How to become an effective member in an Interprofessional Team Essay

Using Gibbs pondering round and the Inter lord Capability Framework explain how your fellowship, skills and attitudes considered on this module pull up stakes modify you to become an useful piece of an inter professional sort in your running(a) environmentThe National wellness Service (NHS) employs more than a million employees and then, a system that allows the services to run in sync with the skilled and responsive workforce raft non be denied (Daly, 2004). However, does it give us the favour to say we shake off overcome the barriers to collaboration and discourse at bottom NHS? for certain non a nonher(prenominal)wise, qualitys like the death of Victoria Climbe and Baby Peter would render been avoided, whereby consistent failing in converse and cooperative working among sundry(a) concerned professionals and agencies was unearthed (Jelphs & Dickinson, 2008).Because of the word limitation for the essay, the essay go out only set intimately to explore th e interprofessional capabilities (i.e. knowledge, skills and attitudes) somewhat cooperative working and discourse that skunk enable me becoming an potent police squad member of an inter professional squad up in the future. To achieve this, I am going to exploit the depression domain of the interprofessional capability (IPC) framework namely collaborative working utilize Gibbs reflective cycle. The first do of Gibbs (1988) reflective cycle requires the description of the as yetts (Jasper, 2003) Approximately 800 students undertook the Interprofessional education (IPE) module from various disciplines of wellness and favorable c be courses.IPE give notice be defined as education that occurs when students from cardinal or more professions learn about, from and with for each one former(a) to enable effective collaboration and improve health outcomes (WHO, 2010 pp-7). The interprofessional group I was allocated to comprise of a mental health nurse, a midwife, two adult n urses, a physical therapist and myself, a diagnostic radiographer. It was at bottom the group we had to undertake various facilitated activities as easy as independent group works. The module was to offer ken and cultivation about the exhausts of collaborative working, colloquy and me rattling new(prenominal) topics collaterally, it was also about demonstrating my knowledge, skills and attitudes towards these problems according to my experience as well aslearn from other police squad members.By the end of the event, I was not only exposed to the notions of collaborative working and effective communication, but also to the barriers that house stop us from achieving them. The second set up of Gibbs (1988) reflective cycle is about smell of the seeings about the event (Jasper, 2003). Initially, I was unsure about the benefits of common learning however, it became clear as we progressed do the module (Barr, 2003). Everyone was friendly, showed respect and trusted other p eoples knowledge. Moreover, a group work approach was unpatterned rather than an individual approach to the problems we encountered. I matte valued within the squad because I could share my perception about the problems and discuss them effectively with other team members.I also observe that although some cases were not directly confirm-to doe withd to my profession, however, the team members ensured that I was on board with what they were proposing, indeed maintaining a supportive and collaborative learning environment. There was a experience of all team members wanting to work collaboratively and effectively to perform well. Nevertheless, I was little annoyed when two of the nursing students were not engaging full with the group work. However, it was interesting to note that as soon as they apologised about their inappropriate behaviour, justified why it happened (stress about doing another essay) and agreed not to repeat it it had a really positive effect on me, and I was easily able to let off their behaviour.Although with hindsight, I think this whitethorn have a negative effect on the group if they had carried on repeating such behaviour (Jelphs & Dickinson, 2008). Furthermore, in that location was one of team members who did not attend each group works sessions in the second week, and even did not communicate with the team about her non attendance, which I thought was an inexpert behaviour at this level. Nevertheless, the support given by the teaching team during facilitated sessions was commendable. Overall, my feeling about the whole event was quite positive. The third stage of Gibbs (1988) reflective cycle involves evaluation of my experiences encountered during the event (Jasper, 2003). Gorman (1998) argues that considerate do of attention should be given to the structure of the team, the culture (interprofessional relationships) and processes as they can influence the behaviour of the team i.e. leading to collaborative working or hi ndrance.This was well recognised by all members at the beginning itself and therefore time was spent on discussion about it, as a result of whichthe team was found to have congruity about dual-lane commitment throughout the module. All the team members became clear about the roles of the professionals tough and their interaction with the patient- cautiousness pathway. Thus, it provided a skinny outline about role clarity, which was well-kept throughout without either conflict (West & Markiewicz, 2006). Any challenges encountered within the group were well focused to the relevant question or working fare. Thereby, better judgement and sharing of accountability were seen. All these wait oned reduce the hindrance to effective collaboration. in like manner shared was information about the problems experienced at the clinical placement namely incorrect filing, assumption made about illegible handwriting, acronyms and little abbreviations, etc. that can often risk the patients ca re and can be