Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

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

Week 3 Discussion: Intra- and Interdisciplinary Collaborative Practice

RE: Discussion – Week 3

The Value of Intra- and Interprofessional Collaborative Practice

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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

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.

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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
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