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NUR N514 Discussion The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses

NUR N514 Discussion The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses

Re: Topic 1 DQ 2

“Collaborative contacts demonstrate a blending of professional cultures and are accomplished through skill and information exchange in order to improve the quality of patient care” (Bridges et al., 2011). I typically work with people who have had strokes, and we frequently interact with physical, occupational, and speech therapy. The Interprofessional Education Collaborative (IPEC) defines competences associated with roles and responsibilities by stating that we must acknowledge our own limitations in terms of skills, knowledge, and abilities (2016). We have a high level of confidence in these providers’ ability to safely discharge these patients. Because a large portion of the nursing team is aware that physical therapists specialize in patient movement, we take their recommendations quite seriously. Patients who have suffered a stroke may develop new deficiencies, and they will require education on how to adjust to their new normal.

Additionally, we collaborate closely with speech therapy, which assists us in safely feeding our patients. To ensure that everyone is on the same page, we utilize communication tools, as specified in IPEC competency CC1 (2016). We have standard forms that outline how we should position the patient, how they should take their meds, and how their meals or drinks should be altered in size or consistency. If you establish trustworthy relationships with other healthcare professionals now, as outlined in IPEC competency VE6, when you graduate to your future job as an advanced registered nurse, the entire team benefits because the groundwork has already been laid (2016). It is critical to be aware of the abilities and competencies of other healthcare professionals and to recognize that everyone has something to contribute to patient care. As an advanced practice nurse, it is critical to understand your scope of practice and that of those with whom you collaborate in order to better comprehend everyone’s role 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.v16i0.6035Interprofessional 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. The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses NUR N514

RESPOND HERE (150 WORDS, 2 REFEFRENCES)

Hello Alexis,

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

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. The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses NUR N514

NUR N514 Discussion The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses

NUR N514 Discussion The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses

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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. The Shift To Value-Based Health Care And Its Impact On The Roles And Responsibilities Of Advanced Registered Nurses NUR N514

Reference

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)

Hello

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

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

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

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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