Development Of Innovative Educational Methodologies

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

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

Educational viewpoints are segregated as each department work within its own distinct silo creating limited collaborative opportunities with other health care professions and the public (Barr, Koppel, Reeves, Hammick, & Freeth, 2005; Campbell, 2003;D’Amour & Oandsan, 2005). Often, the AT profession is not included in discussions of interprofessional education (IPE) at the institutional and governmental levels. This lack of comprehension about other professionals’ roles and responsibilities, as well as limited opportunities to learn together, both impact collaboration between disciplines and ultimately can impact patient centered care

The results showed that this experience led to improvements in the student’s attitudes towards learning and collaborating with peers in other disciplines. (Wellmon et al., 2012) This indicates interprofessional collaboration does not only benefit on health care teams but also in the learning process for students. This partnership can enhance the all group member’s learning experience. Another literature discussed about the ethics of this practice and it stated “Interprofessional care essentially ethical. Its espoused motivation is that it promotes the well-being of the patient or beneficence, which is to do well by the patient.” (Engel & Prentice, 2013) This article also brought up the topic of possible conflicts within the collaborated group members which can be due to competition arising between members or difference in viewpoints. The viewpoint was described as by necessity and guided by the each group member’s values and beliefs which can be influence by their disciplinary knowledge and perspectives. (Engel & Prentice, 2013) This means that there may be the presence of barriers during this collaboration process since members of the team are from different fields of practice and professions which may have different values and beliefs. Within our nursing theory textbook, it mentioned that “establishing

It has been said that “effective teamwork and communication in healthcare helps the functioning of the team itself, however, for a patient it is pivotal, and in some cases can be the difference between life and death” (Knox & Simpson, 2004; Mickan, 2005). Inter-professional Education – IPE- can be defined as “occasions when two or more professions learn from and about each other to improve collaboration and the quality of care” (CAIPE, 1997 revised). Therefore, Inter-professional Education is an integral mechanism in establishing the key teamwork and communication skills that will need to be implemented in a healthcare setting in the future as “no one individual will have all the knowledge and skills required to meet the needs of patients” (Reeves et al, 2010). My reflection of this IPE experience will be based upon both the Kolb Cycle (Kolb, 1984) and the Tuckman model (Tuckman, 1965).

Interprofessional practice is widely researched, and is held in high regard within education and policy; the issue is the lack of evidence of this collaboration being implemented within the health care system and hospitals (Kenny, 2002). Multidisciplinary care allows for multiple professions to work alongside each other, while working towards their own individual goals. Meanwhile, interprofessional practice involves all professionals working together as a team towards one goal, which is the overall health of the patient (Botten, 2012). Kenny (2002) suggests that interprofessional practice is an opportunity to diminish any power barriers, and considers all other professionals roles and responsibilities. This allows different professions to care for a patient based on their education, skills, specialties, and experiences. Botten (2012) proposes that this leads to a number of different perspectives, shared responsibilities, a decrease in medical errors and enhanced staff morale. The concept of different professionals working together is crucial in patient care because as stated previously, not one profession could possibly care for all of the needs of modern patients (Hilton et al., 2002). Research suggests that one reason for not implementing interprofessional practice is the

For Creating Collaborative Care (C3) to be successful, it had to become an integral part of university life. To ensure the success of Creating Collaborative Care (C3), four domains were created to implement IPE experiences into university life. The first domain is curricular. This domain makes sure that IPE is implemented into academic curriculum. The curricular domain makes sure students have experiences that focus on IPE which will fulfill the first goal of Creating Collaborative Care (C3). To achieve the second and third goals first year students are required to take an IPE class and complete a group project to show their interprofessional skills.

One initiative mentioned that IPE should be tailored to needs of the environment that it will be utilized in.15 Other initiatives include dedicated resources, constant revisions of curriculums to include IPE, ensuring that IPE is introduced at a suitable time, creation of collaborative learning environments, and clear evidence which supports future IPE advancement.15 By ensuring that IPE is supported and continues to advance, it is important that traditional educational settings and health care systems continue to work around challenges such as exclusion of interdisciplinary programs, limited time for health professionals to participate in IPE, lack of support by administrators and managers, and the low opinion IPE which could be related to lack of understanding of IPE

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 education (IPE) is an extremely important approach in the academic field for preparing healthcare students to provide patient care in a collaborative team environment. IPE is defined by the World Health Organization (WHO) as “a process that occurs when two or more professionals learn about, from, and with each other to enable effective collaboration and improve health outcomes”. The IPE has three components for collaborative patient-centered practice including “socializing health-care professionals to work together, developing mutual understanding and respect for various disciplines, and imparting collaborative practice competencies”. Numerous recently published studies highlighted the effectiveness and success of IPE as part of the education process.

I too have experienced the flow of practice within a teaching hospital, and the art of preceptors teaching students “their way” often holds true. Although many floors have a cohesive interprofessional practice, other floors fall short on interprofessionality and teaching philosophy tends to flow with the culture of the floor. The Interprofessional Educational Education Collaborative (2011) is a good implementation of interprofessionality because of the socialization component within it, as you previously stated. Instead of health care disciplines having preconceived notions about each other and their cultures, the disciplines work to understand each other and gain mutual trust and respect for each other. According to the collaborative, preceptors

The word ‘innovation’ is derived from Latin word ‘innovare’, which means “to change something to new”. In other words, we may say that ‘innovation’ means changing the regular way of doing things and involves doing the regular things in a novel way.

Hersey and Blanchard’s Situational Leadership Theory (SLT) asserts that a leader’s effectiveness is dependent upon the readiness, or ability and willingness, of the leader’s followers to complete a task. This leadership style is an amalgamation of task-oriented and relationship-oriented characteristics that are employed depending upon the situation and the followers involved. According to the SLT, as followers increase in readiness the leader’s style is to adapt accordingly (Kinicki & Kreitner, 2009).

Situational leadership, developed by professor Paul Hersey and author and consultant Ken Blanchard. Their approach was based off of a 1967 article by W.J. Reddin called The 3-D Management Style Theory. In his article, Reddin discusses the need to have different styles based on the demands of the leader. A leader needs to be flexible in their approach to meet the needs of the job, their superior and their subordinates (1967). Hersey and Blanchard progressed this theory by introducing the Situational Leadership II model. Their model breaks leadership into four different styles, and how a leader must alter their approach in supporting and directing their subordinates based on a given situation. These styles are directing (S1), coaching (S2), supporting (S3) and delegating (S4). The model also focuses on the development level of the subordinates by categorizing them between low (D1), moderate (D2 and D3) and

Over the years, scholars and management theorists have cultivated several leadership styles that they have encouraged people to apply and try to implement. However, most of these theories have shown various short comings. Typically, none of these styles has proven to work best in diverse situations. In the late 1960’s, the Situational Leadership Model was developed. In this paper, I will discuss the details about the situational leadership model. In detail, the paper begins with a defined introduction of what the situational leadership model is about and an interpretation of its origination. An outline of the model will follow after which a discussion about the benefits and drawbacks of this model will shortly follow.