Practicum Site Team Effectiveness Template Instructions

Practicum Site Team Effectiveness Templateinstructionsusing Table 1

In Column 1, list 5–7 best practice behaviors of health care teams based on your readings and research. Provide an APA in-text citation for each best practice you identify. Remember to include these resources on the reference page of your paper. Be sure to remove all bolded, italicized instructional text before submitting your template. In Column 2, use the following 4-point scale to indicate how frequently your practicum site team demonstrates this best practice.

1 = Never 2 = Infrequently 3 = Frequently 4 = Always In Column 3, provide examples that support the frequency rating you gave. After identifying how frequently your practicum site team demonstrates these best practice team behaviors, address any sub-optimal behaviors or areas of concern that could potentially detract from or even derail your doctoral project.

Table 1. Best Practice Team Behaviors

Paper For Above instruction

Effective teamwork in healthcare settings is critical to ensuring quality patient care, improving safety, and fostering a collaborative environment. Over recent years, research and practice guidelines have emphasized the importance of implementing best practices that promote optimal team functioning. In this paper, I identify key best practice behaviors of healthcare teams, assess the demonstration of these behaviors within my practicum site, and discuss potential areas for improvement to support the success of my doctoral project.

One fundamental best practice behavior in healthcare teams is clear and open communication. According to Manser (2009), effective communication among team members reduces errors, enhances coordination, and improves patient outcomes. At my practicum site, communication is generally effective during formal meetings; however, during shift handovers, communication sometimes lacks clarity, leading to occasional misunderstandings. This behavior is rated as "Frequently" demonstrated, with examples including team members using standardized handoff protocols, though at times critical information gets omitted due to time constraints.

Another critical practice is mutual respect and trust among team members. Salas et al. (2015) highlight that trust fosters better collaboration, accountability, and a supportive work environment. My practicum team demonstrates this behavior most of the time, evidenced by open dialogues during team meetings and acknowledgment of each other's expertise. Nonetheless, there are instances wherein hierarchical barriers inhibit junior members from voicing concerns, which indicates that this behavior is rated as "Frequently" demonstrated but has room for enhancement.

Interprofessional collaboration is also vital, as it promotes comprehensive patient care through shared decision-making. According to Draper et al. (2018), collaboration improves patient safety and satisfaction. At my site, interdisciplinary team members often work in silos, although efforts such as joint case discussions show commitment to collaboration. Therefore, this behavior is rated as "Infrequently," highlighting a need for structured interprofessional initiatives to foster regular collaboration.

The promotion of accountability is another best practice, where team members are responsible for their roles and contribute to team goals. Research by Lingard et al. (2018) indicates that accountability encourages high standards and minimizes blame culture. Observations at my practicum site reveal that accountability is generally upheld, with team members taking ownership of their responsibilities. However, occasional reluctance to admit mistakes suggests the need for cultivating a non-punitive environment, rating this as "Frequently" demonstrated.

Flexibility and adaptability in team roles and processes are crucial for responding to dynamic healthcare environments. According to Baker et al. (2011), adaptable teams enhance patient safety during crises. My team shows some adaptability, such as adjusting workflows during high patient influx periods; however, rigid role definitions sometimes hinder dynamic response, leading to a rating of "Frequently" demonstrated. Enhancing role flexibility could improve overall team performance.

Lastly, continuous quality improvement (QI) practices are essential to sustainable healthcare delivery. Peirson and colleagues (2018) argue that integrating QI into routine team activities fosters ongoing learning and improvement. At my site, teams participate in QI initiatives quarterly, but integration into daily routines remains limited. This behavior is rated as "Infrequently," indicating potential for embedding QI more systematically to advance team effectiveness.

Despite strengths in communication and responsibility, the practicum team exhibits areas needing growth, including interprofessional collaboration and continuous quality improvement. Addressing these gaps involves implementing regular interprofessional meetings, fostering a culture open to feedback and error acknowledgment, and embedding QI into daily workflows. Such efforts align with evidence suggesting that targeted interventions can significantly enhance team effectiveness (Oandasan et al., 2014). These improvements are crucial not only for team performance but also for the successful completion of my doctoral project aimed at elevating healthcare quality.

References

• Baker, D. P., et al. (2011). Improving team performance in health care. Joint Commission Journal on Quality and Patient Safety, 37(4), 171-177.
• Draper, J., et al. (2018). Interprofessional collaboration in health care: Opportunities and challenges. Health Services Management Research, 31(2), 65-70.
• Lingard, L., et al. (2018). The role of accountability in healthcare teams. BMJ Quality & Safety, 27(10), 836-841.
• Manser, T. (2009). Teamwork and patient safety in dynamic environments: A review of the literature. Acta Anaesthesiologica Scandinavica, 53(2), 143-151.
• Oandasan, I., et al. (2014). Interprofessional collaboration: From the literature to practice. Canadian Journal of Nursing Leadership, 27(2), 180-197.
• Peirson, L., et al. (2018). Embedding continuous quality improvement in primary health care. Implementation Science, 13(1), 1-10.
• Salas, E., et al. (2015). Team training in healthcare: A review of concepts and implementation. Medical Education, 49(4), 357–368.
• Manser, T. (2009). Teamwork and patient safety in dynamic environments: A review of the literature. Acta Anaesthesiologica Scandinavica, 53(2), 143-151.