Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?

NURS 8002 Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?

NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice essays

The situations above align with the second step of the student-designed case study, inter-professional collaboration in case analysis, as defined by Henry et al. (2018). This phase aims to identify areas for improvement across healthcare systems and, more especially, to draw attention to those where coordination is crucial. The justifications for approaches to real problems are examined, leading to more thorough solutions. A respect for different positions within the profession and within other professions arises from this form of inter- and intra-professional collaboration, as Henry et al. (2018) concluded. In my example, there is respect among the nurses and between the nurses and doctors when it comes to the abilities we each bring to the table, whether it is specialized knowledge and outside-the-box thinking or critical thinking and thorough review. Students gained the ability to view issues from other viewpoints as a result of the study, which was another outcome. I concur that this is the case because, as nurses, we occasionally find ourselves reviewing clinicals that cover a period of months or even years. In doing so, we start to comprehend the justification for a provider’s course of action and how our team of providers, depending on their unique nuancies, may view these choices. It is beneficial as we put together our summary of the facts to support the permission choice. Overall, I can concur with the study’s findings that emphasize the need to build both collaborative skills and the confidence to work together to solve complex problems.

While nurse-physician partnerships are relatively prevalent, a less frequent interprofessional interaction is the pharmacist-nurse cooperation, as Celio et al. (2018) point out. As already mentioned, pharmacists and nurses both play crucial roles in ensuring that patients take their medications as prescribed and receive continuity of care. They are also in a position to evaluate a patient’s understanding, potential learning or implementation barriers, and motivations for adhering to a treatment plan. This collaborative partnership, which has the shared objective of encouraging medication adherence and raising patient awareness of their treatment plans, would benefit from increased engagement for the benefit of the patients.

Also Read: NURS 8002 Assignment Linking Areas of Focus Into Future Plans for the DNP

When I reflect on my own experiences with intra- and interdisciplinary collaboration in my current place of employment, I find that the experiences have been positive and educational. Within my role as a clinical review nurse, I have to review and gather relevant data from clinical documentation in support of a decision to approve or deny authorization for cardiac procedures. There are often many denials or partial denials which necessitate the involvement of one of our team physicians who specialize in

cardiology and its subspecialties. Although all of our interdisciplinary communication is via e-mail, I have found that when I am uncertain or even wrong about a decision, many of the physicians are willing to explain the purpose behind the policy requirements and in some cases we are able to discuss a need for further policy development in cases that are becoming more common and less easy to rule upon such as May-Thurner’s syndrome. Our system allows us to communicate with doctors in various states and I have benefited from some of the explanations they provide from their specialized concentrations within cardiology considering that cardiac material was never my strong suit.

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The intradisciplinary collaboration I have experienced working virtually alongside a team of both LPNs and RNs in various states and from various backgrounds has also benefitted me as many of them are learning cardiac reviews as well but bring their own unique experiences to the table thus helping our team become more concise and efficient in reviewing cases accurately. I’ve found that as we communicate throughout the day in our virtual nurse’s station, we are providing one another with valuable resources, quick references, and lessons through our successes and mistakes. Similarly, when an outside physician disagrees with a decision we have made concerning the authorization of their procedure, they have the opportunity to participate in a peer-to-peer call with a cardiologist from within our organization to either overturn or uphold the decision. In some instances, due to insurance restrictions, this peer-to-peer interaction is only for educational purposes and not to affect the original decision. This clearly is also a form of intra-professional communication. While other specialty teams within the company have very clear policies and guidelines that are easy to apply, the newly developed cardiac team has found that there are many gray spaces that come with experience and practicing the review of multiple cases. Essentially, policies can be adjusted and created through this process and the communication between nurses and from nurses to physicians is much more frequent as the cases often require more subjective review at times. I recommend the virtual environment as I have found that there is much more confidence and less apprehension when it comes to communicating with nurses of various skill levels and providers from various specialties.

References

Celio, J., Ninane, F., Bugnon, O., & Schneider, M. (2018). Pharmacist-nurse collaborations in medication adherence-enhancing interventions: A review. Patient Education and Counseling, 101(7), 1175–1192. https://doi.org/10.1016/j.pec.2018.01.022

Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about inter professional collaboration through student-designed case study and analysis. International Journal of Teaching and Learning in Higher Education, 30(3), 560–570.

You are the DNP-prepared nurse responsible for overseeing a large intensive care unit (ICU). You have noticed that in the last 3 months, the number of nosocomial, or hospital-acquired infections (HAIs), has dramatically increased among patients who have undergone cardiovascular procedures. You would like to initiate a practice study to determine the source of these HAIs and to improve patient outcomes in your ICU. 

Photo Credit: Andrey Popov / Adobe Stock

What types of interdisciplinary collaboration might be needed to support the goals of your practice study?

As outlined in the scenario, the likelihood to engage in interdisciplinary collaboration to enhance healthcare delivery and nursing practice is high. In fact, it is likely that the DNP-prepared nurse in the scenario presented may need to collaborate with an infection prevention specialist (who may be a PhD-prepared nurse or PhD-credentialed healthcare professional). While this represents only one potential area in which interprofessional collaboration may take place in advanced nursing practice, it is important to keep in mind that when disciplines work together toward a shared goal that focuses on the patient, the quality and cost of care delivered will be optimized (Johnson & Johnson, 2016).

For this Blog Assignment, review the Learning Resources and reflect on strategies that may be used to foster interdisciplinary collaboration in nursing practice. Reflect on strategies and approaches you might recommend that support interdisciplinary collaboration in practice.

