Create A 5-10 Minute Video Reflection

For This Assessment You Will Create A 5 10 Minute Video Reflection On

For this assessment, you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached. Reflection is a key part of building interprofessional competence. It helps you critically examine experiences, roles, and behaviors in team settings, and consider strategies for more effective collaboration. You are encouraged to complete the "What is Reflective Practice?" activity, which consists of five questions to enhance self-reflection relevant to interprofessional collaboration.

The reflective process should include describing a personal interprofessional collaboration experience, analyzing what contributed to success or failure, and identifying areas for improvement. Additionally, evaluate a scenario from the Vila Health activity, discussing what went wrong and how different strategies could have improved teamwork, resource management, and outcomes. Support your reflections with evidence from the literature, citing at least three scholarly sources relevant to interprofessional collaboration, leadership strategies, and resource management. Incorporate lessons learned from your own experience to support your analysis.

Paper For Above instruction

Interprofessional collaboration is essential in contemporary healthcare, influencing not only patient outcomes but also the effective management of human and financial resources. As healthcare systems grow more complex, the importance of effective teamwork across disciplines becomes increasingly evident. Nurses play a crucial role in fostering such collaboration, often acting as coordinators and communicators among diverse healthcare providers. Reflecting on interprofessional experiences enhances understanding of how team dynamics influence organizational effectiveness and patient care.

My personal experience with interprofessional collaboration occurred during a hospital-based quality improvement initiative aimed at reducing medication errors. As part of this multidisciplinary team, I collaborated with physicians, pharmacists, and administrative staff to analyze error sources and develop interventions. Successes included the implementation of standardized procedures and improved communication protocols, which led to measurable reductions in medication errors. However, challenges such as inconsistent participation and unclear role delineations occasionally hampered progress, underscoring the importance of clear roles and committed engagement in team efforts.

Through this experience, I recognized that poor collaboration can lead to inefficient resource utilization, including wasted staff time, duplicative efforts, and increased costs. Literature supports this view, with studies indicating that inadequate teamwork correlates with increased healthcare costs and adverse patient outcomes (Reeves et al., 2017). For example, a lack of coordination may result in redundant testing or delayed interventions, ultimately compromising care quality and increasing financial burden on organizations. Therefore, fostering effective communication and shared understanding within teams is essential for optimal resource management.

To enhance interdisciplinary teamwork, leadership strategies rooted in evidence-based practices are critical. Transformational leadership, emphasizing inspiration, motivation, and individualized support, has been shown to improve team cohesion and performance (Cummings et al., 2018). An author I find particularly influential in this domain is Bass (1985), who advocates for leaders to articulate a compelling vision aligned with team goals, thereby fostering commitment and collaboration. Applying such strategies can help teams navigate conflicts, set clear objectives, and maintain focus on shared outcomes.

In my reflection, a best-practice strategy identified from the literature involves adopting structured communication approaches such as SBAR (Situation-Background-Assessment-Recommendation), which standardize information exchange and reduce misunderstandings (Haig et al., 2006). Implementing SBAR enhances clarity, accountability, and responsiveness among team members, ultimately leading to better outcomes. This approach supports team members in sharing critical information efficiently and can be tailored to various clinical contexts, making it a versatile tool for improving collaboration.

Analyzing the Vila Health scenario revealed that ineffective communication and role confusion contributed to suboptimal team functioning. These issues resulted in delays, duplicated efforts, and compromised patient safety, demonstrating how poor collaboration negatively affects resource utilization and organizational efficiency. Incorporating structured communication tools and clarifying team roles are vital strategies to address these deficiencies (Manojlovich et al., 2017).

Leadership plays a significant role in fostering effective teams. A recommended strategy is practicing transformational leadership, which involves creating a shared vision, encouraging innovation, and providing support (Cummings et al., 2018). Such leadership can promote a positive team culture and motivate members to collaborate cohesively, aligning efforts toward organizational goals.

From an interprofessional collaboration perspective, strategies such as regular interdisciplinary meetings, shared goals, and collaborative decision-making enhance team synergy. Implementing team charters that define roles, responsibilities, and shared objectives can prevent misunderstandings and improve efficiency (Reeves et al., 2018). Evidence indicates that these practices foster mutual respect, trust, and accountability, leading to better patient care outcomes and resource management (Oandasan & Reeves, 2005).

Lessons from my own experience and the Vila Health scenario highlight the necessity of deliberate, evidence-based strategies to improve interprofessional collaboration. Employing structured communication tools, adopting transformational leadership approaches, and establishing clear team roles and goals are key to maximizing team effectiveness, optimizing resource use, and delivering safe, high-quality patient care.

References

• Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.
• Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P., & Kenne, C. R. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60.
• Haig, K. M., Sutton, S., & Whittington, J. (2006). SBAR: A shared mental model for improving communication between clinicians. Joint Commission Journal on Quality and Patient Safety, 32(3), 167-175.
• Manojlovich, M., Nikodem, V., & Hain, D. (2017). Strategies for improving interprofessional communication. Journal of Nursing Management, 25(7), 560-565.
• Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Black, A. (2017). Interprofessional collaboration to improve safety and quality of care. Cochrane Database of Systematic Reviews, (6).
• Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2018). Interprofessional education: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (11).
• Sullivan, M., Kiovsky, R., Mason, D., Hill, C., & Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
• Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students' reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
• Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19(sup1), 21-38.