Application of Driscoll's Model

This article discusses the application of Driscoll's Model in healthcare teamwork and health promotion programs. It highlights the importance of effective communication, teamwork, and developing appropriate strategies. The author reflects on a failed health promotion program and identifies the reasons for its failure. Recommendations for improving teamwork and developing health promotion skills are provided.

Running head: APPLICATION OF DRISCOLL’S MODEL
APPLICATION OF DRISCOLL’S MODEL
Name of the student:
Name of the university:
Author note:

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APPLICATION OF DRISCOLL’S MODEL
What:
During the time of placement, I got the opportunity of working with a number of my
classmates as a team for developing health promotion plan on the management of diabetes
among people of the communities. I was quite excited for the project and waiting to work
with my friends. However, our professor allocated the team members randomly and I was
allocated in a team where I was not acquainted with the other members. The professor chose
me as the leader for which I was happy initially. As the days passed, it gradually became
difficult for me to manage the members. The deadline was very near but nice of the members
showed any seriousness in their work. I summoned everyone in the meeting and told him or
her to begin the work. They were trying to suggest me many options but I cut them short
starting that there was no time to listen to all of them. I decided to develop a health education
session in the community about diabetes and discussed the plan with them. They suggested
me driver other tactics but if did not pay any attention to them and strictly told them to follow
my path. I asked them to develop the pitch, the presentation slides, the arrangement of centre
where the sessions would be held and many others. However, when I tried to supervise the
things, I noticed that mistakenly two people have done the presentation whereas no one has
completed the presentation. There was duplication of tasks and each of them blamed each
other. There were conflicts and who clashes among the members were many of them tried to
withdraw themselves from teamwork. Although, we implemented the eviction session, but we
did not score good marks as the pressure found a number of flaws in the approach.
I was quite embarrassed in front of the professor, as I could not meet up his
expectations to lead the team successfully. Moreover, I was also quite confused about why
the health education plan did not bring complete success in the health promotion program. I
felt that the team mates were not at all able to work comfortably in the team and that there
were also not happy with my leadership. At one time, I felt so upset that I thought I would be

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never able to with successfully in a team. However, I tried to control my emotions and
wanted to reflect on the incidences to evaluate what was the the bad and the good part of the
incidences.
So what:
The bad part was that the teamwork entirely failed and even the healthcare promotion
program did not work well. On close evaluation, it was noted that the developing a team
requires to follow a number of steps as that started by Tuckman. As per Tuckman, team
development occurs through stage forming when members are not aware of each other but
come together to work as a team (Casimiro et al. 2015). This is then followed by storming
where conflicts arise but successful resolution to this results in morning when members
becomes stabilise and return harmonious relationship among each other. This is then
followed by performing when members written collaboratively to achieve the goal (Rosen et
al. 2018). Then adjourning phase takes up where after achievement of the goals, members
disperse. While developing our team, we did not file the theory and even did not allow time
to each other to allow completion of each stage successfully (Gafa et al. 2018). The team was
formed in a haphazard manner and none of the members was found to be consistent with each
other. The team work with did not take place efficiently. On the other hand, I realised the
cause of failure of the health promotion program. The Ottawa charter advises professionals to
follow five steps like building effective policy, strengthening community actions, building
supportive actions, developing individual skills and reorienting healthcare services
(Thompson et al. 2018). However, our initiatives did not cover all the five domains and
health education session only helped in making the community members feels emptied and
developing individual skills. Hence, it was half hearted. The only good part was that it helped
us realize we have not developed transiting skills and good health promotion knowledge and
that we needed to work on them.

