NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Assessment 1 Collaboration and Leadership Reflection

Name

Capella university

NURS-FPX 4010 Leading in Intrprof Practice

Prof. Name

Date

Collaboration and Leadership Reflection Video

Introduction

Good morning everybody, here is ___ speaking, welcoming you to my collaboration and leadership reflection video based on interprofessional collaboration, providing insight of self-evaluation and growth in interprofessional practice. The objectives of the video presentation are given below.

Objectives

• Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcome.
• Identify how poor collaboration can result in inefficient management of human and financial resources.
• Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals.
• Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together

Personal Experience of Collaboration

Now I will share my personal experience of collaboration where working alongside Mr. Smith as a registered nurse, I played a pivotal role in fostering interdisciplinary collaboration. My primary responsibility involved coordinating his care, as I spent the most time with him, closely monitoring his vital signs, medication, and symptoms. This collaborative effort entailed regular morning meetings with the entire team, during which I provided updates on Mr. Smith’s condition, ensuring that everyone had a synchronized understanding of his situation. To ensure seamless and diligent treatment, I collaborated closely with the pulmonologist and infectious diseases specialist, combining and following their respective treatment plans. Working alongside the physiotherapist, we established a routine for regular respiratory exercises. Additionally, I kept the nutritionist informed about Mr. Smith’s dietary preferences and restrictions, which were influenced by his medication, enabling them to customize his diet plan accordingly. Furthermore, I regularly updated the social worker about the anticipated discharge date, allowing them to arrange appropriate home support.

NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

This multifaceted collaboration proved highly effective in devising a comprehensive care plan for Mr. Smith, successfully addressing multiple healthcare aspects simultaneously to optimize his well-being. However, it is essential to acknowledge that managing differing perspectives from various team members occasionally led to mild disputes concerning the approach to be adopted for Mr. Smith’s treatment. In an ideal scenario, the interdisciplinary meetings would have been designed to facilitate building a consensus on the treatment plan, respecting the expertise of each team member. There should have also been a well-defined protocol for conflict management, taking into account the sensitivity of patient care. Lastly, a formalized method of collecting and disseminating information amongst the team members should have been in place to ensure accuracy and timeliness. Despite these challenges, the collaborative interdisciplinary approach we adopted significantly contributed to the improvement of Mr. Smith’s health outcome. It showcased the effectiveness of working together as a team, pooling our knowledge and skills to provide the best possible care for our patient.

Reflection on an Interdisciplinary Collaboration Experience

Upon reflection of the clinical situation involving Mr. Smith, one of the key achievements was successfully integrating diverse perspectives from each member of the interdisciplinary team. This accomplishment ensured that Mr. Smith received comprehensive, individualized care from experts who recognized and respected each other’s specialized knowledge. The collaboration between myself and the interdisciplinary team allowed for the optimization of Mr. Smith’s care plan, resulting in improved efficiency, minimized duplication, and a heightened focus on meeting the patient’s needs. However, there were certain areas that presented challenges and offered opportunities for improvement. Specifically, communication between team members occasionally proved inefficient, leading to delays and misunderstandings. For instance, the initiation of physiotherapy experienced delays due to confusion over the appropriate timing, potentially impeding Mr. Smith’s recovery process. Additionally, changes in medication were not consistently communicated to the nutritionist, leading to discrepancies in dietary recommendations. To enhance collaboration, it is essential to implement structured communication strategies, such as regular huddles or meetings to discuss care plans and patient updates. Utilizing a shared digital platform could facilitate timely updates, ensuring that changes in treatment plans or important communications are instantly related to all relevant team members. Furthermore, a clear conflict resolution strategy should be established to address disagreements professionally and constructively, ensuring that the focus remains on patient-centered care and optimizing health outcomes. By incorporating these changes, a seamless interdisciplinary collaboration can be achieved, ultimately elevating the quality of patient care.

Ways in which Reflective Nursing Practice is Helpful

Reflective practice plays a pivotal role in nursing, offering a profound impact on comprehending past experiences to enhance future decision-making in practice. Through introspection, nurses can carefully evaluate their actions and thought processes during previous patient interactions, identifying areas of strength and areas that need improvement. For example, when reflecting on an encounter with a patient like Mr. Smith, valuable insights regarding the efficacy of communication strategies may surface. Integrating these insights into future practices can elevate patient outcomes significantly. Moreover, this introspective approach empowers nurses to recognize and effectively manage their emotions, mitigating burnout and bolstering resilience. A valuable tool in this process is the utilization of models such as Gibbs’ Reflective Cycle (1988), which provides a structured framework to systematically assess experiences. This methodical analysis can lead to the discovery of superior techniques, improve decision-making, and foster personal and professional growth. Multiple studies lend robust support to this concept. For instance, it advocates that reflection fosters critical thinking and enhances decision-making skills, ultimately resulting in heightened patient safety and improved care quality. Additionally, Gantayet et al. (2022) assert that reflective practice cultivates professional competency and a continuous learning mindset, enabling nurses to adapt adeptly to diverse situations and continuously elevate their practices. Given the findings from these studies, it becomes apparent that embracing reflective nursing practice yields substantial benefits by inspiring meaningful changes, optimizing patient outcomes, and fostering ongoing professional development.

