How Can an Online Class Help Me in Communication?
Name
Capella University
NURS-FPX 4010 Leading in Intrprof Practice
Prof. Name
Date
Greetings, esteemed colleagues. I am______, a Vila Health Clinic (VHC) nurse. In this presentation, I aim to engage hospital administrators and healthcare experts, including physicians, pharmacists, senior doctors, and fellow nurses within the emergency care unit. Together, let us delve into today’s agenda.
In today’s schedule, I will discuss the following topics:
Our primary issue is the need for interdisciplinary communication among healthcare staff within the emergency department and other VHC departments. This lack of effective communication hampers collaboration and coordination, leading to potential delays in patient care, compromised treatment outcomes, and suboptimal resource utilization. Addressing this challenge is critical to ensuring seamless interactions among team members, enhancing patient safety, and improving organizational efficiency (Karam et al., 2021). CRICO Strategies, an esteemed authority on medical safety, examined 23,000 lawsuits related to medical malpractice. Their analysis unveiled that more than 7,000 of these legal cases stemmed from deficiencies in communication among healthcare professionals. These lapses in communication resulted in roughly $1.7 billion in wrongful conduct expenditure and nearly 2,000 remediable human deaths (Alder, 2023). We need to implement this plan to tackle the lack of communication in the VHC emergency department. This issue directly impacts the fluidity of interactions among team members, the safety of patients, and the organization’s overall efficiency.
The importance of resolving the organization’s issue lies in its direct impact on patient safety and the well-being of individuals. Communication gaps among healthcare professionals in the emergency department and other departments within VHC contribute to lapses in patient care. By addressing these communication barriers, the safety of patients and the quality of care can be significantly enhanced (Karam et al., 2021). Effective communication is essential for ensuring patients receive safe and appropriate treatments, alleviating their ailments without exacerbating their health conditions. Creating a culture of open communication can strengthen trust between healthcare professionals and patients, enhance the patient-provider relationship, and promote positive healthcare experiences (Costa et al., 2020). Additionally, by implementing strategies to improve communication, the emergency department can mitigate the risk of legal consequences and litigation resulting from communication failures. Neglecting to address communication gaps can lead to patient harm, legal repercussions, and a loss of trust in healthcare professionals. Therefore, it is crucial to prioritize implementing effective communication strategies to ensure patient safety and enhance the organization’s overall quality of care (Costa et al., 2020).
Implementing an interdisciplinary team approach is crucial for addressing the challenge of poor communication and collaboration among healthcare professionals. In tackling our issue, interdisciplinary team meetings and utilizing communication-enhancing technologies play vital roles. These efforts aim to prevent misunderstandings and errors in patient care, enhancing overall patient safety. By convening interprofessional team members, we can collectively identify the underlying causes of communication breakdowns and conduct thorough risk assessments (Sbaffi et al., 2020). This process enables us to develop targeted strategies to mitigate these causes and improve communication effectiveness. Moreover, fostering an environment that promotes continuity of care is essential, encompassing all stages, from prescription to medication administration (Liebon et al., 2021). By analyzing the communication process holistically, including social, psychological, and organizational factors, the interdisciplinary team can develop customized solutions for system failures and individual errors. These collaborative efforts will improve health outcomes and reduce communication barriers (Sbaffi et al., 2020). These efforts align with VHC’s goal of improving patient care through enhanced interdisciplinary collaboration.
The interdisciplinary plan aims to mitigate the impact of communication gaps within the emergency department team by implementing effective strategies. Central to this plan is implementing Interprofessional Education (IPE) to streamline communication processes. The goal is to improve patient safety and cultivate a culture of continual improvement, aligning with the organizational priority of enhancing patient satisfaction (Hoffman & Cowdery, 2020).
Integrating and implementing strategies like IPE to address the lack of communication among emergency team members can significantly improve patient outcomes. Enhancing communication channels and ensuring all team members are adequately trained and informed can minimize the likelihood of delays due to communication breakdowns (Hoffman & Cowdery, 2020). This comprehensive approach creates a collaborative environment where team members are better connected, enabling them to provide timely and accurate patient care. Additionally, real-time updates and streamlined communication processes can be implemented to ensure effective coordination and decision-making within the emergency team, enhancing the quality of patient care (Mohammed et al., 2021).
The study by Hoffman and Cowdery (2020) is beneficial in developing this plan to enhance team collaboration and communication in the emergency department of VHC. It is important as it provides specific sources of evidence used to make the plan evidence-based and effective.
The interdisciplinary team, comprising hospital administrators and healthcare professionals such as physicians, nurses, emergency staff, and Information Technology (IT) specialists, will collaborate to implement an IPE program to address the lack of communication among team members in the emergency department. The hospital administrators will oversee the development and execution of the IPE program, ensuring that all healthcare staff receive comprehensive training on effective communication strategies (Mohammed et al., 2021). IT specialists and nurse informaticists will be crucial in selecting appropriate training resources and overseeing their integration into the existing training framework. Together, they will monitor the program’s effectiveness and make necessary adjustments to promote continuous improvement in communication practices within the emergency team. Empowering healthcare staff with enhanced communication skills aims to create a collaborative environment prioritizing patient safety and efficient care delivery (Buller et al., 2021).
