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Name
Capella University
NURS-FPX 4030 Making Evidence-Based Decisions
Prof. Name
Date
Greetings. My name is _______, and today’s presentation focuses on interdisciplinary collaboration and its application in remote care teams. While exploring a case scenario from Vila Health, we will develop an evidence-based care plan for the patient that can be implemented in remote settings. Moreover, we will discuss how interprofessional collaboration benefits remote teams and how it can be leveraged in future care situations. Let us begin our presentation by discussing the background of the Vila Health scenario.
Our patient is a 25-year-old transgender male who is diagnosed with gender dysphoria based on his behavioral health assessment. He lives in an underserved area with minimal access to healthcare facilities. The interdisciplinary healthcare team for this patient includes a physician, a nurse, a mental health expert, and an endocrinologist. After consulting with the physician, our patient has expressed his interest in receiving hormonal and surgical interventions for his health condition. In a virtual meeting, all interprofessional team members have decided to conduct an in-depth evaluation of the patient’s conditions to segregate gender dysphoria from other health conditions that may look alike before initiating hormonal or surgical treatment.
The evidence-based care plan to improve patient safety and health outcomes in remote care settings includes comprehensive assessment, tele-education and counseling, hormonal therapy, and surgical intervention.
Further information related to the patient’s support system and potential barriers to healthcare access will help address specific patient needs. Moreover, data on the patient’s past experiences with healthcare providers and treatments for gender dysphoria could inform the approach to care and potential treatment preferences. Thus, this information aids in evidence-based decision-making.
We developed this evidence-based care plan using the Knowledge-to-Action (KTA) model. According to the ten Ham-Baloyi (2022), this model helps healthcare professionals to transfer evidence-based knowledge into practice. This leads to effective patient care. In developing the evidence-based care plan, firstly, the problem of gender dysphoria was identified by recognizing the need to address the issue in a transgender male patient. Then, credible and relevant evidence from literature studies was synthesized to determine the best practices for gender dysphoric patients.
These included comprehensive assessment, tele-education, and hormonal and surgical interventions. The third step consists of the collaboration of interdisciplinary teams to plan remote care for the patient. The next step includes assessing barriers to implementation and addressing them through virtual care delivery. Furthermore, the team will implement the care plan through virtual consultations, education sessions, and treatment initiation, coordinating with area-specific support groups and healthcare resources. Lastly, we will evaluate the outcomes of the interventions and adjust the plan as needed based on the patient’s response and feedback. Through this iterative process, the interprofessional team aims to ensure the delivery of evidence-based care, aligning with best practices and patient interests.
A multifaceted approach is essential to evaluate the benefits of interventions to patient outcomes. Using Patient-Reported Outcomes Measures (PROMs), the team can assess subjective experiences. This method includes questions about the patients experiencing the interventions and their outcomes (Churruca et al., 2021). In our case, we will evaluate the improvements in gender dysphoria symptoms, mental health status, and quality of life. Additionally, we will measure objective metrics such as physical health indicators (e.g., hormone levels, vital signs), adherence to treatment regimens, and functional outcomes (e.g., ability to engage in daily activities and work productivity), providing valuable insights into the effectiveness of an evidence-based care plan.
Although every source of information used to make an evidence-based care plan is credible and valuable, the most useful and relevant source of evidence is Radix et al. (2022). While comprehensive assessments hormonal, and surgical interventions are essential and best practices for gender dysphoria patients, tele-education plays a crucial role in remote care settings to sustain the efforts of improving patient outcomes and quality of life. The authors of this literature study emphasize the importance of digital health and technologies in overcoming barriers of geographical distance and healthcare accessibility, primarily found in our patients’ care. Thus, the study demonstrates its relevance to our case study. Moreover, Radix et al. (2022) mention that tele-education allows for disseminating evidence-based information and resources, empowering patients to make informed decisions about their care.
Furthermore, virtual counseling sessions provide a safe and supportive environment for patients to explore their gender identity, address emotional concerns related to gender dysphoria, and develop coping strategies with the guidance of trained professionals. Therefore, this resource is precious for healthcare professionals to plan remote-based collaborative care for transgender patients in delivering comprehensive healthcare services, improving access, and enhancing patient outcomes. The CRAAP test is used to determine the value and relevance of this resource. According to this tool, resources that are currently published, have relevance to the topic/subject of the study, are authorized by field-specific experts and reputable journals, support their claim with accurate resources, and the purpose is aligned with the objective of the researchers, are credible, relevant, and valuable (Esparrago-Kalidas, 2021). The article by Radix et al. (2022) fulfills all these criteria, representing it as a trustworthy resource.
