An Effective Tool For Improving Health And Social Care

Inter professional working is formed from different health and social care professionals working together towards a common goal to meet the needs of a service user. It is about developing relationships within and between organisations and services involved in planning and delivering care and support to the service users we support. By working collaboratively it brings together different types of professionals to share their particular knowledge, experience, skills, occupational values and perspectives to improve service

By using the right literature this assignment will examine an outpatient department, critically analysing and exploring how professionals in this setting work effectively together and what hinders their interprofessional working. Further more the essay will identify the key issues and concept of interprofessional working in health care as a whole. Lastly the essay will also conclude by drawing together the main points and principle argument.

The issue of interprofessional working is currently one of key importance in the field of health and social care (Moyneux, 2001). Using the 6 stages of Gibb’s Reflective cycle (1988) I am going to demonstrate my understanding and explore the importance of interprofessional working as well as discuss barriers and facilitators for team working. A healthcare system that supports effective teamwork can improve the quality of patient care, enhance patient safety and reduce workloads that cause burnout among healthcare professionals (Oandasan, 2006). The 6 stages of Gibb’s cycle include description, feelings, evaluation, analysis, conclusion and action planning for future practice. I am going to reflect on the preparation work which was carried out each week for the group summative presentation and the importance of communication within the group.

Another important aspect of healthcare is effective interprofessional practice. This allows practitioners from different disciplines to work together to provide the best care for patients. There are four areas of competency in interprofessional collaborative practice. They are values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork (American Association of Colleges of Nursing, 2011). Each of these areas contribute to skilled interprofessional

As time goes by, people get infected with new diseases or current prevailing diseases. Consequently, new drugs are produced in an attempt to overcome these diseases, which results in patients with complex health needs. The complexity of the patients’ healthcare therefore needs to be addressed by more than one discipline. Interprofessional collaborative care is a type of health care that involves people from different professions working together and relying on each other to provide effective care to patients. Interprofessional collaborative care is important and predominantly a focus of the health care reform because it improves healthcare outcome for the patients and reduces disagreements between different professions. I was able to experience interprofessional care when my grandma was diagnosed with cancer. The physician and the pharmacist worked together in ensuring that she got the proper medication that would not have any side effects on her. In addition, the physician would call the pharmacy every two weeks to check on my grandma’s progress and to ensure that she had picked up her medications. Both my grandma and I were grateful because we felt that our needs were taken care of appropriately. Moreover, interprofessional health care is important in a curriculum because if helps the students to be better prepared to work as a team. This is achieved by teaching students about their own profession while receiving an understanding of the other professions and the roles they

The benefits of collaboration allow participants to achieve together more than they can individually, serve larger groups of people, and grow on individual and organizational levels. This editorial provides an overview of interprofessional collaboration in the areas of clinical practice, education, and research; discusses barriers to collaboration; and suggests potential means to overcome

This essay aims to provide a critical analyse upon interprofessional working in health care presenting its importance and identifying issues and barriers that impact on the patients ' treatment.

Attending the “Interprofessional Education” (IPE) session was extremely beneficial and informational for me as an occupational therapy (OT) student. It was beneficial for me for one of two reasons: first it enabled me to inform and educate other professional students about OT. We are told in our program that many professions are unaware of what we do, and that we have to continuously advocate and educate others on what we do and why our profession is so important, in order to remain a profession. I was surprised to discover that so many different professions had never heard of OT. Many students thought OT was a branch of physical therapy, a career finding profession or had heard of OT but had no idea what it was. Secondly, it was beneficial for me to learn exactly what other professionals are doing and hear what their goals were in improving client care. Knowing what other professionals do will benefit my career so that I know who is writing the referrals and where I can refer my clients if needed to. In addition, when working on a health care team, aiming to be client centered, it is critical for each profession to be knowledgeable of one another so that each client is getting the maximal and most beneficial care needed.

Collaborative practice (Sadler 2004) is at the forefront of health and social care training. For me, like many nursing students, the first steps in collaborative practice were the IPL (interprofessional learning) modules at university. This has been described as two or more professions being taught together as away of cultivating collaborative practice (Caipe. 2010). These modules consisted of student nurses studying different fields, OT’s, radiographers and midwifes. This was the first opportunity I had to meet other professions, who as in any project are the ones who collaborate not the institutions (UKCR 2007). Since then all the IPL modules I have completed have been with adult nursing

The purpose of their study was to examine whether attitudes toward interprofessional collaboration held by medical, social worker, and nursing students changed after completing an interprofessional curriculum. To determine whether students’ attitudes toward interprofessional collaboration changed after attending the mentoring program a pretest and posttest design was used. To measure the attitude toward nurses and nursing services the Jefferson School of Attitudes Toward Physician-nurse Collaboration was used. The documented reliability of the three versions used was .82, .98, and .92. The sample consisted of 186 participants who completed a pretest and 156 who completed a posttest. The most important key finding of the study was a

Role clarity is crucial for effective interprofessional collaboration. Poorly defined roles can lead to confliction situations and reduce the effectiveness of care and services delivered to the clients. The role clarification and particularity of the profession was the main goal of the class discussion. The students have grouped appropriately to

From this class I understood that Interprofessional Education (IPE) is when two or more profession learn from, with and about each other. This collaboration is important in order to fulfill the patients’ needs that are becoming more complex, multi-faced and challenging day by day. It is also clear to me that no single profession in healthcare can adequately address all the demands of patients. Therefore, partnership between teams is required to provide a safe, timely, effective and equitable patient care. To have a smooth collaboration, it is necessary to learn from each other’s specializations, strength and experiences. In the real world, healthcare is an interdisciplinary team effort to provide the best possible service to a patient based on evidence based practices. Considering this, I had the

Interprofessional practice is a collaborative practice where multiple health professionals work together in health services to provide comprehensive services to their patients, families and communities to get a more effective result by improving the quality of work. The collaborative practise is basically used by the nursing team or other health care workers who are the member of interprofessional team. “A call for interprofessional team and collaborative practice development has been sounded across Canada because this model is viewed as the way to ensure that all professionals and providers can practice to the full potential of their role and competencies” (Potter, 2014). Interprofessional collaborative practice is a way to ensure that human health resources are used properly which help to decrease the duration time for achieving a quality care.

Every individual from the interprofessional group brings discipline-particular mastery, taking into consideration a differing group to take care of the multidimensional wellbeing needs of individual patients. students might enter wellbeing proficient projects with percieved estimation of interprofessional learning. Foundations might give confirmation of their backing in a few ways.With the backing and direction of scholarly establishments and group associations, persuaded students can use their insight and expertise sets to take a shot at an interdisciplinary group to meet general wellbeing needs. Staff backing is key on the grounds that it is their part to encourage interprofessional connections and to give

The methods used for the research are: Bibliographic database searches were conducted on Medline, Web of Science, Scopus, ASSIA, CINAHL, BNI, Social Care Online, ERIC, Social Services Abstracts, Sociological Abstracts, BEI, and The Cochrane Database. The search strategy used the following search terms: ‘inter-professional education’, ‘inter-professional education’, ‘IPE’, ‘inter-professional learning’ ‘inter-professional learning’, ‘IPL’, ‘learning beyond registration’, ‘post registration’, ‘post-registration’. The searches were undertaken in May 2009 and were restricted to papers written in English. There was no restriction on date