Interprofessional Education Platform Introduction.pdf
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Discuss the importance of inter-professional collaboration. (Updated 2023).docx
Inter-professional collaboration
is the process of professionals from different disciplines working together to achieve common goals and improve outcomes for individuals or communities.
It plays a crucial role in promoting effective and comprehensive healthcare delivery and has several important benefits:
1. Enhanced Patient-Centered Care: Inter-professional collaboration places the patient at the center of care by fostering a holistic approach that considers the various aspects of their health and well-being. When professionals from different disciplines collaborate, they bring their unique expertise and perspectives to develop a comprehensive care plan that addresses the diverse needs of the patient. This collaborative approach leads to better health outcomes, improved patient satisfaction, and increased adherence to treatment plans.
2. Improved Communication and Information Sharing: Collaboration among professionals facilitates effective communication and information sharing. By working together, professionals can exchange knowledge, share relevant patient information, and ensure seamless transitions of care. This reduces the risk of miscommunication, duplication of efforts, and medical errors. Clear and consistent communication enhances patient safety, improves care coordination, and enables better decision-making.
3. Comprehensive and Integrated Care: Inter-professional collaboration enables the integration of various healthcare services, including medical, nursing, pharmacy, social work, and other disciplines. This comprehensive approach addresses not only the physical health needs of the patient but also their psychological, social, and emotional well-being. Collaborative teams can develop care plans that encompass preventive care, chronic disease management, rehabilitation, and support services, resulting in more effective and efficient healthcare delivery.
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ipc-blueprint-july-2007-en
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Discuss the importance of inter-professional collaboration. (Updated 2023).docx
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3. Comprehensive and Integrated Care: Inter-professional collaboration enables the integration of various healthcare services, including medical, nursing, pharmacy, social work, and other disciplines. This comprehensive approach addresses not only the physical health needs of the patient but also their psychological, social, and emotional well-being. Collaborative teams can develop care plans that encompass preventive care, chronic disease management, rehabilitation, and support services, resulting in more effective and efficient healthcare delivery.
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INTERDISCIPLINARY PRACTICE
The document discusses frameworks and recommendations for advancing interprofessional education and collaborative practice. It proposes adopting a common language for key terms. It advocates for educating health professionals in collaborative patient-centered care and supporting collaborative practice models that improve outcomes. The document recommends exploring policy initiatives, using change management strategies, addressing diversity issues, and building upon current initiatives to facilitate the development and implementation of interprofessional education and collaborative patient-centered practice.
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The document summarizes key topics covered in a Professional Capstone and Practicum course, as reflected in a student's journal. The journal addresses new practice approaches learned, including evidence-based practice and intraprofessional collaboration. It also discusses healthcare delivery systems, ethics, population health, the role of technology, health policy, leadership models, and health disparities. The student reflects on strengthening their cultural competence and how the course helped them meet competencies.
Philadelphia College of Osteopathic MedicineINDP 100G 100M.docx
Philadelphia College of Osteopathic Medicine
INDP 100G/ 100M: Module 3 Professionalism and Leadership
Questions from Reading Assignment for Module 3
Please answer the each of the following questions with at least 4 sentences, and upload your answers into Blackboard.
1. Briefly describe the importance of interprofessional communication and professionalism in modern healthcare.
2. Briefly describe how poor professionalism can negatively impact the delivery of patient care.
3. Provide two qualities that you feel would improve your own professionalism skills within GA-PCOM.
Practicum Experience and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency's Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
Journal Entries
· Include references immediately following the content.
· Use APA style for your journal entry and references.
© 2012 Laureate Education Inc.
2
© 2017 Laureate Education, Inc.
Page 1 of 1
The Joint Commission Journal on Quality and Patient Safety
Volume 40 Number 4April 2014168
Leaders of medical institutions are responsible for creating environments in which physicians, scientists, and other
health care professionals are able to sustain their deep capaci-
ty for high-quality, compassionate care. Creating such environ-
ments depends on supporting a culture of trust, which has been
identified as the core of successful leadership.1–3
The mission statements of both academic and communi-
ty-based medical centers and hospitals characteristically reflect
high aspirations for excellence in patient care. Yet, despite sig-
nificant resources directed toward improving the delivery of
health care, the rate of preventable and iatrogenic patient in-
juries has not improved significantly.4,5 Although a number of
reasons have been cited for this lack of progress,6,7 there is grow-
ing recognition that an environment in which professionalism
is not embraced, or where expectations of acceptable behaviors
are not clear and enforced, can result in medical errors, adverse
events, and unsafe work conditions.7–9
Simultaneously, health care providers are experiencing de-
creased control over their work environment. Clinicians are ex-
pected to increase efficiency by seeing a greater number of pa-
tients with fewer resources, be readily available in person or on-
line, and provide timely and error-free care. This environment
of decreased control and escalating responsibilities in turn can
lead to a self-defeating cycle of clinician stress, depression, and
burnout.10 In addition, these factors are likely to contribute to
an increase in professionalism lapses. An estimated 3% to 5% of
physicians and nurses exhibit “disruptive” (unprofessional) be-
havior, which negatively affects coworker communication; team
dynamics; and, ultimately, patient safety.11
At its best, professionalism fosters what Kirch described as “a
cultur ...