Interdisciplinary remote collaboration offers several benefits, including enhanced patient care outcomes, comprehensive care planning, and holistic support. With the diverse expertise of these professionals, such as physicians, nurses, mental health experts, and endocrinologists, the teams can deliver comprehensive care to address the complex needs of patients. In telehealthcare services, this collaboration fosters shared clinical decision-making and promotes continuity of care, ensuring patients’ safety and improved outcomes (Tan et al., 2023). However, several communication and collaboration challenges may emerge during remote care coordination, including communication barriers and lack of accessibility and knowledge regarding technological use.
To mitigate these challenges, the teams must establish clear communication protocols and utilize effective communication tools to bridge gaps in communication styles and accommodate different time zones. Additionally, providing training and technical support to team members on telehealth platforms can improve proficiency and confidence in using remote collaboration tools. Regular team meetings with defined agendas and designated time slots for discussion can foster open communication and ensure alignment on goals and objectives despite geographical distances. Interdisciplinary training programs are one of the ways interprofessional collaboration can be better leveraged to manage future care situations effectively. These cross-disciplinary educational programs will foster a culture of coordination and mutual respect within the teams (Zechariah et al., 2019), resulting in successful care planning and implementation.
I want to conclude my presentation by stating that remote collaboration is an essential component of healthcare that emerged after the pandemic. In our patient’s case, limited healthcare access and geographical limitations have diminished health outcomes. Thus, an evidence-based care plan that includes comprehensive assessment, tele-education and counseling, and hormonal and surgical interventions is designed using credible and relevant sources of evidence. To effectively implement this care plan, interprofessional collaboration is imperative. Thus, it is necessary to take the required measures to mitigate the challenges of care teams and improve coordination, ultimately enhancing patient outcomes and quality of life.
Anderson, D., Wijetunge, H., Moore, P., Provenzano, D., Li, N., Hasoon, J., Viswanath, O., Kaye, A. D., & Urits, I. (2022). Gender dysphoria and its non-surgical and surgical treatments. Health Psychology Research, 10(3), 38358. https://doi.org/10.52965/001c.38358
Brecht, A., Bos, S., Ries, L., Hübner, K., Widenka, P.-M., Winter, S. M., & Calvano, C. (2024). Analyzing body dissatisfaction and gender dysphoria in the context of minority stress among transgender adolescents. Child and Adolescent Psychiatry and Mental Health, 18(1), 30. https://doi.org/10.1186/s13034-024-00718-y
Churruca, K., Pomare, C., Ellis, L. A., Long, J. C., Henderson, S. B., Murphy, L. E. D., Leahy, C. J., & Braithwaite, J. (2021). Patient‐reported outcome measures (PROMS): A review of generic and condition‐specific measures and a discussion of trends and issues. Health Expectations : An International Journal of Public Participation in Health Care and Health Policy, 24(4), 1015–1024. https://doi.org/10.1111/hex.13254
Esparrago-Kalidas, A. J. (2021). The effectiveness of CRAAP test in evaluating credibility of sources. International Journal of TESOL & Education, 1(2), 1–14. https://i-jte.org/index.php/journal/article/view/25
Hajek, A., König, H.-H., Buczak-Stec, E., Blessmann, M., & Grupp, K. (2023). Prevalence and determinants of depressive and anxiety symptoms among transgender people: Results of a survey. Healthcare, 11(5). https://doi.org/10.3390/healthcare11050705
Meyer, G., Boczek, U., & Bojunga, J. (2020). Hormonal gender reassignment treatment for gender dysphoria. Deutsches Ärzteblatt International, 117(43), 725–732. https://doi.org/10.3238/arztebl.2020.0725
Radix, A. E., Bond, K., Carneiro, P. B., & Restar, A. (2022). Transgender individuals and digital health. Current HIV/AIDS Reports, 19(6), 592–599. https://doi.org/10.1007/s11904-022-00629-7
Tan, A. J. Q., Chua, W. L., McKenna, L., Tan, L. L. C., Lim, Y. J., & Liaw, S. Y. (2023). Interprofessional collaboration in telemedicine for long‐term care: An exploratory qualitative study. Journal of Nursing Scholarship, 55(6), 1227–1237. https://doi.org/10.1111/jnu.12925
ten Ham-Baloyi, W. (2022). Assisting nurses with evidence-based practice: A case for the Knowledge-to-Action Framework. Health SA Gesondheid, 27, 2118. https://doi.org/10.4102/hsag.v27i0.2118
Zechariah, S., Ansa, B. E., Johnson, S. W., Gates, A. M., & Leo, G. D. (2019). Interprofessional education and collaboration in healthcare: An exploratory study of the perspectives of medical students in the United States. Healthcare, 7(4), 117. https://doi.org/10.3390/healthcare7040117
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