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NURS FPX 4010 Assessment 3: Interdisciplinary Plan Proposal

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nurs fpx 4010 assessment 3 interdisciplinary plan proposal

NURS FPX 4010 Assessment 3: Interdisciplinary Plan Proposal

Student Name

Capella University

NURS-FPX 4010 Leading in Intrprof Practice

Prof. Name:

Date

Interdisciplinary Plan Proposal

The plan’s implementation is intended to improve the collaboration among the interdisciplinary team so that the standard of care provided by the hospital can be improved. To improve teamwork among experts, the major strategy relies on Lewin’s three-stage theory of change and leadership effectiveness (Miller et al., 2021). As a result, a multidisciplinary approach for interdisciplinary collaboration will improve the quality of care provided, lessen the burden on workers, and boost the satisfaction of both providers and those receiving care. As the population ages and the healthcare system expands, the need for and significance of nurses will only grow. Certain methods are needed to recruit more nurses and educate them effectively. Certain methods are integrated into the module to satisfy the requirement. This need is seldom reached for several reasons, including problems in precisely and adequately providing people with their rights under adverse conditions, a pay scale beyond their job level, and the task is very demanding and seemingly always unsuccessful (Leipzig et al., 2020). For this, Lewin’s Theory will be discussed further in this study.

Objective and Predictions for an Evidence-based Interdisciplinary Plan

The primary objective of this strategy is to promote cooperative work among professionals whose advice is essential in providing services to the patients by altering the current structure of their workplace. These adjustments to the hospital will enhance care for the patients, shorten their stays, and ease the burden on the nurses. Specialists will need to put in more time at the beginning of the plan’s execution as they take on new responsibilities, including studying problems, proposing solutions, and scheduling extra meetings. However, after it is fully implemented, the burden will drop because of the accurate timetable and the elimination of delays (Krumholz et al., 2019). It will improve the interdisciplinary collaboration among the healthcare team which is beneficial for the patients.

NURS FPX 4010 Assessment 3: Interdisciplinary Plan Proposal

Initial plan execution will also be accompanied by a decline in employee satisfaction with the system improvements owing to the increasing effort. People working through the transition will appreciate the new communication system for its ease of use. These findings corroborate the findings of Hermann et al. (2020) that a more clearly defined division of labor and, thus, less time spent with patients led to greater satisfaction among staff members. Because they take effort and time, professionals may first dismiss the value of collaborating with one another and holding regular meetings. Therefore, identifying the weaknesses of the present communication system and fixing them, as well as getting staff to work together, will be the most difficult part of putting the plan into action (Hermann et al., 2020).

Change Theory and a Leadership Strategy in Collaborating and Implementing the

Project Plan

Transformational leadership methods and the theory of change developed by Lewin are the best tools for carrying out the strategy (Orchard et al., 2018). As a first step in unfreezing, leaders should provide evidence of how inefficient the status quo is and motivate staff to look for problems. In this situation, it’s important for the manager to put together a group of workers and focus on their specific concerns. During conversations, Ms. Henna expressed frustration that her patients’ treatment had to be postponed because other doctors had taken too long to examine them. At the same time, medical professionals like endocrinologists and orthopedic surgeons might complain about being distracted from their duties (Headrick et al., 2018).

The second step for a leader to do to encourage teamwork is to let professionals (such as nurses and physicians) highlight their expertise and learn from the experiences of others at team meetings. To provide better care for patients, it is necessary to pool resources and expertise to create new routines, roles, guidelines, and channels of communication. Educating, coaching, communicating, and presenting the concept and adjustments were all part of this phase in the paper by Batterman et al. (2019). In the last phase of refreezing, the transformational leader might display transactional leadership skills by employing punishment and incentives to preserve the new order established by the team. The plan’s aim, better care for the aged, will be realized via the establishment and reinforcement of a new collaborative value system and work structure (Batterman et al., 2019).

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The Collaboration needed by an Interdisciplinary Team

The most important roles in carrying out the plan fall upon the leaders, who may be senior management with direct supervision over nurses and physicians. In the initial phase, they are responsible for assembling the interdisciplinary team comprised of a geriatric nurse, cardiologist, endocrinologist, orthopedic surgeon, and therapist. The manager’s role also includes boosting morale and aiding in the allocation of tasks (Perdomo et al., 2019). The leader must also gather data on the existing performance of professionals in servicing older persons and suggest prospective changes. After then, it’s the responsibility of professionals to investigate relevant data in their sector and provide ideas for bettering the service. Ms. Henna should also examine the availability of specialists for their patients and provide recommendations for the most convenient appointment times (Freudenberg et al., 2019).

At this point, the leader’s main responsibility is to make sure everyone is working together and sharing information freely. The management should also create a fresh timetable for visiting senior patients, taking their preferences and the advice of their experts into consideration. Healthcare workers are expected to provide relevant expertise to team efforts and conform to the new directive. This last phase requires the manager to keep vigil over the group’s adherence to the plan and the guidelines for how they’re to communicate with one another (Easton et al., 2019).

