INTER-PROFESSIONAL INTERACTION
Introduction
The main intention of inter-professional practice is to offer the clients with a better health result. Inter-professional autonomy is the act getting people more and more involved in the health profession practice. For this to be acquired there has to be a vivid comprehension of the attributes of an ideal practitioner for professional advancement (Bridges et al, 2009, 42). This paper aims to demonstrate the skills and attitudes that bring about inter-professional success, of keen focus are effective communication, team work, accurate sharing of information, personal characteristics, and personal attributes and the roles undertaken among others.
Health professionals have to elevate their coordination and communication skills where needed. The group members determinedly manage the size and form of information that is shared with the other group members so as to acquire a result that is of benefit like the management of their workload or believed to be of advantage to a patient like the delaying of another professions’ interference (Lumague, 2008, 250). This can be undertaken alone or in groups.
The communication skills involve verbal and nonverbal communication like the ability to be a good listener, observation to details is optimum and negotiation of matters, one should be able to retain records and connect with work mates (Banfield and Lackie, 2009, 612).
This is composed of knowledge and comprehension of the duties and responsibilities of the varied professionals. This is a vital competency of inter-professional practice which obliges two objectives (MacDonald, 2010, 240). It creates the ground for preparation of students, preceptors and the whole practice and it advances a model for evaluation the performance of a nurse or doctor. The application of this knowledge and it’s relate behavioural pointers will make it possible to uphold and assess inter-professional experience in a better manner and efficiently (Mitchell, 2006, 4). The group members will be wholly operative practitioners while the clients will be enhanced.
The sharing of accurate information with the patients in a method that accords respect, is understandable, encourages discussion and develop involvement in making vital choices (Norris et al, 2003, 1213). The sharing of information brings about accountability as stated in the professional practice.
This involves the ability to coordinate and pass duties and to show effective leadership. Moreover, this involves caring and sharing and integrating other people. For collaboration to be established there has to be role clarification, leadership, client focus to the care which is backed by expert care (Craddock 2006, 225). This calls for trust, respect, presence and communication as well as listening.
Role clarification makes one to get an understanding so as to set and acquire objectives. Client cantered on the other hand allows sharing of data and offering support to the clients among others and leadership accords backing to decision making and accountability of activities and roles (Davidson 2005, 335).
The practitioners appreciate the aspect connected to team work flexibility and team procedures to make it possible to effectively collaborate inter-professional. To enable inter-professional collaboration, the health experts ought to show the capability to describe the procedure of team advancement, better facilitate associations with the group, get involved and show respect to the persons who are involved in making vital choices (Leathard, 1994, 78). They ought to reflect on the operability and connections with other members and clients, lastly the team members ought to have respect composing of confidentiality, resource issuance and expertise (Department of Health, 2008). For this to be acquired there has to be effective decision making and team procedures, composition of aspects on quality enhancement to work and results, open processes among others.
The health practitioners ought to get a better comprehension of the extent of what they do. Their autonomy can go up to a certain extent as well as the people in other professions and apply this knowledge to set up and acquire client objectives (Bridges, 2009, 49). This is demonstrated by a clarification of the personal scope, other’s scope, accepting diversity, undertaking roles in a manner that is respectable, acquisition of another person’s expertise through consultation.
This is the ability of a person to respect and tolerate other people, and to show patience, openness, courage, receptivity, desire and honesty. In regards to inter-professional practice personal qualities play a vital role in the daily activities undertaken (Roa, 2003, 190). One similarly ought to have excellent social skills with the clients. Social skills like honesty, and politeness gives the patient the much needed feeling that everything shall be okay. This is measured through the receptivity by the client to the practitioner.
The practitioners get involved within themselves as well as groups in constructive methods in solving vital matters that may arise. To better uphold inter-professional practice there ought to be constant management of conflict or issues in a creative manner. One ought to rate the positive aspects of the state, to note the probability for conflict to come about and handle it, getting conversant with the modes of handling varied issues and being able to come up with a choice that is effective to the company and members as a whole (Leathard, 1994, 79). This takes into consideration the view point of others.
Personal attribute involves experience and maturity by the health professional. This may be acquired through not making assumptions on any issue as it could derail issues. The person ought to be able to make non-reliant choices on matters. A nurse should be able to acquire evidence for any condition observed or experienced by the patient. The evidence is acquired through tests done on the patient. This brings about effective judgment on the condition experienced by the patient. Self-awareness is called into being with consideration for every small duty undertaken by a person (Mitchell, et al 2006, 6). They ought to be controlled by their desire for success. A nurse working on records solely ought to undertake her role with keen expertise while the one working on clients similarly need to acquire precision in the tests and prescriptions.
Conclusively, the paper has been able to demonstrate the varied aspects of autonomy and interact efficiently in the focus of inter-professional groups available. Precisely, the paper has looked the competencies of an interprofessional; every professional ought to incorporate effective communication verbally or nonverbally, acquisition of varied skills, be able to share information with the co-workers, have respectable personal attributes and characteristics. These among others are ventured to bring about an effective inter-professional team that serves the community in a better and reliable manner.
Bibliography
Banfield V, Lackie K. 2009. Performance-based competencies for culturally responsive interprofessional collaborative practice. J Interprof Care, vol. 23, pp. 611–20.
Bridges D, Abel M, Carlson J, Tomkowiak J. 2009. Service learning in interprofessional education: a case study. J Phys Ther Educ, vol. 24, pp. 41–52.
Craddock D, O’Halloran C, Borthwick A, McPherson K. 2006. Interprofessional education in health and social care: fashion or informed practice? Learn Health Soc Care, vol. 5, pp. 220–42.
Davidson RA, Waddell R 2005. A historical overview of interdisciplinary family health: a community-based interprofessional health professions course. Acad Med, vol. 80, pp. 334–8
Department of Health, 2008. High quality care for all: NHS next stage review final report (The Darzi report) London: DH. Acquired from: http://www.official documents.gov.uk/document/cm74/7432/7432.pdf
Leathard A (ed) 1994. Going interprofessional: Working together for health and welfare. London: Routledge, pp. 77-9.
Lumague M, Morgan A, Mak D, Hanna M, Kwong J, Cameron C, et al. 2008. Interprofessional education: the student perspective. J Interprof Care, vol. 20, pp. 246–53
MacDonald, M., Bally, J., Ferguson, L., Murray, L., Fowler-Kerry, S., and Anonson, J., 2010. Knowledge of the professional role of others: A key interprofessional competency. Nurse Education in Practice, vol 10, Issue. 4, pp. 238-242.
Mitchell, P, Belza, B, Schaad, D, Robins, L, Gianola F, Odegard P, et al 2006. Working across the boundaries of health professions disciplines in education, research, and service: the University of Washington experience. Acad Med, vol. 81, pp. 1–6
Norris, T, House, P, Shaad D, Mas, J, Kelday, J. 2003. Student providers aspiring to rural and underserved experiences at the University of Washington: promoting team practice among the health care professions. Acad Med, vol. 78, pp. 1211–16
Roa, R. 2003. Dignity and impudence: how should medical students acquire and practice clinical skills for use with older people? Med Educ, vol. 37, pp. 190–1
