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NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

Capella 4010 Assessment 2

NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

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Capella University

NURS FPX 4010 Assessment 2

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NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

Ms. Henna participated in an interview that was held in a hospital setting. The questions were ready to go ahead to get all the needed material, and the discussions were taped. As a geriatric nurse, Ms. Henna is responsible for providing for the needs of the elderly, assisting with everyday tasks, evaluating mental state, identifying common health concerns, managing prescriptions, and educating patients and their families.

Interview Summary

Ms. Henna said that her position requires her to be knowledgeable in various medical topics so that she can effectively assess and treat her patients’ varied health concerns. This worries her as well, as she often requires the advice of professionals for her patients when their inquiries involve particular ailments. However, experts’ heavy workloads and frequently uncooperative attitudes make it difficult to schedule a consultation (Chouvarda et al., 2019).

Though there are no established guidelines or frameworks, management does expect medical professionals to react to requests from colleagues to satisfy patients’ requirements. This means it takes Ms. Henna a while to conduct her job and serve the patient since she must wait for confirmation and instruction from her coworkers (Jeon et al., 2019).

NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

Ms. Henna claims that the interprofessional cooperation was better in her former employer, which she attributes to the fact that it was a smaller hospital. New methods of diagnosis and treatment were promoted during group meetings, and specialists shared data on when they would be seeing patients. The issue discussed in this interview is the lack of collaboration among the interdisciplinary team. Ms. Henna has observed a lack of teamwork at this facility, with staff members only talking to one another about various concerns when required (Dahlke et al., 2018).

Identification of the issue

The interview highlights that the lack of structure makes it difficult for medical staff to do their tasks and collaborate, which is a significant problem at the hospital. Because of this drawback, patients often must wait for extended periods for nurses to check on them and attend to their requirements. Ms. Henna adds that she often attempts to figure out things independently if her level of skill permits it since she believes she can learn everything quicker than waiting for professionals. This strategy fails to help patients and may even be detrimental. The hospital also suffers from a lack of a collaborative culture, which would allow for faster responses to requests from colleagues and the creation of novel, more efficient methods of diagnosis and treatment. These elements must be strengthened to promote teamwork among healthcare providers and raise standards of care for the senior population (Giannitrapani et al., 2019). The primary reason for the lack of collaboration among the interdisciplinary team is the lack of responsibility and commitment toward providing the best quality of care to the patients. An evidence-based interdisciplinary approach that can improve collaboration is practical communication skills and understanding and respecting each other’s roles. This will ensure that every interdisciplinary team member plays their part in the interdisciplinary collaboration. Leadership and management also play a vital role in improving interdisciplinary collaboration.

Change Theories that Could Lead to an Interdisciplinary Solution

Lewin’s three-stage theory of change (unfreezing, moving, and refreezing) is best suited to enhancing teamwork and a multidisciplinary approach (PARK et al., 2021). The first phase is identifying issues that are hindering team communication and goal setting, which in turn will help workers find a sense of purpose in their job. The second phase entails a more subtle transition or alteration. According to PARK et al. (2021), one of the most important things to do at this stage is to include staff in developing a new system of interactions. The second stage is to set new standards using talking to and getting to know the staff, as well as instituting punishment and incentive program. PARK et al. (2021) use a more involved method, relying on several theoretical frameworks to achieve their end aim. However, this source is also applicable to the task at hand since it demonstrates how Lewin’s theory of change may be used to improve interprofessional cooperation.

NURS FPX 4010 Assessment 2: Interview and Interdisciplinary Issue Identification

Consequently, this theory and method apply to the situation at the hospital as it may alter the organizational challenges and the attitude of staff towards collaboration and enhancing patient care (Porter et al., 2021). This change theory can help to improve interdisciplinary collaboration. It is highly relevant and credible to address this concern in healthcare organizations.