NURS FPX 4010 Assessment 3: Interdisciplinary Plan Proposal

Organizational Resources

Due to experts having already completed the essential work, although inefficiently, there are few available organizational resources for putting the plan into action. Setting fixed hours for such inspections, for example, every day from 11 am to 12 am, would not increase the working hours of specialists since they must evaluate older persons who are not their patients. The hospital already has everything needed to host meetings, including conference space, a projector, and a computer to display data for the team. Time spent in meetings is the only real expense. Typically, healthcare workers earn $40,000 annually, according to “Occupational employment data,” 2019. As a result, an extra $500 per week is needed to pay for the manager and five experts. As a result, the plan’s execution calls for little outlay of resources but considerable administrative work (Baldwin, 2020).

Conclusion

When compared to other occupations, nursing stands out as one of the most honorable and consequential choices one may make for oneself and one’s community. Despite this, many in the nursing profession are surprised by the unwillingness of certain nurses to take on leadership roles. It is vital to note that nurses make these social and economic decisions owing to a lack of support and a general inability to inspire their colleagues. A strategy is provided to overcome these behaviors and increase the margin in the field. It is a detailed strategy that considers every facet of this debate and makes suggestions for how it may be resolved in the future (Sá, 2018).

References:

Baldwin, D. W. C. (2020). Some historical notes on interdisciplinary and interprofessional education and practice in health care in the USA. Journal of Interprofessional Care, 10(2), 173–187.
https://doi.org/10.3109/13561829609034100

Batterman, S., Eisenberg, J., Hardin, R., Kruk, M. E., Lemos, M. C., Michalak, A. M., Mukherjee, B., Renne, E., Stein, H., Watkins, C., & Wilson, M. L. (2019). Sustainable Control of Water-Related Infectious Diseases: A Review and Proposal for Interdisciplinary Health-Based Systems Research. Environmental Health Perspectives, 117(7), 1023–1032.
https://doi.org/10.1289/ehp.0800423

Easton, J. D., Saver, J. L., Albers, G. W., Alberts, M. J., Chaturvedi, S., Feldmann, E., Hatsukami, T. S., Higashida, R. T., Johnston, S. C., Kidwell, C. S., Lutsep, H. L., Miller, E., & Sacco, R. L. (2019). Definition and Evaluation of Transient Ischemic Attack. Stroke, 40(6), 2276–2293.
https://doi.org/10.1161/strokeaha.108.192218

Freudenberg, N., Klitzman, S., & Saegert, S. (2019). Urban Health and Society: Interdisciplinary Approaches to Research and Practice. In Google Books. John Wiley & Sons. https://books.google.com.pk/books?hl=en&lr=&id=1ov6QpamXT8C&oi=fnd&pg=PR11&dq=Interdisciplinary+Plan+Proposal+in+healthcare+in+america&ots=hoSbxUs1ms&sig=ckOjMhN2yJ-IK8h1bLts67f3q3I&redir_esc=y#v=onepage&q&f=false

Headrick, L. A., Knapp, M., Neuhauser, D., Gelmon, S., Norman, L., Quinn, D., & Baker, R. (2018). Working from Upstream to Improve Health Care: The IHI Interdisciplinary Professional Education Collaborative. The Joint Commission Journal on Quality Improvement, 22(3), 149–164.
https://doi.org/10.1016/s1070-3241(16)30217-6

Hermann, C. P., Head, B. A., Black, K., & Singleton, K. (2020). Preparing Nursing Students for Interprofessional Practice: The Interdisciplinary Curriculum for Oncology Palliative Care Education. Journal of Professional Nursing, 32(1), 62–71. https://doi.org/10.1016/j.profnurs.2015.06.001

Krumholz, H. M., Brindis, R. G., Brush, J. E., Cohen, D. J., Epstein, A. J., Furie, K., Howard, G., Peterson, E. D., Rathore, S. S., Smith, S. C., Spertus, J. A., Wang, Y., & Normand, S.-L. T. (2019). Standards for Statistical Models Used for Public Reporting of Health Outcomes. Circulation, 113(3), 456–462. https://doi.org/10.1161/circulationaha.105.170769

Leipzig, R. M., Hyer, K., Ek, K., Wallenstein, S., Vezina, M. L., Fairchild, S., Cassel, C. K., & Howe, J. L. (2020). Attitudes Toward Working on Interdisciplinary Healthcare Teams: A Comparison by Discipline. Journal of the American Geriatrics Society, 50(6), 1141–1148.
https://doi.org/10.1046/j.1532-5415.2002.50274.x

Miller, E. L., Murray, L., Richards, L., Zorowitz, R. D., Bakas, T., Clark, P., & Billinger, S. A. (2021). Comprehensive Overview of Nursing and Interdisciplinary Rehabilitation Care of the Stroke Patient. Stroke, 41(10), 2402–2448. https://doi.org/10.1161/str.0b013e3181e7512b

Orchard, C. A., Curran, V., & Kabene, S. (2018). Creating a Culture for Interdisciplinary Collaborative Professional Practice. Medical Education Online, 10(1), 4387. https://doi.org/10.3402/meo.v10i.4387

Perdomo, J., Tolliver, D., Hsu, H., He, Y., Nash, K., Donatelli, S., Mateo, C., Akagbosu, C., Alizadeh, F., Power-Hays, A., Rainer, T., Zheng, D., Kistin, C., Vinci, R., & Michelson, C. (2019). Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees. MedEdPORTAL, 15.
https://doi.org/10.15766/mep_2374-8265.10858

Sá, C. M. (2018). “Interdisciplinary strategies” in U.S. research universities. Higher Education, 55(5), 537–552.
https://doi.org/10.1007/s10734-007-9073-5

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