Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

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NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

RE: Discussion – Week 3

The Value of Intra- and Interprofessional 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).

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.

Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice References

Fleming, R., & Willgerodt, M. A. (2017). Interprofessional collaborative practice and school nursing: A model for improved health outcomes. OJIN: The Online Journal of Issues in Nursing, 22(3), 2. DOI: 10.3912/OJIN.Vol22No03Man02

Jenkins, P., Jones, J., Koutlas, A., Courtwright, S., Davis, J., & Liggett, L. (2020). Constructing Doctoral Leadership Scholarly Role Boundaries Through Intraprofessional Nursing Education. Advances in Nursing Science, 43(4), 360-374.

Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from

Discussion: Intra- and Interdisciplinary Practice

Intra- and Interdisciplinary Collaborative Practice

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 prepare FOR Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice:

With information from the Learning Resources in mind, consider the value of intra- and interprofessional collaborative practice in professional practice and as you engage in your doctoral studies. What opportunities do you see for engaging in intra- and interprofessional collaborative practice?
By Wednesday 6/14/17, post 550 words essay in APA format with 3 references from the list below, that include the level one headings as numbered below:

Post a cohesive response that addresses the following:

1) Evaluate the value of intra- and interprofessional collaborative practice as a DNP prepared nurse and how it may impact your role.

2) Provide at least two detailed examples to support your response.

Required Readings

Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]

[For DNP students ONLY]

Chapter 9, “Emerging Roles for the DNP”

Multiple advanced nursing practice roles are discussed in this chapter, including nurse administrator, nurse entrepreneur, public and community health practitioner, and integrative health practitioner.

Institute of Medicine (IOM). (2010a). The future of nursing: Leading change, advancing health[Consensus report]. Washington, DC: National Academies Press. Retrieved from https://web.archive.org/web/20150211165201/http://iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

This link provides access to the complete IOM report (672 pages). You may read the report online or download a free PDF version.

Institute of Medicine (IOM). (2010b). The future of nursing: Leading change, advancing health[Report brief]. Retrieved from https://web.archive.org/web/20150203150734/http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf

This IOM report highlights key messages regarding the future success of the nursing profession, with recommendations for practice, education and training, partnerships with other health care professionals, and workforce planning and policy making.

Discussion: Intra- and Interdisciplinary Practice

Currey, J., Considine, J., & Khaw, D. (2011). Clinical nurse research consultant: A clinical and academic role to advance practice and the discipline of nursing. Journal of Advanced Nursing, 67(10), 2275–2283.

Note: You will access this article from the Walden Library databases.

Waxman, K. T., & Maxworthy, J. (2010). The doctorate of nursing practice degree and the nurse executive: The perfect combination. Nurse Leader, 8(2), 31–33.

Note: You will access this article from the Walden Library databases.

This article provides a clear comparison of the DNP degree with PhD/DNS/DScN degrees and articulates the value of the DNP degree to nurse executives.

Required Media

Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 4 minutes.

In this media program, Dr. Joan Stanley, Dr. Linda Beechinor, and Dr. Susan Stefan discuss the professional roles available to DNP-prepared nurses and the importance of intra- and interprofessional collaboration in those roles.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Name: 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

Thread week 3

Hello, here is my post for week 3.

Evaluate the value of intra- and interprofessional collaborative practice as a DNP or PhD prepared nurse and how it may impact your role.

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 amanager 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.

Thanks,

References

(2021). In Merriam-Webster. www.mirriam-webster.com/collaboration

The future of nursing: Leading change, advancing health. (2010b).

Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from https://classwaldenu.edu

RE: Discussion – Week 3

Marnie,

I must say that I really like the Canadian definition of nursing collaboration. It very direct and to the point.

DNP or PhD prepared nurses lead teams that are nurses and non-nurses. Communication is very important to be able to work with therapists, physicians, and pharmacists or educators that might be members of the interdisciplinary team. Interdisciplinary collaboration involves partnership that exists amongst a team of healthcare providers or educational leaders that adopt a coordinated approach to shared decision-making. Collaboration is highly valued because it breeds responsibility, accountability, cooperation, mutual trust and respect (Lankshear, 2018). Thus, for collaborative relationship to work; skills, knowledge, and education must be shared.

As leaders in healthcare, doctorally-prepared nurses are well placed to build a collaborative team that strives to overcome the challenges presented by our complex healthcare delivery system. Maintaining a good working and collaborative relationship with members of the interdisciplinary team enhance the quality of care delivered to patients (Zaccagnini & White, 2017). The DNP or PhD-prepared nurses should assume the position of a leader who establishes a clear direction and vision for the team, while listening and providing support and supervision to the team members.

The institute of medicine (IOM) emphasized the value of intra-and interdisciplinary collaboration by challenging the nurses to be a part of redesigning the healthcare system. Emphasis was laid on root-cause analysis as a means of identifying contributing factors of a problem, and devising means to solve them (Institute of Medicine, 2010a). Thus, partnering with fellow nurses and other professionals will foster support which helps in finding solutions.

Working in mental health for a couple of decades, one of the examples of collaboration in my practice involving physicians, nurses, pharmacists, and therapists was formed to try and minimize the number of inpatient suicides in a psychiatric unit. By meeting regularly and by challenging nurses to be instrumental in the decision-making process; and utilizing communication tools to facilitate better cooperation between all team members, we did get some positive results. Nurses also encouraged members of the team to engage in continuing education to maintain team-based competencies (Nancarrow et al., 2013).

References

D’Amour, D., Goulet, L., Labadie, J. F., Martin-Rodriguez, L. S., & Pineault, R. (2008). A model and typology of collaboration between professionals in healthcare organizations. BMJ Health Services Research, 8(188), 1-14.

Fall Prevention Center of Excellence. (2018). Basis of fall prevention. Retrieved from http://www.stopfalls.org/what-is-fall-prevention/fp-basics/

Institute of Medicine (IOM). (2010a). The future of nursing: Leading change, advancing health [Consensus report]. Washington, DC: Retrieved from https://web.archive.org/web/20150211165201/http:iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Lankshear, S. (2018). Better together- A fresh look at collaboration within nursing. Canadian Nurse, 114(1), 18-20.

Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, T., & Roots, A. (2013). Ten principles of a good interdisciplinary team work. Human Resources for Health, 11(19), 11-19.

Zaccagnini, M. E., & White, K. W. (2017). The Doctor of Nursing practice essentials: A new model for advanced practice nursing (3rd ed.). Sudbury, MA: Jo

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Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

NURS 8000 Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

Discussion: Intra- and Interdisciplinary Practice

Name: NURS_8000_Week3_Discussion_Rubric

Name: NURS_8000_Week3_Discussion_Rubric

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