Supporting the Interdisciplinary Team
After reading through your chosen scenario: Post an explanation of how you would support the interdisciplinary team. Specifically, recommend and justify a strategy for addressing the central conflict or issue. Explain how a strengthened interdisciplinary approach relates to the quality of care and patient outcomes in the scenario. Then explain what diversity (e.g., different generation cohorts, levels of experience, specialties, backgrounds, races, and genders) brings to the team and how you would leverage that in the scenario. Be specific and provide examples.
Interdisciplinary team members work together to ensure the quality and safety of patient care. This discussion explains how one would support the interdisciplinary team, how the quality of patient care and health outcomes in the selected scenario relates to strengthening the interdisciplinary approach, and the impact of diversity on team members.
The selected scenario is B, about Monica, a new social work graduate working at Meridien Medical Center. She is spotted on the phone repeatedly during interdisciplinary rounds. The central issue presented in this scenario involves the perception of other healthcare providers towards Monica. Other team members, including the physician, the nurse, and Fran, feel that Monica is not doing what is expected and portraying unprofessionalism. This issue can be addressed through interdisciplinary collaboration best practices, particularly communication. Hence, another interdisciplinary team member should speak to Monica about her behavior and its impact on the functioning of the entire team and the quality of patient care, and overall health outcomes. According to Mao and Woolley (2016), all interdisciplinary team members should perform their roles well to enhance the functioning and contribute to the entire team’s success. A well-coordinated interdisciplinary team then improves the quality of patient care and health outcomes (Johnson & Sollecito, 2020). Various aspects of diversity affect interdisciplinary teams adversely. In this case, the function of the multidisciplinary team is compromised by differences in team members’ experience levels. Experienced practitioners, including the physician, the nurse, and Fran, are committed to providing quality care to their patients. On the contrary, the new social work graduate seems to be less committed to patient care, evidenced by her tendency to spend most of her time on the phone even when attending to patients. Diversity in the scenario can be addressed by meeting with all the team members and resolving their differences to enhance team functioning and productivity (Bridges et al., 2016).
Bridges, D., Davidson, R. A., Soule Odegard, P., Maki, I. V., & Tomkowiak, J. (2016). Interprofessional collaboration: three best practice models of interprofessional education. Medical education online, 16(1), 6035.
Johnson, J. K., & Sollecito, W. A. (2020). McLaughlin & Kaluzny’s continuous quality improvement in health care (5th ed.). Burlington, MA: Jones and Bartlett.
Mao, A. T., & Woolley, A. W. (2016). Teamwork in health care: maximizing collective intelligence via inclusive collaboration and open communication. AMA journal of ethics, 18(9), 933-940.