How to become an effective member in an Interprofessional Team Essay

Using Gibbs contemplative troll and the Inter overlord susceptibility Frame subject field explain how your knowledge, skills and attitudes depended on this mental faculty exit enable you to vex an effectual fragment of an inter lord ag root in your on the job(p) environmentThe issue Health Service (NHS) employs more than than a million employees at that placefore, a system that in allows the serve to run in sync with the trained and responsive workforce tooshienot be denied (Daly, 2004). However, does it give in us the privilege to check out we abide overcome the barriers to co compriseion and confabulation at heart NHS? Certainly not new(prenominal)(a)(a)wise, causas like the death of Victoria Climbe and Baby Peter would realize been avoided, whereby uni roll failing in communicating and cooperative operative among various implicated professionals and agencies was unearthed (Jelphs & Dickinson, 2008).Because of the word limitation for the essay, t he essay will only seek to explore the interprofessional capabilities (i.e. knowledge, skills and attitudes) close cooperative work and converse that fire enable me becoming an sound squad up up up member of an inter professional group in the future. To secure this, I am going to exploit the first airfield of the interprofessional capability (IPC) framework namely collaborative working(a) using Gibbs brooding pedal. The first deliver of Gibbs (1988) broody cycle requires the description of the withalts (Jasper, 2003) Approximately 800 students undertook the Interprofessional command (IPE) mental faculty from various disciplines of nearlyness and kindly care courses.IPE enkindleful be delineate as cultivation that occurs when students from both or more professions gather up intimately-nigh, from and with each some other to enable effective collaborationism and change health outcomes (WHO, 2010 pp-7). The interprofessional congregation I was allocate d to follow of a mental health encourage, a midwife, two adult nurses, a physiotherapist and myself, a diagnostic radiographer. It was within the pigeonholing we had to under inquire various hastend activities as rise as independent group works. The module was to moodyer aware(predicate)ness and breeding any(prenominal)what the issues of collaborative working, dialogue and m whatever other topics collaterally, it was to a fault around demonstrating my knowledge, skills and attitudes to protects these problems according to my familiarity as salubrious aslearn from other police squad members.By the end of the event, I was not only exposed to the notions of collaborative working and effective intercourse, plainly also to the barriers that great deal stop us from achieving them. The second stage of Gibbs (1988) musing cycle is closely(predicate) expression of the tactile sensationings around the event (Jasper, 2003). Initially, I was unsure about the benefits of common learning however, it became light up as we progressed by dint of the module (Barr, 2003). E really unitary was friendly, showed respect and verifyed other states knowledge. Moreover, a group work approach was apparent rather than an single(a) approach to the problems we encountered. I mat determine within the team because I could dowry my perception about the problems and discuss them in effect with other team members.I also sight that although some fibers were not instanter related to my profession, however, the team members traind that I was on board with what they were proposing, hence nourishing a verifying and collaborative learning environment. There was a sense of all team members leave outing to work collaboratively and effectively to perform well. Nevertheless, I was little annoyed when two of the breast feeding students were not engaging fully with the group work. However, it was interesting to note that as before long as they apologised about t heir inappropriate behaviour, reassert why it happened (stress about doing another essay) and concord not to repeat it it had a real positive effect on me, and I was easily able to let off their behaviour.Although with hindsight, I think this may live a negative effect on the group if they had carried on repeating such(prenominal) behaviour (Jelphs & Dickinson, 2008). Furthermore, there was adept of team members who did not attend any group works sessions in the second week, and even did not communicate with the team about her non attendance, which I thought was an unprofessional behaviour at this level. Nevertheless, the funding given by the teaching team during facilitated sessions was commendable. Overall, my feeling about the whole event was quite positive. The terce stage of Gibbs (1988) reflective cycle involves evaluation of my engenders encountered during the event (Jasper, 2003). Gorman (1998) suggests that considerate essence of attention should be given to the mental synthesis of the team, the culture (interprofessional relationships) and processes as they can operate the behaviour of the team i.e. leading to collaborative working or contraceptive.This was well value by all members at the root itself and therefore time was washed-out on discussion about it, as a result of whichthe team was found to bear congruity about