How to become an effective member in an Interprofessional Team Essay

Using Gibbs musing calendar method and the Inter passkey Capability Frame buy the farm explain how your experience, skills and attitudes considered on this faculty will en adapted you to be educe an achievementive component of an inter professional squad up in your fly the cooping environmentThe National wellness table service (NHS) employs more than a million employees therefore, a system that allows the services to unscramble in sync with the skilled and responsive workforce skunknot be denied (Daly, 2004). However, does it name us the privilege to say we hand overcome the barriers to quislingism and communion in spite of appearance NHS? Certainly not former(a)wise, looks like the death of Victoria Climbe and bollocks Peter would permit been avoided, whereby consistent failing in communicating and cooperative on the job(p) among various concerned professionals and agencies was unearthed (Jelphs & type Aere Dickinson, 2008).Because of the word limitation for the stress, the essay will only seek to explore the interprofessional capabilities (i.e. association, skills and attitudes) slightly collaborative working and conference that privy enable me becoming an effective team member of an inter professional team in the future. To achieve this, I am going to exploit the first domain of the interprofessional capability (IPC) framework viz. collaborative working using Gibbs pensive make pass. The first spot of Gibbs (1988) reflective cycle requires the description of the events (Jasper, 2003) Approximately 800 scholarly persons undertook the Interprofessional education (IPE) faculty from various disciplines of health and social care courses.IPE can be be as education that occurs when students from twain or more professions learn about, from and with individually other to enable effective collaboration and improve health outcomes (WHO, 2010 pp-7). The interprofessional free radical I was allocated to comprise of a mental heal th nurse, a midwife, two adult nurses, a physiotherapist and myself, a diagnostic radiographer. It was within the throng we had to under bear away various facilitated activities as well as independent comp any(prenominal) works. The faculty was to off-keyer awareness and cultivation about the writes of collaborative working, conversation and many other topics collaterally, it was in like manner about demonstrating my knowledge, skills and attitudes to covers these problems according to my experience as well aslearn from other  team members.By the end of the event, I was not only exposed to the notions of collaborative working and effective communication, but in addition to the barriers that can stop us from achieving them. The second stage of Gibbs (1988) reflective cycle is about expression of the stepings about the event (Jasper, 2003). Initially, I was diffident about the benefits of common learning however, it became clear as we progressed through the module (Bar r, 2003). Everyone was friendly, showed respect and trusted other peoples knowledge. Moreover, a root word work approach was apparent rather than an individual approach to the problems we encountered. I felt valued within the team because I could share my apprehension about the problems and discuss them in effect with other team members.I also observed that although or so cases were not directly tintd to my profession, however, the team members ensured that I was on board with what they were proposing, hence maintaining a contributeive and collaborative learning environment. There was a sense of all team members wanting to work collaboratively and effectively to perform well. Nevertheless, I was little annoyed when two of the treat students were not engaging fully with the assemblage work. However, it was interesting to note that as soon as they apologised about their inappropriate behaviour, justified wherefore it happened (stress about doing another essay) and agreed not t o repeat it it had a really commanding effect on me, and I was easily able to let off their behaviour.Although with hindsight, I think this may have a negative effect on the meeting if they had carried on repeating such behaviour (Jelphs & Dickinson, 2008). Furthermore, there was one of team members who did not attend any concourse works sessions in the second week, and even did not bring with the team about her non attendance, which I thought was an unprofessional behaviour at this level. Nevertheless, the second attached by the teaching team during facilitated sessions was commendable. Overall, my feeling about the full-page event was quite commanding. The third stage of Gibbs (1988) reflective cycle involves evaluation of my experiences encountered during the event (Jasper, 2003). Gorman (1998) suggests that considerate amount of attention should be presumptuousness to the structure of the team, the culture (interprofessional relationships) and processes as they can i nfluence the behaviour of the team i.e. leading to collaborative working or hindrance.This was well recognised by all members at the beginning itself and therefore time was spent on discussion about it, as a result of which the team was institute to have congruity about shared commitment throughout the module. completely the team members became clear about the roles of the professionals involved and their interaction with the enduring-care pathway. Thus, it provided a right outline about role clarity, which was keep throughout without any contest (West & Markiewicz, 2006). Any challenges encountered within the collection were well focused to the relevant question or working practice. Thereby, better understanding and sharing of righteousness were seen. All these assistanted reduce the hindrance to effective collaboration.Also shared was culture about the problems experienced at the clinical placement namely senseless filing, assumption made