Paragraph 1Reflects on current theory and clinical class wit.docx
Paragraph 1
Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
Access the BSN Essentials document in your syllabus. Here you will reflect on what you have learned in theory and your other classes during the term and relate it to one or more of the BSN Essentials. How does what you learned in class support the BSN essential? Specifically related to skills you can apply in clinical, how what you learned enhances the human experience, skills and knowledge that you use to address practice issues and how to take care of a diverse population (culture and socioeconomics).
Paragraph 2
Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
What are some of the techniques and skills you have learned to communicate with your patients and other healthcare professionals? How can you deliver holistic care to populations that we talked about in this course? How can we work with the interdisciplinary team to give better care to our patients and who are those individuals that we work with in the hospital setting? (example: PT, pharmacy, social workers, etc.) What are their roles and how do they contribute or help us take care of patients?
Paragraph 3
Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.
Describe an event that demonstrates: application of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination the oversight and accountability for care delivery.
Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
.
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BCCore Communicat.docx
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BC
Core Communication Competencies in
Patient-Centered Care
Abstract: Effective communication between the patient
and nurse is an essential requirement for nursing practice
and for patient-centered care. Nursing faculty that teach
in undergraduate and graduate nursing programs play
a signiflcant role in preparing the nursing workforce to
communicate effectively and provide patient-centered care.
Patient-centered care, interprofessional collaboration, and
informatics are necessary knowledge, skills, and attitudes
for nurses across educational levels in order to meet the
needs of patients, and improve the quality and safety of the
health care system environment. The focus of this article is to
provide information on core nursing competencies for effective
communication and to discuss communication tools used in
patient-centered care, interprofessional collaboration, and
informatics.
Key Words: Communication, Nurse, Patient-Centered Care,
Interprofessional Collaboration, Informatics
In the last decade the Institute of Medicine (IOM) hasreleased reports that address quality and safety in healthcare systems, health professions and nursing (IOM, 1999,
2001,2003a, 2003b, 2010). A core component of quality care
is patient-centered care. Patient centered care is care based on
a partnership between the patient, their families, and the health
care provider that is focused on the patient's values, preferences,
and needs. Effective communication between the patient and
health professionals is an essential requirement for patient-
centered care (IOM, 2001). Furthermore, health professions
education should include core competencies in patient-centered
care in order to meet the needs of patients and the changing
health care system (IOM, 2003a). Nursing faculty play a
significant role in preparing the nursing workforce to provide
patient-centered care and to communicate effectively. Patient-
centered care, interprofessional collaboration, and informatics
are necessary knowledge, skills, and attitudes (KSAs) for pre-
licensure nurses and nurses returning for graduate education in
order to communicate effectively and to improve the quality and
safety of the health care system environment (Cronenwett, et
al., 2007; Cronenvvett,et al.,2009; Massachusetts Department of
Higher Education Nurse of the Future Competency Committee,
2010)). This article will synthesize core nursing competencies
The ABNF Journal
for effective communication and patient-centered care and
discuss communication tools used in patient-centered care,
interprofessional collaboration, and informatics. Existing
communication competencies from nursing and health
professional resources are interrelated and important for
nursing faculty in curriculum development, and it is equally
important for nursing students to comprehend the concept of
communication when providing patient-centered care.
EFFECTIVE COMMUNICATION
The American Nurses Association (ANA, 2.
It’s all in the detail developing effective health-related job aids
Malaria Consortium has extensive experience developing job aids for community health workers and health facility workers in several countries. They have identified six key criteria for effective job aids based on this experience: 1) communicate complex information simply, 2) ensure accurate and up-to-date content aligned with health policies, 3) provide clear decision pathways, 4) describe tasks aligned with training and practice, 5) use appropriate language, illustrations and symbols, and 6) produce durable, cost-effective materials. The response provides examples from Mozambique, Uganda and other countries of applying these lessons to design simplified job aids that health workers can easily understand and use to improve performance.
Professional Capstone and Practicum Reflective.docx
(1) This document outlines a reflective journal assignment for a Professional Capstone and Practicum course. Students are required to maintain weekly reflections on their clinical experiences and integrate them into a course-long reflective journal.
(2) The journal should address various topics gained from their practice immersion experiences, including new practice approaches, ethical considerations, interprofessional collaboration, health disparities, the role of technology, health policy, population health concerns, healthcare delivery systems, and leadership models.
(3) While APA style is not required, solid academic writing is expected. Students will reflect on their professional development, strengths, weaknesses, and how they met the course competencies.
