Draft a proposal of 4–5 pages for the development of an interprofessional team to address a problem in delivering safe, high-quality health care.
Note: Submit your assessment to Turnitin prior to grading. Then, only submit your final assessment to faculty for grading.
Read each portion of the assessment carefully and see if the suggested resources can help you complete it.
Effective interprofessional collaboration is an essential strategy for health care leaders in delivering safe, high-quality health care and reducing costs. The ability to establish effective professional relationships among internal and external resources is the foundation of collaboration (Lawson, 2004). Interprofessional Collaboration
This assessment provides an opportunity to consider the practical value and implementation of a collaborative strategy in your professional practice or area of interest.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership.
. Analyze the factors contributing to a problematic health care issue.
· Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration.
. Explain the need for interprofessional collaboration to improve the quality and safety of health care in specific instances.
. Assess the effectiveness of a particular leadership approach in building and maintaining interprofessional collaborative relationships.
. Develop a collaborative plan for improving the quality and safety of health care in specific instances.
. Determine the leader’s role in implementing collaborative health care improvement projects.
· Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development. Interprofessional Collaboration
. Determine how the practitioner-scholar model might be applied in resolving a particular health care issue.
· Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
. Develop a strategy for communicating the progress of interprofessional teams to organizational leaders.
. Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting.
Lawson, H. (2004). The logic of collaboration in education and the human services. Journal of Interprofessional Care, 18(3), 225–237.
Influential leaders such as Martin Luther King Jr., Mahatma Gandhi, and Abraham Lincoln recognized the power of working collaboratively, rather than in isolation, to provide the most effective leadership solutions to the most challenging times in history (Northouse, 2016).
People want to work for individuals who have effective personal and professional leadership qualities, as well as effective communication skills. The ability to communicate with diverse sets of stakeholders about a problem, course of action, or recommendations involves a systemic and continuous process of explaining, listening, and understanding (Manning & Curtis, 2012).
Today, working professionals are challenged to become better communicators. Effective communication reflects a leader’s interpersonal skills and emotional intelligence. In addition, it enhances credibility and fosters ethical and transparent approaches to organizational practices (Woodward & More, 2010).
Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York, NY: McGraw-Hill.
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage Publications.
Woodward, I., & More, E. (2010). Leadership communication at the edge. Australian Journal of Communication, 37(1), 111–136.
QUESTIONS TO CONSIDER
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, a family member, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
· How do you approach a problem or challenge within your organization, when you observe it?
· How often have you needed to find credible information to solve a personal or professional problem? How did you find the information you needed?
· What are the advantages of an interprofessional team?
· What are peer-reviewed resources? Why are peer-reviewed resources considered to be credible and valid?
· What kind of communication skills do you possess?
The following resources are required to complete the assessment.
Examples and Templates
· Exemplar NHS-FP5004 Assessment 1 [PDF].
· Project Proposal Template [DOCX].
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The NHS-FP5004 – Collaboration, Communication, and Case Analysis for Health Care Master’s Learners Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
· Capella Scholar Practitioner Model | Transcript.
Health Care Leadership and Interprofessional Communication
· Embree, J. L., Wagnes, L., Hendricks, S., LaMothe, J., Halstead, J., & Wright, L. (2018). Empowering nurses to lead interprofessional collaborative practice environments through a nurse leadership institute. The Journal of Continuing Education in Nursing, 49(2), 61–71.
· Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 36–40.
· Cote, R. (2017). Vision of effective leadership. Journal of Leadership, Accountability and Ethics, 14(4), 52–63.
These resources examine emotional intelligence in health care leaders.
· Fernandez, C. S. P., Peterson, H. B., HolmstrL?m., S. W., & Connolly, A. (2012). Developing emotional intelligence for healthcare leaders. Retrieved from http://www.intechopen.com/books/emotional-intelligence-new-perspectives-and-applications/developing-emotional-intelligence-for-healthcare-leaders
· Nightingale, S., Slade, P., Sheen, K., & Spiby, H. (2018). Emotional intelligence and caring in health care professionals. International Journal of Nursing Studies, 80, 106–117. Retrieved from http://eprints.nottingham.ac.uk/48993/
Building Collaborative Relationships
These resources examine how effective multidisciplinary teams function and improve health care delivery.
· Burgess, C., & Curry, M. P. (2014). Transforming the health care environment collaborative. AORN Journal, 99(4), 529–539.
· Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J. (2015). Structured nursing communication on interdisciplinary acute care teams improves perceptions of safety, efficiency, understanding of care plan and teamwork as well as job satisfaction. Journal of Multidisciplinary Healthcare, 8, 33–37.
· McComb, S., & Hebdon, M. (2013). Enhancing patient outcomes in healthcare systems through multidisciplinary teamwork. Clinical Journal of Oncology Nursing, 17(6), 669–672.
· Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(1), 1–12.
· Nancarrow, S. A., Smith, T., Ariss, S., & Enderby, P. M. (2015). Qualitative evaluation of the implementation of the interdisciplinary management tool: A reflective tool to enhance interdisciplinary teamwork using structured, facilitated action research for implementation. Health & Social Care in the Community, 23(4), 437–448.
Collaborating Quality and Safety Improvement Project Examples
· Davis, M. V., Mahanna, E., Joly, B., Zelek, M., Riley, W., Verma, P., & Fisher, J. S. (2014). Creating quality improvement culture in public health agencies. American Journal of Public Health, 104(1), E98–E104.
· Gustavsson, S. M. K. (2014). Improvements in neonatal care; using experience-based co-design. International Journal of Health Care Quality Assurance, 27(5), 427–438.
Leadership and Quality Improvement
· Kaminski, G. M., Britto, M. T., Schoettker, P. J., Farber, S. L., Muething, S., & Kotagal, U. R. (2013). Republished: Developing capable quality improvement leaders. Postgraduate Medical Journal, 89(1048), 78–86.
The Leader as a Scholar
· Mannix, J., Wilkes, L., & Jackson, D. (2013). Marking out the clinical expert/clinical leader/clinical scholar: Perspectives from nurses in the clinical arena. BMC Nursing, 12(12), 1–8.
· Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. The Journal of Continuing Education in Nursing, 46(2), 77–82.
Additional Resources for Further Exploration
The textbook references below provide additional background. If you choose to engage with these resources, you are encouraged to find them via your preferred retailer or your local library. These extra resources are not available in the bookstore.
· Buchbinder, S. B., Shanks, N. H., & Buchbinder, D. (2014). Cases in health care management. Burlington, MA: Jones & Bartlett Learning.
. This textbook contains some excellent case study scenarios. Interesting questions and useful resources are also included at the end of each case.
· Green, J. L. (2015). Graduate savvy: Navigating the world of online higher education (3rd ed.). Warrenton, VA: Glocal Press. This textbook offers useful information to help you succeed as a graduate-level learner in an online environment.