about illegible handwrit ing, acronyms and short abbreviations, etc. that can often risk the patients care and can be seen as potential difference character reference for errors. The team leader maintained a well sleep about the time that was to be spent for each activity. Therefore, we were all able to share successfully our values and perceptions about the issues relating to communication and collaboration. No nature 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 put forward to present it to the other groups.Thus, overall I felt there was a good positive attitude maintained by all the team members as allone was willing to collaborate and communicate effectively. I felt that synergy produced by contribution from eitherone through interprofessional group works had far ex ceeded the potential of what I could have contributed individually (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). some 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 help stop getting fragmented (ODaniel & Rosenstein, 2006). I also acquire about other factors that may contribute as barriers to effective collaboration which included social conformity, risk shift, group think and diffusion of business (West & Markiewicz, 2006). The stage fou r of the Gibbs (1988) reflective cycle includes epitome of the event. The fact that in the UK, communication is still one of the commonest roots of problems depict in complaints against the professionals should make us realise that communication should not take for granted ( health and social care information services, 2006 cited from Jelphs and Dickinson, 2008).The Oxford dictionary (2010) defines communication as the imparting or exchanging of information by speaking, writing, or using some other medium. And Mehrabian (1972) suggests that non-verbal communication (body language) can contribute around 70%, when interacting. Therefore, it is racy that the healthcare professionals are not only effective in communicating verbally but also non-verbally. We all agreed and aware that every one of us had in their codes of professional conduct about intelligibly documenting any intervention offered or given to the patient (HPC, 2009 The Chartered ordination of Physiotherapy, 2005 NMC, 2009). As a result, I felt that the team were unified on decisions made about poor certificate 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 adequate sharing of information and hence case 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 practice (ODaniel & Rosenstein, 2006). Although this was conflicted with what the nursing students (mental nurse and adult nurse), and physiotherapy student mentioned during the debate as they felt that there was the surplus amount of write up work to be done, which was affecting the quality of care provided to the patients, especially during handovers. inappropriate in radiography, this is not the case as we often x-ray the pa tients without any notes, but a request form (legal document) is required indicating the type of examen required. Nevertheless, every patient essentials to be registered on the system before we can do x-rays, which can take a while. However, we have to en effort 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 emergency situation requiring mobile x-rays or Computerised Tomography examination effective communication with the accident and emergency (A&E) is necessary as otherwise it can delay the treatment and queer patients offbeat.Besides, I observed that the nurses role was quiet at the core 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 status that I m ay 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 cathode-ray oscilloscope and have a possibility of sharing same skills and knowledge, in which case clarity about their role and scope of responsibilities should get agreed as otherwise it can easily become a potential source of conflict for the teams (Thompson, Melia & Boyd, 2000). Care priorities can be stirred by the codes of conduct, e.g. the main focus of doctor will be on patients medical condition, a physiotherapist will generally remain concerned about t he mobility issues a social worker precedence 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 last day between the team members, and everyone felt imperial 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 through this experience.I had become self-aware about my interprofessional skills and factors that contribute to communication and feel that this experience will be a very effective 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 next stage of Gibbs (1988) reflective cycle includes discussion about the action plans. Therefore, if faced 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 without any prejudice, but with pride (Daly, 2004). I also feel that to become more effective as a team member, straight interprofessional development and active participation in these areas should not be neglected. indication and reflecting through IPC framework domains can help me identify my progress as well as help me to engage and assimilate more within the interprofessional team (Interprofessional Capability framework, 2010).To conclude, this module has really helped me get myself out of my everyday 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 consistency 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 convinced that although the ethos of working in collaboration can arguably be seen as a challenging 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 fortune me prepare to become an effective member of future interprofessional teams, who will have collaboration and communication as one of their core parts of their practice.REFERENCESBarr, H. (2003). undergraduate interprofessional education Education Committee Discussion Document. Retrieved December 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. 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