Columbia Interdisciplinary Collaboration in Healthcare Systems

Columbia Interdisciplinary Collaboration in Healthcare Systems

Table of Contents

Order ID	53563633773
Type	Essay
Writer Level	Masters
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Description/Paper Instructions

Columbia Interdisciplinary Collaboration in Healthcare Systems

Interdisciplinary collaboration is an essential practice in healthcare systems. This approach enables healthcare practitioners to meet all the needs of their patients. Interdisciplinary approaches are also effective in

promoting utilization of evidence-based practice among healthcare providers. The interdisciplinary problem identified in the previous assignment was the poor definition of roles among members of the

interdisciplinary teams, which would often lead to overworking some members who ended up performing roles meant for their colleagues.

Plan

To address the problem, the objective of the plan would be to create a work schedule for all the healthcare workers in the organization based on the unit they work in and their teams. The goal of the plan would be to

ensure that the members of the interdisciplinary teams understand their roles, and utilize the work schedule to promote proper division of responsibilities. The work schedule with also ensure that interdisciplinary

teams comprised of all the members needs to offer basic services to patients with different conditions. Role clarification using work schedules has been proven by research to be an effective approach for promoting

the competency and effective completion of work among interprofessional teams (Brault, et al., 2014). The proposed plan is likely to ensure appropriate implementation of the roles of each professional working

within the team, optimize their scope of practice, and promote patient management. Other predictions associated with the proper implementation of the plan include improved competency within the interdisciplinary

teams especially in addressing complex conditions (Soubra, Badr, Zahran, & Aboul-Seoud, 2018).

A change theory that could be applied in the interdisciplinary team to ensure that they utilize the role clarification schedules would be the Edgar Schein’s model of organizational culture that focuses on creating a

culture and repeatedly performing the actions that support the implementation of the change. According to his theory, the culture of an organization determines its success or failure in accomplishing tasks. As such,

incorporating the role-clarifying work schedules in the culture of the organization would promote its uptake and utilization by the interdisciplinary teams (Batras, Duff, & Smith, 2016). Transformational leadership

would be the best strategy to use within the team, as it would increase the likelihood of sticking to the proposed plan. Strategies related to this leadership style such as maintaining proper communication and sharing

the vision of the organization with the interdisciplinary teams would ensure that they view the proposed plan as a way of promotion organizational success and easing their work.

A collaboration approach needed by the team to improve its likelihood of achieving the intended goal would be maintaining effective communication within the team. Communication forms the foundation of

interprofessional collaboration. Communication is also essential in clinical decision-making and utilization of evidence-based practices through discussions conducted within the team (Fox, Gaboury, Chiocchio, &

Vachon, 2019; Brault, et al., 2014). Literature from research studies supports the use of open communication in promoting role clarification and collaboration in healthcare settings. Additionally, other aspects that

could support the successful implementation of the plan would involve maintaining mutual respect and using a patient-centered approach in care provision (Ly, Sibbald, Verma, & Rocker, 2018). Some of the

organizational resources that would be needed for implementation of the plan would include finances that would be directed towards purchasing work schedule boards for different units that cater for patients with

different needs, compensation for the individuals who will be in charge of preparing the schedules, and funds directed towards training programs for the interprofessional teams. Other organizational resources that

would be needed would be the time for conducting interprofessional role-clarification training.

Work schedules are effective in role clarification as they ensure that members in interdisciplinary teams understand their responsibilities and can work collaboratively to promote success. Additionally, they reduce

the likelihood of overworking some of the team members as roles are distributed properly. Utilization of change theories and appropriate leadership strategies would ensure that the interdisciplinary teams stick to

the proposed plan and apply it in their daily activities.

References

Batras, D., Duff, C., & Smith, B. J. (2016). Organizational change theory: implications for health promotion practice. Health Promotion International, 31(1), 231-241. Retrieved

from https://doi.org/10.1093/heapro/dau098.

Brault, I., Kilpatrick, K., D’Amour, D., Contandriopoulos, D., Chouinard, V., Dubois, C.-A., . . . Beaulieu, M.-D. (2014). Role Clarification Processes for Better Integration of Nurse Practitioners into Primary Healthcare

Teams: A Multiple-Case Study. Nursing Research and Practice, Retrieved from https://new.hindawi.com/journals/nrp/2014/170514/.

Fox, S., Gaboury, I., Chiocchio, F., & Vachon, B. (2019). Communication and Interprofessional Collaboration in Primary Care: From Ideal to Reality in Practice. Health Communication, Retrieved

from https://www.tandfonline.com/doi/abs/10.1080/10410236.2019.1666499?journalCode=hhth20.