Leadership Strategies

Applying a transformative leadership approach is the best way to improve multidisciplinary teamwork. Distinctive features of this leadership style include the leader’s ability to motivate followers by inspiring them, catering to their specific needs, and empowering them to make decisions on their own (Staggers et al., 2018). Employees will be encouraged to make suggestions for improvements, making this approach a good fit for Lewin’s theory of change throughout the movement phase. Staff members may, for instance, make a transparent plan for patient monitoring and set up meetings to address operational concerns. Furthermore, Staggers et al. (2018) concluded that an interprofessional team’s conversation and creativity benefit from the presence of a transformative leader. This essay confirms the efficacy of transformational leadership and is the best resource for finding a solution since it analyses the leadership problem and its effects on collaboration. This method’s usefulness is supported by findings in the literature and the fact that it fits well within the frameworks of leadership strategy and change theory (Tavernier et al., 2018).

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Collaboration Approaches for Interdisciplinary Teams

A transactional leader’s ability to encourage team members to learn from one another’s experiences and perspectives is another way in which he or she may aid improve teamwork. According to Ms. Henna, the first step is to form a team composed of experts in their respective fields since inter-professional cooperation is uncommon at their institution. Due to the complexity of health issues often experienced by the elderly, such a team should include nurses and medical professionals from various specialties. At the same time, everyone on the team must feel comfortable sharing their thoughts and ideas without worrying that they would be judged as lacking in expertise. In this situation, the leader will serve as a coordinator and motivator whose attention to the value of everyone’s contributions and the significance of maintaining a secure workplace will ensure the group’s success.

Interview and Interdisciplinary Issue Identification

Walker & Avant’s approach is efficient. This concept analysis can be carried out in eight phases: selecting a model, establishing the goal of the examination, recognizing all applications of the concept, defining qualities, selecting a model situation, selecting marginal, related, and conflicting cases, selecting backgrounds and significances, and defining experiential referents (McLaney et al., 2022).

Further, the Collaborative Practice Model of Care can be used. In this approach, healthcare professionals are arranged in a collaborative work setting where they may have the most influence. It involves a variety of healthcare professionals employing all of their highly regarded expertise, training, and abilities to offer care to patients (Rosenberg, 2018).

The patient must be put first in the care process to be genuinely effective. The three crucial actions patient care teams may take to advance patient-centered care:

1. Follow an Active Assessment Procedure

Most frequently absent or, at best, extremely problematic to catch in most Electronic Health Record (EHR) arrangements, the written replication of the patient’s development is where the clinician “steps back” and assesses whether the maintenance being delivered is effective and papers the patient’s overall growth about the probable results and objectives. The assessment process needs the following essential components to be effective: (Elsevier, n.d.)

• First, persistent and regular observation, which studies indicate is an often overlooked or ignored component of treatment. This failure frequently results in injuries caused by the patient’s primary illness that might have been avoided with timely detection and interference.

• Second, the strategy of care and the interferences are incessantly revised, rationalized, and modified based on evaluated patient requirements and their reply to the care delivered.

• Third, assessment is documented using a consistent framework that promotes communiqué and information sharing. The evaluation’s findings are a crucial component of the process of specialized exchange (change of shift report).

2. Use a Scientific Choice Provision Tool for Care Strategies.

When developing care plans, one significant error most businesses make is to break them down into a series of timed and planned chores and activities that will fill the labor lists. With this method, care organization is often limited to checking items off the to-do list. Clinical teams must see care tactics as a chance to provide their coworkers with a robust clinical decision support (CDS) tool thoroughly combined into their daily workflow at the point of maintenance (Rosenberg, 2018). An evidence-based care plan standardizes the treatment and gives the practitioner clear, pertinent information that qualifies as a CDS tool. Information promotes knowledge, and when knowledge is matched with action, patient outcomes improve.

3. Emphasis on Patient Education.

The provision of patient education is one of the most commonly overlooked parts of treatment. The most typical procedure is to provide instruction to patients before releasing them from care. To ensure proper transitions of care, it is essential to include patients by giving them timely, appropriate information.

The inter-professional team as a whole must be held accountable for making sure the patient and the primary caregiver are aware of what to do after being admitted to the hospital. Through the hospital stay, the maintenance staff may better engage with their patients by assessing their comprehension, delivering informational handouts, and communicating movies tailored to their evaluated requirements. This encourages better questioning, dialogue, and learning. Readmission rates are impacted, anxiety is reduced, and the patient experience is enhanced by an informed patient and primary caregiver and an adequate discharge plan. In order to enhance the patient’s health and well-being, patient education and engagement ultimately revolve around collaboration between the patient and the physician (McLaney et al., 2022)

Since it appears in what is generally seen as one of the most reliable medical journals today and since it is directly pertinent to the topic at hand, the article is very credible. Therefore, leaders should foster cooperation by incentivizing workers to share their expertise in a secure workplace (Torring et al., 2019).


