Improving Interprofessional Collaborative Communication And Patient Centred Care

Nurses play an important role in achieving the competencies of interprofessional collaboration, quality improvement, and human flourishing. Successful interprofessional collaboration requires the willingness to step outside of one’s comfort zone and initiate interactions with other professionals. Nurses must also possess a well-rounded understanding of patient needs in order to know which types of professionals with which to collaborate. Communication skills are

Interprofessional team collaboration for professional nurses is viewed as a method to improve the care and safety for patients. However, interprofessional team collaboration presents both advantages and challenges for nurses and other team members. One of the advantages is the coordination of care for the patient and the sharing of knowledge to improve the outcomes for the patient. Challenges for interprofessional team collaboration is: poor role-definition, miscommunication, conflict, lack of accountability for assignment of responsibilities and tasks (Reeves, 2012). This paper will discussion the role of a nurse on an interprofessional team and the challenges, why interprofessional teams promote patient safety, and strategies to promote success interprofessional teams.

Effective communication among professionals from different disciples is key area to care coordination (Joint Commission on Accreditation of Healthcare Organizations, 2007) however; Communication involves a variety of strategies and purposes (Kripalani et al, 2007). In an interprofessional collaboration, different professional groups work mutually as a team to develop a positive impact on health care. As said by Zwarenstein, Goldman & Reeves (2009) collaborative working is improved because of an agreement between different professionals through communication. Good communication is vital as It enables health care professionals to build relationships

Interprofessional Practice (IPP) occurs when different professional groups work together and rely on one another to accomplish common goals and improve healthcare outcomes. The way in which healthcare professionals interact and communicate with one another affects the quality of healthcare they provide and can effect patient care and safety (Australasian Interprofessional Practice and Education Network). Barriers to effective interprofessional practice between doctors and nurses have been well documented and include problem power dynamics, poor communication, lack of understanding of one another’s roles and responsibilities and from conflict arising due to different approaches to patient care (Zwarenstein, Goldman & Reeves, 2009)

In interprofessional care, it is important that the health care providers build skills that enhance interprofessional communication and interaction no matter what model is practiced. Successful interprofessional communication is a necessary competency that can ensure achievements of outcomes, improvement of team functioning, efficiency, and individual value (Interprofessional Education Collaborative Expert Panel, 2011). Training, simulation experiences, group projects, and personal interactions with other staff members can facilitating positive or negative interactions that can affect communication. To ensure that successful interprofessional communication and interaction, much consideration should also be given to the environment

The recommendations above are strategies that will bring multiple health care providers from different disciplines together, allowing them to learn from each other, collaborate together, and develop a trust and respect for one another. The RNAO BPG (2017) recommends organizations create a culture that promotes regular formal and informal communication between team members with team rounds and care conferences as a way to promote competent communication, which could also lead to stronger interprofessional

Therapeutic communication is seen as a complex skill that involves much subtlety and requires a range of different approaches (Jones, 2009). The importance of therapeutic communication and professional relationships with patients as a prime means of attaining healthcare treatment found to be the underlying theme in interpersonal relationships ( Arnold and Boggs, 2011). Therapeutic communication can create a nurse-patient relationship that enhances choice and responsibility, improves patient input and cooperation and thereby maximizes care outcomes (Rosenberg and Gallo-Silver, 2011). By integrating knowledge with compassion, the skill of therapeutic communication is regarded as the nurse’s greatest asset in reducing stresses and establishing a bond (Rosenberg and Gallo-Silver, 2011). Therefore, person-centred communication is regarded as the mandatory fundamentals in health professions (O’Toole, 2012). Attaining person-centred communication is often challenging and it is essentially required in health professions (O’Toole, 2012). One of the important basis for patient-centred communication is the effective listening (O’Toole, 2012). This essay briefly explains the various components of active listening skills that enhance therapeutic communication. Finally this essay concludes with a self-assessment of the current knowledge and skills that the author possess, followed by a development plan that shows the goals and strategies that can be used to improve author’s active

