The inter-professional practice is considered a significant strategy for improving the quality and safety of care that has been provided to the patients (Hamida, Rasidb, Maonc, Mohd amp Hassand, 2016). It is a cost-effective approach that critically determines the health outcomes of the patients and the success of healthcare organizations (Hamida et al., 2016). In inter-professional practice, multiple healthcare workers work in collaboration to enhance patient health outcomes (Hudson et al., 2017). Effective communication is the key that holds the team member together and inter-professional communication is crucial for achieving inter-professional collaboration effectively (Hudson et al., 2017). In this assessment, the role of professional communication in an inter-professional team has been discussed through personal self-reflection. Gibbs reflective cycle has been used in this essay in order to provide information about the different strategies that are required for the improvement of professional communication and transition of a registered nurse into healthcare organizations. Gibbs reflective model provides a platform for pressing the experiences of healthcare professionals in a systematic way (Huseb, ORegan, amp Nestel, 2015). The various steps that have been used as a framework for the self-reflection include description, feelings, evaluation, analysis, conclusion and action plan (Huseb et al., 2015).
Description During my clinical placement, I was providing care to Mrs. Smith (pseudonym) who was admitted to the emergency department following the complications of hypertension, polyuria, sleeplessness, and anxiety two days before. Mrs. Smith had a medical history of high blood pressure, diabetes mellitus, and congestive heart failure. In the recovery ward, I was providing care to her in an inter-professional team consisting of medical officers, social workers, dieticians, and other allied health professionals. We needed to formulate a discharge plan for the patient and the medical officer asked me to about what priority interventions we can mention in the discharge plan of the patient. I was well aware of all the interventions that can be taken for the patient in order to enhance her health outcomes, but due to hesitation, I didnt say anything. Later, the team discussed everything about the patient and formulated a discharge plan.
Feelings From the incident, I felt really bad because it was my first clinical placement in an inter-professional team and I performed really bad. In spite of having good grades in academics and having sound theoretical knowledge about health complications and nursing interventions, I did not speak a single word. I became nervous and hesitated in-front of seniors.
Evaluation From the situation, I have realized that I am not competent enough in communication skills that are required for an RN in order to provide safe and quality care to the patients. According to standard 2 of registered nurse standards for practice, it is the legal obligation of a nurse to engage in professional and therapeutic relationships and participates in collaborative practice (NMBA, 2017). It has been reported that for collaborative practice, effective communication is very important for a healthcare professional (Hamida et al., 2016). I have found that I am lacking in the skills of effective communication which could hamper the quality of care provided by me to my clients.
Analysis The analysis of the situation made me realized that I need to improve my skills of professional communication in an inter-professional team in order to support the patients and for the provision of quality care. I felt hesitated and didn't react when the senior members of the inter-professional team have asked me about the type of interventions that can be proposed for Mrs. Smith. According to Wilson, Palmer, Levett-Jones, Gilligan, and Outram (2016), hesitation is one of the major communication barriers that have been experienced by the nursing staff working in an inter-professional team. It has been reported that ineffective communication in an inter-professional team can result in serious medical errors (Wilson et al., 2016).
Conclusion From the situation, it has been concluded that communication plays a very crucial role in inter-professional practice, and barriers can impact effective communication. According to standard 4 for registered nurse standard for practice, it is required for the nurses to analyze the information and communicate effectively for the health outcomes of the patients (NMBA, 2017). I have concluded that I need to improve my communication skills in order to practice in an inter-professional team.
Action plan In my future clinical placements, I will always communicate effectively without any hesitation. This would facilitate effective sharing and acquiring knowledge in an inter-professional team and the provision of safe and holistic care to the clients.
