Interprofessional Communication Prioritization Of Care

Interprofessional Communication Prioritization Of Caredescription Th

Interprofessional Communication: Prioritization of Care Description: The Prioritization of Care digital activity provides a safe and convenient environment for students to practice clinical judgement and decision-making skills related to identifying and prioritizing patient care and needs. Course Competencies: 1) Apply the concepts of critical thinking to patient assessment. 4) Discuss ways to improve knowledge seeking behaviors in the workplace. 5) Link complete and comprehensive quality nursing assessment to expected patient outcomes. QSEN Competency: 1) Patient-Centered Care BSN Essential I APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references. Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Reflection Reflects on feelings experienced as the charge nurse related to prioritization of care digital activity. Describes feelings experienced as the charge nurse related to prioritization of care digital activity. List feelings experienced as the charge nurse related to prioritization of care digital activity. Does not meet expectations. Application to Practice Discusses how 3 or more experiences can be applied to practice. Discusses how 2 of the experiences can be applied to practice. Discusses how 1 of the experiences can be applied to practice. Does not meet expectations.

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Introduction

Effective interprofessional communication is fundamental to delivering safe, high-quality patient care. Central to this process is the prioritization of care, which requires critical thinking, clinical judgment, and collaborative decision-making among healthcare team members. The digital activity designed to simulate prioritization scenarios offers nursing students a valuable opportunity to develop these skills in a controlled, risk-free environment. This paper reflects on the feelings experienced during the activity, discusses how the learned skills can be applied in practice, and highlights strategies for improving knowledge-seeking behaviors within healthcare teams.

Reflection on Feelings as a Charge Nurse

Participating as a charge nurse in the prioritization of care digital activity elicited a mixture of confidence and anxiety. The experience prompted feelings of responsibility, awareness, and the imperative to make swift, accurate clinical decisions. Confidence grew from my ability to utilize critical thinking skills, yet anxiety persisted due to the weight of ensuring that patient safety was not compromised. This emotional response underscores the importance of thorough assessment and effective communication in prioritizing care, especially when managing multiple patients with complex needs. The activity emphasized the need for calmness under pressure and reinforced the significance of collaborative discussions to validate clinical judgments, which aligns with the core principles of interprofessional communication (O’Daniel & Rosenstein, 2008).

Application of Skills to Practice

The digital activity provided insights into three key aspects of nursing practice that can be effectively applied in real-world settings:

  1. Critical Thinking in Patient Assessment: The exercise reinforced the importance of systematically evaluating patient data, recognizing priorities, and making evidence-based decisions. In practice, this translates to conducting comprehensive assessments, considering both physiological and psychosocial factors, and applying clinical judgment to prioritize interventions (Benner et al., 2010).
  2. Enhancing Knowledge Seeking Behaviors: The activity underscored the value of actively seeking information, consulting interdisciplinary team members, and utilizing evidence-based resources to inform care decisions. In a clinical environment, fostering a culture of continuous learning and open communication improves patient outcomes (Mannion & Davies, 2018).
  3. Linking Assessment to Outcomes: It highlighted the importance of linking nursing assessments to expected patient outcomes, ensuring that care plans are goal-oriented and measurable. This approach promotes accountability and facilitates evaluation of care efficacy (Delgado et al., 2020).

Implementing these practices enhances patient-centered care and ensures that prioritization aligns with safety and quality standards. Engaging in regular simulation exercises and reflective practice can further strengthen these skills (Cant et al., 2018).

Strategies to Improve Knowledge Seeking Behaviors

Improving knowledge seeking behaviors requires deliberate efforts to promote curiosity, open-mindedness, and resource utilization. Strategies include:

  • Interprofessional Collaboration: Encouraging team-based approaches where sharing expertise enhances learning and decision-making (Hall, 2005).
  • Utilization of Evidence-Based Resources: Regularly referencing clinical guidelines, research articles, and institutional protocols supports informed decision-making (Rycroft-Malone et al., 2016).
  • Promoting a Culture of Inquiry: Creating an environment where questions are welcomed, and continuous education is valued fosters ongoing professional development (Surgical Care Improvement Project, 2017).

These strategies foster a proactive attitude toward learning, essential for adapting to the dynamic healthcare environment.

Conclusion

The digital prioritization activity provided a meaningful platform to develop critical clinical judgment during simulated scenarios. Reflecting on the experience revealed emotional challenges and the importance of collaboration to mitigate errors. Applying these skills in practice involves a commitment to continuous learning, effective communication, and targeted assessment linking to outcomes. Enhancing knowledge-seeking behaviors through interprofessional collaboration and institutional resources is vital for improving patient safety and care quality. Embracing these principles will empower nurses to make timely, informed decisions that improve patient outcomes and foster a culture of safety within healthcare teams.

References

  1. Benner, P., Hughes, R. G., & Sutphen, M. (2010). Clinical wisdom and interventions in critical care: A thinking-in-action approach. Springer Publishing Company.
  2. Cant, R. P., Cooper, S. J., & Ulrich, B. T. (2018). Simulation in nursing education: Current perspectives. Journal of Nursing Education, 57(11), 629–639.
  3. Delgado, J., Weev, D., & Sweeney, L. (2020). Linking assessment to patient outcomes: An integrative review. Nursing Outcomes Management Journal, 27(3), 45–52.
  4. Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19(suppl 1), 188–196.
  5. Mannion, R., & Davies, H. T. (2018). Cultures for improving patient safety through learning: The importance of staff voice. BMJ Quality & Safety, 27(3), 197–202.
  6. O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and team collaboration. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (pp. 312–340). Agency for Healthcare Research and Quality.
  7. Rycroft-Malone, J., Seers, K., Titchen, A., et al. (2016). Enhancing evidence-based practice: Implementing research findings into practice. Worldviews on Evidence-Based Nursing, 13(4), 316–323.
  8. Surgical Care Improvement Project (2017). Creating a culture of inquiry. Journal of Surgical Education, 74(2), 250–255.

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