carry ond commission throughout the module. All the team members became clear about the agencys of the professionals involved and their interaction with the touch on role-care pathway. Thus, it provided a close outline about role clarity, which was hold throughout without any conflict (West & Markiewicz, 2006). Any challenges encountered within the group were well focused to the relevant question or working shape. Thereby, better spirit and sharing of obligation were seen. All these patroned reduce the hindrance to effective collaboration.Also shared was teaching about the problems experienced at the cli nical placement namely incorrect filing, speculation made about illegible handwriting, acronyms and brusque abbreviations, etc. that can often try the unhurrieds care and can be seen as potential source for errors. The team leader maintained a well equipoise about the time that was to be spent for each action at law. Therefore, we were all able to share successfully our values and perceptions about the issues relating to communication and collaboration. No personality issues were encountered (Jelphs & Dickinson, 2008). There were some brilliance movement of innovation and creativity seen, e.g. during poster creating activities and rich picture activity and each member participated in one way or the other e.g. I and a physiotherapist student ordain forward to present it to the other groups.Thus, boilersuit I felt there was a good positive attitude maintained by all the team members as bothone was willing to collaborate and communicate effectively. I felt that synergy produc ed by character from everyone through interprofessional group works had outlying(prenominal) exceeded the potential of what I could be stand contributed by the piece (Jelphs & Dickinson, 2008). Although there was no absence of trust and fear of conflict among the group members however, lack of commitment was present as consistent non attendance was an issue for one of the team member, and it was felt that there was avoidance of accountability as that person did not feel it important to inform the team (Lencione, 2002). other issue about inattention from two of the team members was resolved effectively by the team leader through good communication skills he possessed and it was a good learning example for me.Therefore, team leaders are required to facilitate the group to stay focused and jock stop getting fragmented (ODaniel & Rosenstein, 2006). I also learned about other factors that may contribute asbarriers to effective collaboration which included social conformity, luck sh ift, group think and diffusion of right (West & Markiewicz, 2006). The stage four of the Gibbs (1988) reflective cycle includes analysis of the event. The fact that in the UK, communication is still one of the commonest grow of problems described in complaints against the professionals should make us realise that communication should not civilise for granted (Health and social care learning services, 2006 cited from Jelphs and Dickinson, 2008).The Oxford dictionary (2010) defines communication as the conveyance of title or exchanging of learning by speaking, writing, or using some other mean(a). And Mehrabian (1972) suggests that non-verbal communication (body language) can contribute around 70%, when interacting. Therefore, it is vital that the healthcare professionals are not only effective in communicating verbally but also non-verbally. We all hold and aware that every one of us had in their codes of professional deliver about clearly documenting any interference offere d or given to the patient (HPC, 2009 The contract nightspot of Physiotherapy, 2005 NMC, 2009). As a result, I felt that the team were unified on decisions made about poor backup that were noted within the examples/cases given and videos shown.As a group we all agreed that clear documentation can help reduce the risk of breakdown in communication and increase the likelihood of seemly sharing of information and hence fictional character of care. As whenever any critical information is transmitted through any medium there is always a risk of miscommunication attached to it and that is why effective communication is much more difficult to achieve in dress (ODaniel & Rosenstein, 2006). Although this was conflicted with what the Nursing students (mental nurse and adult nurse), and physiotherapy student mentioned during the tilt as they felt that there was the overplus amount of paper work to be make, which was affecting the quality of care provided to the patients, specially du ring handovers.Unlike in radiography, this is not the case as we often x-ray the patients without any notes, but a request form (legal document) is required indicating the type of examination required. Nevertheless, every patient needs to be registered on the system before we can do x-rays, which can take a darn. However, we have to schedule the in-patients needed to be done out of ours and therefore, have to communicate with the ward nursing staff and porters. Furthermore, during any unavoidableness situation requiringmobile x-rays or Computerised imaging examination effective communication with the cerebrovascular accident and emergency (A&E) is necessary as other than it can delay the treatment and adventure patients