

Examples of professional positions in healthcare include health psychologist, mental health nurse, community nurse, occupational therapist, and psychiatrist. These professionals among others and critical in providing care that support the health and well-being of people with mental and behavioral issues. Their roles are more efficient and effective through collaboration to support the patient. Policies are instrumental in addressing health issues, but they can also impede proper collaboration among healthcare workers. The policies examined are the Policy of Inclusion, Integrated Treatment for those in Need, and the Texas Health and Safety Policy.

 

 

PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model References

HHS. (2018, June 28). Serving People with Disabilities in the Most Integrated Setting: Community Living and Olmstead. Retrieved from HHS.gov: https://www.hhs.gov/civil-rights/for-individuals/special-topics/community-living-and-olmstead/index.html

Jacobs, E., & Mkhize, S. (2021). Multidisciplinary team members’ perceptions regarding advanced psychiatric nurses’ attitudes on mental healthcare. Health SA. , 26:1646. doi: 10.4102/hsag.v26i0.1646.

McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behaviours. Healthcare Management Forum., 35(2):112-117. doi:10.1177/084.

MHA. (2020). Mental Health Policy. Retrieved from Mental Health America: https://mhanational.org/policy-issues

MHA. (2022). Integrated Treatment for Those in Need. Retrieved from Mental Health America: https://mhanational.org/issues/integrated-treatment-those-need

Rawlinson, C., Carron, T., Cohidon, C., Arditi, C., Hong, Q., Pluye, P., . . . Gilles, I. (2021). An Overview of Reviews on Interprofessional Collaboration in Primary Care: Barriers and Facilitators. International Journal of Integrity Care, 21(2):32. doi: 10.5334/ijic.5589.

Rugkåsa, J., Tveit, O., & Berteig, J. (2020). Collaborative care for mental health: a qualitative study of the experiences of patients and health professionals. BMC Health Serv Res, 20, 844. https://doi.org/10.1186/s12913-020-05691-8.

Shoesmith, W., Borhanuddin, A., Pereira, E., Nordin, N., Giridharan, B., Forman, D., & Fyfe, S. (2019). Barriers and enablers to collaboration in the mental health system in Sabah, Malaysia: towards a theory of collaboration. Journal of Psychology Open, 6(1):e4. doi: 10.1192/bjo.2019.92.

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).

A Sample Answer For the Assignment: PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model

Title: PSYC 5304 Week 2 – Assignment: Investigate Roles in the Collaborative Care Model

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 [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 forumI 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.
  • substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet 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.
  • will not accept responses that are from Wikipedia, Business 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 mepersonally 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 procedurewhich is outlined in the GCU Catalog and Student Handbook.