NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
Collaboration in nursing plays an integral role in ensuring the enhancement of quality services in nursing. The doctoral degree stresses the importance of the same as emphasized by the Institute of Nursing IOM report. The report reveals that partnerships between nurses and other healthcare professionals and with nurses themselves will play an integral role in enhancing the quality of services offered to patients. The presence of both intra- and interprofessional collaboration amongst nurses is fundamental as it will give the nurses the ability to handle complex medication issues (Fleming & Willgerodt, 2017). The above value is associated with the assertion that the modern-day healthcare environment is complex from the patient perspective and as such, more than one discipline is required during intervention. During the interprofessional and intraprofessional collaboration, the DNP or PhD nurse will enjoy shared knowledge and perspectives to improve the healthcare outcome regarding a patient and even issues affecting healthcare nationally. Indeed, collaboration will strengthen the ability of the nurse to perceive topics variedly and appreciate disparate outlook, which is important in their leadership roles in organizations or even nationally (Laureate Education, 2011d).
I think spiritual values do influence the decision to maintain academic integrity because otherwise, it would be hypocrisy. If one claims to be a spiritual being but cheats their way through life, then the question becomes who do we actually think we’re fooling? It is necessary to stay true to oneself and to choose the proper thing to do even when no one’s looking, to me, that’s the true definition of integrity. I also believe one must constantly work at or renew their spiritual beliefs because we’re all human without perfection so, at times will’s get weak and we envision success by taking the easier way out such as cheating on a test or taking credit where it isn’t due by putting our names on others’ work, committing infractions known to us as plagiarism but causing greater damage to the soul. We must remember every good thing worth having requires putting in the work required to achieve those goals. The constant struggle within to always do the right thing is understandable but, if we nourish the positivity more than we nourish the negativity, making the appropriate decisions become second nature and the struggle to make the desirable choices are lessened. It’s a greater sense of appreciation to know the goals achieved were achieved honestly and through hard work. When one puts in honest work, the process is respected!
The presence of collaboration across the healthcare spectrum is consequential to the role of a DNP or PhD prepared nurses in a number of ways. Fundamentally, the practice becomes efficient as shared decision-making makes it easier for the nursing profession to contribute immensely to the wellbeing of a patient (Jenkins et al., 2020. Moreover, the presence of such both collaborations improves communication between the nurses and members of other disciplines and amongst themselves. Also, the interprofessional collaboration may widen the scope of practice of nurses as they will be required to participate in making decisions in areas that may be traditionally a preserve of other specialties.
Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice Examples
A perfect example of an interprofessional collaboration entails the reduction of catheter associated infections UTIs at a facility. Both nurses and physicians play an important role in such a program. Both the nursing and the physician teams will work towards the commonality of reducing the infections. The nurses played a role in providing patient education and taking care of the needs of the patients. On the other hand, physicians participated in the formulation of the necessary interventions including antibiotic injections, which was done in collaboration with the nurses. Indeed, each morning, the teams met to assess the individual needs of each patient and revise or create a new intervention. As such, such a collaboration would lead to the achievement of the intended objective.
Moreover, an intraprofessional collaboration may occur when a nurse leader introduces morning huddle routine for the nurse leaders of various teams and even the staff. During such meetings, the nurses will meet to discuss various issues affecting the various units in the previous day. Indeed, matters such as staffing issues, patient grievances, and ED wait time will feature. During the huddles, the nurses will be tasked to provide solutions or how they can address the issues by making recommendations to their leaders. Also, an action plan will be established as a consequence of the meeting and the same conveyed to various nursing units by their respective leaders. By doing that, the nurses will have acted intraprofessionally to solve common issues that affect their units.
The Institute of Medicine (IOM) report The Future of Nursing: Leading Change, Advancing Health in this week’s Learning Resources indicates there are 3 million members of the nursing profession in the United States, composing the largest segment of health care workers. As the health care field continues to evolve, nurses with advanced degrees are likely to fulfill leadership roles and work collaboratively with other health care professionals to improve access to care and promote quality. The AACN and the IOM stress the importance of intra- and interprofessional collaboration.
In this week’s media presentation, “The Professional Role of the DNP Prepared Nurse,” Dr. Stanley, Dr. Stefan, and Dr. Beechinor discuss the value of intra- and interprofessional collaboration across the spectrum of health care delivery. Dr. Beechinor also speaks about the benefits of engaging in collaboration during a doctoral program, and how this can aid students as they prepare for new professional roles. The experts also discuss why collaboration is essential for nursing research.
To get ready:
Consider the significance of intra- and interprofessional collaborative practice in professional practice and as you pursue your PhD studies using the information from the Learning Resources. What possibilities do you see for intra- and interprofessional collaborative practice?
