DQ: What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles?

NUR 514 Topic 1 Discussion 2

DQ What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles

“Collaborative interactions exhibit a blending of professional cultures and are achieved though sharing skills and knowledge to improve the quality of patient care” (Bridges et al., 2011). I work normally with patients who have experienced strokes and we collaborate with physical, occupational and speech therapy quite regularly. Interprofessional Education Collaborative (IPEC) describes competencies related to roles and responsibilities that state we need to recognize one’s limitation in skills, knowledge and abilities (2016). We place a lot of trust in these professionals to safely discharge these patients. Many of the nursing staff is aware that physical therapists specialize in moving patients so we take their recommendations very seriously. Patients with strokes can have new deficits and they need education how to adjust to their new normal. We also work very closely with speech therapy and they help us safely feed our patients. We use communication tools, as described in IPEC competency CC1, to ensure everyone is on the same page (2016). We have set forms that lays out how we should have the patient sit, how they should take their medications and how their food or liquids should be changed in terms of size or consistency. If you form a trusting relationship with other healthcare professionals now, as described in IPEC competency VE6, when you advance into your furture role as an advanced registered nures the whole team can benefit because the foundation is already there (2016). It is important to be aware of other healthcare professionals skills and competencies and understand that every person has something they can bring to the table to help patients. As an advanced practice nurse, it is important to know your scope of practice and that of people you work with to better understand what role everyone has in providing care.

Healthcare is continually changing, growing, improving, and nurses are also growing. It is essential strategic planning provides the structure to make day-to-day decisions that follow a larger vision, create a direction for your practice, and maximize your options for influencing your environment (Pract, 2009). Strategic planning occurs in a nurse’s day-to-day activities and sets short to long-term goals. For example, a nurse must plan their routine to ensure each patient is taken care of each day. Applying strategic planning skills is the cornerstone of a leadership or management position, it can be described as the conceptual framework of looking into the future and strategically planning the approach for what the future will look like in the short term and in the long term (Whitney, 2018). As a staple of strategic planning, SWOT analysis uses a mix of quantitative and qualitative information, most of which should be gathered and analyzed before the planning meeting (Pract, 2009). SWOT analysis is a tool used to identify strengths, weaknesses, opportunities, and threats. All healthcare team members should be included in the process of developing strategic planning. Good communication is essential for strategic planning success because all the healthcare team needs to be involved.

Bridges, D., Davidson, R., Soule Odegard, P., Maki, I., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16(1), 6035.

Interprofessional Education Collaborative (2016). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC. Retrieved from



I agree with you that the interprofessional collaboration is essential in sharing information and ensuring that there is high quality of services offered to the patient. In a healthcare organization, the patient goes through various sections of the healthcare facility and the

DQ What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles
DQ What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles

collaboration of the professionals at every stage helps in ensuring there is efficiency and coordinated care (Busari et al., 2017). This reduces the errors of commission and omission during the clinical procedures. The first place is the registry or the healthcare records desk where the initial information about the patient is collected. Then the patient will be referred to the physician or clinical officer who will intern work with the nurses to ensure the patient is treated and taken care of. In order to promote quality care and patient satisfaction the interprofessional collaboration is essential. The interprofessional education and interprofessional collaboration requires that all the stakeholders are trained on the core competencies of ethical practice, responsibilities, interprofessional communication and teams and teamwork (Brashers et al., 2019).

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Brashers, V., Haizlip, J., & Owen, J. A. (2019). The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework. Journal of Interprofessional Care, 1–5.

Busari, J., Moll, F., & Duits, A. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment. Journal of Multidisciplinary Healthcare, Volume 10, 227–234.

Great patient care is provided by teams made up of various specialties that all contribute to patient wellness and positive outcomes. Collaboration amongst team members is crucial for successful health care delivery. Developing strong interprofessional relationships can be achieved by being active on committees and work groups with a common focus. Working with other professionals committed to the same goals allows for each team member to contribute their knowledge and skills and learn more about other specialties, as described in Interprofessional Education Collaborative (IPEC) TT4 (2016). For example, I served on a committee that came together to lower the wounds in our facility. In addition to nurses, cna’s, the medial director, and dietary served on the committee as well. I was able to learn about the roles each team member performed in patient care and developed relationships with each member. Later, when I served on other committees, I remembered the team members contribution and felt comfortable consulting team members for help.

