Hs 556. Interprofessionalworking. Introduction

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

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

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach.

Interprofessional practice for the professional nurse can be defined as collaboration and shared decision making with other health care professionals to improve care and provide safe outcomes for patients. Since nurse are central to the care of the patient, they are often viewed as the communicator and the coordinator of the patient’s care (Burzotta & Nobel, 2011). Nurses have a unique opportunity as a interprofessional team member given their scope of knowledge about the patient. However, nurses struggle with role-identify when a part of an interprofessional team. The work of nurses do is often viewed as non-professional and more task driven by

The goal for nurses as a profession is not only to be “patient advocates” but also assist the patient to learn and gain the necessary skills to achieve the best level of functioning for the patient based on their current illness. In order to help a patient achieve their optimal level of functioning the nurse must work with the patient and the interdisciplinary team to create a collaborative plan that is logical for the patient. Through examining a musculoskeletal disorder case study #35 from Preusser (2008), one can create a critical pathway for the patient, S.P. a 75 year old female, with severe rheumatoid arthritis (RA) and admitted to the orthopedic ward for a hip fracture status post fall (p. 183). Since the patient’s needs is unique

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.

In order to collaborate successfully with the other members of the team, they have to ‘work together’. Collaboration implies “working together to achieve something that neither agency could achieve alone” (cited by Biggs in Day, 2006, p9). It involves effective communication and contribution to a common goal – and the health and wellbeing of the patient and shared responsibility of the outcome. Each team requires a quality leader, regular meetings attended by all members, joint assessment, regular reviews of patient records which should include ‘shared care plans’; joint decisions following consultation and task delegation to individual team members with the outcome being that “care must be structured, organised and systematically provided to each person in a variety of ways” (Creating an Interprofessional Workforce, 2007, p10).

Rehabilitation is a philosophy that crosses the boundaries of practice disciplines. It has been defined as a process of helping a person to reach the fullest physical, psychological, social, vocational, and educational potential consistent with his or her physiologic or anatomic impairment, environmental limitations, and desires and life plans” (Jacelon, 2011, p.5). Other rehabilitation philosophies see the person as an individual with an inherent worth who have the right to be experts in their own health care. The individual is seen as a “unique, comprehensive, holistic being” (Mauk, 2012, p.1) who receives training and education, from the rehabilitation nurse and the multidisciplinary health team, to be equipped with the necessary knowledge and skills to maximize self-care (Mauk, 2012, p.1).

The article suggest that we live in society in which patient are treated for a variety of complex illnesses that require a collaboration of efforts from multi-levels of Physicians, nursing and allied health professionals. Professionals have to rely

Changes in the world have prompted close evaluation of interactions between professionals. To reduce the chances of negative incidents happening in the health care setting, administrators and professionals began to examine how disciplines work together.1 As interest in professional interactions grew, “teamwork” and “collaborative care” and were upheld as recurrent themes needed to ensure comprehensive patient care.1 Standard professional preparation included individual training to acquire knowledge and functioning as an individual within a discipline, but a lack of effective collaboration was becoming a recurrent theme which was starting to be associated with inconsistent service in patient care.2 One report3 from Canada stated, “Changing the way we educate health providers is key to achieving system change and to ensuring that health providers have the necessary knowledge and skill to work effectively in interprofessional teams within the evolving health care system.”3 Because of this, focus began to turn towards collaborative educational training of health care professionals or interprofessional education (IPE) as a potential remedy

A health care setting structured to deliver the individual services of various disciplinary practitioners, provides a patient the opportunity to obtain complementary care and treatment to improve their health and quality of life in the best possible manner. The implementation of this type of system for health care management is known as inter-professional collaborative practice (IPP). The need for improvement in the provision of health care to patients and the community can be summed up in a statement made by the World Health Organisation ([WHO] 2010) “It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be inter-professional”. The sharing of case management by an inter-professional health care team results in a stronger health services approach, leading to the provision of optimal health care for the patient (WHO, 2010). In fact, patient-centered care is included as one of the inter-professional goals in a report by the Interprofessional Education Collaborative ([IPEC] 2011). This ensures that all collaborated decisions made by health professionals regarding treatment plans and care for a patient, include input and consent from the patient and the

Interprofessional Education Practice is being embraced in many health and social care settings because of its positive effects on all stakeholders--service users, parents and guardians, workers, and institutions of learning--that are tasked with the responsibility of firmly establishing this health and social care innovation…. The general assumption, as I have noticed through my research, is that IPE is designed as a bridge between the gaps among all professionals involved in caring and providing support for clients in a health and social care settings (Edith Cowan University, 2011). An effective tool for developing efficiency and collaboration among health workers of different professions, IPE occurs when students or workers from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (Centre for the Advancement of Interprofessional Education, 2002). Quoting from the Institute of Medicine (IOM), Jones and Phillips in their 2016 article “Social work and interprofessional education in health Care: A call for continued leadership,” revealed the reason why the IOM recommends that “health professionals should be educated to deliver patient-centered care as members of an interprofessional team” (p. 20). In an attempt to evaluate IPE outcomes for medical professions–medicine, nursing, physiotherapy, social work, pharmacy etc.–some selected undergraduate students’ performances were reviewed, and generally

Working in interdisciplinary and/or interprofessional teams is one of the five core healthcare competencies well known by the Institute of Medicine (IOM). When we provide care is necessary to keep in mind that the Interdisciplinary team consist of different members with different skills and occupations. The team group will give their input according to their knowledge. Each participant will be able to work together to enhance the care of our different patients. To achieve this purpose we should continue our learning, improve our communication and evaluate our strength and weaknesses as healthcare providers in an obligation to our patients, if patients notice our talents and commitment they will be more confident to be part of their care. Traditionally patient tended to