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Sam Jones is the Chief Nursing Officer (CNO) of a rural critical access hospital. The impact of the pandemic in the community is rapidly increasing. During a senior leadership team meeting, Sam was given the task to develop an interprofessional mobilizer team.
What are the benefits of using an interprofessional collaboration team to develop the mobilizer team? Who might be a member of the team?
1. This criterion is linked to a Learning Outcome. Significance of collaboration
Discuss the significance of collaboration in today’s healthcare environment. Research the term “collective competence” and explain how this concept relates to healthcare education and practice in the world we live in today.
2.This criterion is linked to a Learning Outcome. Interprofessional Collaboration.
Identify and commit to a minimum of two improvement goals based on the *Sub-Competencies of the Core Competencies of Interprofessional
Collaborative Practice (IPEC, 2016, pages 11 to 14).
Please note the specific sub-competency with the title and page number and cite the overall document.
For example: I will commit to the sub-competency TT6 to constructively manage disagreements (Interprofessional Education Collaborative, 2016, p14.).
3.Topic Discussion (Please I chose the topic below)
Topic: What are the benefits of using an interprofessional collaboration team to develop the mobilizer team? Who might be a member of the team?
Each student will select one topic to apply the concepts of interprofessional collaboration. See the instructions.
• Briefly describe (two or three sentences) the topic you are assigned. Respond to questions in the topic assignment section. In addition to the questions in the topic assignment section, discuss the following:
• What barriers may influence the collaboration?
• Describe how you could use interprofessional collaboration to address the identified topic. How is interprofessional collaboration different from interdisciplinary collaboration? Who will be on the team? What is the expected outcome?
This is a link to a sample report on interpersonal mobilizer team during a pandemic.
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The world often experiences a health care emergency that demands adequate preparation by healthcare providers. In such situations, leaders might decide to develop an interprofessional mobilizer team, as was the case of Same Jones. Such a team comprising of members from different professions will cooperate, coordinate, and collaborate to deliver patient-centered care collectively. In modern complex healthcare organizations, cross-disciplinary teams play a critical role in improving quality and efficiency. According to an article by Morley & Cashell, (2017), an interprofessional team is more efficient, effective, and innovative than a purely functional team. Such teams create an opportunity for a broad range of ideas and compromises to offer solutions to pertinent healthcare problems. Developing an Interprofessional team to address the impact of the pandemic is essential since the team will focus on collaborative goals to achieve the best results based on the agreed-upon standards. The most likely members of the team are local volunteers from the community, local leaders, community healthcare providers, nurses, therapists, doctors, frontline providers, and advanced practice providers.
Community mobilization is important when tackling the pandemic issue. The involvement of local leaders and community volunteers will go a long way towards creating local ownership and promoting sustainability for any designed programs. The local volunteers and local leaders will identify the most vulnerable and in case of an emergency, they will contact frontline providers who will offer immediate care before transferring a patient to a local hospital. The community healthcare providers and volunteers will continuously encourage locals to adhere to the laid out guidelines and protocols such as washing their hands, wearing facemasks, and keeping social distance. In the local healthcare facility, nurses, doctors, and therapists will work together to promote positive care outcomes. The effective collaboration of healthcare providers from different professional backgrounds will work with the patients, local leaders, and community volunteers to deliver the highest quality of care characterized by low mortality and infection rates.
Based on the growing complexity and impact of the pandemic on the community, comes the need to consider team-based expertise and collective competence. Undoubtedly, every healthcare provider has knowledge, skills, and attitudes that aid in the effective performance of a task. However, there is an increased need to rely on collective competence when groups of people work together within a complex system. In other words, while individual competence is necessary, it is not sufficient for effective healthcare delivery in practice. Also, any failure to curb the pangs of a pandemic does not depend on individual competence, but a failure of the collective. Therefore, a team will function optimally even when one of the team members is individually incompetent. Promoting patient safety and recovery are fundamental tenets of clinical competence, while care providers’ competence is a major responsibility of every practitioner.
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Every team member will play a critical role in reducing the impact of the pandemic on the community. However, several barriers might influence collaboration. According to Steihaug et al. (2016), one major barrier to effective collaboration is a poor understanding of professional identities, roles, and responsibilities. For instance, a nurse's duty in the mobilizer team is triaging patients, detecting suspected cases, offering important treatment in an emergency, offering holistic nursing practices, and expanding care services (Al Thobaity & Alshammari, 2020). Any overlap of these duties with those of other team members such as therapists will hinder the effective achievement of the desired goals. Another challenge is the lack of a culture of mutual respect and recognition of every team member's area of expertise and competence (Steihaug et al., 2016). For instance, while a general nurse has a role in offering treatment to a patient, he or she lacks enough competence compared to a respiratory therapist when dealing with patients who have breathing difficulties. Another major obstacle to attaining the desired goals is the lack of free and open exchange of information (Steihaug et al., 2016). If the team members fail to communicate effectively from the local leaders to the first responders, achieving the desired goals is impossible.
Based on the barriers of effective Interprofessional collaboration, the effectiveness of the team will depend on the degree of commitment laid on improvement goals. Going with the sub-competencies of the core competencies of Interprofessional Collaborative Practice, I will commit to TT5 by applying leadership practices that support collaborative practice and team effectiveness (Interprofessional Education Collaborative, 2016, p14.). One of the greatest leadership practices within an Interprofessional mobilizer team is creating a clear and compelling cause. Here, the cause is fighting the impact of the pandemic, and the more compelling and exciting it is the easier it becomes to inspire team members of what I aspire to accomplish. Other leadership practices include communicating expectations, establishing team goals, leveraging team-member strengths, and recognizing and rewarding collaborative behavior. I will also commit to TT8 by reflecting on individual and team performance to determine whether the team is moving towards the right and expected direction (Interprofessional Education Collaborative, 2016, p14.). Here, I will deal with identity any challenges the team experiences and deal with them promptly.
Al Thobaity, A., & Alshammari, F. (2020). Nurses on the frontline against the COVID-19 pandemic: an Integrative review. Dubai Medical Journal, 3(3), 87-92. https://doi.org/10.1159/000509361
Interprofessional Education Collaborative. (2016). Core Competencies for Interprofessional Collaborative Practice: 2016 Update. https://hsc.unm.edu/ipe/resources/ipec-2016-core-competencies.pdf
Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of medical imaging and radiation sciences, 48(2), 207-216.
Steihaug, S., Johannessen, A. K., Ådnanes, M., Paulsen, B., & Mannion, R. (2016). Challenges in achieving collaboration in clinical practice: the case of Norwegian health care. International journal of integrated care, 16(3).
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