Reflective Assignment on Inter Professional Education

Reflective Assignment on Inter Professional Education Inter-professional education allows students studying to be health professionals to work as part of team on a piece of work and to learn about different health professionals that there is (Barr et all 2005). In this assignment I will use Gibbs (1998) model of reflection (see appendix 1) to reflect on some of the work that the group and myself carried out and ways in which it could be improved. The aspects of working on the group poster that I enjoyed the most were getting to meet new people and learning about the different health professionals and how they work together. In addition to this I enjoyed thinking and researching which health professionals would help Joe and in what way they would help him. I also enjoyed helping to design the poster itself. A team is a group that work together, you dont become a team until you have developed methods of working together and relationships have been formed (Levin 2004, pp. 7). I agree with this quote from Levin because if relationships havent been formed individuals may find it more difficult to put forward opinions and speak in front of others. To work effectively as a team methods of working do need to be put in place. As a team we did do this by making rules at our first meeting. These rules were not followed and I now feel I should have reminded group members about them. I found keeping in contact with some of the group members difficult. Verbal and non verbal communication is important between health professionals and between health professionals and the patient. If people do not communicate effectively, it can have a bad outcome. In some cases this may lead to death. Analysis of 2455 sentinel events reported to the Joint Commission for Hospital Accreditation revealed that the primary root cause in over 70% was communication failure. Reflecting the seriousness of these occurrences, approximately 75% of these patients died. (Flink et al, cited in Leonard et al 2004, p. 86.) One member of the group in particular, missed a lot of the meetings as although we were sending her the email and texts she never received them. It turned out she had a new number, which she didnt inform us about. When we did get her new number she did attend more meetings and became more involved in the process of the poster development. In the future I would ask group members t heir preferred way of me getting in touch with them or I would use web ct to communicate and arrange meetings. However, the internet was not always reliable in halls as it did not work on many occasions. To solve this I had to try and get in contact with my group members by phone. Even though it may be time consuming In the future I would put it on web ct, send an email and a text. After three ways of communicating it would be more likely that all group members would receive the information of when and where the meetings were. The use of web ct would also allow the group lecturer to see that meetings were being arranged. During the group meeting itself I felt there was quite a calm atmosphere, although group members including myself sometimes got distracted and spoke about something other than the poster; on more than one occasion we spoke about what we were doing at the weekend. I feel this was sometimes due to certain group members being behind in tasks so there was nothing more other group members could do until they had completed their part of the task. When this happened, sometimes we helped each other to complete what another group member may have been struggling with or never managed to get finished because of other course work. We understood this in some circumstances. This shows some of the good teamwork that went on within the group. On one occasion I felt quite undermined by one group member because, as a group we had decided to use a ring of people for the poster but she didnt like the idea and refused to use it, as a result of this we came up with another idea which we gladly all agreed on and it worked well. If this had happened again and the original idea was a definite favourite of the group I think the group should approach the individual, as the majority liked the idea. To make the meetings more effective we should have kept a note of the main points that were discussed and the individuals thoughts and feelings towards the discussion (Germov and Williams 2001. PP 127 129). This would have been helpful to look back on for writing the group reports, this assignment and in particular the peer group marking. I feel I was able to contribute my time and effort well to the group. Even though I was on placement for seven weeks I made sure I didnt miss any of the meetings. I wanted to be able to voice my opinions and to help in every aspect of working towards the poster. According to Belbin (2001) there are many roles you can take on as a group member. These include plant, resource investigator, co-ordinator, shaper, monitor evaluator, team worker, implementer, completer finisher and specialist. (Belbin 2009). I believe my role in the group was clearly a co-ordinator as I along with another group member arranged the meetings and towards the end reminded, people about meetings as this was something I noticed needed to be done for some group members. I promoted decisions by being the one who came up with the idea of the title Help is at Hand. This was agreed by everyone to be a good heading for the poster. I also put forward my ideas and opinions. I do feel I should have spoken up more when the other co-ordinator in the group decided she didnt like the idea that the majority of us liked. However as I stated earlier the end result of the poster was not only in my opinion but the group as a whole, positive. In addition to a co-ordinator I also feel I was a complete finisher as I was conscientious enough to get the tasks done in time and checked for errors. A weakness, which I had, was worrying unduly (Belbin 2009). The reason behind this was because some group members were not putting as much work in a myself and another group member; so I felt I would have to lower their score on the peer group marking which would also lower my overall grade. I found this unfair but it was something that had to be done. There was one member of the group that I got on well with this was the other co-ordinator. The reason I got on well with her was because she attended all meetings and we worked well as a pair. On one occasion a member of the team hadnt done the report that they were suppose to do and I realised this late at night and myself and the other co-ordinator had to work on this over the phone to meet the deadline. I wouldnt say there were members of the group that I found it difficult to work with, but some members didnt contribute to the task as much as they should have and follow the rules that were made in the first meeting. This annoyed me as they were nice people and I didnt want to fall out with them over approaching them about attending meetings. I feel I helped to solve the problem of the team member who wasnt attending much as I got her new number and also found that contacting her through a social networking site to remind her about the meetings was somewhat easier. I do feel that the ways in which you communicate with people are specific to each individual and everyone has their preferences. In the future I will ask my group members their individual preferred way of communication, even though this may take more time, it will be more effective. To conclude this assignment, the group were strongly supportive of each other because when one group member was on placement we still kept in contact with her, sending her pictures that we were going to put on the poster and the layouts of the poster to get her opinion on it. I feel the group had two clear leaders. A leader is defined as one who influences others to accomplish a goal or objective. This person contributes to the organization and cohesion of a group. (Wilson 2009). A leader can be beneficial to teamwork as they make sure that the group is on task and that deadlines are met. They will encourage group members and may give information on how to carry a task out. One of which was myself as I mentioned earlier. I think that this helped the group otherwise meetings would not have been arranged and report deadlines would not have been met. One of the occasions when I did this was when I sent a copy of the Harvard referencing guidelines to all group members. I was very pleased with the overall outcome of the poster as were the rest of the group. The poster stood out well which was good but there was some spelling and grammar errors in it which we would have lost marks for. Next time this should be checked by the whole group to be sure that there is no mistakes and sent to the tutor to have a look at before presenting it. Reflecting on this assignment I have used a range of sources as evidence for what I have said; these include books, websites and journals.