According to Kreps (2016), inter-professional teams are crucial for addressing complex healthcare challenges as inter-professional practice contributes towards the sharing of specialised skills and knowledge by experts from different fields. In inter-professional teams, effective communication is required for the promotion of cooperation among team members, sharing of information, and effective decision making (Kreps, 2016). Expertise and sharing of information are two necessary parts that are required for the development of effective healthcare teams (Bahr et al., 2017). Also, not only sharing of information is enough in healthcare teams but the effective action of team members on the basis of shared information is required in order to make decisions in the healthcare system (Bahr et al., 2017). Communication is required for the expression and achieving a team goal for which communication competence is required for healthcare professionals (Bahr et al., 2017). Nagelkerk et al. (2018) stated that different cultural backgrounds, hesitation, unequal power distribution, the difference in values and beliefs, separate educational experiences, different professional experiences, and varied world views are certain causes behind ineffective communication among team members in an inter-professional team. It has been reported that these communication barriers need to be eradicated in order to provide safe and quality care to the clients and to achieve a shared goal of better health outcomes of the patients (Nagelkerk et al., 2018). According to principle 3 of the code of conduct for registered nurses in Australia, it is the legal obligation of nurses to communicate effectively and develop professional relationships by communicating clearly and adequately about the relevant information with the colleagues and team members on time (Nursing and Midwifery Board of Australia, 2018). According to Foronda, MacWilliams and McArthur (2016), ineffective communication can result in misdiagnosis, delayed treatment, patient injury, medication error or death in healthcare settings. It has been investigated that hesitancy is one of the major barriers in effective communication in healthcare settings (Taran, 2011). Healthcare professionals do not want to offend their seniors by sharing their views and ideas and feel hesitated (Taran, 2011). This leads to medical errors and poor health outcomes of patients in healthcare settings (Taran, 2011). Busari, Moll and Duits (2017) stated that inter-professional collaboration is defined as the ability of healthcare professionals to embrace their roles within a team by sharing responsibilities and working cooperatively for the purposes of problem-solving, decision making and formulation of care plans for the patients. An inter-professional practice facilitates effective and lasting integrated intervention in order to improve the health outcomes and quality of life of the patients (Busari et al., 2017). Communication between the nurses and physicians is a key factor that contributes towards effective inter-professional collaboration and ensures the provision of quality care to the clients (Busari et al., 2017). It has been reported that the lack of competence in inter-professional culture, role models which are profession centric in nature and perceived power differences are certain causes because of which the nurses encounter the problems of effective communication in an inter-professional practice. The skills of effective communication are required for the transition of nurses in healthcare settings and to work in inter-professional collaborative practice (Scotten, Manos, Malicoat amp Paolo, 2015). Effective communication would facilitate generation of trust, shared accountability, respect, effective teamwork and decision making among team member for the optimization of patient care.
It is very important for new graduates to develop communication competence in order to facilitate their effective transition as registered nurses. It has been stated that effective and efficient communication skills with peers and team members prevent medical errors that could be committed by new graduate nurses because of poor communication (Brown amp Crookes, 2016). Poor communication leads to the breakdown of the entire healthcare system and poor health outcomes of patients (Brown amp Crookes, 2016). The new graduate nurses need to adopt various strategies which may help in developing effective communication skills among them and facilitate their transition into the roles of a registered nurse. According to Hagemeier, Hess Jr, Hagen, and Sorah (2014), inter-professional communication courses can improve the communication skills of student nurses and newly graduated nurses. These communication courses enhance the self-confidence and self-efficacy beliefs so that these nurses can communicate confidently within inter-professional collaborative teams (Hagemeier et al., 2014). The activities related to purposeful inter-professional communication and realistic pharmacy-specific scenarios help in developing positive self-efficacy beliefs and behaviors of inter-professional communication among graduate nurses (Hagemeier et al., 2014). It has been reported that the development of expressiveness, attentiveness, coordination and composure can help in developing communication competence among new graduate nurses (Spitzberg, 2013). The skills of composure facilitate eradiation of anxieties among nurses and manifest confidence to communicate effectively by sharing information in healthcare settings. Attentiveness develops the skills of listening and tracking communication between two people (Spitzberg, 2013). The coordination and expression are two qualities that develop the skills of synchronization, timing and flow among nurses so that they can communicate effectively in inter-professional collaborative practice (Spitzberg, 2013). According to Hagemeier et al. (2014), inter-professional communication courses are a beneficial strategy which could develop effective inter-professional communication skills among graduate nurses. This program includes two sessions of 45 minutes for the nurses in which identification evaluation and discussion have been done on causes of conflicts, barriers in interaction, perceived power struggles and constructive means to deal with barriers in verbal and nonverbal communication encountered by nurses (Hagemeier et al., 2014). This would help in developing communication skills among nurses by understanding the underlying reasons for poor communication in health care settings (Hagemeier et al., 2014). In addition to it, the feedbacks that have been provided by facilitators help in developing the skills of inter-professional engagement and self-efficacy beliefs among nurses (Hagemeier et al., 2014).
