Collaboration of Research in Pediatric Clinic Rotation

From your observations and experiences in your pediatric clinic rotation, provide an example of multidisciplinary collaboration. In my clinical setting there are four women who have specific roles to carry out in regarding implementation of patient care. They functions as multidisciplinary outfit. Each employer is cross trained to carry out each other’s functions except the role of the nurse, some staff cannot implement nursing actions which are out of there scope of practice. The receptionist role is to check in the patient and verify insurance, make appointments, send out appointment reminders and hand out necessary developmental screening for the specific age groups. Which is then is reviewed by the doctor once the patient is seen. The medical assistance role in the multidisciplinary team is to triage the patients, verify the reason for the visit, assess vital signs, including height and weight, room the patient and give immunizations. The nurse role is to implement all nursing duties within the scope of practice. Including patient re-education, nurses visit regarding immunizations and treatments, calling patients with results or follow-up with a patient after a doctor’s visit.

This multidiscipline team is welled seasoned in their roles and they work well. This team effort allows the doctor to see patients in a timely manner and the staff often anticipates the needs of the doctor based on the reason for visit. For example, if a patient comes in for wheezing or difficulty breathing, the nurse has already assumed this patient may need a nebulizer, and is ready to implement it at the doctor’s request. Another example is if a patient will be seen for cough and sore throat. The nurse is ready to give the doctor a rapid strept test kit. The multidisciplinary team is the quality moving part that keep the office flowing smoothly allowing the doctor to see, treat, and prescribe for the patient in a timely manner, while spending quality time with the patient. From your observations and experiences in your pediatric clinical rotation, provide an example of how multidisciplinary and family collaboration affect patient outcomes.

In my observation the multidisciplinary team rapport with the patient and the patient family seems to resonate. Children often know when staffs are genuine, and each team member has a genuine love for children. All staff knows each patient by name, and often knows their entire families. This make the parent and the patients feel like family. Patients and parents alike seem happier after seeing the doctor and the staff. “An atmosphere of warmth and caring is necessary, and the client must believe that he or she is accepted unconditionally” (Jarvis, 2016). It appears as if their spirits are lifted and the healing begins from the moment they walk in the door for the patient and family members alike. They are comforted, knowing that the children are in such caring hands.

Discuss how you have been able to promote communication and collaboration among health care professionals, patients and family/caregivers. I have been able to promote communication and collaboration among the health care professional by asking questions, being available to them when they need something, listening closely to what is being said in learning opportunities and request feedback from all the health care staff. I have been able to assist with children and the family while working with the doctor when performing test, i.e. strep test, etc, smaller patient are not to receptive to having some assessment done. I am able to comfort them by asking them to hold my hand which usually relaxes them to some degree among other age appropriate niceties. In addition, I speak to the patients and family in a friendly, respectful and professional manner. In your clinical practicum, what are some barriers that you have observed to collaboration among health care professionals? Initially, going into this clinical setting I was not sure what to expect. I believe I created a barrier by being somewhat standoffish, not really wanting to ask questions for fear of being judged, yet, I wanted to be viewed as competent and willing to learn.

According to (Jarvis, 2016), “Communication is based on behavior, conscious and unconscious, and all behavior has meaning” I was not trained on any of the system documentation and made a mistake entering the information, which I believed caused a barrier in the normal routine of expected task and expectations. Conflict occurs most often because of differences in socialization, goal incompatibility, task uncertainty, differences in performance expectations, and resource limitations (Fargason, et al., 1994). I believe sometimes preceptors forget that this is a learning situation, yet the expectation is still there that you implement correctly and make no mistakes. I agree with this wholeheartedly, as an incorrect entry could be the difference from a child going home with parents, or to the hospital as explained by my preceptor. What I have observed and believe has broken some of the initial barriers with the health care team is my openness to criticism, my willingness to listen and ask follow-up questions if not completely clear on the subject matter, my willingness to learn by being actively engages in every learning moment, owning my mistakes, be of assistance and communicate more effectively. (Jarvis 2016), states Communication is one of the most basic skills that can be learned and refined when you are a beginning practitioner. “Conflict occurs most often because of differences in socialization, goal incompatibility, task uncertainty, differences in performance expectations, and resource limitations (Fargason, et al., 1994).

”Effective conflict management involves problem characterization, acknowledgment of relevant goals and interests, and negotiation when interests are in conflict (Schneider & Galloway, 1994, p. 863)”. It is my goal to continue building a rapport with the nursing team in a collaborative manner, to gain the competence knowledge and skill to be successful working in the pediatric population.