Interprofessional Collaboration

Interprofessional communication and collaboration are a significant part of ensuring safe and effective patient outcomes. In the case detailed below the health care team failed to communicate and collaborate care of patient A, ultimately leading to a negative outcome. Patient A is a female white 38 year old G1P0 with Type I diabetes since the age of 9. Due to her high risk pregnancy and history of non compliance with medical therapy she had been coming in since 28 weeks gestation for twice weekly non stress tests. One Saturday as patient A was at the hospital for her non stress test she was found to have elevated blood pressure and proteinuria. Dr. A, an obstetrician (OB), who was on call for the weekend decided to send the patient home on bed rest and to follow up with her primary OB physician, Dr. B on Monday. At her follow up appointment with her primary OB, she was found to still have elevated blood pressures, blood sugars in 200's, 2+ protein in her urine and had some elevated blood work. Primary OB decided Patient A needed to be induced due to patient A’s unstable condition. Primary OB is not on call this particular Monday and asked Dr. C to induce her patient. Dr. C was not happy about inducing her because of her high risk status but agreed to do so. Dr. D, a laborist and pediatrician, wanted the patient transferred to a higher level of care facility because he felt due to patient A’s history best care for the newborn would be at another facility. Dr. D and Dr. C argued about patient A’s care and disposition at the nurses’ station which was in close proximity to patient A’s room. The nurses who were without a manager at the time were unable to control the altercation between Dr. C and Dr. D. Patient A who overheard the discussion eventually asked to be transfer to another hospital to seek care elsewhere. This paper highlights the importance of effective interprofessional collaboration that is missing in this case. As well, potential plans of action and potential outcomes are discussed. Plan to Address Conflict The major conflict in this situation was a lack of communication between providers regarding the best plan of care of the patient. In addition to the obstetrician, members of the interprofessional team should include the pediatrician, a nurse leader, and the patient. Legare et al (2011) describes a stepwise approach to interprofessional collaboration and the shared decision-making process. The members of the interprofessional team must start by exchanging information and options available related to the care of the patient. Next, the values of both the patient and the healthcare providers should be clarified and addressed. The feasibility of each option should be weighed. Often, certain options are not feasible based on resources or time. In this case, the skills and comfort of the healthcare team members needed to be considered. Once a decision is made, the information needs to be disseminated, including the plan of care and rationales for the decision made. SBAR (Situation, Background, Assessment, and Recommendation) is a useful tool in succinct and structured communication. (Boaro, Fancott, Baken, Velji, & Andreoli, 2010) To prevent future situations similar to this one, Standard Operating Procedures, or SOPs, should be developed and followed. These SOPs should address staff competency, scope of practice, role clarification, and the resources and limitations of the facility. The interprofessional team should develop these SOPs together to ensure they reflect the values of the involved disciplines. (Gardner, 2010) Additionally, resources are available to aid hospitals in developing a structure for interprofessional collaboration. A national interprofessional competency framework detailed by the Canadian Interprofessional Health Collaborative (CIHC) provides an integrative approach to describe competencies required for the interprofessional collaboration to be effective. They are as follows: (1) interprofessional communication (2) patient/family centered care (3) role clarification (4) team functioning (5) collaborative