Introduction
It is common for individuals on a child’s IEP team to disagree. Disagreements can produce beneficial results when handled properly, but all too frequently, conflicts turn into bitter accusations and grudges, which do not advance the IEP procedure (McCabe et al., 2021). Disagreement resolution is the official or informal procedure used by parties in a dispute to find a peaceful conclusion. Conflicts can develop because of one or both sides’ complacency, disparate self-serving interests, an increase in one party’s dedication to the other, or even the prevention of confrontation.
Discussion
Negotiation would be the best option for resolving the conflict. In order to set academic or practical objectives for the child that calls for nurse practitioner assistance, such as enhancing self-care or health management abilities, the school nurse should collaborate with the IEP team (Wellmon et al., 2017). The patient’s performance toward the pertinent IEP goals listed on their IEP would be monitored and reported on by the school nurse. Important medical and health requirements must be fully and accurately described on an IHP and IEP, as well as shared with individuals who will be directly competing with the adolescent. To maintain the records and plans current and suitable, recent information from the participant’s healthcare doctor is occasionally required.
Conclusion
In modern medical systems, multidisciplinary cooperation is a cornerstone of patient care. The quest for high-quality treatment can cause disagreement among the participating experts in transdisciplinary cooperation, which is a difficult task. Unreliable dispute resolution can result in lower employee morale, higher turnover rates, and more litigation. Unresolved disagreement and poor interprofessional interaction between nurses and the rest of the team can lead to more deficient child and parent satisfaction, avoidable negative consequences, a rise in healthcare spending, and the departure of talented physicians.
References
McCabe, E. M., Kaskoun, J. R., & Strauss, S. M. (2021). School Nurses as Vital Members of 504 and Individualized Educational Program Teams: Do District-Level Policies Make a Difference in School Nurses’ Involvement? Policy, Politics, & Nursing Practice, 22(3), 191-200. Web.
Wellmon, R., Lefebvre, K. M., & Ferry, D. (2017). Effects of high-fidelity simulation on physical therapy and nursing students’ attitudes toward interprofessional learning and collaboration. Journal of Nursing Education, 56(8), 456-465. Web.