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NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

Student Name

Capella University

NURS-FPX 6614 Structure and Process in Care Coordination

Prof. Name

Date

Enhancing Interprofessional Collaboration for Obesity and Hypertension Management

Slide 1: Introduction

Greetings, everyone. I am Charmaine Kenneth, and I extend a warm welcome to all participants present at this meeting.

I wish to acknowledge the esteemed healthcare professionals in our audience, including nurses, physicians, hospital administrators, nutritionists, physiotherapists, and information technologists.

This presentation will delve into the importance of interprofessional collaboration in addressing the healthcare needs of overweight hypertensive patients. Our collective efforts aim to educate these patients on the advantages of embracing a healthier lifestyle.

While both lifestyle modifications and antihypertensive medications can aid patients dealing with obesity and hypertension, research suggests that patients may encounter medication side effects within the initial six months (Cosimo Marcello et al., 2018). Consequently, adherence to prescribed medications might become challenging. However, evidence indicates that lifestyle modifications, such as dietary improvements and physical activity, can effectively lower blood pressure and reduce body weight without adverse effects (Cosimo Marcello et al., 2018). Thus, healthcare providers must collaborate to devise strategies that educate patients on adopting healthier lifestyle choices, thereby assisting obese hypertensive patients in cultivating better habits.

Slide 2: Strategies for Enhancing Interprofessional Collaboration

Overview of Evidence-Based Practice Enhancement

Every day, new discoveries emerge, leading to enhanced treatments and more effective care approaches for patients. Recent studies provide improved techniques and stronger evidence to support patient care. Continuous research yields valuable insights that can aid healthcare providers in delivering optimal care (O’Cathain et al., 2019).

Organizations should initiate training programs in relevant areas to bolster evidence-based practices among healthcare professionals. Allocating sufficient time for healthcare staff to review and implement research findings proves beneficial. Experts in evidence-based approaches can serve as mentors and educators, enriching their colleagues’ knowledge (Lafuente et al., 2019). Moreover, healthcare leaders should facilitate access to resources supporting evidence-based literature and provide necessary support. This approach not only enhances evidence-based practices but also fosters interprofessional collaboration within healthcare settings (Lafuente et al., 2019).

Slide 3: Planning Stages Explanation

To promote evidence-based practices and foster interprofessional collaboration, the following steps can be taken:

  1. Formation of Interprofessional Teams: Establishing interprofessional teams comprising nurses, physicians, nutritionists, physiotherapists, hospital administrators, and IT specialists is crucial for enhancing collaboration (Frank et al., 2020).
  2. Appointment of Team Leaders: Designated leaders will employ data-supported strategies and assess the viability of new approaches. Continuous data collection allows leaders to evaluate progress and make necessary adjustments (Frank et al., 2020).
  3. Regular Team Meetings: Conducting regular team meetings, led by designated leaders, enables goal setting based on patient needs. These meetings facilitate the expression of views and preferences by healthcare workers, thereby enhancing interprofessional collaboration. Additionally, they pave the way for innovative strategies aimed at improving health outcomes, reducing costs, and minimizing errors (Frank et al., 2020).

Slide 4: Educational Services and Resources

Educational Methodologies

  • Utilizing Health Information Technology (HIT): Healthcare information technology, such as telehealth, can be leveraged by nurses and other team members to educate patients about healthier lifestyle choices and monitor adherence to new habits (Chike-Harris et al., 2021).
  • Identification of Patient’s Preferred Learning Method: Recognizing that patients have varying learning styles, it is essential to determine whether they would benefit more from telehealth or printed materials (Chike-Harris et al., 2021).
  • Tailoring Education to Patient’s Interests: Patients should understand the significance of being educated on healthy lifestyle choices. Creating a conducive environment through conversation engagement is crucial. While some patients may prefer in-depth knowledge, others may opt for concise checklists (Yen and Leasure, 2019).
  • Consideration of Patient’s Abilities and Limitations: Identifying cognitive, emotional, or motor deficits hindering the patient’s learning ability is critical. For instance, visual aids and hands-on approaches may be more effective for patients with hearing difficulties (Yen and Leasure, 2019).

Slide 6: Collaboration and Implementation

Implementation Process

Lee and Bae (2018) propose that the Chronic Care Model (CCM) facilitates improved care coordination. This model aids healthcare professionals in formulating treatment strategies following comprehensive patient assessments. With the assistance of CCM, healthcare providers and patients collaboratively establish and achieve support goals (Lee and Bae, 2018).

The care coordination team, comprising the patient, their family, primary care provider, care coordinator, nutritionists, physiotherapists, and peer psychologist, should fulfill their respective treatment responsibilities. Furthermore, they should provide intervention and follow-up monitoring. Establishing a comprehensive care team tailored to the needs of obese patients is crucial in managing hypertensive symptoms effectively (Lee and Bae, 2018). Subsequently, designing quality management processes and monitoring activities becomes imperative after patient education.

