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Assessment 2: Enhancing Performance as Collaborators in

Care

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Student Name

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Capella University

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NURS-FPX 6614 Structure and Process in Care Coordination

Prof. Name
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MAR 24, 2024
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Enhancing Performance through Collaboration in Healthcare

Introduction m
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Greetings, esteemed attendees. I extend a warm welcome to all present, especially our
esteemed healthcare professionals, including nurses, physicians, hospital
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administrators, nutritionists, physiotherapists, and information technologists. Today's

presentation focuses on the significance of interdisciplinary collaboration in caring for
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individuals dealing with both obesity and hypertension. Our collective goal is to educate
these patients on adopting healthier lifestyles.
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While lifestyle changes and antihypertensive medications can aid those with obesity and
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hypertension, research indicates that patients may encounter medication side effects
within the initial six months (Cosimo Marcello et al., 2018). Consequently, adherence to
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prescribed medications might be challenging due to these adverse effects. However,

evidence supports the effectiveness of lifestyle adjustments, such as dietary
improvements and regular exercise, in reducing blood pressure and body weight without
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adverse effects (Cosimo Marcello et al., 2018). Thus, it is crucial for healthcare
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providers to collaborate and devise strategies to educate patients regarding healthier

lifestyle choices, ultimately assisting obese hypertensive patients in adopting better
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habits.
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Strategies for Enhancing Interprofessional Collaboration

Reviewing Evidence-based Practice

Every day, new discoveries emerge, leading to improved treatments and streamlined
care for patients. Fresh studies offer superior techniques and stronger evidential
support for patient care. Researchers continuously unearth information that can aid
healthcare providers in delivering optimal care (O’Cathain et al., 2019).

Initiating training sessions in relevant domains to bolster evidence-based practice

among healthcare professionals is essential. Allocating sufficient time for healthcare
staff to review and implement research findings proves beneficial. Experts in
evidence-based approaches can mentor and educate their colleagues (Lafuente et al.,

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2019). Healthcare leaders should also facilitate access to resources supporting the
pursuit of evidence-based literature and extend necessary support. This approach to

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enhancing evidence-based practices will concurrently bolster interprofessional
collaboration within healthcare settings (Lafuente et al., 2019).

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Planning Phases

To champion evidence-based practices and fortify interprofessional collaboration, the

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following steps can be undertaken:
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● Formation of Interprofessional Teams: Establishing interprofessional teams
comprising nurses, physicians, nutritionists, physiotherapists, hospital
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administrators, and IT specialists is pivotal for bolstering collaboration (Frank et

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al., 2020).
● Appointment of Team Leaders: Designated leaders will deploy strategies
supported by robust data, evaluate available information, and assess progress to
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effect necessary adjustments (Frank et al., 2020).

● Routine Team Meetings: Scheduled meetings, led by team leaders, will delineate
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goals grounded in patient needs, allowing healthcare personnel to articulate their

perspectives and preferences, thus enhancing collaboration (Frank et al., 2020).
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Educational Services and Resources

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Pedagogical Approaches
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Utilizing Health Information Technology (HIT): Healthcare information technology,

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including telehealth, can be utilized by nurses and other team members (Chike-Harris et

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al., 2021). Telehealth enables healthcare professionals to educate patients about
healthier lifestyle choices and monitor their adherence to newfound habits.

Identifying Patient Learning Preferences: Patients have varying learning styles; thus, it
is imperative to ascertain whether they would benefit more from telehealth or printed
materials (Chike-Harris et al., 2021).

Customizing Education to Patient Preferences: Patients must understand the

significance of being educated on healthy lifestyle choices. Establishing a conducive
environment by engaging the patient in dialogue is paramount. While some patients
may prefer in-depth knowledge about their condition, others may favor a succinct
checklist covering the essentials (Yen and Leasure, 2019).

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Considering Patient Capabilities and Limitations: Identifying any cognitive, emotional, or
motor impairments that may hinder the patient’s learning capacity is crucial. Tailoring

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educational approaches to accommodate these limitations is essential for effective
communication (Yen and Leasure, 2019).

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Collaboration and Partnership with Interprofessional Team Members

Implementation Process
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The Chronic Care Model (CCM) can facilitate enhanced care coordination, aiding
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healthcare professionals in formulating treatment regimens tailored to patients'
conditions (Lee and Bae, 2018). By incorporating CCM, healthcare providers and
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patients can collaborate more effectively in addressing issues and devising solutions.
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Establishing a care coordination team involving the patient, their family, the primary care
provider, care coordinator, nutritionists, physiotherapists, and peer psychologists is
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essential (Lee and Bae, 2018). These team members should fulfill their treatment duties
and provide intervention and follow-up monitoring responsibilities to manage
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hypertensive symptoms effectively.

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Collaboration and Partnership Plans

To foster collaboration among team members, a social platform facilitating

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communication among professionals from diverse disciplines will be established.

