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NURS 4520: IPC > Class 2 > Flashcards

Class 2 Flashcards

1
Q

what key concepts are found in the Cahn article? (2)

A
  • core competencies of IPC can be re-written to work towards correcting systemic racism
  • the importance of structural competency
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2
Q

according to Cahn, the core competencies of IPC can be re-written to…

A
  • work towards correcting systemic racism
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3
Q

according to Cahn, how can the core competency of IPC “values/ethics” be re-written to include correction of systemic racism?

A
  • HCP should band together to advocate for repeal of policies that adversely affect the health of minority populations
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4
Q

according to Cahn, how can the core competency of IPC “roles/responsibilities” be re-written to include correction of systemic racism?

A
  • HCP should reflect critically on their own racial positions & how it establishes power imbalances between team members, pts, and families
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5
Q

according to Cahn, how can the core competency of IPC “interprofessional communication” be re-written to include correction of systemic racism?

A
  • HCP should enhance perspective taking & analysis of idenity-making thru small group discussion
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6
Q

according to Cahn, how can the core competency of IPC “teams/teamwork” be re-written to include correction of systemic racism?

A
  • HCP should form meaningful partnerships w local organizations which lead to sustained immersion in low-resource communities
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7
Q

according to Cahn, in place of cultural competency, health profession educators interested in advancing anti-racism have offered the term…

A
  • structual competency
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8
Q

what is structural competency

A
  • an approach to the relationships among race, class, and symptom expression
  • bridges research on social determinants of health to clinical interventions, and prepares clinical trainees to act on systemic causes of health inequalities
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9
Q

according to Cahn, structural competency considers… (3)

A
  • governmental policies
  • residential patterns
  • environmental inputs

outside the clinical setting that impact health

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10
Q

IPC often stops at the lvl of cultural awareness, which avoids…. (3) what risks does this have??

A

analysis of:
- historical insults
- societal norma
- privileges perpetrated by current structures

= risks reducing populations to stereotypes and ignores systemtc racism

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11
Q

according to Cahn, IPC and anti-racism mvmts share the goal of???

A
  • instilling structural competency –> collaboration requires an overarching view of the system in which everyone operates
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12
Q

what key concepts are found in Drinka’s article? (2)

A
  • 4 components of IPC development
  • challenges to IPC
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13
Q

what are the 5 components of IPC/team development?

A
  • forming
  • norming
  • confronting/storming
  • performing
  • leaving
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14
Q

according to Drinka, what are the symptoms of the Forming phase of IPC development? (6)

A
  • superficially share name and background info
  • members size up & test each other; categorize by professional roles & status
  • members guarded, more impersonal than personal, some active, most passive
  • uncertain about team membership
  • conflict is neither discussed nor addressed
  • focus on own professional role & perspective
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15
Q

according to Drinka, what are the interventions of the Forming phase of IPC development? (6)

A
  • create icebreaks (ex. potlucks, informal discussions)
  • discuss formal and potential informal roles of members, verbalize stated team goals
  • encourage informal time to get to know one another
  • new team = discuss and agree on core & secondary team membership
  • new team member = mentor should discuss and ensure understanding
  • encourage conflict recognition as an opportunity for creative problem solving
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16
Q

according to Drinka, forming can occur when?

A
  • when a single person enters an already formed team
  • or when there is a new team altogether
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17
Q

according to Drinka, forming is often a ______ process

A
  • rushed process –> involves members of a healthcare team coming together to engage in pt care
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18
Q

according to Drinka, what are the rates in which individual members of the team go thru the forming stage

A
  • at different rates depending on confidence, experience, etc.
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19
Q

what is an example of the forming phase

A
  • showing up as a new nurse on the first day –> narrower focus of learning, more shy, not confident enough to address issues in pt care
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20
Q

according to Drinka, the Norming Phase of IPC development is the…

A
  • conflict or storming phase
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21
Q

according to Drinka, what are the symptoms of the Norming phase of IPC development? (14)