Slide 7: Collaboration Plans

Facilitating Collaboration among Team Members

To foster collaboration among team members, I propose establishing a social platform for communication among professionals from diverse disciplines. Weekly team meetings, brainstorming sessions, or clusters will provide platforms for discussing patients and devising optimal care plans (Moser et al., 2018).

Additionally, integrating collaboration into routine activities can enhance communication and information sharing. Regular staff collaboration fosters a cooperative atmosphere and enhances workforce unity, morale, and productivity. Implementing a HIPAA-compliant text messaging platform could further facilitate effective staff collaboration (Ganapathy et al., 2020).

Slide 8: Outcomes Evaluation

Assessment of Results

The OECD has delineated six criteria for assessing a strategy: relevance, comprehensibility, effectiveness, efficiency, impact, and sustainability (OECD, 2021). These criteria will enable us to evaluate process outcomes more precisely.

Slide 9: Conclusion

Effective interprofessional collaboration holds the promise of achieving goals for patients with obesity and hypertension. It facilitates the development of precise and efficient educational methods for overweight hypertensive patients, motivating them to adopt healthier habits. Through enhanced collaboration, healthcare staff exchange information, ideas, and respect each other’s roles and responsibilities.

References 

Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. Healthcare, 8(3), 323. https://doi.org/10.3390/healthcare8030323

Arenson, C., & Brandt, B. F. (2021). The importance of interprofessional practice in family medicine residency education. Family Medicine. https://doi.org/10.22454/fammed.2021.151177

CDC. (2020, January 28). Hypertension Resources for Health Professionals | cdc.gov. Centers for Disease Control and Prevention. https://www.cdc.gov/bloodpressure/educational_materials.htm

Chike-Harris, K. E., Durham, C., Logan, A., Smith, G., & DuBose-Morris, R. (2021). Integration of telehealth education into the health care provider curriculum: A review. Telemedicine and E-Health, 27(2), 137–149. https://doi.org/10.1089/tmj.2019.0261

Cosimo Marcello, B., Maria Domenica, A., Gabriele, P., Elisa, M., & Francesca, B. (2018). Lifestyle and hypertension: An evidence-based review. Journal of Hypertension and Management, 4(1). https://doi.org/10.23937/2474-3690/1510030

Frank, H. E., Becker‐Haimes, E. M., & Kendall, P. C. (2020). Therapist training in evidence‐based interventions for mental health: A systematic review of training approaches and outcomes. Clinical Psychology: Science and Practice, 27(3). https://doi.org/10.1111/cpsp.12330

Gajarawala, S., & Pelkowski, J. (2020). Telehealth benefits and barriers. The Journal for Nurse Practitioners, 17(2), 218–221. https://doi.org/10.1016/j.nurpra.2020.09.013

Ganapathy, S., de Korne, D. F., Chong, N. K., & Car, J. (2020). The role of text messaging and telehealth messaging apps. Pediatric Clinics of North America, 67(4), 613–621. https://doi.org/10.1016/j.pcl.2020.04.002

NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

Lafuente-Lafuente, C., Leitao, C., Kilani, I., Kacher, Z., Engels, C., Canoui-Poitrine, F., & Belmin, J. (2019). Knowledge and use of evidence-based medicine in daily practice by health professionals: a cross-sectional survey. BMJ Open, 9(3), e025224. https://doi.org/10.1136/bmjopen-2018-025224

Lee, J. J., & Bae, S. G. (2018). Implementation of a care coordination system for chronic diseases. Yeungnam University Journal of Medicine, 36(1), 1–7. https://doi.org/10.12701/yujm.2019.00073

Moser, K. S., Dawson, J. F., & West, M. A. (2018). Antecedents of team innovation in health care teams. Creativity and Innovation Management, 28(1), 72–81. https://doi.org/10.1111/caim.12285

O’Cathain, A., Croot, L., Duncan, E., Rousseau, N., Sworn, K., Turner, K. M., Yardley, L., & Hoddinott, P. (2019). Guidance on how to develop complex interventions to improve health and healthcare. BMJ Open, 9(8), e029954. https://doi.org/10.1136/bmjopen-2019-029954

OECD. (2021). Evaluation Criteria – OECD. Www.oecd.org. https://www.oecd.org/dac/evaluation/daccriteriaforevaluatingdevelopmentassistance.htm

Pirotte, B. D., & Benson, S. (2021, July 26). Refusal of Care. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK560886/

Schmutz, J. B., Meier, L. L., & Manser, T. (2019). How effective is teamwork? The relationship between teamwork and performance in healthcare teams: a systematic review and meta-analysis. BMJ Open, 9(9). NCBI. https://doi.org/10.1136/bmjopen-2018-028280

NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

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Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284–289. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590951