CONCEPTS & TEACHING STRATEGIES IN NURSE EDUCATION
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
INTERDISCIPLINARY APPROACH TO HEALTH CARE
This document discusses interdisciplinary and interprofessional approaches to healthcare. It provides definitions for key terms like interdisciplinary education, interprofessional practice, and competencies. It outlines several competency domains that are important for interprofessional collaboration, including values/ethics, roles/responsibilities, communication, and teams/teamwork. The document recommends strategies to advance interprofessional education and practice, such as adopting a common language, advocating for collaborative patient-centered care, exploring policy initiatives, and addressing sociocultural diversity issues.
Interdisciplinary medical education and care
The document discusses interdisciplinary training in healthcare. It defines interdisciplinary training as education that involves professionals from different disciplines learning together to improve patient outcomes. Current medical training programs are beginning to incorporate more interdisciplinary approaches. A proposed framework for interdisciplinary certification includes rotations of students from various fields like nursing, pharmacy, social work on collaborative healthcare teams. This would allow students to gain experience with an interdisciplinary approach while completing their primary training. The benefits of interdisciplinary training include improved understanding between professionals which can lead to more comprehensive patient care plans and better outcomes. Some challenges include the extra time and resources required for such an approach.
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The Association for Community Health Improvement (ACHI) held its annual national conference from March 1-3, 2016. The ACHI
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The event brought together hundreds of community thought leaders, population health experts and community organizations, in sessions of collaborative engagement and learning. Presentations and interactive meetings introduced and critically discussed the latest tools and approaches to population and community health. This summary provides an overview of some of the key themes and takeaways that emerged from the conference.Chapter 13CollaborationThe American Nurses Association (ANA) d.docx
Chapter 13
Collaboration
The American Nurses Association (ANA) defines collaboration as “recognition of the expertise of others within and outside the profession, and referral to those other providers when appropriate. Collaboration involves some shared functions and a common focus on the same overall mission” (2010b, p. 40). This is a critical competency required to practice in any healthcare setting today or to participate in any aspect of healthcare delivery—critical for effective patient-centered, quality care. The increased emphasis on using interprofessional teams to meet the patient’s needs across the continuum of care requires collaboration. Team members and different healthcare providers must be able to work together; recognize strengths and limitations; respect individual responsibilities and expertise; and maintain open, effective communication.
Nurses who have long worked on teams should be familiar with teamwork. Despite this, there continues to be a separation between physicians and nurses, who often work in silos. Nurses and physicians need to work together to ensure that the patient receives the care that is required when it is required. Collaboration involves cooperative effort among all healthcare providers offering care for a patient. This will result in more effective decision making with healthcare professionals working together to accomplish identified outcomes. This is not easy to do. There are professional issues, territory issues, conflicting goals, inadequate communication, and multiple differences; however, despite all of this, effective and efficient care requires collaboration. The system is just too complex to function well without collaboration. The nurse is often the person who must lead the effort to ensure collaboration occurs.
Key Definitions Related to Collaboration
Collaboration is a cooperative effort that focuses on a win-win strategy. To collaborate effectively, each individual needs to recognize the perspective of others who are involved and eventually reach a consensus of a common goal(s). The ANA notes that collaboration involves recognition of expertise and some shared functions (2010a, 2010b). The ANA’s Nursing: Scope and Standards of Practice(2010b) and the Nursing Administration Scope and Standards of Practice (2009) also identify the need for collaboration, emphasizing that all nurses are expected to collaborate. The American Organization of Nurse Executives (AONE) also includes the need for collaboration in its descriptions of leadership competencies, as described in Appendix A.
Key concepts related to collaboration are partnership, interdependence, and collective ownership and responsibility. Considering these concepts helps in understanding the impact of collaboration. Collaboration is also a process. It is not stagnant but rather changes, which requires staff to make adjustments to collaborate with others as situations change. The American Association of Critical-Care Nurses’ nurse competenc.
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The Nurse Leader as Knowledge Worker
Henry Ehizokhale
Walden University
Transforming Nursing And Health Through Technology
NURS 6051
Nov 27, 2019
1
The Nurse Leader as Knowledge Worker
2
Purpose
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
The concept of a knowledge worker
The term “knowledge worker” was first coined by Peter Drucker. Ducker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services (CFI, 2019). He emphasized that due to the high level of productivity and creativity of knowledge worker, that they would be the most valuable assets in the 21st century organization. Professionals that can be referred to as knowledge worker includes engineers, pharmacists, architects, financial analysts, public accountants, physicians, scientists, design thinkers, and lawyers. Furthermore, knowledge workers have a high degree of expertise, experience, education and the primary purpose of their jobs involve the distribution, creation and application of knowledge.
3
Definition of a knowledge worker by Peter Drucker
Professional that are referred to as knowledge worker
Nursing Informatics
Nursing Informatics is a subset of informatics, specific to the nursing field and the role of the nurse in the healthcare setting. There has been several interpretation of nursing informatics. The American Nurses Association (ANA), identified nursing informatics as a specialty that integrates nursing, science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice (ANA, 2001, pg.17).
4
Nurse leader as a knowledge worker.