The delivery of safe, affordable and quality healthcare to clients is an integral part in today`s health care. In order to provide the aforementioned care; inter-professional (IP) collaboration of the health care members is essential. The need for IP collaboration has been identified by the Institute of Medicine (IOM), the federal government, the Department of Health and Human Services. The American Association of Colleges of Nursing (AACN) has identified the IP collaboration as an essential element of nursing education in the AACN Essential Series (Messer, n.d.). Evidence suggests that the collaboration among health professionals has been associated positively with patient outcomes in the operating room, the emergency

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

Effective communication between RNs and PCTs has been assumed within my work environment. There is effective communication between RN to RN and PCT to PCT. However, the communication between RNs and PCTs is lacking. Management has failed to provide any type of formal training or assessment in this area. Issues dealing with communication tend to be disregarded and considered unimportant. Several studies (Kalisch, Hyunhwa & Rochman, 2010; Leonard, Graham & Bonacum, 2004; Stewart & Hand, 2017) found that effective communication is crucial for the delivery of high quality, safe patient care. According to Leonard et al. (2004), “Communication failures are an extremely common cause of inadvertent patient harm” (p. 85). Miscommunication has been a contributing factor in the inaccuracy and slipups that occur in health care delivery (Stewart & Hand, 2017). According to Leonard et al. (2004), given that there are most likely going to be differences in communication style between the two groups, ensuring the use of good

Thank you for reading my post. Indeed, trust and open communication are vital in health care interprofessionalism. The institutionalization of the opportunities for the teams to interact on a regular basis is gratifying to the members and also to the organization. The intent is to share perspectives (Clark, 2010 cited by Weiss et al 2014). The sharing of perspectives and the acceptance is built on team members trusting one another based on open and honest communication. Trust is truly an ethical principle that no leader would want to violate.

Health care professionals are required to provide a high level quality of care whilst at the same time being cost effective in a constantly evolving world (Gilbert and Bainbridge, 2011 DoH, 2010a). Interprofessional education (IPE), in which two or more professionals can learn from, with and about each other, is just one component in the push for excellent care (CAIPE 2002). Both interprofessional education and interprofessional working are reinforced by policy and also the lessons learned from historical mistakes due to lack of collaboration in the past (DoH 2010b, DoH and Home Office and DES, 2003).

This report will assess the strengths and limitations of a study about interprofessional collaboration, and its significance for nursing practice. This critical appraisal report will address the relationship between the independent variables nurses and physicians at two different cancer centres, and the dependent variables, which are supportive relationships and quality communication. This critical appraisal paper will analyze critical components of the research report, such as the title, abstract, and introduction, methods, results, and discussion, and global issues in order. Each heading will be analyzed further addressing specific subheadings. The purpose of this paper is to critically analyze the report “perceived quality of interprofessional interactions between physicians and nurses in oncology outpatient clinics,” written by (Lee, Doran, Tourangeau, & Fleshner, 2014).

Interprofessional care consist of multiple health care professionals from different professions working together on the same collaborative team to provide the best possible health care to the patient to ensure the best outcome for the patient. A interprofessional team consist of any health care professionals, for example physicians, pharmacist, social workers, nurses, and physical therapist. Each professional has there own defined role and their strengths are optimized to provide the best care to the patient. In order for the team to work team members must respect and value other members opinions and ideas about decisions for the patient, even if you might disagree with another members opinion. For the best possible chance of achieving the best outcome for the patient, everyone on the team must collaborate together to help the patient. The Pharmacist 's role has evolved over the past years. Before, pharmacist used to just dispense the medicine the physicians prescribed. Now, pharmacist are a integral part of the interprofessional team. Pharmacist now go on rounds with the team, talk to patients one on one to discuss how to manage there disease, and many other things. Even though a pharmacist does much more then just dispense medicine, many patients and some professionals still think that 's all they do. When a pharmacist first starts doing rounds with physicians and nurses ', they may be confused as to what exactly the pharmacists role is, when in fact the pharmacist is a