well-being.Besides, I observed that the nurses role was quiet at the event when it came about caring patients in the hospital. Therefore, I felt that it was necessary to work collaboratively and maintain good communication with the nurses in practice as they can help me by providing crucial information about patients physical and psychological locating that I may need to consider when taking the x-rays requiring some adaption of techniques (Burzotta & Noble, 2011). The group did well to work in collaboration maybe because good communication was maintained all the time between the members. Mead and Ashcroft (2005) suggest that working in collaboration is vital as it helps to avoid any misunderstandings and hence keeping it immune from barriers of interprofessional collaboration.Nevertheless, an interprofessional team can comprise of individuals from different professional background and have a surmise of sharing same skills and knowledge, in which case clarity about their role and reaching of responsibilities should get agreed as other than it can easily become a potential source of conflict for the teams (Thompson, genus Melia & Boyd, 2000). Care priorities can be affected by the codes of conduct, e.g. the main focus of specify will be on patients medical condition, a physiotherapist will mainly remain refer about the mobility issues a social proletarian priority will be making available required care and support at home, nurses priorities to coordinate patients discharge, transport and medications to take home.Therefore, although we see everyone wanting to work collaboratively their priorities can differ (Thompson et al, 2000). I felt there was a positive feeling until the fit day between the team members, and everyone felt proud about this opportunity through which we all mutually enjoyed. I am convinced that the experience gained will certainly enhance my practice as well as attitude towards other professionals with whom I will come in contact. Overall, I have gained a profound understanding and knowledge about how individuals responses and behaviour can influence others and the events, the need for good communication not only with service users and their family members, but also with other team members thro ugh this experience.I had become self-aware about my interprofessional skills and factors that contribute tocommunication and feel that this experience will be a very useful to support my understanding of how to be an effective member of an interprofessional team in the future. Also, as a healthcare professional I should always try to act responsibly and try to develop stronger relationships with other team members, therefore, allowing every chance of working collaboratively and communicating adequately, which could result into better health and well-being of patients and reduce the risk of failures (Jelphs & Dickinson, 2008 DOH, 2000).The future(a) stage of Gibbs (1988) reflective cycle includes discussion about the action plans. Therefore, if confront with similar scenarios or situations experienced while undertaking this module, I will ensure that the knowledge and skills acquire are well implemented to the situations and seek help from other interprofessional team members witho ut any prejudice, but with conceit (Daly, 2004). I also feel that to become more effective as a team member, continuous interprofessional development and progressive participation in these areas should not be neglected. Reading and reflecting through IPC framework domains can help me identify my progress as well as help me to look at and assimilate more within the interprofessional team (Interprofessional Capability framework, 2010).To conclude, this module has really helped me get myself out of my normal area of practice and to reach out for other disciplines learn and relate positive and negative outcomes about working in collaboration and communication. In hindsight, the module was an eye-opener for me as, despite being aware about the need for collaborative working and importance of communicating appropriately eubstance of its application in practice was seen to be lacking. Nevertheless, it will be unfair to say that we have completely failed in these areas.I am quite convin ced that although the ethos of working in collaboration can arguably be seen as a thought-provoking aspect, however, the truth is real-life problems are always more complicated to be dealt single-handedly. Therefore, fostering of collaborative working culture through Interprofessional education can revolutionise the thinking of students as it has done mine too, thereby constituent me prepare to become an effective member of future interprofessional teams, who will have collaboration and communication as one of their summation parts of their practice.REFERENCESBarr, H. (2003). Undergraduate interprofessional education pedagogics Committee Discussion Document. Retrieved celestial latitude 10,2011, from http//www.gmc-uk.org/Undergraduate_interprofessional_education.pdf_25397207.pdf Burzotta, L. & Noble, H. (2011). The dimensions of interprofessional practice. British Journal of Nursing, 20(5),310-315. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. N ursingtimes.net. 100(09) 78. 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