seen as potential source for errors. The team leader maintained a well balance about the time that was to be spent for each activity. Therefore, we were all able to share successfully our values and perceptions about the issues relating to communication and collaboration. No personality issues were encountered (Jelphs & Dickinson, 2008). There were some brilliance movement of renewing and creativity seen, e.g. during poster creating activities and rich picture activity and each member participated in one way or the other e.g. I and a physiotherapist student put forward to present it to the other groups.Thus, overall I snarl there was a good positive attitude maintained by all the team members as everyone was willing to meet and communicate effectively. I felt that synergy produced by contribution from everyone through interprofessional group works had far exceeded the potential of what I could have digestd one after another (Jelphs & Dickinson, 2008). Although th ere was no absence of trust and fear of conflict among the group members however, lack of commitment was present as consistent non attendance was an issue for one of the team member, and it was felt that there was avoidance of accountability as that person did not feel it important to inform the team (Lencione, 2002). other issue about inattention from two of the team members was resolved effectively by the team leader through good communication skills he possessed and it was a good learning example for me.Therefore, team leadership are required to facilitate the group to stay focused and armed service stop repulseting fragmented (ODaniel & Rosenstein, 2006). I also learned about other factors that may contribute asbarriers to effective collaboration which include neighborly conformity, risk shift, group think and diffusion of responsibility (West & Markiewicz, 2006). The stage four of the Gibbs (1988) reflective cycle includes analysis of the event. The fact that in the UK, co mmunication is still one of the commonest roots of problems described in complaints against the professionals should base us realise that communication should not take for granted (wellness and social care information services, 2006 cited from Jelphs and Dickinson, 2008).The Oxford dictionary (2010) defines communication as the imparting or exchanging of information by speaking, writing, or using some other medium. And Mehrabian (1972) suggests that non-verbal communication (body language) can contribute around 70%, when interacting. Therefore, it is vital that the healthcare professionals are not only effective in communicating verbally but also non-verbally. We all agreed and aware that every one of us had in their codes of professional conduct about clearly documenting any intervention offered or given to the patient (HPC, 2009 The Chartered Society of Physiotherapy, 2005 NMC, 2009). As a result, I felt that the team were unified on decisions made about poor documentation that were noted within the examples/cases given and videos shown.As a group we all agreed that clear documentation can help reduce the risk of breakdown in communication and increase the likeliness of adequate sharing of information and hence quality of care. As whenever any critical information is transmitted through any medium there is ever a risk of miscommunication attached to it and that is why effective communication is much more difficult to achieve in practice (ODaniel & Rosenstein, 2006). Although this was conflicted with what the treat students (mental nurse and adult nurse), and physiotherapy student mentioned during the debate as they felt that there was the surplus amount of paper work to be done, which was impact the quality of care provided to the patients, especially during handovers.Unlike in radiography, this is not the case as we often x-ray the patients without any notes, but a implore form (legal document) is required indicating the type of examination required. Nevertheless, every patient take to be registered on the system before we can do x-rays, which can take a while. However, we have to schedule the in-patients needed to be done out of ours and therefore, have to communicate with the ward nursing staff and porters. Furthermore, during any emergency situation requiringmobile x-rays or Computerised Tomography examination effective communication with the accident and emergency (A&E) is necessary as otherwise it can delay the treatment and jeopardise patients well-being.Besides, I observed that the nurses role was quiet at the core when it came about caring patients in the hospital. Therefore, I felt that it was necessary to work collaboratively and maintain good communication with the nurses in practice as they can help me by providing all important(p) information about patients physical and psychological location that I may need to consider when taking the x-rays requiring some adaption of techniques (Burzotta & Noble, 2011). The gr oup did well to work in collaboration perchance because good communication was maintained all the time between the members. Mead and Ashcroft (2005) suggest that working in collaboration is vital as it helps to avoid any mis taking into custodys and hence keeping it immune from barriers of interprofessional collaboration.Nevertheless, an interprofessional team can comprise of individuals from several(predicate) professional background and have a possibility of sharing same skills and knowledge, in which case clarity about their role and scope of responsibilities should get agreed as otherwise it can easily become a potential source of conflict for the teams (Thompson, Melia & Boyd, 2000). Care priorities can be affected by the codes of conduct, e.g. the main focus of doctor will be on patients medical condition, a physiotherapist will mainly remain concerned about the mobility issues a social thespian priority will be making available required care and support at home, nurses pr iorities to coordinate patients