Lin, P.-Y., MacLennan, S., Hunt, N., & Cox, T. (2015). The influences of nursing transformational leadership style on the quality of nurses’ working lives in Taiwan: a cross-sectional quantitative study. BMC Nursing,

Retrieved from https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-015-0082-x.

Ly, O., Sibbald, S. L., Verma, Y. J., & Rocker, G. M. (2018). Exploring role clarity in interorganizational spread and scale-up initiatives: the ‘INSPIRED’ COPD collaborative. BMC Health Services Research, 18(680).

Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6122743/.

Soubra, L., Badr, S. B., Zahran, E. M., & Aboul-Seoud, M. (2018). Effect of Interprofessional Education on Role Clarification and Patient Care Planning by Health Professions Students. Health Professions Education,

4(4), 317-328. Retrieved from https://www.sciencedirect.com/science/article/pii/S2452301117300342.

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger

organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and

leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of

budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this

activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Reference

Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a

financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or

organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and

collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the

implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the

evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a

distinguished score.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project

plan.

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.

Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to

4 pages in length. Be sure to include a reference page at the end of the plan.

Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.

APA formatting: Make sure that in-text citations and reference list follow current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Applying PDSA

Crowfoot, D., & Prasad, V. (2017). Using the Plan-Do-Study-Act (PSDA) cycle to make change in general practice. InnovAIT, 10(7), 425–430.

This article details principles of PDSA, offering a variety of resources for implementing and assessing the success of change efforts.

McNamara, D. A., Rafferty, P., & Fitzpatrick, F. (2016). An improvement model to optimise hospital interdisciplinary learning. International Journal of Health Care Quality Assurance, 29(5), 550–558.

This article presents a study in which the PDSA cycle was applied to drive continuous improvement in interdisciplinary learning within a health care setting.

Institute for Healthcare Improvement. (n.d.). Plan-Do-Study-Act (PDSA) worksheet. Retrieved from http://www.ihi.org/resources/Pages/Tools/PlanDoStu…

While you are not expected to use this worksheet, it has been used in many health care organizations and is offered as a supplementary resource.

McGowan, M., & Reid, B. (2018). Using the Plan, Do, Study, Act cycle to enhance a patient feedback system for older adults. British Journal of Nursing, 27(16), 936–941.

This article presents a study in which PDSA was used to refine a patient-feedback system.

Evidence-Based Practice and Improvement

Conner, B. T. (2014). Differentiating research, evidence-based practice, and quality improvement. American Nurse Today, 9(6), 26–31. Retrieved from https://www.americannursetoday.com/differentiating…

This article provides a high-level view of the characteristics of research, evidence-based practice, and quality improvement.

Woods, A. (n.d.). Evidence-based practice: Improving practice, improving outcomes (Part one) [Video] | Transcript. Retrieved from

This video discusses the value of, and current challenges in, implementing evidence-based practice in health care organizations.

Budgeting

https://youtu.be/OvenUa3Ww8o

Kolakowski, D. (2016). Constructing a nursing budget using a patient classification system. Nursing Management, 47(2), 14–16.

This article provides guidelines for creating a budget.

Rundio, A. (2016). The nurse manager’s guide to budgeting & finance (2nd ed.). Indianapolis, IN: Sigma Theta International.

The following chapters will help you to develop a basic understanding of budgeting in health care settings.

Chapter 1, “Budgeting for the Nurse Manager.”

Chapter 4, “Budget Development.”

Staffing

van Oostveen, C. J., Ubbink, D. T., Mens, M. A., Pompe, E. A., & Vermeulen, H. (2016). Pre-implementation studies of a workforce planning tool for nurse staffing and human resource management in university hospitals. Journal of Nursing Management, 24(2), 184–191.

This paper presents an analysis of a workforce planning tool prior to its implementation.

In addition to ideas on human resources planning, this article may prompt some things for you to consider before beginning your plan proposal.

Interprofessional Collaboration

CFAR, Inc., Tomasik, J., & Fleming, C. (2015). Lessons from the field: Promising interprofessional collaboration practices. Retrieved from https://www.rwjf.org/en/library/research/2015/03/l…

This report, from a Robert Wood Johnson project focused on understanding interprofessional collaboration in health care, identifies five successful models for effective collaboration.

Interprofessional Education Collaborative. (n.d.). Recommended links. Retrieved from https://www.ipecollaborative.org/recommended-links…

IPEC’s list of recommended links includes professional associations, centers for interprofessional education, supporting organizations, and a short video showing an example of interprofessional education.

Leadership

Robert Johnson Wood Foundation. (2014). Preparing nurses for leadership in public policy [Blog post]. Retrieved from https://www.rwjf.org/en/library/articles-and-news/…

This blog post examines ways to prepare nurses to be leaders in public policy advocacy, creation, and defense.

Columbia Interdisciplinary Collaboration in Healthcare Systems

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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