Fostering the Concept of Interdisciplinary Cooperation Report

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Updated: Feb 6th, 2024

Introduction

In order to produce effective outcomes and adders the needs of vulnerable groups, nurses need to communicate across disciplinary areas. Therefore, the issue of cross-disciplinary communication and problem-solving has been a concern in the context of the modern nursing for a significant amount of time (Albert, 2015). Because of the strain that is put on nurses and other healthcare staff members in the nursing environment, misunderstandings, conflicts, and misconceptions are very common, leading to medical errors and negative patient outcomes (Liu, Gerdtz, & Manias, 2016).

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Hence, there is a necessity to incorporate the focus on multidisciplinary communication in a nursing setting into the curriculum to encourage students to acquire the skills that are critical to address the issues faced in the target setting. By including the strategies for conflict management and interdisciplinary cooperation into the existing curriculum, one will be able to promote the active cooperation across different departments and reduce the threat of inappropriate management of crucial tasks.

Needs Analysis

Both patients and learners can be seen as the stakeholders whose needs have to be taken into consideration. Conflicts occurring in the nursing setting during cross-disciplinary communication emerge due to the lack of skills among participants, particularly, nurses and physicians (Lancaster, Kolakowsky‐Hayner, Kovacich, & Greer‐Williams, 2015). Herein lies the necessity to introduce the specified demographic to the skill of performing a cross-cultural conversation and addressing emergent conflicts from an objective perspective.

It is critical to teach students to approach the process of interdisciplinary communication as a chance to learn new knowledge and cooperate to resolve a particular problem (Wiener, Kazak, Noll, Patenaude, & Kupst, 2015). By enabling students to cooperate in a multidisciplinary environment, one will create the premise for continuous growth in a range of areas, including professionalism and personal improvement.

Furthermore, the needs of patients are also to be considered since they are the crucial stakeholders in the specified setting. Specifically, the focus on multidisciplinary cooperation will lead to fewer issues associated with information mismanagement. In addition, the needs of patients will be examined and managed more professionally. For the specified need, the learners’ characteristics should include critical thinking, innovativeness, creativity, and empathy. Thus, the vulnerable groups will also benefit from the introduction of the curriculum elements that will encourage students to build cross-disciplinary cooperation skills.

Objectives

Cognitive

It is required that learners develop a profound understanding of the process of interdisciplinary cooperation. The identified goal includes learning the reasons for the identified phenomenon to exist, developing an understanding of how an interdisciplinary team works, and discussing the issues that are typical in the identified setting. Students need to get familiar with the idea of knowledge sharing and a quick response as integral parts of interdisciplinary collaboration. In addition, students have to learn about the conflict management cycle, which starts with the development of an issue, continues with its further exploration and reconciliation, and ends with learning essential lessons (Albert, 2015). Thus, the target audience will be capable of engaging in interdisciplinary cooperation.

Behavioral

In addition to the deconstruction of the concept of interdisciplinary collaboration, learners will have to develop behaviors that will allow them to address conflicts in the specified setting. Therefore, it is crucial to teach students to apply conflict management techniques based on collaboration and compromise when addressing the needs of patients. Specifically, the reasons for conflicts in the target setting to occur have to be explained, and the methods of avoiding them will need to be outlined. However, the most important aspect of the learning process is to teach the target population to learn important lessons for their confrontations.

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Affective

Learners will have to acquire the ability to cooperate even in the environment that puts significant pressure on them. The specified objective will be achieved by prompting the target audience to gain the skills associated with compromising and acting on behalf of the vulnerable demographic. Thus, students will recognize the importance of correlating their professional values with the concept of interdisciplinary collaboration. It is expected that the proposed approach toward handling workplace issues and addressing the confrontations that occur between nurses and other staff members, particularly, physicians, will serve as the basis for fostering a set of values based on cooperation. As a result, a patient-oriented nursing philosophy will be promoted to the target audience.

Procedural Analysis

Procedural Analysis
Figure 1. Procedural Analysis

Conclusion

Introducing students to the idea of interdisciplinary collaboration is essential since it will help them not only reduce the negative effects of conflicts on patient outcomes but also derive important lessons from their confrontations. Therefore, it is critical to establish the concept of conflict management and teach the target audience about negotiation in the workplace in rather difficult conditions such as the pressure of time.

The specified change will lead to learners acquiring new communication skills rapidly and gaining an insight into the nature of cooperation. Furthermore, the specified change will allow avoiding a range of scenarios that may be potentially harmful for patients. Thus, the introduction of the conflict management framework based on compromise and collaboration should be regarded as a crucial step toward improving the current concept of care.

References

Albert, A. (2015). Building and sustaining a hospital-based nursing research program. New York, NY: Springer Publishing Company.

Lancaster, G., Kolakowsky‐Hayner, S., Kovacich, J., & Greer‐Williams, N. (2015). Interdisciplinary communication and collaboration among physicians, nurses, and unlicensed assistive personnel. Journal of Nursing Scholarship, 47(3), 275-284. Web.

Liu, W., Gerdtz, M., & Manias, E. (2016). Creating opportunities for interdisciplinary collaboration and patient‐centred care: How nurses, doctors, pharmacists and patients use communication strategies when managing medications in an acute hospital setting. Journal of Clinical Nursing, 25(19-20), 2943-2957. Web.

Wiener, L., Kazak, A. E., Noll, R. B., Patenaude, A. F., & Kupst, M. J. (2015). Interdisciplinary collaboration in standards of psychosocial care. Pediatric Blood & Cancer, 62(5), 425-425. Web.

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IvyPanda. 2024. "Fostering the Concept of Interdisciplinary Cooperation." February 6, 2024. https://ivypanda.com/essays/fostering-the-concept-of-interdisciplinary-cooperation/.

1. IvyPanda. "Fostering the Concept of Interdisciplinary Cooperation." February 6, 2024. https://ivypanda.com/essays/fostering-the-concept-of-interdisciplinary-cooperation/.


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IvyPanda. "Fostering the Concept of Interdisciplinary Cooperation." February 6, 2024. https://ivypanda.com/essays/fostering-the-concept-of-interdisciplinary-cooperation/.

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