The nursing administration can do a lot to alleviate Healthcare worries. Interdisciplinary teams may improve patient outcomes via their tactics and methods of cooperation, which affect not just the nursing staff. As a healthcare system-wide problem, Professionals in related disciplines need better ways to communicate to meet the growing complexity of clinical circumstances and the wide range of functional abilities. The methods outlined here are easy to implement and should provide positive results. Executives in the nursing field have been entrusted with boosting staff morale by providing data that supports new practices (Verwijs et al., 2020).


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Dahlke, S., Hunter, K. F., Negrin, K., Reshef Kalogirou, M., Fox, M., & Wagg, A. (2018). The educational needs of nursing staff when working with hospitalised older people. Journal of Clinical Nursing28(1-2), 221–234.

Elsevier. (n.d.). 3 ways to achieve patient-centered care with interdisciplinary collaboration. Elsevier Connect.

Giannitrapani, K. F., Rodriguez, H., Huynh, A. K., Hamilton, A. B., Kim, L., Stockdale, S. E., Needleman, J., Yano, E. M., & Rubenstein, L. V. (2019). How middle managers facilitate interdisciplinary primary care team functioning. Healthcare7(2), 10–15.

Jeon, Y.-H., Krein, L., Simpson, J. M., Szanton, S. L., Clemson, L., Naismith, S. L., Low, L.-F., Mowszowski, L., Gonski, P., Norman, R., Gitlin, L. N., & Brodaty, H. (2019). Feasibility and potential effects of interdisciplinary home-based reablement program (I-HARP) for people with cognitive and functional decline: a pilot trial. Aging & Mental Health24(11), 1916–1925.

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McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional collaboration in a hospital setting: Advancing team competencies and behaviours. Healthcare Management Forum, 35(2), 084047042110635.

Park, M. S., Lee, S. J., & Chang, S. O. (2019). Exploring a nursing home–specific interdisciplinary approach. Journal of Hospice & Palliative Nursing21(6), E9–E15.

PARK, M. S., LEE, S. J., CHOI, Y. R., & CHANG, S. O. (2021). Exploring a nursing home-specific, interdisciplinary, function-focused, communicative framework based on situation, background, assessment, and recommendation. Journal of Nursing ResearchPublish Ahead of Print.

Porter, A. S., Zalud, K., Applegarth, J., Woods, C., Gattas, M., Rutt, E., Williams, K., Baker, J. N., & Kaye, E. C. (2021). Community hospice nurses’ perspectives on needs, preferences, and challenges related to caring for children with serious illness. JAMA Network Open4(10), e2127457.

Rosenberg, K. (2018). Interprofessional Collaborative Practice Model Improves Staff Communication, Patient Care. AJN, American Journal of Nursing, 118(3), 70.

Staggers, N., Elias, B. L., Makar, E., & Alexander, G. L. (2018). The imperative of solving nurses’ usability problems with health information technology. JONA: The Journal of Nursing Administration48(4), 191–196.

Tavernier, S. S., Guo, J.-W., Eaton, J., Brant, J. M., Berry, P., & Beck, S. L. (2018). Context matters for nurses leading pain improvement in u.s. hospitals. Pain Management Nursing19(5), 474–486.

Tørring, B., Gittell, J. H., Laursen, M., Rasmussen, B. S., & Sørensen, E. E. (2019). Communication and relationship dynamics in surgical teams in the operating room: an ethnographic study. BMC Health Services Research19(1).

Verwijs, M. H., Puijk‐Hekman, S., Heijden, E., Vasse, E., Groot, L. C. P. G. M., & Schueren, M. A. E. (2020). Interdisciplinary communication and collaboration as key to the improved nutritional care of malnourished older adults across health‐care settings – A qualitative study. Health Expectations.

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