A collaborative strategy will be executed by adhering to the PDSA cycle, which guarantees ongoing enhancement in addressing the communication lack among emergency and other care departments. The PDSA acronym represents the Plan, Execute, Analyze, Adjust cycle, which will aid establishments in iterative experimentation and enhancement of communication (Imhoff et al., 2022). The subsequent methods illustrate how the PSDA cycle will support executing the collaborative strategy of installing and actively utilizing the IPE within healthcare establishments:
In this phase, clear objectives for implementing IPE will be established, including enhancing communication, fostering teamwork, improving patient outcomes, and aligning with accreditation standards. These objectives will be specific, measurable, achievable, relevant, and time-bound (Imhoff et al., 2022). Furthermore, the key stakeholders involved in healthcare delivery and requiring IPE participation will be identified. These stakeholders can include healthcare professionals, administrative staff, and educators. Lastly, a comprehensive plan will be devised to address the requirements of IPE implementation, such as curriculum development, faculty training, resource allocation, and evaluation strategies (Becker et al., 2021).
The plan will be executed by introducing IPE sessions and enhancing communication and collaboration among healthcare team members. Additionally, data collection will be undertaken to assess the influence of IPE on interdisciplinary teamwork and patient consequences (Imhoff et al., 2022).
During this phase, the gathered data will undergo scrutiny to pinpoint potential areas for enhancement. Furthermore, patient and healthcare professionals’ feedback will be sought to gauge user satisfaction and overall experience. Lastly, the achievements and obstacles encountered will be assessed to facilitate adjustments for continued improvement or to maintain the current progress (Becker et al., 2021).
In the final phase, adjustments to the IPE approach and communication strategies will be made based on identified challenges. Healthcare professionals will refine their collaborative practices to improve efficiency and minimize communication gaps. This iterative process will involve implementing revised plans and continuously enhancing interdisciplinary communication through ongoing iterations within the improvement cycle (Becker et al., 2021).
The interdisciplinary strategy is meticulously designed to ensure optimal resource utilization, eliminating potential wastage. Human resources are strategically deployed to devise a plan for integrating and operationalizing IPE sessions. A comprehensive communication strategy is formulated to keep the staff informed about the IPE initiatives, enabling proactive addressing of concerns by IPE experts (Shrader et al., 2022). Furthermore, tailored training programs are implemented to enhance staff competency in participating effectively in IPE sessions. Human resources are empowered to leverage IPE effectively to improve communication and collaboration and mitigate the lack of interdisciplinary communication. In a case study conducted across two intensive care units in a community hospital, the healthcare workforce successfully reduced communication gaps by embracing IPE initiatives (Lackie & Murphy, 2020).
Financial resources play a pivotal role in facilitating the integration of IPE initiatives, covering various aspects such as vendor selection, software installation, and procurement of hardware devices like computers and tablets. Additionally, funds are allocated for training and educational programs to enhance interdisciplinary communication skills among healthcare professionals. Efficient management of financial resources entails meticulous budget planning, considering system budgets and associated costs. Resource allocation is prioritized based on identified needs and critical areas requiring attention(Lackie & Murphy, 2020).
A budget of $100,000 will be allocated to implement the IPE plan. This budget will cover expenses for vendor selection, software installation, hardware procurement, training programs, and pilot program evaluation. The effectiveness of these initiatives is measured through metrics such as timely care cost and savings associated with communication gaps and overall improvement in care delivery. Finally, implementing IPE initiatives will commence with a pilot program, allowing for careful evaluation before extending to other departments. This phased approach ensures ongoing enhancements and the sustainability of these collaborative changes (Zorek et al., 2022). A study in the United States revealed that 85% of respondents reported the availability of IPE courses at their institutions. Additionally, research assessing the effects of IPE on healthcare and nursing scholars demonstrated increased levels of communication competency and cooperation following participation in such courses (Buller et al., 2021).
The successful implementation of an IPE plan is anticipated to yield the following outcomes:
The success of the IPE plan in addressing the lack of communication among healthcare workers in the emergency department can be measured using various criteria. One key indicator is patient satisfaction, which serves as an indirect measure of the plan’s effectiveness. The IPE plan aims to improve patient outcomes and ensure timely care by reducing communication gaps and enhancing collaboration among healthcare professionals (Hood et al., 2022). Consequently, patients are more likely to experience better health outcomes and quicker recovery, leading to higher satisfaction with their care. Obtaining patient feedback regarding their satisfaction with the communication and coordination of their healthcare can provide valuable insights into the success of the IPE plan. Similarly, staff satisfaction with communication can be assessed by conducting surveys to gather feedback on their communication experiences in the VHC. An increase in staff satisfaction would suggest an improvement in workplace communication. (Hood et al., 2022).
