ASSESSMENT 1 INTERPROFESSIONAL COLLABORATION
**I WILL BE ATTACHING THE TEMPLATE THAT IS REQUIRED TO USE AND AN EXAMPLE OF THE PROPOSAL IN ADDITIONAL FILES***
***PLEASE READ AND FOLLOW ALL INSTRUCTIONS THOROUGHLY BEFORE BIDDING ***
Assessment Instructions
Preparation
Health care leaders often find that resolving a problem in delivering safe, high-quality health care requires the combined effort of a number of agencies, departments, and individuals.
For this assessment, identify a quality-related situation or problem relevant to your professional practice or area of interest that requires the collaborative effort of several departments and individuals to resolve. You will assume the role of team leader and draft a proposal for the organization’s executive leadership that outlines why this interprofessional team is necessary, who should take part in the collaboration, how the team will function, and how progress will be reported.
A project proposal should identify the situation or problem, identify the causes or contributing factors, present a plan of action, provide details about the plan, and provide reasons why the plan should be undertaken.
Proposal Requirements
Write a proposal for assembling an interprofessional team. As you begin drafting your proposal, consider your goal and the needs of the leaders whose decisions will be based on the information you provide.
Note: The requirements outlined below correspond to the grading criteria in the Interprofessional Collaboration scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed. You are provided an example proposal that illustrates what proficient-level work for this assessment looks like.
Proposal Format and APA Style
Use the simplified Project Proposal Template, linked in the Resources, to draft your proposal. You may organize the content of your proposal in a format used in your organization. An abstract is not required.
Your proposal should be 45 double-spaced pages in length, not including the title page and reference page.
Apply correct APA formatting to all in-text citations and references.
Use Times New Roman, 12-point font.
Writing
Be concise, but thorough. Your readers need sufficient and accurate information on which to base their decisions, and do not have time to sift through information that is not pertinent.
Express your main points, arguments, and conclusions coherently.
Use correct grammar and mechanics.
Be sure to support your claims, arguments, and conclusions with credible evidence from 35 current, scholarly or professional sources.
Proofread your writing.
Plan Content
Analyze the factors that have contributed to the problem. ( Hint: Examine the reasons for ineffective communication, not just the communication itself. Reasons may include staff burnout, workload, staffing shortfalls, attitudes, assumptions, and so on.)
o Consider whether certain combinations of factors might be contributing to the problem.
o Determine who should be on the team. Identify the disciplines or areas team members should come from and any specific job titles prospective team members should hold.
o Describe the knowledge and expertise each discipline has to offer in resolving the situation. In addition, consider the level of creativity and problem-solving skills that are needed.
Assess the effectiveness of a particular leadership approach in building and maintaining interprofessional collaborative relationships. Consider how effective that approach is in:
o Encouraging participation by all team members.
o Engaging reluctant or resistant team members.
o Maintaining a respectful platform for members to voice their ideas.
Develop a strategy for communicating progress by the team to executive leadership.
o Determine which approach to communicating with leaders will be most effective and efficient.
o Determine whether you will have regular meetings and generate status reports.
Develop a collaborative plan for resolving the problem.
o Identify the ethical or political issues that are relevant factors in your proposed solution.
o Identify the social, cultural, or economic factors that are relevant to your proposed solution.
o Explain how you would address the ethical, political, social, cultural, or economic factors you have identified as relevant to your plan.
Describe your role as a leader in implementing the proposed solution.
Determine how the practitioner-scholarmodel might be applied in resolving the problem.
o Consider how theory, research, and the published work in the field, in conjunction with your own experience and professional knowledge, might be used to develop strategies to analyze and resolve the problem.OVERVIEW
Draft a proposal of 45 pages for the development of an interprofessional team to address a problem in delivering safe, high-quality health care.
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).
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.
o Analyze the factors contributing to a problematic health care issue.
Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration.
o Explain the need for interprofessional collaboration to improve the quality and safety of health care in specific instances.
o Assess the effectiveness of a particular leadership approach in building and maintaining interprofessional collaborative relationships.
o Develop a collaborative plan for improving the quality and safety of health care in specific instances.
o 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.
o 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.
o Develop a strategy for communicating the progress of interprofessional teams to organizational leaders.
o Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting.
Reference
Lawson, H. (2004). The logic of collaboration in education and the human services. Journal of Interprofessional Care, 18(3), 225237.CONTEXT
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).
References
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), 111136.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?RESOURCES
Required
The following resources are required to complete the assessment.
Examples and Templates (ATTACHED TO ADDITIONAL FILES)
Exemplar NHS-FP5004 Assessment 1 [PDF].
Project Proposal Template [DOCX].Suggested Resources
CAPELLA SCHOLAR PRACTITIONER MODEL
What Does It Mean?
By now, you have likely heard the phrases Practitioner Scholar model or Scholar Practitioner model several times. You may have also asked yourself, what does this mean?
Let’s start by breaking the phrase down into its parts. A scholar is a researchera person who is immersed and current in the theory and literature of their discipline and who actively contributes to the knowledge base of the discipline. A practitioner is a professional who actively applies the knowledge and skills of the discipline to address real-world problems and challenges in the workplace.