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
By Day 3
Post a unified response that addresses the following points:
As a DNP or PhD prepared nurse, assess the importance of intra- and interprofessional collaborative practice and how it may effect your work.
Give at least two specific instances to back up your response.
Read a few of your coworkers’ postings.
By Day 6
Respond to at least two of your colleagues, offering more views regarding how the doctorally prepared nurse’s new roles necessitate intra- and interprofessional teamwork.
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
Submission and Grading Information
Grading Criteria
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
RE: Discussion – Week 3
Collaboration with others is essential in health care without discrimination of title or job compacity. Nurses prepared at the doctoral level must be able to work and consider the opinions of other healthcare team members. Vega and Bernard (2016) assert interprofessional collaboration (IPC) is defined by multiple healthcare workers from various professional backgrounds working together to achieve the optimal level of patient care. Doctorally prepared nurses strive to increase knowledge and work towards the better good of society. IPC encourages greater communication between a diverse group of professional leading to fewer health care errors and sentinel events (Vega & Benard, 2016). The Institute of Medicine (2010b) suggests as leaders nurses must create a partnership with other health disciplines through collaboration to cultivate change. As a psychiatric mental health nurse practitioner (PMHNP), I work very closely with psychologists and therapists. As a PMHNP, I often collaborate with psychologists for disease-specific testing to help guide my treatment planning. Likewise, it is also essential for me to collaborate with therapists to monitor the progress of a patient’s ability to use adaptive coping skills. As a nurse pursuing a Doctor of Nursing Practice (DNP), I will continue to work closely with psychologists and therapists to help my specific patient population achieve their optimal outcome. I believe upon completion of the DNP program I will have a greater appreciation of the input of other disciplines.
DNP-prepared nurses must also be able to collaborate within their own discipline. Intraprofessional collaboration not only helps with
promoting optimal outcomes but it encourages personal growth, Intraprofessional collaboration is achieved when nursing hierarchies are addressed, nurses have a clear understanding of their role, and are allowed to practice to their full scope (as cited in Lanshear, 2019). Nurses who have a clear understanding of their role and work to their full scope of practice promote intraprofessional collaboration and higher team functioning leading to an enhanced health care system ( as cited in Lanshear, 2019). Personally, I work with nurses educated at the undergraduate level as well as nursing support professionals. As a nurse pursuing a doctoral degree, I plan to ensure each nursing discipline has a clear understanding of their role as well as a clear understanding of my role, so high team functioning is achieved. For example, the certified medical assistance will understand he or she is the first person the patient encounters and that their role of collecting vitals is equally as important as the registered nurse’s job duty of collecting pertinent history. As a nurse seeking a DNP degree, I will encourage clarity and communication within my discipline to improve healthcare outcomes.
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
RE: Discussion – Week 3
Read Also: NURS 8000 Discussion 1 Week 2: Learning Online
The Value of Intra- and Interprofessional Collaborative Practice
Collaboration in nursing is essential to guaranteeing the improvement of nursing service quality. The PhD degree emphasizes the same significance as the Institute of Nursing’s IOM study. The survey indicates that partnerships between nurses and other healthcare professionals, as well as partnerships between nurses themselves, will play a crucial role in improving the quality of services provided to patients. The presence of both intraprofessional and interprofessional teamwork among nurses is essential because it equips nurses to tackle complex medication challenges (Fleming & Willgerodt, 2017). The preceding value is related with the argument that the present healthcare environment is complex from the patient’s perspective, necessitating the intervention of multiple disciplines. During the interprofessional and intraprofessional collaboration, the DNP or PhD nurse will benefit from the sharing of knowledge and viewpoints to enhance the patient’s healthcare outcome and even national healthcare challenges. Collaboration will enhance a nurse’s ability to comprehend topics from diverse perspectives and value divergent viewpoints, which is crucial for their leadership responsibilities in organizations or even nationally (Laureate Education, 2011d).
Collaboration across the healthcare continuum impacts the role of DNP and PhD-prepared nurses in a variety of ways. Fundamentally, the practice becomes more efficient as shared decision-making facilitates the nursing profession’s contribution to the patient’s well-being (Jenkins et al., 2020). In addition, the presence of such collaborations enhances communication between nurses and members of other specialties, as well as amongst nurses themselves. In addition, the interprofessional collaboration may expand the scope of practice for nurses, since they will be compelled to participate in decision-making in areas that have historically been the domain of other specialties.
NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice
Examples
Reducing catheter-associated urinary tract infections (UTIs) in a facility is a prime example of interprofessional collaboration. In such a program, both nurses and physicians play vital roles. The nursing and medical teams will collaborate towards the common goal of minimizing infections. The nurses were responsible for giving patient education and attending to the patients’ needs. In contrast, physicians collaborated with nurses to formulate the appropriate measures, including antibiotic infusions. In fact, the teams met every morning to review the particular needs of each patient and amend or develop a new solution. Consequently, such a collaboration would result in the realization of the desired outcome.
