Response to main discussion post for week 5

 

Discussion: Interprofessional Collaborative Practice and Advanced Practice Nurses

Interprofessional practice requires that health care practitioners recognize that patient outcomes are better when there is a collaborative team approach in addressing patient health issues. Also, there are barriers to interprofessional practice that must be addressed among health care practitioners. The Interprofessional Education Collaborative (IPEC) is an initiative including multiple professions designed to advance interprofessional education so that students entering health care professions are able to view collaboration as the norm and seek collaborative relationships with other providers (IPEC, 2011).

This week your Discussion will focus on interprofessional practice. This Discussion is an opportunity for you to examine your perspective and experiences with interprofessional collaborative practice and to apply your knowledge to managing patient care.

To prepare:

• Identify a professional nursing organization and review their position on interprofessional practice
• Review the following case study:

Case Study:

Ms. Tuckerno has been diagnosed with multiple sclerosis (MS). The patient receives care at an internal medicine clinic. Her internist is not in the office today and she is being treated by the nurse practitioner. The patient is on two medications for her MS, three different blood pressure medications, one medication for thyroid disease, one diabetic pill daily, insulin injections twice a day, she uses medical cannabis, and uses eye drops for glaucoma. Upon assessing the patient, the nurse practitioner (NP) decides her treatment plan should be adjusted. The NP discontinues some of the patient’s meds and discontinues medical cannabis. She orders the patient to follow up in two weeks.

The patient returns and is seen by her internist. The internist speaks with the patient and reviews her medical chart. The internist states to the patient, “I am dissatisfied with the care you received from the nurse practitioner.” The internist places the patient back on originally prescribed medications and medical cannabis.

By Day 3

Post an explanation of your understanding of interprofessional practice. Also, explain the position on interprofessional practice for a professional nursing organization that you are a member of or of which you plan to become a member. Then, explain what you think is the best collaborative approach to manage Ms. Tuckerno’s care.

Read a selection of your colleagues’ responses.

By Day 7

Respond to at least two of your colleagues on two different days who shared a different perspective than you did. Based on your personal and/or professional experiences, expand on your colleagues’ postings by providing additional insights or contrasting perspectives.

  

Identify a potential individual who has been living in a culture other than the one of origin for at least 2 years. This individual must be born outside the United States. The individual can be a patient, friend, or colleague, such as a physician, or acquaintance, but cannot be a relative. The individual must be living in your community and must be currently receiving or have previously received healthcare services in your community. The individual’s race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours. The individual must speak your language. An interpreter is not permitted for the actual assessment, which occurs in Milestone 3 (Week 6). 

Note: This is the same individual for whom you will develop verbal assessment questions in Milestone 2 and whom you will ask those questions in Milestone 3 and then reflect on your learning about the Course Project and the assessment.

Individuals can come from a variety of settings. Recent immigrants, migrant workers, exchange students, international students, long-term care residents, refugees, coworkers, physicians, patients, employees at local ethnic businesses, religious venues, community centers, and individuals who have recently moved to your community are some suggestions. The individual does not need to be a healthcare worker but must have received healthcare services in the country of origin as well as since arriving in the United States. Speak with the individual, and obtain permission to conduct an assessment later in the course. 

. Although you are not performing the official assessment until Milestone 3, it will be necessary to obtain some general information about your individual to complete Milestone 1. This information may come from the individual or Internet sources.

Fill in information about the potential individual using the template. You are expected to write clearly and use proper grammar and spelling and eliminate typos.

Example: KC was born in Hwidiem, Ghana, a small village in Africa, where he did not graduate from high school. He is 72 years old. He immigrated to the United States at age 28 and has lived in Grove City near Columbus, Ohio since then. Hwidiem is considered the provincial capital (fill in information about the community or city as you can find). He was married but divorced after a traumatic brain injury. Since then, he has had many part-time jobs and studies his Bible faithfully. Grove City is a town in Ohio (fill in information about the city or community). Currently, he receives healthcare for his hypertension control. I met him 3 years ago at a senior citizens’ center where I volunteer.

ITS IMPORTANT TO MEET THE COMPETENCES !!!

Prepare a 10–12-slide PowerPoint presentation for department managers on building leadership and trust in collaborative teams.    

Perhaps the best predictor of team success is its clarity of purpose and the team’s commitment to achieving it. To support that purpose, a team needs a process that moves smoothly from vision and mission to goals and tasks in order to achieve the desired outcomes. The foundation of both purpose and process is leadership.

 

Any form of collaboration is an inherently human process. The culture of an organization can dramatically affect team efficacy and performance. The glue that holds teams together is trust. Three factors can help build trust in collaborative environments: performance and competence, integrity, and concern for the well-being of others.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.       
  • (IMPORTANT) -Identify leadership behaviors that build trust and undermine trust within teams.
  • (IMPORTANT) -Describe strategies team members can use to build trust among each other.
  • (IMPORTANT) -Describe principles of effective interprofessional team leadership.
• Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings.       
  • (IMPORTANT) -Explain the consequences of a team that does not trust its leader in terms of patient safety.
• Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.       
  • (IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Use correct APA format.

