The Purpose, Scope And Context Of Interprofessional Collaboration.m

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 National Safety and Quality Health Service (NSQHS) Standard 2 Partnering with Consumers requires all health professionals to provide consumer-centred care and to design the care in partnership with the patient and the family (Australian Commission on Safety and Quality in health Care, 2012). The NSQHS Standards (2012) identified patient and family-centred care and engagement as one of the national priorities. As such, in order to improve patients’ safety outcomes and reduce hospital acquired conditions and readmissions and provide client centred services, the IPE recognized the need for effective interprofessional teams to collaborate and engage patients and families by implementing IPE core structures and processes (Brewer & Jones, 2013). The Curtin University’s ICF encompasses five interprofessional capabilities: “reflection, communication, team function, conflict resolution, and role clarification” (Brewer & Jones, 2013, p. e47). The purpose of ICF is to guide and assist health care students for collaborative practice to deliver safe and high quality care, and client-centred care (Curtin University, 2011). Therefore, health science students are expected to be competent in all skills and meet the criteria outlined in Curtin University’ ICF.

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.

Hall and Waver ( 2001) defines Interprofessional as a group of professionals from different disciplines such as nurses, doctors, pharmacist that are working and communicating with each other while providing their knowledge, skills and attributes to enhance and support the contributions of others. Suter et al (2009) also said that the ability to work in an interprofessional team to convey collaborative, patient-centered care is an important aspect of professional practice that involves a possession of a particular set of competencies, such as communication skills. In relation to (Weinstein et al., 2003) Collaboration is the collection of knowledge, skills, values and motives which transforms to effective practice when applied by practitioners.

It is true that collaboration between healthcare leaders and providers is essential for effective and efficient care delivery. However, “the ability to collaborate consistently, and in a way that ensures quality care, continues to elude” (Bankston & Glazer, 2010, p.1). This is as a result of insignificant interdisciplinary challenge for nurses, providers, and leaders in today’s healthcare. The openness and autonomy of bringing healthcare leaders, and healthcare professionals is to achieve positive patient outcomes. Bankston et al. declared that “one approach to bridging this interprofessional-collaboration gap could be the development of partnerships to facilitate the creation of interdisciplinary laboratories, sometimes called “collaboratories,”

My current knowledge of Interprofessional Health Education is that it allows the people in the health care team to learn each and everyone’s roles, responsibilities, and limitations. It gives everyone an insight on how can they work efficiently and effectively so they can give the best possible care to their patients. Interprofessional Collaboration is when health care professionals work with one another to provide a holistic care management to their patients.

Barwell, J., Arnold, F., & Berry, H. (2013). How interprofessional learning improves care. Nursing Times, 109(22), 9.

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

Interprofessional collaboration plays a major role in the health care system, especially when the patient’s recovery requires the attention of a variety of health professionals. The ability for professionals of different medical disciplines to work together is essential for the patient to receive the highest quality of care. S. Nelson, the patient involved in Case Study C, is the victim of a terrible car accident that leads to her being transported by helicopter to the nearest trauma center for immediate surgery. At the hospital, she is treated for multiple fractures, primarily on the left side of her body, and severe head trauma. As S. Nelson’s condition becomes stable, doctors of different health professions meet and discuss the plan of care that S. Nelson will need on her road to recovery. My job within S. Nelson’s health care team is the physical therapist, where I am responsible to work to help her regain strength – specifically in her left femur, left ulna, and several bones in her left hand.

The current state of IPE in Canada is one of continued progress. A number of organizations have been formed and new research publications have been developed. The Canadian Interprofessional Health Collaborative is structured to promote interprofessional education and collaboration and describes itself as a hub for Canadian interprofessional activity including IPE.18 The Journal of Research in Interprofessional Practice and Education19 is based in Canada and claims that it supports IPE knowledge development by being a source for sound theories, adequate data, and strong methodology and experimentations. The Centre for Interprofessional Education20 has a mission of becoming an international leader in interprofessional education and equipping

Interprofessional communication and collaboration are a significant part of ensuring safe and effective patient outcomes. In the case detailed below the health care team failed to communicate and collaborate care of patient A, ultimately leading to a negative outcome.

Interprofessional competency education is essential to patient quality outcomes because as stated in the Institute of medicine’s report patients have complex medical issues that can best be addressed by interprofessional teams. By training current and future health care workers to work in such teams we facilitate the model and the results is improved healthcare outcomes for patients. The model help professionals to understand the important role each person adds to the team.

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

As the delivery of care becomes more complex, the need to coordinate care among physicians, nurses, pharmacists, social workers, and others becomes ever more important. In the face of increasingly complex health issues, several institutions have proposed inter-professional education (IPE) as a way to improve teamwork among health professionals and move health systems from fragmentation to collaboration, with the goal of improving health outcomes (Schmitt, Blue, Aschenbrener & Viggiano, 2011). This key competency also has been included in the accreditation standards for pharmacy, medicine, nursing, and dentistry. Additionally, core competencies for Interprofessional Collaborative Practice were developed to provide tools to prepare future health professions for interprofessional, team-based, and patient-centered care (American Association of Colleges of Nursing [AACN] 2012). These collaborative competencies connects to the five core competencies identified by the Institute of Medicine and are instrumental in working effectively with other health professions, patients, and families (Bethea, Holland & Reddick, 2014).

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