A nurse leader is one who inspire others to work together to achieve a common goal, for instance enhanced patient care or satisfaction. All nurses are called to nurse leadership, however there are different levels of nurse leadership. Nurse leaders are expected to help the organization to fulfill the organization’s mission, vision, values, and strategies to achieve long-range plans. Nurse leaders part take in policy setting, overseeing quality measures are carried out, accountability for overall quality of patient care delivery, staff satisfaction and organizational outcomes. For a nurse leader as a knowledge worker to be productive in an organization, the nurse leader must understand that knowledge work requires continuous learning on the part of the knowledge worker, but equally continuous teaching on the part of the knowledge worker. Having said that, a knowledge worker nurse leader will depend hugely on evidenced based practice to be productive in a healthcare organization. The use of EBP by knowledge worker nurse leader will require learning and teaching. Most healthcare organizations or hospitals rely on evidenced based.
Submission ide 41d14985 d484-4305-976f-c8858ad6647630 si
This reflective journal discusses knowledge and skills gained during a Professional Capstone and Practicum course. It covers topics like new nursing practice approaches using evidence-based practice, interprofessional collaboration, healthcare delivery systems, ethical considerations, culturally sensitive care, ensuring human dignity, population health concerns, the role of technology in healthcare, health policy, leadership models, health disparities, and conclusion. The course helped students acquire practical skills and knowledge applicable to nursing practice.
Developing IPE_Midwestern University.pptx
This document discusses developing interprofessional education. It begins with an agenda for a presentation on IPE that includes background, content, faculty development, and challenges/opportunities. Objectives are provided related to IPE competencies, learning experiences, and assessment. Reasons for IPE include improving healthcare and addressing issues identified in reports. Definitions of interprofessional education and practice are given. National reports calling for IPE are summarized. Paradigm shifts in healthcare are noted. Competencies, premises, content selection, teaching methods, and assessment are discussed for developing an IPE program.
The communication and mutual understanding among patients, families,.pdf
The communication and mutual understanding among patients, families, and health professionals
are fundamental in engaging and empowering patients and families to achieve responsive, safe
and quality health care.
The Patients for Patient Safety or PFPS programme has utilized webinars as a precious tool to
share information, make common understandings, increase awareness of issues and facilitate
interactions among patients, health professionals, families and other stakeholders.
1.The health care organization dos that address patient and worker safety concurrently and the
benefits and potential cost savings attained through collaboration between employee and patient
safety departments.
2.Identify the functional and structural management systems and processes that have been
utilized to successfully integrate safety and health activities.
3.Express barriers to recognizing and addressing patient and worker safety issues and suggest
strategies for overcoming the barriers by making safety a priority.
4.The recommend action steps that health care organizations can take to improve safety for both
workers and patients.
Solution
The communication and mutual understanding among patients, families, and health professionals
are fundamental in engaging and empowering patients and families to achieve responsive, safe
and quality health care.
The Patients for Patient Safety or PFPS programme has utilized webinars as a precious tool to
share information, make common understandings, increase awareness of issues and facilitate
interactions among patients, health professionals, families and other stakeholders.
1.The health care organization dos that address patient and worker safety concurrently and the
benefits and potential cost savings attained through collaboration between employee and patient
safety departments.
2.Identify the functional and structural management systems and processes that have been
utilized to successfully integrate safety and health activities.
3.Express barriers to recognizing and addressing patient and worker safety issues and suggest
strategies for overcoming the barriers by making safety a priority.
4.The recommend action steps that health care organizations can take to improve safety for both
workers and patients..
2019 vazdealmeida-communication determinespatientsafety (1)
1) Effective communication between health professionals and patients is critical for patient safety. It allows clinicians to properly assess patient needs and risks, and involves patients as partners in their own care.
2) Barriers to communication, such as lack of health literacy or hierarchical traditions, can negatively impact patient safety by hindering understanding and efficient teamwork.
3) Strategies like using simple educational materials and confirming patient comprehension can help address these barriers and promote patient empowerment, safety, and better health outcomes through open dialogue and a partnership approach.
Collaborative model
This document discusses several models of collaboration between nursing education and service that have been developed, including:
1. The Practice-Research Model (PRM) which is a collaborative partnership between an Australian hospital and university to enhance nursing research and knowledge.
2. The Collaborative Clinical Education Epworth Deakin (CCEED) model which is a partnership in Australia between a university, hospital, and health service to provide clinical education for nursing students.
3. Additional models discussed include the Dedicated Education Unit Clinical Teaching Model, Clinical Chair/Joint Appointment models, and the Clinical School of Nursing model. The models aim to better integrate nursing education, practice, and research through collaboration between academic
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The document discusses frameworks and recommendations for advancing interprofessional education and collaborative practice. It proposes adopting a common language for key terms. It advocates for educating health professionals in collaborative patient-centered care and supporting collaborative practice models that improve outcomes. The document recommends exploring policy initiatives, using change management strategies, addressing diversity issues, and building upon current initiatives to facilitate the development and implementation of interprofessional education and collaborative patient-centered practice.