In the given assessment, the experience of working in an inter-professional team comprises medical officers and an allied health professional has been discussed with the help of Gibbs reflective cycle. The challenge that has been encountered during the clinical placement ineffective communication has been presented in the essay. Also, the self-reflection has been supported by the literature and the role of effective communication in health care settings and inter-professional collaborative practice has been analyzed. In addition to it, the various strategies that can be adopted for the development of communication competence and effective transition of graduate nurses into the roles of registered nurses are also explained in brief.
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Foronda, C., MacWilliams, B., amp McArthur, E. (2016). Interprofessional communication in healthcare an integrative review.Nurse Education in Practice,19, 36-40.
Hagemeier, N. E., Hess Jr, R., Hagen, K. S., amp Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students communication skill self-efficacy beliefs.American Journal of Pharmaceutical Education,78(10), 186. Hagemeier, N. E., Hess Jr, R., Hagen, K. S., amp Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students communication skill self-efficacy beliefs.American Journal of Pharmaceutical Education,78(10), 186.
Hamida, N. Z. A., Rasidb, S. Z. A., Maonc, S., Mohd, N., amp Hassand, L. S. S. (2016). Interprofessional Communication and Interprofessional Collaboration (IPC) among Health Care Professionals. eISSN 2357-1330. Hudson, C. C., Gauvin, S., Tabanfar, R., Poffenroth, A. M., Lee, J. S., amp ORiordan, A. L. (2017). Promotion of role clarification in the health care team challenge.Journal of Interprofessional Care,31(3), 401-403. Huseb, S. E., ORegan, S., amp Nestel, D. (2015). Reflective practice and its role in simulation.Clinical Simulation in Nursing,11(8), 368-375.
Kreps, G.,L. (2016). Communication and effective interprofessional health care teams. International Archives of Nursing and Health Care, 2(3), 1-6.
Nagelkerk, J., Thompson, M. E., Bouthillier, M., Tompkins, A., Baer, L. J., Trytko, J., ... amp Groeneveld, K. (2018). Improving outcomes in adults with diabetes through an interprofessional collaborative practice program.Journal of Interprofessional Care,32(1), 4-13. NMBA. (2017). Registered nurse standards for practice. Retrieved from https//www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/registered-nurse-standards-for-practice.aspxNursing and Midwifery Board of Australia. (2018). Code of conduct for nurses.
Retrieved from http//www.nursingmidwiferyboard.gov.au/documents/default.aspxrecordWD172F23850ampdbidAPampchksumL8j874hp3DTlC1Sj4klHag3D3DScotten, M., Manos, E. L., Malicoat, A., amp Paolo, A. M. (2015). Minding the gap Interprofessional communication during inpatient and post-discharge chasm care. Patient Education and Counseling,98(7), 895-900. Spitzberg, B. H. (2013). (Re) Introducing communication competence to the health professions. Journal of Public Health Research,2(3). 126-135.
Taran, S. (2011). An examination of the factors contributing to poor communication outside the physician-patient sphere.McGill Journal of Medicine 13(1), 86.
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