From your observations and
experiences in your pediatric clinic rotation, provide an example of
multidisciplinary collaboration.

In my clinical setting there are
four women who have specific roles to carry out in regarding implementation of
patient care. They functions as multidisciplinary outfit. Each employer is cross
trained to carry out each other’s functions except the role of the nurse, some
staff cannot implement nursing actions which are out of there scope of
practice. The receptionist role is to check in the patient and verify
insurance, make appointments, send out appointment reminders and hand out
necessary developmental screening for the specific age groups. Which is then is
reviewed by the doctor once the patient is seen. The medical assistance role in
the multidisciplinary team is to triage the patients, verify the reason for the
visit, assess vital signs, including height and weight, room the patient and
give immunizations. The nurse role is to implement all nursing duties within
the scope of practice. Including patient re-education, nurses visit regarding
immunizations and treatments, calling patients with results or follow-up with a
patient after a doctor’s visit.

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This multidiscipline team is welled
seasoned in their roles and they work well. This team effort allows the doctor to
see patients in a timely manner and the staff often anticipates the needs of
the doctor based on the reason for visit. For example, if a patient comes in
for wheezing or difficulty breathing, the nurse has already assumed this
patient may need a nebulizer, and is ready to implement it at the doctor’s
request. Another example is if a patient will be seen for cough and sore
throat. The nurse is ready to give the doctor a rapid strept test kit. The
multidisciplinary team is the quality moving part that keep the office flowing
smoothly allowing the doctor to see, treat, and prescribe for the patient in a
timely manner, while spending quality time with the patient.

From your observations and experiences in your pediatric
clinical rotation, provide an example of how multidisciplinary and family
collaboration affect patient outcomes.

In my observation the
multidisciplinary team rapport with the patient and the patient family seems to
resonate. Children often know when staffs are genuine, and each team member has
a genuine love for children. All staff knows each patient by name, and often
knows their entire families. This make the parent and the patients feel like
family.  Patients and parents alike seem
happier after seeing the doctor and the staff. “An atmosphere of warmth and
caring is necessary, and the client must believe that he or she is accepted
unconditionally” (Jarvis, 2016).  It
appears as if their spirits are lifted and the healing begins from the moment
they walk in the door for the patient and family members alike. They are comforted,
knowing that the children are in such caring hands.

Discuss how you have been able to promote communication and
collaboration among health care professionals, patients and family/caregivers.

I have been able to promote
communication and collaboration among the health care professional by asking
questions, being available to them when they need something, listening closely
to what is being said in learning opportunities and request feedback from all
the health care staff. I have been able to assist with children and the family
while working with the doctor  when
performing test, i.e. strep test, etc,  smaller patient are not to receptive to having
some assessment done. I am able to comfort them by asking them to hold my hand
which usually relaxes them to some degree among other age appropriate niceties.
In addition, I speak to the patients and family in a friendly, respectful and
professional manner.

In your clinical practicum, what are some barriers that you
have observed to collaboration among health care professionals?

Initially, going into this clinical
setting I was not sure what to expect. I believe I created a barrier by being
somewhat standoffish, not really wanting to ask questions for fear of being
judged, yet, I wanted to be viewed as competent and willing to learn.  According to (Jarvis, 2016), “Communication
is based on behavior, conscious and unconscious, and all behavior has meaning”
I was not trained on any of the system documentation and made a mistake
entering the information, which I believed caused a barrier in the normal
routine of expected task and expectations. Conflict occurs most
often because of differences in socialization, goal incompatibility, task
uncertainty, differences in performance expectations, and resource limitations
(Fargason, et al., 1994). I
believe sometimes preceptors forget that this is a learning situation, yet the
expectation is still there that you implement correctly and make no mistakes. I
agree with this wholeheartedly, as an incorrect entry could be the difference
from a child going home with parents, or to the hospital as explained by my
preceptor. What I have observed and believe has broken some of the initial
barriers with the health care team is my openness to criticism, my willingness
to listen and ask follow-up questions if not completely clear on the subject
matter, my willingness to learn by being actively engages in every learning
moment, owning my mistakes, be of assistance and communicate more effectively.
(Jarvis 2016), states Communication is one of the most basic skills that can be
learned and refined when you are a beginning practitioner. “Conflict
occurs most often because of differences in socialization, goal
incompatibility, task uncertainty, differences in performance expectations, and
resource limitations (Fargason, et al., 1994).

“Effective
conflict management involves problem characterization, acknowledgment of
relevant goals and interests, and negotiation when interests are in conflict
(Schneider & Galloway, 1994, p. 863)”.  It is my goal to continue building a rapport
with the nursing team in a collaborative manner, to gain the competence knowledge
and skill to be successful working in the pediatric population.

 

 

 

References

Jarvis,
C. (2016). Physical Examination & Health Assessment (7th ed.). St. Louis, MO: Elsevier.

Nicholson, D. Artz, S. Armitage, A., & Fagan, J.
(2000). Working Relationships and    Outcomes
in Multidisciplinary Collaboration Practice Settings. Child & Youth Forum,
29(1), 39-73.

Cornock, M. (2017). Advancing Professional Health Care
Practice and Issue of Accountability. EWMA, Journal 18(2), 15-19

https://iims.uthscsa.edu/sites/iims/files/Relationships-4.pdf