In addition, intraprofessional collaboration may occur when a nurse leader implements a morning huddle process for nurse leaders of different teams and even personnel. During these meetings, the nurses will discuss various concerns that affected the various units the day before. Indeed, staffing concerns, patient complaints, and ED wait times will be discussed. During the huddles, the nurses will be responsible with recommending solutions or methods for addressing the issues to their leaders. In addition, a plan of action will be developed as a result of the conference and communicated to other nursing units by their respective leaders. In doing so, the nurses will have acted intraprofessionally to resolve difficulties that affect their units on a regular basis.
References
Fleming, R., & Willgerodt, M. A. (2017). A model for enhanced health outcomes based on interprofessional collaborative practice and school nursing. The Online Journal of Issues in Nursing, volume 22 number 3, page 2, DOI: 10.3912/OJIN.Vol22No03Man02.
P. Jenkins, J. Jones, A. Koutlas, S. Courtwright, J. Davis, and L. Liggett (2020). Developing the Boundaries of Doctoral Leadership Scholarly Roles Through Intraprofessional Nursing Education 360-374 in Advances in Nursing Science, 43(4). https://doi.org/10.1097/ANS.0000000000000309
Produced by Laureate Education (2011d). The professional function of the nurse with a DNP [Video file].
Obtainable at https://class.waldenu.edu.
The definition of “collaboration” defined by Webster’s Dictionary is to work with others or together especially in an intellectual endeavor (Miriam-Webster, 2021). A joint effort which should bring together a diverse group of participants that could include government organizations, health care professionals, insurance industries, and local businesses (the future of nursing: Leading change, advancing health, 2010b). The goal being to identify the problem, brainstorm for workable solutions, institute a solution and then evaluate the effectiveness. Collaboration between disciplines can be documented back to the days of Florence Nightingale who took her knowledge and experience from her days on the front lines of the Crimean war back to British hospitals to help develop the first nursing school programs. Florence would be so proud as we have taken the fight from the “front lines to the boardrooms.” (the future of nursing: Leading change, advancing health, pg. 3 2010b).” As nurses are finally able to take our seat at the table with non-clinicians, we must be able to demonstrate our skills in communication, leadership, informatics, and analytics and have a knowledge base that can demonstrate and that we can be agents of change. Who better than nurses to help advance our profession than other nurses who speak the same language? (Laureate Education, 2011d.) The word collaborate reminds me of the idiom” it takes a village….” True, that idiom goes on to talk of raising a child, but the crux of the idiom is that is takes many people coming together to successfully obtain a goal. It does take intra-and interpersonal relationships formed within and outside of an organization to advance health care past the 21st century.
Provide at least two detailed examples to support your response.
- As a manager over a highly recognized lead program for the state of Missouri it is essential that collaboration is a daily must. I must collaborate with my nursing staff to ensure the referral was received and all the information is there for the nurse to them make contact. I collaborate with Department of Health and Senior Services (DHSS) and their lead advocates to ensure we have the most recent parent information as well as the most recent elevated lead level (ELL). There are many times when we must work together develop a plan for the member. Collaboration is done with the lead assessors who make home visits to evaluate the member’s home to determine where the elevated levels of lead might be coming from. Providers are contacted to inform them of the levels and to educate them on their responsibilities. So as one might see from this example, a DNP prepared nurse must possess numerous skills to ensure the members receives the best care.
- As a manager I must also collaborate with provider relations as well as the networking department. When my team of nurses identify an issue with a provider such as billing, complaints of being out of network, they inform me, and I must them collaborate with provider relations to have them speak with the provider to clear up and issues or with networking to assist with becoming a in par network provider. Without the collaboration with these departments, the members as well as the providers may not get the assistance they need.
References
(2021). In Merriam-Webster. www.mirriam-webster.com/collaboration
The future of nursing: Leading change, advancing health. (2010b).https://web.archive.org/web/20150203150734/http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-ofNursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf
Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from https://classwaldenu.edu
NURS_8000_Week3_Discussion_Rubric
| Excellent | Good | Fair | Poor | ||
| RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements: *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. |
Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*. |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*. |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*. |
|
| CONTENT KNOWLEDGE | Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course. |
|
| CONTRIBUTION TO THE DISCUSSION | Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas. |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas |
|
| QUALITY OF WRITING | Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
Points Range: 5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;. |
Points Range: 4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. |
Points Range: 0 (0%) – 3 (10%)
Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. |
|
| Total Points: 30 | |||||
Name: NURS_8000_Week3_Discussion_Rubric