NURBN 3020: Nursing People with Chronic Illness Video Reflection

This report presents a nursing student's reflection on the process of creating a video assignment for the NURBN 3020 course, focusing on the challenges and successes of teamwork. The student and their partner, both on clinical placement, collaborated on the project, dividing tasks such as data collection, evaluation, compilation, and editing. The reflection highlights the importance of effective communication and cooperation, as well as the challenges of reconciling differing opinions, particularly when time constraints limited the scope of the video. The student emphasizes the value of proactive participation and the need to consider all team members' perspectives to achieve a unanimous decision, ultimately leading to valuable lessons about teamwork and conflict resolution. The report also includes references to relevant literature on interprofessional education and team building in nursing.

Running head: NURSING
NURSING
Name of the Student:
Student of the University:
Author Note:

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Introduction:
According to Miraglia and Asselin (2015), reflection forms an integral learning
process that enables professionals or students to retrospect upon the learning experience and
identify the existing strengths and weaknesses to adapt measures and improve the scope of
practice.
Reflection:
On reflecting upon the process of making the video, it can be stated the experience
was an incredible one. The process of making a video involves improved coordination
between the team members. In this case, me and my partner were both on our clinical
placement and were struggling to balance our life and academics. However, both of us were
extremely cooperative and that made us devote our best efforts for the completion of the
video-making assignment. In order to ensure that the project did not turn out to be
unmanageable at the last moment, at the initial step both of us sat down together and divided
the project into stipulated tasks which we took care of individually. The job roles primarily
included, collection of data, evaluating the findings, compiling the findings and finally
proofreading and editing the video.
As has already been mentioned, my job role involved conducting a search on the
electronic databases, to retrieve relevant research papers. My job role majorly comprised of
data collection and I put in sincere efforts to address the allocated job role. The positive
aspect about the team work was that both of us communicated effectively and cooperated
with one another for the completion of the assignment.
The only challenge I experienced while working in a team included, mild clashes of
opinion. During the process of evaluation of the collected data, a voluminous data record was
generated. However, while the final video was being made, there was a clash of opinion

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among the two of us about which data should be incorporated within the video with proper
explanation and which should be omitted. This was primarily on account of the fact that there
were time restrictions which meant that the complete video had to be explained within a span
of only 5 minutes. This meant detailed explanation of all the retrieved data and findings was
not feasible to be included as explaining the same would have exceeded the time limit.
This led to a clash of opinion among the both of us. However, the issue was readily
resolved by open discussion and analysing the strengths and weaknesses of the paper
(Cranford & Bates, 2015). Finally at the end of the discussion, a unanimous decision was
taken by both of us.
From this project, I learnt that team work involves pro-active participation. I also
learnt that in order to avoid conflicts in a team, it is pivotal to consider the opinion of the
other team member such that a unanimous decision can be taken that is feasible to achieve the
estimated outcome of the project (Dyer, 2015; Sevin et al., 2016).
Conclusion:
Therefore, to conclude, it can be stated that team work involves improved
coordination and precise communication between team members so as to acquire positive
outcome and avoid confusion which can lead to conflict.

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References:
Cranford, J.S. & Bates, T., (2015). Infusing interprofessional education into the nursing
curriculum. Nurse educator, 40(1), pp.16-20.
Dyer Jr, W. G. (2015). Team building. Wiley Encyclopedia of Management, 1-2.
Miraglia, R., & Asselin, M. E. (2015). Reflection as an educational strategy in nursing
professional development: An integrative review. Journal for nurses in professional
development, 31(2), 62-72.
Sevin, A. M., Hale, K. M., Brown, N. V., & McAuley, J. W. (2016). Assessing
interprofessional education collaborative competencies in service-learning
course. American journal of pharmaceutical education, 80(2), 32.