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The document summarizes key topics covered in a Professional Capstone and Practicum course, as reflected in a student's journal. The journal addresses new practice approaches learned, including evidence-based practice and intraprofessional collaboration. It also discusses healthcare delivery systems, ethics, population health, the role of technology, health policy, leadership models, and health disparities. The student reflects on strengthening their cultural competence and how the course helped them meet competencies.
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Philadelphia College of Osteopathic Medicine
INDP 100G/ 100M: Module 3 Professionalism and Leadership
Questions from Reading Assignment for Module 3
Please answer the each of the following questions with at least 4 sentences, and upload your answers into Blackboard.
1. Briefly describe the importance of interprofessional communication and professionalism in modern healthcare.
2. Briefly describe how poor professionalism can negatively impact the delivery of patient care.
3. Provide two qualities that you feel would improve your own professionalism skills within GA-PCOM.
Practicum Experience and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency's Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
Journal Entries
· Include references immediately following the content.
· Use APA style for your journal entry and references.
© 2012 Laureate Education Inc.
2
© 2017 Laureate Education, Inc.
Page 1 of 1
The Joint Commission Journal on Quality and Patient Safety
Volume 40 Number 4April 2014168
Leaders of medical institutions are responsible for creating environments in which physicians, scientists, and other
health care professionals are able to sustain their deep capaci-
ty for high-quality, compassionate care. Creating such environ-
ments depends on supporting a culture of trust, which has been
identified as the core of successful leadership.1–3
The mission statements of both academic and communi-
ty-based medical centers and hospitals characteristically reflect
high aspirations for excellence in patient care. Yet, despite sig-
nificant resources directed toward improving the delivery of
health care, the rate of preventable and iatrogenic patient in-
juries has not improved significantly.4,5 Although a number of
reasons have been cited for this lack of progress,6,7 there is grow-
ing recognition that an environment in which professionalism
is not embraced, or where expectations of acceptable behaviors
are not clear and enforced, can result in medical errors, adverse
events, and unsafe work conditions.7–9
Simultaneously, health care providers are experiencing de-
creased control over their work environment. Clinicians are ex-
pected to increase efficiency by seeing a greater number of pa-
tients with fewer resources, be readily available in person or on-
line, and provide timely and error-free care. This environment
of decreased control and escalating responsibilities in turn can
lead to a self-defeating cycle of clinician stress, depression, and
burnout.10 In addition, these factors are likely to contribute to
an increase in professionalism lapses. An estimated 3% to 5% of
physicians and nurses exhibit “disruptive” (unprofessional) be-
havior, which negatively affects coworker communication; team
dynamics; and, ultimately, patient safety.11
At its best, professionalism fosters what Kirch described as “a
cultur ...
Paragraph 1Reflects on current theory and clinical class wit.docx
Paragraph 1
Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
Access the BSN Essentials document in your syllabus. Here you will reflect on what you have learned in theory and your other classes during the term and relate it to one or more of the BSN Essentials. How does what you learned in class support the BSN essential? Specifically related to skills you can apply in clinical, how what you learned enhances the human experience, skills and knowledge that you use to address practice issues and how to take care of a diverse population (culture and socioeconomics).
Paragraph 2
Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
What are some of the techniques and skills you have learned to communicate with your patients and other healthcare professionals? How can you deliver holistic care to populations that we talked about in this course? How can we work with the interdisciplinary team to give better care to our patients and who are those individuals that we work with in the hospital setting? (example: PT, pharmacy, social workers, etc.) What are their roles and how do they contribute or help us take care of patients?
Paragraph 3
Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.
Describe an event that demonstrates: application of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination the oversight and accountability for care delivery.
Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
.
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BCCore Communicat.docx
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BC
Core Communication Competencies in
Patient-Centered Care
Abstract: Effective communication between the patient
and nurse is an essential requirement for nursing practice
and for patient-centered care. Nursing faculty that teach
in undergraduate and graduate nursing programs play
a signiflcant role in preparing the nursing workforce to
communicate effectively and provide patient-centered care.
Patient-centered care, interprofessional collaboration, and
informatics are necessary knowledge, skills, and attitudes
for nurses across educational levels in order to meet the
needs of patients, and improve the quality and safety of the
health care system environment. The focus of this article is to
provide information on core nursing competencies for effective
communication and to discuss communication tools used in
patient-centered care, interprofessional collaboration, and
informatics.