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On close analysis, a number of aspects were understood that resulted in failure of
teamwork. One of the most important requirement was the development of rapport among the
team members. No session was allocated for the Team Members to bond among themselves
over informal meetings (Schmutz, Welp and Kolbe 2015). Such meetings and outings are
important for people to understand each other, their traits, their likings and dislikes, and the
areas where they Excel or are uncomfortable to work without. The better the bond, the better
they would be comfortable and this would increase their trust as well as respect for each other
(Gharaveis et al. 2018). These enhance collaboration and cooperation among the members,
which contribute in achievement of the goals. This was completely absent in our team.
Moreover, equal chance would be given to each of the members to provide their suggestions
and concerns regarding the project (Thomson et al. 2015). The leaders as well as all team
members should listen to the suggestions and then come all of them work decide together to
finalise a plan. A leader should initiate feedback exchange sessions where concerns of all
members should be listened to and acted upon. This approach makes the members feel that
their opinions are valued and that they feel that the group cared about them. This increases
dedication towards the team (Rydenfalt et al. 2017). Due to my impatient listening skills, I
did not allow the nerves to our forwards their suggestions and this affected their morale to
work on the team. Moreover, effective communication is important to maintain transparency
among the members, prevent misunderstandings and ensure quality work. Due to absence of
effective communication, the team members duplicated work, missed important components
of the plan and developed misunderstanding as well. Lack of transparency resulted in Blame
Games. All these resulted in poor teamwork. Moreover, only educating communities cannot
result in positive outcomes. Professionals need to develop supportive environments, develop
policies and develop health services so that the individuals who are educated by the experts
can be supported to develop their health (Fry et al. 2016). For example only educating purple

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about diabetes management is not enough as screening sessions in the healthcare community
services also need to be arranged every month so that people can identify whether they are
vulnerable or not. Simile such initiatives were not taken that failed the program.
Now what:
From the above discussion, it had been understood that in order to develop good team,
Tuckman theory should be followed. More stress should be provided on effective
communication among team members besides maintaining transportation among members.
Moreover, informal meetings and outings as well as feedback exchange sessions are
important for rapport development and developing of trust among each other (Nutbeam
2018). While developing Hewitt printing plan, Ottawa charter withdraw be followed for
developing strategies to handle different health concerns. For developing team-working
skills, I should join workshop sessions where mentors would guide me to develop team-
working attributes. I should also continue to search evidence-based articles to develop more
knowledge about the ways to make teams more productive and provide better outcomes.
Similarly I would also try to develop more knowledge on health promotion programs through
Entebbe based searches and feedback from professors as well. These would help me in
developing skills and knowledge required for team working and developing appropriate
health concerns.

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References:
Casimiro, L.M., Hall, P., Kuziemsky, C., O'Connor, M. and Varpio, L., 2015. Enhancing
patient-engaged teamwork in healthcare: An observational case study. Journal of
interprofessional care, 29(1), pp.55-61.
Fry, D. and Zask, A., 2016. Applying the Ottawa Charter to inform health promotion
programme design. Health promotion international, 32(5), pp.901-912.
Gafa, M., Fenech, A., Scerri, C. and Price, D., 2018. Teamwork in healthcare
organisations. Pharmacy Education, 5(2).
Gharaveis, A., Hamilton, D.K. and Pati, D., 2018. The impact of environmental design on
teamwork and communication in healthcare facilities: A systematic literature review. HERD:
Health Environments Research & Design Journal, 11(1), pp.119-137.
Nutbeam, D., 2018. Health education and health promotion revisited. Health Education
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Rosen, M.A., DiazGranados, D., Dietz, A.S., Benishek, L.E., Thompson, D., Pronovost, P.J.
and Weaver, S.J., 2018. Teamwork in healthcare: Key discoveries enabling safer, high-
quality care. American Psychologist, 73(4), p.433.
Rydenfält, C., Odenrick, P. and Larsson, P.A., 2017. Organizing for teamwork in healthcare:
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Schmutz, J., Welp, A. and Kolbe, M., 2015. 21W Teamwork in Healthcare
Organizations1. Management Innovations for Healthcare Organizations: Adopt, Abandon or
Adapt?, p.359.

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Thompson, S.R., Watson, M.C. and Tilford, S., 2018. The Ottawa Charter 30 years on: still
an important standard for health promotion. International Journal of Health Promotion and
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Thomson, K., Outram, S., Gilligan, C. and Levett-Jones, T., 2015. Interprofessional
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