discharge, transport and medications to take home.Therefore, although we see everyone wanting to work collaboratively their priorities can differ (Thompson et al, 2000). I felt there was a positive feeling until the last day between the team members, and everyone felt proud about this opportunity through which we all mutually enjoyed. I am convinced that the experience gained will certainly enhance my practice as well as attitude towards other professionals with whom I will come in contact. Overall, I have gained a profound understanding and knowledge about how individuals responses and behaviour can influence others and the events, the need for good communication not only with service users and their family members, but also with other team members through this experience.I had become self-aware about my interprofessional skills and factors that contribute tocommunication and feel that this experience will be a very useful to support my understanding of how to be an effective member of an interprofessional team in the future. Also, as a healthcare professional I should always try to act responsibly and try to develop stronger relationships with other team members, therefore, allowing every chance of working collaboratively and communicating adequately, which could result into better health and well-being of patients and reduce the risk of failures (Jelphs & Dickinson, 2008 DOH, 2000).The next stage of Gibbs (1988) reflective cycle includes discussion about the action plans. Therefore, if faced with similar scenarios or situations experienced while undertaking this module, I will ensure that the knowledge and skills acquire are well implemented to the situations and seek help from other interprofessional team members without any prejudice, but with pride (Daly, 2004). I also feel that to become more effective as a team member, unbroken interprofessional development and active participation in these areas should not be neglected . variant and reflecting through IPC framework domains can help me identify my progress as well as help me to engage and assimilate more within the interprofessional team (Interprofessional Capability framework, 2010).To conclude, this module has really helped me get myself out of my standard area of practice and to reach out for other disciplines learn and relate positive and negative outcomes about working in collaboration and communication. In hindsight, the module was an eye-opener for me as, despite being aware about the need for collaborative working and importance of communicating appropriately consistency of its application in practice was seen to be lacking. Nevertheless, it will be unfair to say that we have completely failed in these areas.I am quite convinced that although the ethos of working in collaboration can arguably be seen as a challenging aspect, however, the truth is real-life problems are always more complicated to be dealt single-handedly. Therefore, foster ing of collaborative working culture through Interprofessional education can revolutionise the thinking of students as it has done mine too, thereby luck me prepare to become an effective member of future interprofessional teams, who will have collaboration and communication as one of their core parts of their practice.REFERENCESBarr, H. (2003). undergrad interprofessional education Education Committee Discussion Document. Retrieved December 10,2011, from http//www.gmc-uk.org/Undergraduate_interprofessional_education.pdf_25397207.pdf Burzotta, L. & Noble, H. (2011). The dimensions of interprofessional practice. British journal of Nursing, 20(5),310-315. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. Nursingtimes.net. 100(09) 78. Retrieved December 22, 2011, from http//www.nursingtimes.net/nursing-practice/clinical-specialisms/management/understanding-the-barriers-to-multiprofessional-collaboration/204513.article. Gorman, P. (1998). Managing multidi sciplinary teams in the NHS. London Kogan Page. wellness superior Council (2009). Standard of proficiency. Retrieved January 01,2012, from http//www.hpc-uk.org/assets/documents/10000DBDStandards_of_Proficiency_Radiographers. Interprofessional Capability Framework (2010) Mini-guide. Interprofessional Education Team, Faculty of Health and Wellbeing, Sheffield Hallam University. high Education Academy. Jasper, M. (2003). Beginning Reflective Practice Foundations in Nursing and Health Care. London Nelson Thornes.Jelphs, J. & Dickinson, H. (2008). Working in teams. Bristol The Policy Press. Lencioni, P. (2002). The five dysfunction of a team. San Francisco Jossey-Bass. Meads, G. & Ashcroft, J. (2005). The Case for Interprofessional Collaboration In Health and Social Care. Oxford Blackwell Publishing Ltd. Mehrabain, A. (1972). communicatory communication. Chicago Aldine Atherton. Nursing and Midwifery Council. (2009). The Code. Retrieved January 2,2012, from http//tinyurl.com/6kdup6. ODaniel, M. & Rosenstein, A. H. (2006). Professional communication and team collaboration. Patient Safety and Quality An Evidence-Based Handbook for Nurses. Retrieved December 19,2011, from http//www.ahrq.gov/qual/nurseshdbk/docs/ODanielM_TWC.pdf Oxford Dictionaries (2010). Oxford University Press. Retrieved January 01,2012, from http//oxforddictionaries.com/ explanation/communication. The Chartered Society of Physiotherapy. (2005). Rules and standards. Retrieved January 2,2012, from http//tinyurl.com/6aptc99 Thompson I.E., Melia, K &Boyd, K. (2000). Nursing ethics. (4th ed.). London Churchill Livingstone. World Health Organisation.(2010). Framework for Action on Interprofessional Education & Collaborative Practice. Retrieved December 22,2011, from http//www.who.int/hrh/resources/framework_action/en/. West, M. & Markiewicz,L. (2006). The effective partnership working inventory. Working Paper. Birmingham Aston Business School. subdivision of Health (2000) A Health Service for All th e Talents Developing the NHS Workforce. London Department of Health