NUR 605 Week 5 Discussion 1: Collaboration and Teamwork
NUR 605 Week 5 Discussion 1: Collaboration and Teamwork
In this discussion, I will speak of an effective group at my workplace, I will describe the goals, and how it promotes effective communication in the hospital and for the community. My current position is for a small company and a small clinic and unfortunately, we do not have any such groups or teams. For the sake of this discussion I will speak of my previous position, which was for a hospital and a much larger company. The Patient and Family Advisory Council (PFAC) provides an alley for improved communication among patients, their families, and their healthcare workers. It is also a resource for administrative faculty and trustees, as PFAC reports on healthcare issues within the community with the goal to improve quality of care for the patients it caters to. The following information was taken from Patient & Family Advisory Council MA & RI: PFAC: Community. (2020), their mission and goals are to act as a “consumer advisory group” and serve as a link between the hospitals and the communities that they serve. They seek to provide a voice for patients and families about the way in which care is delivered and to discuss concerns about care, quality of care and access to care. The PFAC’s goal is also to include family participation in hospital care and decision-making and to gather information about significant issues and trends to be considered by hospital administration and staff in its policy-making, program development, staff training and education. They also help advise Southcoast Health on community-based education needs to better inform the public about how to play an active role in their healthcare. This provides valuable information to the surrounding community on how to make decisions on changes they might want to see in their hospitals.
Southcoast Health’s PFAC consists of up to 24 members, with at least half coming from the community. The PFAC is co-chaired by someone from the community, and by an employee from Southcoast Health. Others are invited to attend the meetings, and community membership is on a volunteer basis. According to Huber (2018), groups have the potential to be a driving force for change in an organization. They also have the potential to perform at higher levels than an individual would on their own. In this case, if the group decided they wanted change for something specific, they would vote on it, and attempt to enact it into the healthcare system. This would be a way to make a change of something the public and the administration did not like or did not agree with in terms of how something was done in the hospital. Nursing leadership in this case promotes effective communication and interpersonal collaboration by first collaborating within the community. A nurse collaborating with the community group members in this case would have more knowledge, as the insights of one member could stimulate the thinking to other group members, and would be easier to manage complex problems with multiple opinions from group members. The nurse leader would next need to have stronger skills working inter-professionally. A study was done by Foronda et al. (2021), to attempt to improve communication between healthcare workers using the SBAR- situation, background, assessment, recommendation method in a simulated hospital setting with fifty nursing students. By using the SBAR tool, they found more validation for the tool to add to previous research, and move toward a standardized approach to have better communication among doctors and nurses. Overall, it would be valuable for nurses and nurse leaders to be able to communicate better within the community and also within their own interdisciplinary teams, as patient care is always the top priority.
References
Foronda, C. L., Barroso, S., Yeh, V. J.-H., Gattamorta, K. A., & Bauman, E. B. (2021). A Rubric to Measure Nurse-to-Physician Communication: A Pilot Study. Clinical Simulation in Nursing, 50, 38–42.
Huber, D. L. (2018). Leadership and nursing care management (6th ed.). St. Louis, MO: Saunders/Elsevier Publishers, Inc.
Patient & Family Advisory Council MA & RI: PFAC: Community. (2020).
Value: 100 points
Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your classmates, on two separate days, by Day 7.
Grading Category: Discussions
Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the question below.
Initial Post
In 450–500 words, address the following prompts:
- Provide an example of an effective group or team at your place of work. This is not general employed staff working together
NUR 605 Week 5 Discussion 1 Collaboration and Teamwork performing expected duties, but a specifically designated group/team/committee with a set agenda and focus. Examples might be a Patient Education Committee, Policy and Procedure Committee, Falls Committee, Accreditation Workgroup, etc.
- Identify the membership, mission, and goals of the group.
- How does nursing leadership promote effective communication and interpersonal collaboration within this group?
Replies
Reply to at least two of your classmates. In your reply posts, in a well-developed paragraph (300–350 words to each peer), provide scholarly support to provide alternative communication strategies.
Please refer to the for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- Select Post to Forum.
According to the foundation’s website, the mission is “Alecia’s Angels is a non-profit organization dedicated to the support of families experiencing infant loss. We create beautiful homelike living spaces within hospitals, for families whose babies will not survive, to spend precious time with their children away from the medical environment. A place to create a lifetime of memories from brief precious moments” (Sager, 2017). Any member of our unit staff, including nurses, physicians, social workers, spiritual leaders, etc. can be a part of this incredible team.
Discussing palliative care with families is difficult. There are many emotions and logistics that go into these conversations. Ekberg et al. (2020) developed a 28-part discussion list rather than a question prompt list that providers can use when speaking to families. This new method re-conceptualized these matter-of-fact questions into conversations with the medical team and within the family itself.
This foundation first began at Yale New Haven Children’s Hospital in CT. One of our NICU nurses, Jona, suffered the loss of her baby, Alecia, over 40 years ago. She wanted to keep her baby’s memory alive and do something for families when they were faced with the tough decision of letting their baby go. A private room in our unit is dedicated to this foundation and it does not look like a hospital room. The room is set up like a baby’s home-nursery. There is a real crib, nice furniture and lighting, decorated walls, etc. This is to simulate the experience of bringing their newborn baby home without it looking like a hospital setting.
The Alecia’s Angels room is used quite often throughout the year. Babies are born too premature or too sick to go home. Two months ago, a baby was born premature and had a significant brain bleed. Long story short, this baby was not going to survive. After speaking with many people, the parents decided it was best to enter their bay boy into this program. As part of the committee, we sat down with the parents and asked them what their main wishes for their son were. Through many tears, the father said it was always his dream to have his son ride a John-Deere tractor, just like he did with his father. The mother’s one and only wish was to have a “Christmas celebration” with her son. The team made it happen! We recruited staff to transform a bassinet into a “green tractor”, and the baby got to ride around in that. For mom, we decorated the Alicia’s Angels room into the most magical Christmas room you can imagine. We brought a tree and decorated it with ornaments, made a copy of his heartbeat through an EKG and placed it in an ornament for her, we created family handprints, footprints, photoshoots in-front of the tree, and more.
This story relates to nursing and leadership because everyone is encouraged to work together for a common goal. This would not have been possible without the help of all committee members, and nurses who took time to help us decorate and create these memories for the parents. Nursing leadership encourages us all to join these committees. Everyone, regardless of occupation, worked day and night to set up this baby’s room. There was a general plan discussed by the committee members, but they delegated tasks and allowed everyone to add their own touch to it. The democratic-style leadership allowed for open communication and everyone to feel heard and included. Jona, the leader of this group, was in awe of how her small idea made such a significant impact on this family, and all of the families before them.References:Ekberg, S., Herbert, A., Johns, K., Terrant, G., Sansone, H., Yates, P., . . . Bradford, N. K. (2020). Finding a way with words: Delphi study to develop a discussion prompt list for paediatric palliative care. Palliative Medicine, 34(3), 291-299. doi:10.1177/029621/06236199281683819988Sager, J. (2017). Alicia’s Angels. Retrieved January 31, 2021, from
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- The is a great resource
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||
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