leadership (6) interprofessional conflict resolution. (CIHC, 2010) CIHC suggests that having a competency framework because it helps the team make sense of the learning practice, it will differentiate matters by relevance, give the team members a chance to apply the learning to practical situations and then associate the learning elements by integrating them. CIHC, 2010) When this patient arrived to the unit, if the team had used the six suggested competencies providing best care for this mom and baby could have been achieved easier. Discussion of Outcomes The intent of interprofessional collaboration is one that will foster the safe practice of all health care professionals, and enables the achievement of better outcomes. Some outcomes needed for this particular situation would be as followed: 1. Shared decision making between all pr oviders involved. What is the best practice that can be provided for a safe outcome for mom and baby? Inducing the mom because it was best practice was made by the OB, but she didn't factor in safe practice for the pediatric doctor in this situation. 2. Demonstrate professional conduct during inter professional collaboration. Make sure if there are any discussions with team members, disagreements with the care that is being provided that it is not done where the patient can hear it. 3. That the interprofessional team can acknowledge the various skill levels of everyone involved. The pediatric hospitalist is this situation felt that the patient’s diagnosis of Type 1 diabetes, uncontrolled throughout the pregnancy put the baby at risk for having glucose controlled problems and felt that a higher level of care was needed because it was beyond his skills set. Interprofessional collaboration was necessary in this situation. No one discipline has all of the knowledge needed to provided complete patient-centered care. True interdisciplinary patient-centered care includes a partnership between health care professionals as well as the patient. This collaborative and coordinated approach improves patient outcomes and quality of care (Orchard, Curran, & Kabene, 2005). In this case, the interprofessional team failed to communicate effectively. This lack of communication and professional conduct led to a failure to recognize the skill levels of the team members, and prevented the team from making a shared decision that would benefit the patient. Conclusion In order for patient A to achieve a positive outcome several factors related to interprofessional collaboration needed to be addressed in this case. First, to improve collaboration and understanding, clear team roles of the health care providers should be defined. Scopes of practice as defined by standard operation procedures and discussions of available resources should be taken into account. In addition, distribution a consistent communication tool such as SBAR could be used. Had the healthcare providers involved with this case practiced as a team, positive outcomes such as: open communication, trust, professionalism and improved patient outcomes and experiences would have been achieved. References Boaro, N., Fancott, C., Baker, R., Velji, K., & Andreoli, A. (2010). Using SBAR to improve communication in interprofessional rehabilitation teams. Journal of Interprofessional Care, 24(1), 111-114. Gardner, D. (2010). Expanding scope of practice: Inter-professional collaboration or conflict? Nursing Economics 28(4), 264-266. Legare, F., Stacey, D., Pouliot, S., Gauvin, F. P., Desroches, S., Kryworuchko, J., †¦Graham, I. D. (2011). Interprofessionalism and shared decision-making in primary care: a stepwise approach towards a new model. Journal of Interprofessional Care 25, 18-25. Orchard, C.A., Curran, V., & Kabene, S. (2005). Creating a culture of interdisciplinary collaborative professional practice. Medical Education Online. Retrieved from http://med-ed-online.net/index.php/meo/article/viewArticle/4387. Canadian Interprofessional Health Collaborative. ( 2010). A National Interprofessional Competency Framework. Retrieved from http://www.chic.ca/files/CIHC_IPCompetencies_Feb1210.pdf

