Analyze interdisciplinary approaches to maximize quality of care and patient outcomes.

HQ003: Interdisciplinary Collaboration in Nursing: Analyze interdisciplinary approaches to maximize quality of care and patient outcomes.

Written Response Submission Form

Your Name: First and last

Your E-Mail Address: Your email here

Instructions

In each of the four Written Response items, you will encounter a situation involving interdisciplinary collaboration. Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the rubric that will be used to evaluate your responses.

Item 1

For this Written Response item, consider the following scenario:

At Meridien Medical Center, hospital policy is to document the “reason” for not administering a medication that is ordered but not administered. The documented reason of “patient refusal” for venous thromboembolism (VTE) prophylaxis has been high across hospital units. In order to improve patient outcomes, the Quality and Patient Safety Committee decided to explore why so many patients refuse VTE prophylaxis. Their inquiry revealed that less experienced nurses were not very comfortable teaching patients about the risks of VTE and pulmonary embolism if they declined the shot.

Respond to the following prompt:

· Using an interdisciplinary approach, how would you plan to address the less-experienced nurses’ lack of comfort in teaching patients?

Your Response

Enter your response here.

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Interdisciplinary Collaboration in Nursing
Using an interdisciplinary approach, how would you plan to address the less-experienced nurses’ lack of comfort in teaching patients? LO1.1: Apply an interdisciplinary approach to address quality and safety problems in healthcare	An interdisciplinary approach for addressing the less-experienced nurses’ lack of comfort in teaching patients is missing.	The response applies an inappropriate or vague interdisciplinary approach for addressing the less-experienced nurses’ lack of comfort in teaching patients.	The response recommends an appropriate and clear interdisciplinary approach for addressing the less-experienced nurses’ lack of comfort in teaching patients.

Item 2

For this Written Response item, consider the following scenario:

Current practice for interdisciplinary rounds on the post-surgery cardiac unit of Meridien Medical Center is to include the surgeon, attending physician, medical student, and nurse. These team members work well together to assess cases and coordinate care. But you know that the unit has had some adverse drug events lately, particularly in the older patient population.

Respond to the following prompts:

· What additional roles/team members would you advocate adding, and how would you get buy-in from existing team members?

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Interdisciplinary Collaboration in Nursing
What additional roles/team members would you advocate adding, and how would you get buy-in from existing team members? LO1.2: Recommend effective interdisciplinary team compositions for quality and safety	A recommendation for additional roles/team members and for achieving buy-in is missing.	The response provides an inappropriate or vague recommendation for adding roles/team members and for achieving buy-in.	The response provides an appropriate and clear recommendation for adding roles/team members and for achieving buy-in.

Item 3

For this Written Response item, consider the following scenario:

A new social work graduate, Monica, just started on your unit at Meridien Medical Center, 14 South. She is young and energetic, and everyone seems to like her. The other day during interdisciplinary rounds she was on her phone repeatedly. At first you gave her the benefit of the doubt . . . maybe she was responding to patient messages. But when the attending physician asked Monica a direct question about a patient, she looked up from her phone, mumbled an excuse, and asked the doctor to repeat his question. The physician has voiced his frustrations, citing unprofessionalism and inattentiveness as concerns. Fran, also a member of the team, is an older nurse who has had a productive career at the hospital. When talking about Monica, Fran has lately been seen rolling her eyes and making sarcastic comments about “Gen Z.” You want to help both Monica and Fran be effective team members. What do you do before the problem involving Monica, Fran, and the physician gets out of hand? 

Respond to the following prompts:

· Recommend and justify a strategy for addressing the central conflict or issue in the scenario through interdisciplinary collaboration best practices.

· Explain what diversity (e.g., different generation cohorts, levels of experience, specialties, backgrounds, races, and/or genders) brings to the team and how you would leverage that in the scenario.

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Interdisciplinary Collaboration in Nursing
Recommend and justify a strategy for addressing the central conflict or issue in the scenario through interdisciplinary collaboration best practices. LO1.3: Recommend strategies for addressing interdisciplinary team conflicts or issues	A strategy for addressing the central conflict or issue in the scenario is missing.	The response recommends an inappropriate or vague strategy for addressing the central conflict or issue in the scenario. The strategy lacks justification.	The response recommends an appropriate and clear strategy for addressing the central conflict or issue in the scenario. The strategy is thoroughly justified.
Explain what diversity (e.g., different generation cohorts, levels of experience, specialties, backgrounds, races, and/or genders) brings to the team and how you would leverage that in the scenario. LO1.4: Analyze the importance of diversity in healthcare teams	Explanation of what diversity brings to the team and how it could be leveraged in the scenario is missing.	The response inaccurately or vaguely explains what diversity brings to the team and how it could be leveraged in the scenario.	The response accurately and thoroughly explains in detail what diversity brings to the team and how it could be leveraged in the scenario.

