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Interprofessional Collaborative Practice and Advanced Practice Nurses

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The demands on health care providers to provide the best quality care for patients is increasing. With added responsibilities and demands on our health care workers, it is hard not become overwhelmed and forget the reason and purpose of our profession. However, there is a way where all professionals can meet and come together for a common cause, which is the patient. A new approach in patient care is coming of age. This approach allows all health care professionals to collaborate and explore the roles of other professions in the hope of creating a successful health care team. This approach is referred to as the Interprofessional Collaboration Practice (IPC). To become an effective leader and follower, each professions will need to work together for the same goal and purpose, which is the care of the patient. In this paper I will be defining what interprofessional collaboration is and the importance of using this approach, to help engage student nurses and other health care professions early, in ways of developing leadership qualities in order to promote patient center care.

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It is obvious that a great deal of interprofessional research has been aimed to educate practitioners and nurses over the past decade for interprofessional practice (Orchard, King, Khalil & Beezina, 2012). The Institute of Medicine (IOM) “The Future of Nursing Leading Change, Advancing Health” (2010) recommend that private and public organizations, nursing programs and associations increase opportunities for nurses to lead and manage collaborative teams. Health care reform has created a shift in the healthcare delivery to place more emphasis on interprofessional health care teams (Sinfield, Donoghue, Horobi & Anderson, 2012). New implications are directed towards continuing education for health care workers to understand the meaning of interprofessional collaboration to support the changes in collaborative practice to improve patient outcomes (Orchard et.al, 2012). Encouraging health care professional to collaborate as a team more effectively may seem as the answer to improve the quality of care, but ineffective communication from team members to collaborate on the care needs often attributed to patient safety issues. Consequently, even when professional collaborative teams work together, there is no means to validate and measure the impact on continuing education for nurses about interprofessional collaborative practice (Sinfield, et al., 2012). The existing instruments are not designed specifically to evaluate the core competencies for interprofessional collaborative teams

First, Braggs and Schmidt’s Collaboration and Satisfaction About Care Decisions (CSACD) instrument was designed to measure the power imbalances between physicians and nurses.

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Anderson (1990) stated that active listening is a process that requires energy and concentration to avoid one missing major points which would in turn compromise delivering quality care to the service users

This has been evidenced in both Victoria Climbie baby P cases and Mid Staffordshire(Francis report 2013) where there was a lack of communication and collaboration among the inter-professional group which led to fatal incidents in both cases. According to (Hall and Weaver,2001) in order to improved the quality of the service user there has to be a good communication, collaboration and congruence among the health care provides. The Nursing & Midwifery Council (NMC,2008) have state in the code of conduct that nurses must able to work effectively as a part of a team and this can only be achieved through if nurses are willing to sharing their knowledge, skills and experience with their colleagues. making consultations, taking advice when appropriate, and making referrals to other practitioners. cooperate with others in the team; maintain your professional knowledge and competence; be trustworthy and to act to identify and minimise risk to service users. Kourkouta & Papathanasiou, 2014). Schwartz et al.(2010) have identify that one related problem which prevent effective development of inter-professional communication, which is development of a language that is different for every profession. Having a language which is only unique to one profession or discipline can seriously cause communication barrier within personnel from different professions or discipline(Schwartz et al.2010).

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Summing up, it is important to value each professions individual contribution to overall patient welfare.Varying perspectives exist, but any barriers must be overcome in order to promote holistic care. Pre conceived notions of any member of the Multi disciplinary team need to be challenged. Hierarchical states of mind have no place when a multi disciplinary team is working towards service user goals. Whilst communication and stereotyping avoidance may seem like natural bedfellows, it was interesting to be exposed to a group which arrived with preconceived notions of how the nursing profession worked. Whilst my experience of frontline care is limited, my brief experiences have shown that stereotyping is endemic

This may range from physicians making certain judgements about the role or usefulness of nurses, or even vice versa, but throughout the conference, it became clear that attitudes such as these had no place within the professional world of HCPs. Not only do they create a negative, hostile atmosphere, but they also prevent HCPs from doing their job properly, and ultimately, pose a threat to the treatment of patients.

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Anderson, C. (1990) Patient Teaching & Communication in an Information Age. New York. Delmar Publishers Inc.

Beauchamp T & Childress J (2001) Principles of Biomedical Ethics. Oxford. Oxford University Press

Dewar, K. (2010). Advanced practitioners and advanced practice. In: M. Standing (Ed.).Clinical judgement and decision-making in nursing and inter-professional.(pp. 28-53). Maidenhead: Open University Press.

David Hutton (2009)Professional Advisor Revalidation, Nursing and Midwifery Council Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals Department of Health (2009)

Goodman, B. & and Clemow, R. (2010).Nursing and collaborative practice: A guide to interprofessional learning.London: SAGE.

Francis (2013) Report on Mid Staffordshire Hospital.

Retrieved from https://www.gov.uk/government.

Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35, 867 – 875.

Joshi Swapna Ranade Sujata (2007)Model Answers in Obstetrics Nursing

Schwartz, F., Lowe, M. & Sinclair, L. (2010).Communication in health care: Considerations and strategies for successful consumer and team dialogue.Retrieved December 20, 2014

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