Student Name
Capella University
NURS-FPX 4010 Leading People, Processes, and Organizations in Interprofessional Practice
Prof. Name
Date
Stakeholder Presentation
Greetings, everyone! I am [Your Name], and I am thrilled to be here today to present the interdisciplinary proposal discussed in assessment 3, addressing the critical issue of interprofessional communication gaps.
The key objectives of this presentation remain unchanged:
- Discuss the organizational issue of interprofessional communication gaps.
- Explain the significance of a multidisciplinary team in resolving this issue.
- Develop an evidence-based plan proposal using strategies to bridge communication gaps.
- Discuss implementation and evaluation strategies for effective plan execution.
Organizational or Patient Issues
The global healthcare industry faces a significant challenge in the form of interprofessional communication gaps, particularly within hospitals. Nurses, being at the forefront of healthcare, play a pivotal role in patient interaction. The contributing factors to communication gaps include cultural and language barriers, insufficient interprofessional education, hierarchical structures, and undefined roles for nurses (Berry, 2019).
Goals to Improve the Issue
Focusing on the interprofessional communication gap within the nursing department, the aim is to enhance collaborative practice, patient safety, and quality of care. Engaging diverse healthcare professionals in an interdisciplinary team can foster shared learning and respect (Haddad et al., 2021).
Potential Consequences
Neglecting this communication gap could result in increased patient safety risks, delayed treatment, reduced satisfaction, decreased team morale, high nurse turnover, and negative impacts on the healthcare organization’s reputation (Brock et al., 2020).
Interdisciplinary Team Approach
An interdisciplinary team, including the Chief of Nursing, Charge Nurses, Project Manager, Scheduling Manager, and Human Resources Manager, is crucial. Each member contributes unique skills to address various aspects of the issue, promoting comprehensive solutions (Cannon et al., 2020).
Evidenced-based Interdisciplinary Plan
The evidence-based plan includes implementing a standardized communication tool, education and training sessions, and a feedback and evaluation process. Studies show that structured communication enhances collaboration, reduces errors, and improves patient outcomes (Hanson & Brinton, 2020).
Implementation of the Plan
The Plan-Do-Study-Act (PDSA) cycle guides the execution of the evidence-based interdisciplinary plan. This iterative approach involves planning, implementing, studying results, and acting on findings to ensure continuous improvement (Dougali et al., 2021).
Management of Human and Financial Resources
Utilizing healthcare technology, training programs, and strategic budget allocation can enhance communication and reduce turnover. Clear role definitions and regular team meetings are vital, as demonstrated by Mayo Clinic’s experience (Mayo Clinic, 2019).
Evidence-Based Evaluation Criteria
The success of the project is measured by enhanced teamwork, improved information flow, reduced misunderstandings, and increased job satisfaction. Tools like the Team Climate Inventory and Job Satisfaction Survey can quantify improvements (Jeong et al., 2020).
Conclusion
Addressing communication gaps through a PDSA cycle in an interdisciplinary team context can substantially improve team coordination, patient care, and overall morale. The iterative nature of the PDSA cycle ensures continuous improvement, making it a valuable tool in resolving communication gaps in healthcare.
References
Agency for Healthcare Research and Quality. (2020). TeamSTEPPS 2.0: Module 6. Mutual Support. https://www.ahrq.gov/
Balasundram, S., Holm, A., Benthien, K. S., Waldorff, F. B., Reventlow, S., & Overbeck, G. (2023). Increasing the chance of dying at home: Roles, tasks and approaches of general practitioners enabling palliative care: a systematic review of qualitative literature. BMC primary care, 24(1), 77. https://doi.org/10.1186/s12875-023-02038-0
Berry, L. (2019). “Healthcare communication: Wiley. https://doi.org/10.1111/eje.12734
NURS FPX 4010 Assessment 4 Stakeholder Presentation
Brock, D., Abu-Rish Blakeney, E., Hammer, D., & Tools, M. (2020). Understanding Interprofessional Education and Practice in Improving Healthcare. Journal of Nursing Education, 59(1), 3-6. https://doi.org/10.3928/00220124-20200115-06
Cannon, B., Li, J., Shir, A. L., Abir, G. (2020). Using simulation to assess the impacts of breaks in the continuity of primary care. Medical Care Research and Review, 77(7), 710-719. https://doi.org/10.1016/j.mpsur.2020.07.005
Dougali, M. K., Fraser, A. N., Martin, L., McPeters, L. (2021). The effects of interprofessional SBAR communication implementation on adult medical-surgical nursing units. Journal of Nursing Care Quality, 36(3), 262-267. http://doi:10.1097/NCQ.0000000000000515
Haddad, L. M., Annamaraju, P., & Toney-Butler, T. J. (2021). Nursing Shortage. Treasure Island (FL): StatPearls Publishing. https://doi.org/10.3390/ijerph18084347
Hanson, R., & Brinton, J. (2020). Enhancing interprofessional communication. Canadian Journal of Nursing Leadership. https://doi.org/10.3390/ijerph182010775
NURS FPX 4010 Assessment 4 Stakeholder Presentation
Jeong, S. H., Kim, M. J., Kang, H. Y., Kim, E., & Yoo, M. S. (2020). Communication skills training for nurses to improve patient satisfaction in the emergency department: A randomized controlled trial. International journal of nursing studies, 102, 103515. https://doi.org/10.1016/j.ijnurstu.2019.103515
Mayo Clinic. (2019). Mutidisciplinary Team Approach. https://www.mayoclinic.org/
Wami, S. D., Demssie, A. F., Wassie, M. M., & Ahmed, A. N. (2020). Patient safety culture and associated factors: A quantitative and qualitative study of healthcare workers’ view in Jimma Zone Hospitals, Southwest Ethiopia. BMC Health Services Research, 16(1), 495. https://doi.org/10.1186/s12913-016-1757-z