Key Words: Communication, Nurse, Patient-Centered Care,
Interprofessional Collaboration, Informatics
In the last decade the Institute of Medicine (IOM) hasreleased reports that address quality and safety in healthcare systems, health professions and nursing (IOM, 1999,
2001,2003a, 2003b, 2010). A core component of quality care
is patient-centered care. Patient centered care is care based on
a partnership between the patient, their families, and the health
care provider that is focused on the patient's values, preferences,
and needs. Effective communication between the patient and
health professionals is an essential requirement for patient-
centered care (IOM, 2001). Furthermore, health professions
education should include core competencies in patient-centered
care in order to meet the needs of patients and the changing
health care system (IOM, 2003a). Nursing faculty play a
significant role in preparing the nursing workforce to provide
patient-centered care and to communicate effectively. Patient-
centered care, interprofessional collaboration, and informatics
are necessary knowledge, skills, and attitudes (KSAs) for pre-
licensure nurses and nurses returning for graduate education in
order to communicate effectively and to improve the quality and
safety of the health care system environment (Cronenwett, et
al., 2007; Cronenvvett,et al.,2009; Massachusetts Department of
Higher Education Nurse of the Future Competency Committee,
2010)). This article will synthesize core nursing competencies
The ABNF Journal
for effective communication and patient-centered care and
discuss communication tools used in patient-centered care,
interprofessional collaboration, and informatics. Existing
communication competencies from nursing and health
professional resources are interrelated and important for
nursing faculty in curriculum development, and it is equally
important for nursing students to comprehend the concept of
communication when providing patient-centered care.
EFFECTIVE COMMUNICATION
The American Nurses Association (ANA, 2.
It’s all in the detail developing effective health-related job aids
Malaria Consortium has extensive experience developing job aids for community health workers and health facility workers in several countries. They have identified six key criteria for effective job aids based on this experience: 1) communicate complex information simply, 2) ensure accurate and up-to-date content aligned with health policies, 3) provide clear decision pathways, 4) describe tasks aligned with training and practice, 5) use appropriate language, illustrations and symbols, and 6) produce durable, cost-effective materials. The response provides examples from Mozambique, Uganda and other countries of applying these lessons to design simplified job aids that health workers can easily understand and use to improve performance.
Professional Capstone and Practicum Reflective.docx
(1) This document outlines a reflective journal assignment for a Professional Capstone and Practicum course. Students are required to maintain weekly reflections on their clinical experiences and integrate them into a course-long reflective journal.
(2) The journal should address various topics gained from their practice immersion experiences, including new practice approaches, ethical considerations, interprofessional collaboration, health disparities, the role of technology, health policy, population health concerns, healthcare delivery systems, and leadership models.
(3) While APA style is not required, solid academic writing is expected. Students will reflect on their professional development, strengths, weaknesses, and how they met the course competencies.
CONCEPTS & TEACHING STRATEGIES IN NURSE EDUCATION
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
INTERDISCIPLINARY APPROACH TO HEALTH CARE
This document discusses interdisciplinary and interprofessional approaches to healthcare. It provides definitions for key terms like interdisciplinary education, interprofessional practice, and competencies. It outlines several competency domains that are important for interprofessional collaboration, including values/ethics, roles/responsibilities, communication, and teams/teamwork. The document recommends strategies to advance interprofessional education and practice, such as adopting a common language, advocating for collaborative patient-centered care, exploring policy initiatives, and addressing sociocultural diversity issues.
Interdisciplinary medical education and care
The document discusses interdisciplinary training in healthcare. It defines interdisciplinary training as education that involves professionals from different disciplines learning together to improve patient outcomes. Current medical training programs are beginning to incorporate more interdisciplinary approaches. A proposed framework for interdisciplinary certification includes rotations of students from various fields like nursing, pharmacy, social work on collaborative healthcare teams. This would allow students to gain experience with an interdisciplinary approach while completing their primary training. The benefits of interdisciplinary training include improved understanding between professionals which can lead to more comprehensive patient care plans and better outcomes. Some challenges include the extra time and resources required for such an approach.
CHAPTER 93. Suds’s Bottling Company does bottling, labeling, a.docx
The document discusses developing a conceptual framework for configuring the components of a sustainable supply chain (SSC) based on a configurational approach. It first reviews literature on SSC practices, processes, and structures. Using a process-oriented approach, it categorizes SSC practices, processes, and structures. It then develops a conceptual framework that configures these components around a central theme, using a natural-resource-based view to determine the theme. The framework presents three types of SSCs: efficient SSC, innovative SSC, and reputed SSC. It concludes by recommending future research directions.
2016 association for community health improvement conference: summary of proc...
2016 association for community health improvement conference: summary of proc...Innovations2Solutions
The Association for Community Health Improvement (ACHI) held its annual national conference from March 1-3, 2016. The ACHI
is the premier national association for community health, community bene t and healthy communities’ professionals. This year’s conference was held in Baltimore, Maryland, and centered on discussion around the “From Health Care to Healthy Communities” idea.