Weekly meetings, brainstorming sessions, or clusters will provide platforms for staff to
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discuss patient cases and devise optimal care plans (Moser et al., 2018). Additionally,
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mechanisms will be implemented to ensure regular collaboration among all healthcare
personnel to achieve their objectives.

Outcomes Evaluation

Assessment of Results

Adhering to evaluation criteria such as relevance, comprehensibility, effectiveness,

efficiency, impact, and sustainability will enable meticulous scrutiny of process
outcomes (OECD, 2021). Effective interprofessional collaboration will lead to the
realization of goals for obese and hypertensive patients, resulting in more precise and
efficient educational methodologies (Schommer et al., 2018).

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Academic Substantiation

Research emphasizes the importance of interprofessional collaboration in healthcare,

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leading to efficiency enhancements and improved patient outcomes (Ansa et al., 2020).
The significance of interdisciplinary collaboration in family medicine has also been

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highlighted (Arenson and Brandt, 2021).

Assumptions
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This exposition assumes that improved health outcomes for individuals with obesity and
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hypertension can be realized through collaboration.
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Ethical Considerations
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Healthcare providers must uphold fundamental ethical principles pertaining to patient

welfare while engaging in interprofessional collaboration (Varkey, 2021). Respect for
patient autonomy is crucial, ensuring patients are informed and involved in
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decision-making processes (Pirotte and Benson, 2021).

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Conclusion
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Interdisciplinary collaboration is vital for educating patients about healthy lifestyle

choices. Through reinforced interprofessional collaboration, healthcare staff will
synergize, exchange insights and information, and uphold each other's roles and
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responsibilities, ultimately leading to better patient outcomes.

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References
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Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G.
(2020). Attitudes and behavior towards interprofessional collaboration among
healthcare professionals in a large academic medical center. Healthcare, 8(3), 323.

Arenson, C., & Brandt, B. F. (2021). The importance of interprofessional practice in

family medicine residency education. Family Medicine.

CDC. (2020, January 28). Hypertension Resources for Health Professionals | cdc.gov.
Centers for Disease Control and Prevention.

Chike-Harris, K. E., Durham, C., Logan, A., Smith, G., & DuBose-Morris, R. (2021).
Integration of telehealth education into the health care provider curriculum: A review.
Telemedicine and E-Health, 27(2), 137–149.

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Cosimo Marcello, B., Maria Domenica, A., Gabriele, P., Elisa, M., & Francesca, B.
(2018). Lifestyle and hypertension: An evidence-based review.

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Journal of Hypertension and Management, 4(1).

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Frank, H. E., Becker‐Haimes, E. M., & Kendall, P. C. (2020). Therapist training in
evidence‐based interventions for mental health: A systematic review of training
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approaches and outcomes. Clinical Psychology: Science and Practice, 27(3).
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Gajarawala, S., & Pelkowski, J. (2020). Telehealth benefits and barriers. The Journal for
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Ganapathy, S., de Korne, D. F., Chong, N. K., & Car, J. (2020). The role of text
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messaging and telehealth messaging apps. Pediatric Clinics of North America, 67(4),
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Lafuente-Lafuente, C., Leitao, C., Kilani, I., Kacher, Z., Engels, C., Canoui-Poitrine, F., &
Belmin, J. (2019). Knowledge and use of evidence-based medicine in daily practice by
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health professionals: a cross-sectional survey. BMJ Open, 9(3), e025224.

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Lee, J. J., & Bae, S. G. (2018). Implementation of a care coordination system for
chronic diseases. Yeungnam University Journal of Medicine, 36(1), 1–7.
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Moser, K. S., Dawson, J. F., & West, M. A. (2018). Antecedents of team innovation in
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health care teams. Creativity and Innovation Management, 28(1), 72–81.

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O’Cathain, A., Croot, L., Duncan, E., Rousseau, N., Sworn, K., Turner, K. M., Yardley,
L., & Hoddinott, P. (2019). Guidance on how to develop complex interventions to
improve health and healthcare. BMJ Open, 9(8), e029954.

OECD. (2021). Evaluation Criteria – OECD. Www.oecd.org.

Pirotte, B. D., & Benson, S. (2021, July 26). Refusal of Care. PubMed; StatPearls
Publishing.

Schmutz, J. B., Meier, L. L., & Manser, T. (2019). How effective is teamwork? The
relationship between teamwork and performance in healthcare teams: a systematic
review and meta-analysis. BMJ Open, 9(9).

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Schommer, J., Brown, L., Bortz, R., Cernasev, A., Gomaa, B., Hager, K., Hillman, L.,
Okoro, O., Pakhomov, S., & Ranelli, P. (2018). An opportunity for pharmacists to help
improve coordination and continuity of patient health care. Pharmacy, 6(3), 78.

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Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical

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Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in
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patient education and health outcomes. Federal Practitioner, 36(6), 284–289.
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