Bible Mysteries

The Disciples is an episode part of the Bible Mysteries is very interesting and informative video clips that I have been watched. It showed how Jesus influenced others through his thoughts and being a good leader to his followers. Through his good quality, the people of the Galilee believed to his teaching and valuable effort and faith that attracted by the disciples to Jesus Another value that attract them to Jesus is that He can heal anything but for Jesus we don’t need to be sick because god can heal us, if we have faith for him which are the key to receive the healing from god. The disciples also attract to Jesus by helping others without anything to receive in return, he already contented to see happy image of a person. Through this video presentation, it really affects me because it reveals the fulfillment that has in Jesus, providing grace to his followers that if you believed with him through our faith we can reach the glory of god. Through the movie, the disciples are like me who am very devotee of god. I believe the presence of god will always be in my heart if we believe with him and have a strong faith to consider his grace. God commanded us if we choose to follow him like he did to the disciples. Jesus is just like our teacher. He serves himself and teaches us to do good action and blessing will come if we put his teachings into practice. For me, God is the greatest servant in our universe. He always there to sustain everything we depend on for our lives. In this video, I would like to be god who’s giving all his self to help others without anything to receive in return maybe in a simple way of helping, I would be able to live closer to him through my mission to help others especially those person who in needs such young kids who doesn’t have the ability to go in school, through volunteering, I will ease the burden in their heart and in a simple way of helping it can help a big chance to the kids to learn new things like what Jesus did in his mission. God is spiritual hero who always there for us, we must have to believe and have faith with him.

Checkpoint Stages of Ego Development - Free Essay Example

Sample details Pages: 2 Words: 499 Downloads: 7 Date added: 2017/09/15 Category Advertising Essay Did you like this example? The first phase of Janes Loevinger’s ego development is called the Infancy stage. Infants cannot use a complete sentence and as a substitute must depend on conclusions supported on observations. The second phase of Janes Loevinger’s ego development is called the Impulsive stage. Though this is the known period for toddlers, individuals can be in this phase for a great deal longer, and in reality a certain amount of individuals stay in this impulsive point the their whole life. At this point a person’s ego maintains to be centered on physical emotions, central desires, and direct wants. The third phase of Janes Loevinger’s ego development is called the Self-Protective stage. This phase is commonly associated with a person’s middle childhood. The self-protective ego is more cognitively refined than the impulsive ego, although they are still using a better consciousness of reason and result, of regulations and penalties, to acquire what that person may want from others. As a result, are more inclined to be oppressive, scheming, and self-indulgent. Don’t waste time! Our writers will create an original "Checkpoint: Stages of Ego Development" essay for you Create order The fourth phase of Janes Loevinger’s ego development is called the Conformist stage. The Conformist ego is extremely devote in fit in to and gaining the appraisal of significant groupings, such as peer groups seen in most schools. This stage is normally associated to the age group of individuals going into school. These people tend to see and assess who they are base on exterior matters like looks and status. . The fifth phase of Janes Loevinger’s ego development is called the Self-Aware stage. This is the phase where most United States adults fall into. The self-aware ego illustrates an amplified but still incomplete understanding of profounder matters and the internal life of whom they are and who other people are. The sixth phase of Janes Loevinger’s ego development is called the Conscientious stage. At this stage, the inclination in the direction of self-assessment and self-analysis carry on. The conscientious ego values dependability, accomplishment and the search of elevated principles and asting objectives. The seventh phase of Janes Loevinger’s ego development is called the Individualistic stage. In this stage the focal point on relations amplifies, and though accomplishments are still appreciated, relations are more inclined to be further appreciated even more. The individualistic ego illustrates an open-minded acceptance of and admiration for the independence of both a person and others. The eight phase of Loevinger’s ego development is called the Autonomous stage. In this stage there is a rising admiration for themselves and others self-sufficiency. The autonomous ego treasures individualism and individuality, which is also foundation of their pleasure. The ninth phase of Loevinger’s ego development is called the Integrated stage. This ego shows an insight, wide sympathy towards a person’s self and others. The integrated ego lastly has a filled wisdom of individuality, of what it consist of, and the quest to comprehend and utilize the prospect to attain a combination of all those versatile features of an individual.