Reference:
Johnson & Johnson. (2016). The importance of interprofessional collaboration in healthcare.
https://nursing.jnj.com/getting-real-nursing-today/the-importance-of-interprofessional-collaboration-in-healthcare

To prepare:

  • Review the Henry et. al. (2018) article in this week’s Learning Resources about collaboration through case study design.
  • Reflect on how the approach of case study design may apply toward fostering intra- and interdisciplinary collaboration in practice.
  • Select at least one of the articles from this week’s Learning Resources and reflect on how professional collaboration is executed to address the needs described in the article.
  • Reflect on your own experiences with intra- and interdisciplinary collaboration in your practice.
By Day 3 of Week 6

Post a response to your Blog describing your own experiences with intra- and interdisciplinary collaboration in your practice. What were the strengths and weaknesses of this collaboration? How might your own experiences mirror the perspectives and viewpoints presented in the Henry et al. (2018) case study design approach? Be specific and provide examples.

By Day 5 of Week 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding on your colleague’s post or suggesting an alternative viewpoint/perspective on the experiences described by your colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Blog Rubric

Post by Day 3 of Week 6 and Respond by Day 5 of Week 6

To Participate in this Blog:

Week 6 Blog

What’s Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will evaluate community and organizational needs, challenges, and issues. You will then examine the role of the DNP-prepared nurse in addressing and advocating for community and organizational needs, challenges, and issues.

Next Week

To go to the next week:

Week 7

Rubric Detail

Name: NURS_8002_Week6_Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice Rubric

Excellent

90%–100%

 Good

80%–89%

 Fair

70%–79%

 Poor

0%–69%
Main Posting:

Response to the Blog prompt is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
18 (30%) – 20 (33.33%)

Thoroughly responds to the Blog prompt(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences.

No less than 75% of post has exceptional depth and breadth.
16 (26.67%) – 17 (28.33%)

Responds to most of the Blog prompt(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences.

50% of the post has exceptional depth and breadth.
14 (23.33%) – 15 (25%)

Responds to some of the Blog prompt(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.
0 (0%) – 13 (21.67%)

Does not respond to the Blog prompt(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.
Main Posting:

Writing
5 (8.33%) – 5 (8.33%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.
4 (6.67%) – 4 (6.67%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.
3 (5%) – 3 (5%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 2 (3.33%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Posting:

Timely and full participation
5 (8.33%) – 5 (8.33%)

Meets requirements for timely, full, and active participation.

Posts main Blog post by due date.
4 (6.67%) – 4 (6.67%)

Posts main Discussion by due date.

Meets requirements for full participation.
3 (5%) – 3 (5%)
Posts main Blog post by due date.
0 (0%) – 2 (3.33%)

Does not meet requirements for full participation.

Does not post main Blog post by due date.
First Response:

Post to colleague’s main post that is reflective.
5 (8.33%) – 5 (8.33%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.
4 (6.67%) – 4 (6.67%)
Response has some depth and may exhibit critical thinking or application to practice setting.
3 (5%) – 3 (5%)
Response is on topic and may have some depth.
0 (0%) – 2 (3.33%)
Response may not be on topic and lacks depth.
First Response:
Writing
5 (8.33%) – 5 (8.33%)

is professional and respectful to colleagues.

Response fully answers faculty questions, if posed.

Provides clear, concise opinions and ideas.

Response is effectively written in standard, edited English.
4 (6.67%) – 4 (6.67%)

is mostly professional and respectful to colleagues.

Response mostly answers faculty questions, if posed.

Provides opinions and ideas.

Response is written in standard, edited English.
3 (5%) – 3 (5%)

Response posed in the Blog may lack effective professional communication.

Response somewhat answers faculty questions, if posed.
0 (0%) – 2 (3.33%)

Responses posted in the Blog lack effective communication.

Response to faculty questions is missing.
First Response:
Timely and full participation
5 (8.33%) – 5 (8.33%)

Meets requirements for timely, full, and active participation.

Posts by due date.
4 (6.67%) – 4 (6.67%)

Meets requirements for full participation.

Posts by due date.
3 (5%) – 3 (5%)
Posts by due date.
0 (0%) – 2 (3.33%)

Does not meet requirements for full participation.

Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective.
5 (8.33%) – 5 (8.33%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.
4 (6.67%) – 4 (6.67%)
Response has some depth and may exhibit critical thinking or application to practice setting.
3 (5%) – 3 (5%)
Response is on topic and may have some depth.
0 (0%) – 2 (3.33%)
Response may not be on topic and lacks depth.
Second Response:
Writing
5 (8.33%) – 5 (8.33%)

is professional and respectful to colleagues.

Response fully answers faculty questions, if posed.

Provides clear, concise opinions and ideas.

Response is effectively written in standard, edited English.
4 (6.67%) – 4 (6.67%)

is mostly professional and respectful to colleagues.

Response mostly answers faculty questions, if posed.

Provides opinions and ideas.

Response is written in standard, edited English.
3 (5%) – 3 (5%)

Response posed in the Blog may lack effective professional communication.

Response somewhat answers faculty questions, if posed.
0 (0%) – 2 (3.33%)

Responses posted in the Blog lack effective communication.

Response to faculty questions is missing.
Second Response:
Timely and full participation
5 (8.33%) – 5 (8.33%)

Meets requirements for timely, full, and active participation.

Posts by due date.
4 (6.67%) – 4 (6.67%)

Meets requirements for full participation.

Posts by due date.
3 (5%) – 3 (5%)
Posts by due date.
0 (0%) – 2 (3.33%)

Does not meet requirements for full participation.

Does not post by due date.
Total Points: 60

Name: NURS_8002_Week6_Blog_Rubric

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