In conclusion, addressing the lack of interdisciplinary communication among emergency department healthcare workers is crucial for enhancing patient safety and organizational efficiency. By implementing IPE, healthcare facilities can mitigate communication barriers and ensure seamless interactions among team members. Prioritizing interdisciplinary collaboration creates a culture of continuous improvement and patient-centered care.
Alder, S. (2023, December 23). Effects of poor communication in healthcare. The HIPAA Journal. https://www.hipaajournal.com/effects-of-poor-communication-in-healthcare/
Becker, A., Frosch, O., Argraves, M., Carroll, B., Kamsheh, A., Krass, P., Mehta, S., Salazar, E., Taylor, A., & Hart, J. (2021). A resident-driven initiative to increase bedside teaching on interdisciplinary rounds. Pediatric Quality & Safety, 6(3), e408. https://doi.org/10.1097/pq9.0000000000000408
Buller, H., Ferrell, B. R., Paice, J. A., Glajchen, M., & Haythorn, T. (2021). Advancing interprofessional education in communication. Palliative and Supportive Care, 19(6), 1–6. https://doi.org/10.1017/s1478951521000663
Costa, C. L., González, S. T., Morcillo, A. J. R., Martínez, M. R., Agea, J. L. D., & Román, C. J. D. (2020). Communication skills and professional practice: Does it increase self-efficacy in nurses? Frontiers in Psychology, 11(1). https://doi.org/10.3389/fpsyg.2020.01169
Hoffman, J. L., & Cowdery, J. E. (2020). Interprofessional education and collaboration in public health: A multidisciplinary health professions IPE project. Journal of Public Health, 30, 1095–1099. https://doi.org/10.1007/s10389-020-01381-1
Hood, K., Cross, W. M., & Cant, R. (2022). Evaluation of interprofessional student teams in the emergency department: Opportunities and challenges. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03954-y
Imhoff, B., Marshall, K., Nazir, N., Pal, A., & Parkhurst, M. (2022). Reducing time to admission in emergency department patients: A cross-functional quality improvement project. BMJ Open Quality, 11(3), e001987. https://doi.org/10.1136/bmjoq-2022-001987
Karam, M., Chouinard, M.-C., Poitras, M.-E., Couturier, Y., Vedel, I., Grgurevic, N., & Hudon, C. (2021). Nursing care coordination for patients with complex needs in primary healthcare: A scoping review. International Journal of Integrated Care, 21(1), 1–21. https://doi.org/10.5334/ijic.5518
Lackie, K., & Murphy, G. T. (2020). The impact of interprofessional collaboration on productivity: Important considerations in health human resources planning. Journal of Interprofessional Education & Practice, 21, 100375. https://doi.org/10.1016/j.xjep.2020.100375
Liebon, M. E., Roos, S., & Hellström, I. (2021). Patients’ expectations and experiences of being involved in their own care in the emergency department: A qualitative interview study. Journal of Clinical Nursing, 30(13-14), 1942–1952. https://doi.org/10.1111/jocn.15746
Mohammed, C. A., Anand, R., & Ummer, V. S. (2021). Interprofessional education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Medical Journal Armed Forces India, 77(1), S16–S21. https://doi.org/10.1016/j.mjafi.2021.01.012
Sbaffi, L., Walton, J., Blenkinsopp, J., & Walton, G. (2020). Information overload in emergency medicine physicians: A multisite case study exploring the causes, impact, and solutions in four North England national health service trusts. Journal of Medical Internet Research, 22(7), e19126. https://doi.org/10.2196/19126
Shrader, S., Ohtake, P. J., Bennie, S., Blue, A. V., Breitbach, A. P., Farrell, T. W., Hass, R. W., Greer, A., Hageman, H., Johnston, K., Mauldin, M., Nickol, D. R., Pfeifle, A., Stumbo, T., Umland, E., & Brandt, B. F. (2022). Organizational structure and resources of IPE programs in the United States: A national survey. Journal of Interprofessional Education & Practice, 26, 100484. https://doi.org/10.1016/j.xjep.2021.100484
Zorek, J. A., Ragucci, K., Eickhoff, J., Najjar, G., Ballard, J., Blue, A. V., Bronstein, L., Dow, A., Gunaldo, T. P., Hageman, H., Karpa, K., Michalec, B., Nickol, D., Odiaga, J., Ohtake, P., Pfeifle, A., Southerland, J. H., Vlasses, F., Young, V., & Zomorodi, M. (2022). Development and validation of the IPEC institutional assessment instrument. Journal of Interprofessional Education & Practice, 29, 100553. https://doi.org/10.1016/j.xjep.2022.100553
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