Assessment Instructions 

  

Requirements

You have been asked by organizational leadership to develop a PowerPoint presentation for department managers on building leadership and trust in collaborative teams. Your presentation should be 10–12 slides in length and include a references slide at the end. Use the notes section of each slide to expand your talking points and reference your resources. Be sure your references are formatted according to APA guidelines.

This assessment examines two critical components for interprofessional team success: leadership and trust. Develop a PowerPoint presentation in which you:

• Identify at least three leadership behaviors that build trust within a team.
• Identify at least three leadership behaviors that undermine trust within a team.
• Explain the consequences of a team that does not trust its leader in terms of patient safety.
• Describe strategies team members can use to build trust among one another in terms of skill, knowledge, and responsibility.
• Describe principles of effective interprofessional team leadership. In other words, what skills and qualities should a good team leader possess? Is there a difference between being a good leader and being an effective leader?

Additional Requirements

• Include a title slide and references slide.
• Create 10–12 slides in addition to the title and references slides.
• Use at least three current scholarly or professional resources.
• Use APA format for references.
• Be creative. Consider your target audience.

Before posting to the discussion board, locate one research article or EBP guideline that relates to this week’s topics(Topics included in this module include sexuality, medication, & psychosocial impact of aging and chronic illness), Locate a current research article (within the last 5 years) or EBP guideline which addresses sexuality, medication, or psychosocial aspects of care within the aged, disabled, or chronically ill populations. Then address the following:

 Entitle your discussion post with the title of the article/guidelineProvide a rationale for why you’ve chosen this article/guideline and state how you intend to use it in practice in one paragraph.

Apply one of the BSN Core Competencies that fit the article/guideline & state your rationale for using it.

Attach the full research article or EBP guideline as a document in the discussion board so that other students can read them and respond more effectively.

For extra help i provide few core competencies that you can choose one of them that fit with the article you choose. These are core competencies:

1. Incorporate professional attitudes, values, and expectations about physical and mental aging in

the provision of patient-centered care for older adults and their families.

Corresponding to Essential VIII

2. Assess barriers for older adults in receiving, understanding, and giving of information.

Corresponding to Essentials IV & IX

3. Use valid and reliable assessment tools to guide nursing practice for older adults.

Corresponding to Essentials IX

4. Assess the living environment as it relates to functional, physical, cognitive, psychological, and

social needs of older adults.

Corresponding to Essential IX

5. Intervene to assist older adults and their support network to achieve personal goals,

based on the analysis of the living environment and availability of community resources.

Corresponding to Essential VII

6. Identify actual or potential mistreatment (physical, mental or financial abuse, and/or selfneglect)

in older adults and refer appropriately.

Corresponding to Essential V

7. Implement strategies and use online guidelines to prevent and/or identify and manage

geriatric syndromes.

Corresponding to Essentials IV & IX

8. Recognize and respect the variations of care, the increased complexity, and the increased use of

healthcare resources inherent in caring for older adults.

Corresponding to Essentials IV & IX

9. Recognize the complex interaction of acute and chronic co-morbid physical and mental

conditions and associated treatments common to older adults.

Corresponding to Essential IX

10. Compare models of care that promote safe, quality physical and mental health care for older

adults such as PACE, NICHE, Guided Care, Culture Change, and Transitional Care Models.

Corresponding to Essential II

11. Facilitate ethical, non-coercive decision making by older adults and/or families/caregivers

for maintaining everyday living, receiving treatment, initiating advance directives, and

implementing end-of-life care.

Corresponding to Essential VIII

12. Promote adherence to the evidence-based practice of providing restraint-free care (both

physical and chemical restraints).

Corresponding to Essential II

13. Integrate leadership and communication techniques that foster discussion and

reflection on the extent to which diversity (among nurses, nurse assistive personnel,

therapists, physicians, and patients) has the potential to impact the care of older adults.

Corresponding to Essential VI

14. Facilitate safe and effective transitions across levels of care, including acute, community-based,

and long-term care (e.g., home, assisted living, hospice, nursing homes) for older adults and

their families.

Corresponding to Essentials IV & IX

15. Plan patient-centered care with consideration for mental and physical health and

well being of informal and formal caregivers of older adults. .

Corresponding to Essential IX

16. Advocate for timely and appropriate palliative and hospice care for older adults with physical

and cognitive impairments.

Corresponding to Essentials IX

17. Implement and monitor strategies to prevent risk and promote quality and safety (e.g., falls,

medication mismanagement, pressure ulcers) in the nursing care of older adults with physical

and cognitive needs.

Corresponding to Essentials II & IV

18. Utilize resources/programs to promote functional, physical, and mental wellness in older adults.

Corresponding to Essential VII

19. Integrate relevant theories and concepts included in a liberal education into the delivery of

patient-centered care for older adults.

Corresponding to Essential I