A Thorough Blend
A logical deduction would be that a scholar-practitioner is someone who sometimes performs acts of scholarship and at other times, practices in his or her field, but that would be a misrepresentation. A scholar practitioner is a thorough blend of the twoa practicing professional and a researchersomeone immersed in the literature and theory of the field while actively testing out, applying, evaluating, and refining that theory through real-world practice. A reciprocal relationship forms between the two, and in your development as a scholar-practitioner, scholarship will increasingly inform your practice and, in turn, increasingly will inform your scholarship.
Defining Scholar-Practitioners
At Capella, we use Ernest Boyer’s and Donald Schn’s work to innovatively define scholar-practitioners as those who apply foundational and specialized knowledge to their everyday work and who exhibit commitment to continually building their knowledge and skills. Capella applies the scholar-practitioner model to all three phases of the post-secondary education bachelor’s, master’s and doctoral levels. Our model places learners on a continuum running from the bachelor’s level to the PhD.
These three strands naturally connect with different expectations and abilities. The abilities of a learner at the baccalaureate level are different from those at the master’s level, which are accordingly different from those at the doctoral level. At all three levels, though, a learner acquires skills, which are directly applicable to their working environments a key innovation of our model.
Bachelor, Master & Doctoral Levels
The model shows that we should aim to teach learners at the bachelor’s level how to acquire knowledge and how to reflect on existing links between theory and practice. Learners at this level are functioning as “reflective practitioners.” At the master’s level, we push the evolution of this cognitive ability so that learners keep acquiring new knowledge and intentionally synthesize theory and practice. As “practitioner-scholars,” learners actively apply theory to practice. At the doctoral level, learners take another step, becoming “scholar-practitioners” who not only continue to apply theory to practice, but engage in research, which creates new theory to be immediately and fruitfully applied.
Master’s Program
If you are now entering the master’s program, and are developing as a Practitioner Scholar, the competencies you will focus on will be the ability to:
Apply theory and knowledge to real-world problems.
Develop systems and strategies to analyze and resolve those problems.
Synthesize existing knowledge (theory) with the goal of application to practice.
Perform as a successful professional.
Doctoral Program
If you are entering the PhD program, you will use these acquired skills and as a scholar-practitioner also focus on developing your research skills. As a scholar-practitioner, you will:
Move beyond experiential learning to rely on data and evidence to support claims and decision-making.
Acquire advanced academic skill sets to support demonstration of PhD-level competence.
Truly become an expert within your discipline while being immersed in the literature of your field.
Develop critical self-reflection capacities that allow you to continually seek self-renewal and ongoing development.
Learn to examine the profession from a broader perspective, which will lead to the development of new knowledge and applications of problem-solving strategies.
Ultimately, you will assimilate theory into leading change and contribute to research that leads to theory expansion, refinement, and affirmation.
Whether you are entering the master’s or PhD program, it is important to develop your scholarly skills so that you can apply them to your field as a practitioner. Let’s now further examine the art and science of becoming a scholar.
Scholarship Is a Craft
Scholarship is a craft, and as such, it requires that you practice using both standard tools and materials in order to master your developing craft as a scholar in your discipline.
Early in your academic journey, the core tools you need are the abilities to read, write, and think critically at an advanced academic level. As you progress in your program, you will acquire, strengthen, and refine your scholarship using these tools. You will also add new tools related to research design, analysis, and interpretation. With these academic skill sets, your ability to create and communicate academic arguments will become more sophisticated and polished. Of course, in order to do so, you must have the proper academic raw materials as resources. It is the use of these materials, and the knowledge of how to continually cultivate and expand your academic raw materials resources, that will distinguish you as a practitioner scholar or scholar practitioner.
Arguments
Central to the scholar-practitioner model of professional identity is the capacity to formulate arguments within a framework of critical thinking and analysis. An argument consists of two core building blocks: claims and evidence. Claims are the assertions, opinions, theses, and positions that one takes. Evidence is the empiricism, research findings, theory, and experiences that support one’s claims.
Claims Supported by Evidence
The craft of scholarship is one in which all the claims you make are supported by relevant and reliable evidenceevidence based in sound research, from credible sources, and derived through objective analysis. This evidence will be found in the theoretical literature of your field and through your own independent research and will not come exclusively from personal experience; true scholarship avoids making claims solely supported by one’s personal experiences or untested assumptions.
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), 6171.
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 3640.
Leadership Approaches
Cote, R. (2017). Vision of effective leadership. Journal of Leadership, Accountability and Ethics, 14(4), 5263.
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, 106117. 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), 529539.
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, 3337.
McComb, S., & Hebdon, M. (2013). Enhancing patient outcomes in healthcare systems through multidisciplinary teamwork. Clinical Journal of Oncology Nursing, 17(6), 669672.
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), 112.
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), 437448.
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), E98E104.
Gustavsson, S. M. K. (2014). Improvements in neonatal care; using experience-based co-design. International Journal of Health Care Quality Assurance, 27(5), 427438.
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), 7886.
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), 18.
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), 7782. 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.
o 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.
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