The event brought together hundreds of community thought leaders, population health experts and community organizations, in sessions of collaborative engagement and learning. Presentations and interactive meetings introduced and critically discussed the latest tools and approaches to population and community health. This summary provides an overview of some of the key themes and takeaways that emerged from the conference.Chapter 13CollaborationThe American Nurses Association (ANA) d.docx
Chapter 13
Collaboration
The American Nurses Association (ANA) defines collaboration as “recognition of the expertise of others within and outside the profession, and referral to those other providers when appropriate. Collaboration involves some shared functions and a common focus on the same overall mission” (2010b, p. 40). This is a critical competency required to practice in any healthcare setting today or to participate in any aspect of healthcare delivery—critical for effective patient-centered, quality care. The increased emphasis on using interprofessional teams to meet the patient’s needs across the continuum of care requires collaboration. Team members and different healthcare providers must be able to work together; recognize strengths and limitations; respect individual responsibilities and expertise; and maintain open, effective communication.
Nurses who have long worked on teams should be familiar with teamwork. Despite this, there continues to be a separation between physicians and nurses, who often work in silos. Nurses and physicians need to work together to ensure that the patient receives the care that is required when it is required. Collaboration involves cooperative effort among all healthcare providers offering care for a patient. This will result in more effective decision making with healthcare professionals working together to accomplish identified outcomes. This is not easy to do. There are professional issues, territory issues, conflicting goals, inadequate communication, and multiple differences; however, despite all of this, effective and efficient care requires collaboration. The system is just too complex to function well without collaboration. The nurse is often the person who must lead the effort to ensure collaboration occurs.
Key Definitions Related to Collaboration
Collaboration is a cooperative effort that focuses on a win-win strategy. To collaborate effectively, each individual needs to recognize the perspective of others who are involved and eventually reach a consensus of a common goal(s). The ANA notes that collaboration involves recognition of expertise and some shared functions (2010a, 2010b). The ANA’s Nursing: Scope and Standards of Practice(2010b) and the Nursing Administration Scope and Standards of Practice (2009) also identify the need for collaboration, emphasizing that all nurses are expected to collaborate. The American Organization of Nurse Executives (AONE) also includes the need for collaboration in its descriptions of leadership competencies, as described in Appendix A.
Key concepts related to collaboration are partnership, interdependence, and collective ownership and responsibility. Considering these concepts helps in understanding the impact of collaboration. Collaboration is also a process. It is not stagnant but rather changes, which requires staff to make adjustments to collaborate with others as situations change. The American Association of Critical-Care Nurses’ nurse competenc.
The Nurse Leader as Knowledge WorkerHenry Ehizokhale.docx
The Nurse Leader as Knowledge Worker
Henry Ehizokhale
Walden University
Transforming Nursing And Health Through Technology
NURS 6051
Nov 27, 2019
1
The Nurse Leader as Knowledge Worker
2
Purpose
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
The concept of a knowledge worker
The term “knowledge worker” was first coined by Peter Drucker. Ducker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services (CFI, 2019). He emphasized that due to the high level of productivity and creativity of knowledge worker, that they would be the most valuable assets in the 21st century organization. Professionals that can be referred to as knowledge worker includes engineers, pharmacists, architects, financial analysts, public accountants, physicians, scientists, design thinkers, and lawyers. Furthermore, knowledge workers have a high degree of expertise, experience, education and the primary purpose of their jobs involve the distribution, creation and application of knowledge.
3
Definition of a knowledge worker by Peter Drucker
Professional that are referred to as knowledge worker
Nursing Informatics
Nursing Informatics is a subset of informatics, specific to the nursing field and the role of the nurse in the healthcare setting. There has been several interpretation of nursing informatics. The American Nurses Association (ANA), identified nursing informatics as a specialty that integrates nursing, science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice (ANA, 2001, pg.17).
4
Nurse leader as a knowledge worker.
A nurse leader is one who inspire others to work together to achieve a common goal, for instance enhanced patient care or satisfaction. All nurses are called to nurse leadership, however there are different levels of nurse leadership. Nurse leaders are expected to help the organization to fulfill the organization’s mission, vision, values, and strategies to achieve long-range plans. Nurse leaders part take in policy setting, overseeing quality measures are carried out, accountability for overall quality of patient care delivery, staff satisfaction and organizational outcomes. For a nurse leader as a knowledge worker to be productive in an organization, the nurse leader must understand that knowledge work requires continuous learning on the part of the knowledge worker, but equally continuous teaching on the part of the knowledge worker. Having said that, a knowledge worker nurse leader will depend hugely on evidenced based practice to be productive in a healthcare organization. The use of EBP by knowledge worker nurse leader will require learning and teaching. Most healthcare organizations or hospitals rely on evidenced based.
Submission ide 41d14985 d484-4305-976f-c8858ad6647630 si
This reflective journal discusses knowledge and skills gained during a Professional Capstone and Practicum course. It covers topics like new nursing practice approaches using evidence-based practice, interprofessional collaboration, healthcare delivery systems, ethical considerations, culturally sensitive care, ensuring human dignity, population health concerns, the role of technology in healthcare, health policy, leadership models, health disparities, and conclusion. The course helped students acquire practical skills and knowledge applicable to nursing practice.