Item 4

For this Written Response item, consider the following scenario:

Nurses on the obstetrics ward at Meridien Medical Center typically conduct an independent assessment of the patient and then report that assessment during an interdisciplinary team meeting. All members of the team have agreed that these meetings are important for continuity of care and analysis of complex cases. On this particular day, Mark, a seasoned nurse on the unit, provides information about his patients during the meeting. The physician in attendance interrupts Mark and indicates that Mark should hurry up because she needs to be elsewhere helping patients. As Mark is leaving the meeting, he hears the physician say to a colleague, “I’m just going to do my own assessment anyway.” Mark ends up feeling like his work is not appreciated and that the physician is only going to the team meetings out of contractual obligation. 

Respond to the following prompt:

· How might this breakdown in interdisciplinary collaboration affect quality of care and patient outcomes? Be specific and provide examples.

· How do you support Mark and restore the spirit of interdisciplinary collaboration?

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Interdisciplinary Collaboration in Nursing
How might this breakdown in interdisciplinary collaboration affect quality of care and patient outcomes? Be specific and provide examples.  LO1.5: Analyze the relationship between interdisciplinary collaboration and quality of care and patient outcomes	Explanation of how the breakdown in interdisciplinary collaboration might affect quality of care and patient outcomes is missing.	The response inaccurately or vaguely explains how the breakdown in interdisciplinary collaboration might affect quality of care and patient outcomes. The response minimally synthesizes and integrates resources that may support the responses provided.	The response accurately and thoroughly explains in detail how the breakdown in interdisciplinary collaboration might affect quality of care and patient outcomes. The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.
How do you support Mark and restore the spirit of interdisciplinary collaboration? LO1.5: Recommend strategies for strengthening interdisciplinary collaboration	A strategy for supporting Mark and restoring the spirit of interdisciplinary collaboration is missing.	The response recommends an inappropriate or vague strategy for supporting Mark and restoring the spirit of interdisciplinary collaboration.	The response recommends an appropriate and clear strategy for supporting Mark and restoring the spirit of interdisciplinary collaboration.

References

Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:

· Johnson, J. K., & Sollecito, W. A. (2020). McLaughlin & Kaluzny’s continuous quality improvement in health care (5th ed.). Burlington, MA: Jones and Bartlett.

Mastery Rubric

In order to achieve mastery of this Competency, you must score a “2” on every rubric row and meet the additional expectation indicated in the Mastery Rubric.

Mastery Rubric	No	Yes
Exceeds Expectations: Interdisciplinary Collaboration
Learning Objective: Apply an interdisciplinary approach to maximize quality of care and patient outcomes.	Written responses do not demonstrate strong application of interdisciplinary collaboration skills and concepts and fail to provide an in-depth analysis of how an interdisciplinary approach advances quality of care and patient outcomes.	Written responses demonstrate strong application of interdisciplinary collaboration skills and concepts and provide an in-depth analysis of how an interdisciplinary approach advances quality of care and patient outcomes.

Professional Skills Building

The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication, Applied and Collaborative Learning, and Critical Thinking and Problem Solving. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that your writing will not meet these expectations yet, reach out to your faculty Subject Matter Expert (SME) so he or she can work with you to further develop these important professional skills.

It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.

Professional Skills Building	0 Not Present	1 Needs Improvement	2 Meets Expectations
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.	Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.	Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.	Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.	Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.	Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.	Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Learning Objective PS 1.3: Apply APA style to written work.	APA conventions are not applied.	APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.	APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.	Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.	Vocabulary and tone have limited relevance to the audience.	Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
PS004: Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve authentic problems.
Learning Objective PS 4.1: Recognize how compromise, mutual respect, and shared responsibility help people achieve a common goal.	Evidence of recognition is not present.	Evidence of recognition is unclear or incomplete.	Response includes evidence that demonstrates recognition of how compromise, mutual respect, and shared responsibility help people achieve a common goal.
Learning Objective PS 4.2: Apply collaboration skills to create workable solutions to complex problems.	Application is not present.	Response applies inappropriate collaboration skills or the collaboration results in inappropriate or unrealistic solutions.	Response generally applies relevant and appropriate collaboration skills to create workable solutions to complex problems.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.1: Analyze assumptions and fallacies.	Analysis of assumptions is missing.	Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.	Response generally assesses the reasonableness of assumptions in a given argument. Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.	Assumptions are missing.	Response does not adequately present and discuss key assumptions in an original argument.	Response presents and discusses key assumptions in an original argument.
Learning Objective PS 5.3: Assess multiple perspectives and alternatives.	Assessment of multiple perspectives is missing.	Response does not identify nor adequately consider multiple perspectives or alternatives.	Response identifies and considers multiple perspectives and alternatives.
Learning Objective PS 5.4: Use problem-solving skills.	Problems and solutions are not identified.	Response presents solutions, but they are ineffective in addressing the specific problem.	Response presents solutions that are practical and work in addressing the specific problem.

©2020 Walden University 1