Poor Collaboration Ensuing in Inefficient Management of Resources

Insufficient collaboration within interdisciplinary teams can result in ineffective management of human and financial resources. For instance, ineffective communication and coordination can lead to overlapping duties, missed work and delays, straining workforce capabilities, and increasing costs. Furthermore, misunderstandings resulting from inadequate collaboration can lead to errors that negatively impact patient safety, requiring additional human effort and financial investment for damage control. Additionally, poor collaboration can decrease job satisfaction among team members, increase turnover rates, and generate additional financial burdens due to recruitment, training, and loss of productivity. Moreover, ineffective interdisciplinary collaboration impacts the quality of patient care, potentially prolonging hospital stays, increasing readmissions, and incurring legal liabilities, which significantly inflate costs. Conversely, a well-functioning, collaborative team has the potential to improve patient outcomes, enhance job satisfaction, and optimize resource utilization (Aghamohammadi, 2019).

Best Practice Leadership Strategies

Numerous best-practice leadership strategies for achieving interdisciplinary team goals can be found in the literature. For example, a transformational leadership style, inspiring and motivating team members toward a shared vision, promotes interprofessional collaboration and enhances team performance. Participative leadership, involving all team members in decision-making processes, increases commitment, job satisfaction, and patient care quality. Emotional intelligence, another effective leadership strategy, involves understanding and managing one’s own emotions and those of others, fostering a supportive, respectful, and trusting team environment that encourages collaboration. Additionally, coaching and mentoring as leadership interventions can promote professional growth, enhance role clarity, and foster a collaborative culture (Ndibu, 2019).

Best-Practice Interdisciplinary Collaboration Strategies

To enhance team effectiveness and achieve goals, several best practice strategies for interdisciplinary collaboration have been identified:

• Developing clear and shared goals among team members foster unity and mutual understanding, promoting a collective focus on patient care (Hlongwa & Rispell, 2019).
• Establishing clear roles and responsibilitieshelps prevent ambiguity and overlap and fosters collaboration.
• Maintaining regular, open, and transparent communication builds mutual trust and understanding, facilitates problem-solving, and reduces conflict.
• Cultivating mutual respect and trust is fundamental for effective collaboration, promoting knowledge sharing, learning, and unity.
• Engaging in reflective practice allows team members to identify areas of success and areas requiring improvement, promoting continuous learning and improvement (Hossny & Sabra, 2021).

Conclusion

The utilization of collaboration and leadership reflection is an essential means of advancing professional growth and development. It encourages practitioners to critically examine their collaborative efforts with other professionals, identifying areas of strength, weakness, and opportunities for enhancement. By adopting a reflective mindset, we can leverage our experiences as valuable tools for learning and improving our practice. Interprofessional collaboration lies at the core of effective healthcare delivery, making it imperative to optimize these collaborations. Reflection on leadership strategies and applying evidence-based practices, acquired through academic research and personal experiences are indispensable in achieving this. The creation of such a video not only requires introspection and self-evaluation but also cultivates effective communication skills, both of which are fundamental to nursing practice. Ultimately, this exercise enhances interprofessional collaboration capacity, thereby elevating future teams’ competence and effectiveness in accomplishing their shared objectives.

References

Aghamohammadi, D., Dadkhah, B., & Aghamohammadi, M. (2019). Nurse–physician collaboration and the professional autonomy of intensive care units nurses. Indian journal of critical care medicine: peer-reviewed, Official Publication of Indian Society of Critical Care Medicine, 23(4), 178. 10.5005/jp-journals-10071-23149 Gantayet-Mathur, A., Chan, K., & Kalluri, M. (2022). Patient-centered care and interprofessional collaboration in medical resident education: Where we stand and where we need to go. Humanities and Social Sciences Communications, 9(1), 1-24. https://doi.org/10.1057/s41599-022-01221-5

NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Hlongwa, P., & Rispel, L. C. (2021). Interprofessional collaboration among health professionals in cleft lip and palate treatment and care in the public health sector of South Africa. Human resources for health, 19(1), 1-9. https://doi.org/10.1186/s12960-021-00566-3 Hossny, E. K., & Sabra, H. E. (2021). The attitudes of healthcare professionals towards nurse–physician collaboration. Nursing open, 8(3), 1406-1416. https://doi.org/10.1002/nop2.756 Ndibu Muntu Keba Kebe, N., Chiocchio, F., Bamvita, J. M., & Fleury, M. J. (2019). Variables associated with interprofessional collaboration: The case of professionals working in Quebec local mental health service networks. Journal of Interprofessional Care, 33(1), 76-84. https://doi.org/10.1080/13561820.2018.1515191

ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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