Developing IPE_Midwestern University.pptx
This document discusses developing interprofessional education. It begins with an agenda for a presentation on IPE that includes background, content, faculty development, and challenges/opportunities. Objectives are provided related to IPE competencies, learning experiences, and assessment. Reasons for IPE include improving healthcare and addressing issues identified in reports. Definitions of interprofessional education and practice are given. National reports calling for IPE are summarized. Paradigm shifts in healthcare are noted. Competencies, premises, content selection, teaching methods, and assessment are discussed for developing an IPE program.
The communication and mutual understanding among patients, families,.pdf
The communication and mutual understanding among patients, families, and health professionals
are fundamental in engaging and empowering patients and families to achieve responsive, safe
and quality health care.
The Patients for Patient Safety or PFPS programme has utilized webinars as a precious tool to
share information, make common understandings, increase awareness of issues and facilitate
interactions among patients, health professionals, families and other stakeholders.
1.The health care organization dos that address patient and worker safety concurrently and the
benefits and potential cost savings attained through collaboration between employee and patient
safety departments.
2.Identify the functional and structural management systems and processes that have been
utilized to successfully integrate safety and health activities.
3.Express barriers to recognizing and addressing patient and worker safety issues and suggest
strategies for overcoming the barriers by making safety a priority.
4.The recommend action steps that health care organizations can take to improve safety for both
workers and patients.
Solution
The communication and mutual understanding among patients, families, and health professionals
are fundamental in engaging and empowering patients and families to achieve responsive, safe
and quality health care.
The Patients for Patient Safety or PFPS programme has utilized webinars as a precious tool to
share information, make common understandings, increase awareness of issues and facilitate
interactions among patients, health professionals, families and other stakeholders.
1.The health care organization dos that address patient and worker safety concurrently and the
benefits and potential cost savings attained through collaboration between employee and patient
safety departments.
2.Identify the functional and structural management systems and processes that have been
utilized to successfully integrate safety and health activities.
3.Express barriers to recognizing and addressing patient and worker safety issues and suggest
strategies for overcoming the barriers by making safety a priority.
4.The recommend action steps that health care organizations can take to improve safety for both
workers and patients..
2019 vazdealmeida-communication determinespatientsafety (1)
1) Effective communication between health professionals and patients is critical for patient safety. It allows clinicians to properly assess patient needs and risks, and involves patients as partners in their own care.
2) Barriers to communication, such as lack of health literacy or hierarchical traditions, can negatively impact patient safety by hindering understanding and efficient teamwork.
3) Strategies like using simple educational materials and confirming patient comprehension can help address these barriers and promote patient empowerment, safety, and better health outcomes through open dialogue and a partnership approach.
Collaborative model
This document discusses several models of collaboration between nursing education and service that have been developed, including:
1. The Practice-Research Model (PRM) which is a collaborative partnership between an Australian hospital and university to enhance nursing research and knowledge.
2. The Collaborative Clinical Education Epworth Deakin (CCEED) model which is a partnership in Australia between a university, hospital, and health service to provide clinical education for nursing students.
3. Additional models discussed include the Dedicated Education Unit Clinical Teaching Model, Clinical Chair/Joint Appointment models, and the Clinical School of Nursing model. The models aim to better integrate nursing education, practice, and research through collaboration between academic
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Interprofessional Education Platform Introduction.pdf
- 1. Interprofessional Education A Brief Introduction
- 2. Defined Interprofessional Education (IPE) “…Occurs when two or more professionals learn about, from, and with each other to enable effective collaboration and improve outcomes…” (WHO, 2010) And is “…a partnership between a team of professionals and a client in a participatory, collaborative and coordinated approach to shared decision making around health and social issues…” (WHO, 2010)
- 3. Logically, If professionals are expected to work together - then their training should prepare them to understand team dynamics, communicate and collaborate to achieve shared client goals. (Riskiyana et al., 2018).
- 4. Why Now? Shortage of 4.3 Million Healthcare workers worldwide (Framework for action on interprofessional education & collaborative practice. WHO, 2010) The World Health Organization estimates a projected shortfall of 10 million health workers by 2030, mostly in low- and lower-middle income countries. (https://www.who.int/health-topics/health-workforce#tab=tab_1) “Interprofessional education and collaborative practice maximize the strengths and skills of health workers, enabling them to function at the highest capacity.” (Framework for action on interprofessional education & collaborative practice. WHO, 2010)
- 5. Core Competencies for IPE 1. Values/Ethics for Interprofessional Practice a. Work with individuals of other professions to maintain a climate of mutual respect and shared values. 2. Roles/Responsibilities a. Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations. 3. Interprofessional Communication a. Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. 4. Teams and Teamwork a. Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. https://ipec.memberclicks.net/assets/2011-Original.pdf https://ipe.uams.edu/5-pillars-of-ipe/collaborative-practice/
- 6. Benefits of Teamwork Greater continuity and coordination of care Improved access to services, including shorter time required to access services Improved quality and provision of services Reduced need for duplication of services, assessment and procedures Decreased hospitalizations Strengthened communication skills among workforce Increased workforce satisfaction and well-being (WHO, 2010)