Advanced Practice Register Nurses (APRN) may encounter patient symptoms and illness that are difficult to diagnose or beyond their scope of practice to treat. Having an understanding of other professional roles can assist the APRN with utilizing the resources available to themselves and their patients. Sometimes the APRN may need guidance from other professionals that have experience with management of certain illnesses. Having strong interprofessional relationships can assist the APRN in determining the correct course of action, what referrals should be made, and if or when to begin initial treatment (Bridges, Davidson, Odegard, Maki, & Tohmkowiak, 2011). The APRN can also seek knowledge from other professionals to support both the patient and family in areas of pharmaceuticals, dietary issues, specialty education, or smoking cessation.

Each discipline approaches healthcare and patient care with a perspective unique to their own specialty, as described in IPEC CC7 (2016). Team members must respect one another’s roles and overcome any barriers that inhibit effective team collaboration. Healthcare members must be willing to negotiate their role in patient care, with all team members contributing what would most benefit the plan of care. Should any issues arise regarding negative patient outcomes from the plan of care, team members must be willing to come together, reassess the situation, and modify the plan, as discussed in IPEC CC1 (2016). If necessary, shifting leadership roles may occur if needed for example, a patient diagnosed with leukemia may temporarily obtain most of their care during treatment from an oncologist, with their primary care provider reducing the amount of care they provide (Bridges et al., 2011). Rarely, are patient’s needs confined to one specialty. Interprofessional collaboration ensures that healthcare professionals of different specialties can come together with their unique contributions to achieve positive patient outcomes.


Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models for interprofessional education. Medical Education Online.

Interprofessional Education Collaborative. (2016). Care Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, D.C. Retrieved from



I do agree with you that in the efficient and effective healthcare systems, interdisciplinary teams’ approach is the pillar of operations. Nurse leaders, managers and administrators have to be on the forefront to lead their teams in interprofessional collaboration for a better patient outcome and increased patient satisfaction (Rosen et al., 2018). They should lead by example and work in harmony as leaders and the effect cascades to the other employees. In order to instill a culture of interprofessional collaboration, there is need to educate all the stakeholders on how to approach the process to ensure that it yield the intended purpose. In the inculcation of this approach the ASPIRE model is recommended. It focuses on the paradigm shift to developing interprofessional education and interprofessional practice educational experiences. The interprofessional Education Collaborative (IPEC) is designed with three overlapping content areas of practical tools, leadership and relational factors (Brashers et al., 2019).


Brashers, V., Haizlip, J., & Owen, J. A. (2019). The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework. Journal of Interprofessional Care, 1–5.

Rosen, M. A., DiazGranados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2018). Teamwork in healthcare: Key discoveries enabling safer, high-quality care. American Psychologist, 73(4), 433–450.

Healthcare is a team effort, and no individual healthcare provider exists in a silo. Patient care would be impossible without interprofessional relationships because one person cannot possibly cover the depth and breadth of care that a team can.

Core Competency VE5 of the Interprofessional Education Collaborative (IPEC) states to “work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services and programs” (Interprofessional Education Collaborative, 2016, Values/Ethics section). Caring for premature babies in the NICU, care teams include doctors, neonatal nurse practitioners, physical therapists, speech language pathologists, respiratory therapists, dieticians, pharmacists, advanced practice nurses, bedside nurses, and more. Collaborating with the entire care team is crucial for quality, well-rounded care. I do not personally get to collaborate with much of the care team in person as a night shift nurse, since most of the therapies are only available during the day on my unit. I rely on my strong relationships with my dayshift counterparts to relay important information from integral day team members. Developing these relationships is important for easy transfer of information, but it can also help to ease tensions if team members disagree, and can also facilitate learning.

Another example of developing interprofessional relationships as it pertains to the IPEC competencies is pre-delivery huddles. When a premature baby is being born, as time permits, the entire NICU delivery team comes together to huddle before a delivery. This huddle includes going around and stating your name, title, and role in the resuscitation. While this huddle is done for quality assurance and patient safety, it also fulfills IPEC Competency RR6 by promoting clear communication to clarify roles and responsibilities during a specific health intervention (Interprofessional Education Collaborative, 2016).

By being an active member of the care team at the bedside, and attending deliveries and procedures, I can continue to develop relationships with care members and other advanced practice nurses.