Inter-Professional Education - PDF
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Added on 2021-06-16
Inter-Professional Education - PDF
Added on 2021-06-16
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Working in an Inter-professional learning set 1A REFLECTIVE ACCOUNT OF THE EXPERIENCE OF WORKING IN AN INTER-PROFESSIONAL LEARNING SETBy (Name)Course Professor’s nameUniversity nameCity, StateDate of submission
Working in an Inter-professional learning set 2IntroductionAn operative teamwork is important for the safety of the patients as there is a minimal occurrence of adverse events. These events might be as a result of misunderstandings and miscommunication among the health specialists when caring for the hospitalized individuals. The patients are required to be part of the process of communication as their healthcare is of interest; the patient’s prompt and throughout participation in communication has helped minimize possible adverse outcomes as well as errors (Durham and Alden 2008). Reflection is considered as a good exercise in the medical education, reflection advances the practice in the disciplines associated with public health. Reflection also contributes to learning, and the learningis thought to contain social and emotional dimensions as well as intellectual dimensions (Jeffs et al 2013). The Gibbs’ Model is a theoretical reflective cycle that students use as an outline in reflective writing coursework. In this reflective writing essay, I will use the six stages of the Gibbs’ Model to describe my experience during the trial placement in two hospital wards in the west of London, the stages are: Description – I will explain what happened, feelings – I will narrate my thoughts and feelings about Inter-professional working, evaluation – I will state what is good and dad about the experience of working in an Inter-professional learning set, analysis – I will describe the sense I derived from the Inter-professional learning set situation, conclusion – describe what else I would have done and action plan – narrate what I can do if the situation of Inter-professional working arose again (Scaife 2014). DescriptionI was part of the students’ group that undertook a trial placement in two clinical wards west of London from August to November 2017, this placement comprised of ten rounds each
Working in an Inter-professional learning set 3taking a period of two weeks. Our group had 25 participants; eight nursing students, seven medical students, 3 nutrition student, 4 pharmacy students, 1 social work student and 2 occupational therapy students. During the daytime shifts, two teams of students one for a nursingstudent in the third year and the other for a medical student in the fifth year were accountable for the management of patients in the two ward beds that dedicated in each of the settings. I was partof the nursing team, we were supervised by a clinical education facilitators from both the nursingand medical disciplines and they had been trained in teaching inter-professional working (Sullivan and Garland 2010). We planned and managed care, assessed the patients as well as conducted referral, investigations and discharge. We handed the responsibilities back to the healthcare staff at the end of the day, the organizers then held a student interrogation (Graban 2011). A total of 8 nursing students and 7 medical students participated in this placement trial, inthe rehabilitation ward where I was assigned, we (the main nursing students) were helped by the other professional students when the need arose and when it was advisable this enabling provision of safe and quality care to the patients. This placement also involved other 10 students from various professional fields (pharmacy, social work, occupational therapy, and nutrition). A registered nurse organizer was responsible for overseeing us during our patient management process (Sullivan and Garland 2010). We (students) participated in the unit meetings and medicalrounds and the formal response was offered to each student via case presentation and debriefing. Feelings
Working in an Inter-professional learning set 4I felt so privileged at the time, attending such an educative placement with my fellow pr student professionals provided a clear understanding of quality and safe health care for the patients. Interacting with the medical students as well as students from the other professional fields offered a clear view of the patients, their requirements and how to involve the patients in communication to avoid adverse health outcomes (Morse 2016). I felt confident interacting with the medical professionals and was able to figure out the various aspects associated with error occurrence when nursing the patient and how this aspect can be avoided to ensure effective patient care. I felt an urge to start a campaign asking the medical professionals to enhance inter-professional working not forgetting the involvement of the patients in their treatment process to reduce or eradicate the cases of adverse medical outcomes. I also felt the need for more teamwork participation and training programs for inter-professional working to enhance my inter-professional working skills (Benner, Hooper-Kyriakidis and Stannard 2011).EvaluationDuring the placement, the experience of inter-professional learning was greatly explored through teamwork. The evaluation focused on the type of the inter-professional prospects available, how patient care and different healthcare professional understanding might be advanced, and the contribution of the learning experiences to the developments of the professionals (Sherwood 2011). From this learning set of inter-professional working, I was able to understand the bad and good of the experience of working in an Inter-professional learning set. During my placement, I was able to gain a better understanding of inter-professional learningand its significance in the medical field, this was through the discussions of the learning options we might consider as students, and the practical experience gained through the presentation of patient cases as well as the formal response provided to each student during the debriefing
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