A
  • difficult to understand goals and purpose of the team
  • attempt to establish common team goals & purpose
  • mistrust each other, exhibit caution and conformity
  • begin to see role overlaps (other people helping w things you thought were only in ur scope)
  • know conflicts are present, cover them up or whitewash them
  • few members attempt to establish bonds w others w similar views
  • team establishes ground rules, begin to clarify common roles
  • team may want leader(s) to assume responsibility
  • team tries strategies to increase equality of leadership (ex. rotating leadership)
  • defensive communication & disruptive behavior increases
  • team members frustrated
  • some members project blame & responsibility towards perceived leaders
  • team members compete
  • some members come to meeting late or not at all
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22
Q

according to Drinka, what are the interventions for the Norming phase of IPC development? (14)

A
  • discuss goals as a team
  • discuss & agree as a team
  • structure opportunities for informal communication about training, values, experience, and duties of each member
  • observe members from other disciplines, discuss overlaps
  • encourage conflict recognition as an opportunity for creative problem solving
  • form a subcommittee and include members from different coalition
  • reinforce ground rules, negotiate common roles
  • identify informal leadership roles that needs to be filled and who can fill them
  • emphasize development of competence for different leadership roles
  • at process team meeting, give open feedback & discuss patterns of disruption & solutions
  • promote informal leadership for resolving provblems
  • discuss different leadership roles, praise members for indiv contributions
  • review rules for membership (ex. attendance, start & end meetings on time, ignore late arrivals)
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23
Q

according to Drinka, why does storming or conflict in the group occur during the Norming phase?

A
  • group is too rushed to deal w it, and issues are pushed under the table
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24
Q

according to Drinka, what may occur between different disciplines of an IPC team in the Norming phase? (2)

A
  • competition between disciplines
  • discipline specific goals may form instead of team goals
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25
Q

According to Drinka, in the Norming phase the team may be placed into a ____ mentality

A
  • groupthink
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26
Q

according to Drinka, describe the progression past the Norming Phase

A
  • some teams dont move past this phase
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27
Q

according to Drinka, what occurs in the confronting/storming phase of IPC development?

A
  • issues from the norming phase are addressed (may be constructive or not) –> ex. egos, hierarchies, not liking a co-worker
  • problem solving behavior occurs
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28
Q

according to Drinka, what are the symptoms of the Confronting Phase of IPC development? (12)

A
  • can no longer avoid conflicts, some members verbally attack other members
  • conflicts of leadership, equality, and commitment increase
  • members feel anxiety over expression of affect
  • address some conflicts directly
  • some members withdraw from the team
  • search for leader who will resolve conflicts
  • functional leaders emerge
  • realize that power is not equal
  • realize that everyone has power for leadership and decision making
  • conflicts lead to constructive confrontation
  • team re-clarifies goals and rules
  • form coalition that change according to needs of the team
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29
Q

according to Drinka, what are the interventions of the Confronting Phase of IPC development? (12)

A
  • bring team conflicts to team forum or proces leader, process leader mediates
  • identify, clarify, and assign informal leadership roles
  • encourage expressions of affect - positive & negative
  • encourage practice of constructive confrontation –> focus on solutions to problems
  • review reasons for leaving, may be symptom of team dysfnxn
  • identify members w skills and willingness to assume role of process analyzer
  • identify & encourage informal leaders
  • identify all potential power sources
  • encourage members to recognize and assume power sources that are capable of assuming
  • help the team discuss & resolve conflicts, regard as an opportunity for creative problem solving
  • as a team, update goals, discuss roles & agree
  • praise this as a sign of team growth
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30
Q

according to Drinka, transition from the Confronting to the Performing phase of IPC development occurs as…

A
  • members establish that every person has power to make decisions and engage in constructive confrontation
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31
Q

according to Drinka, what may occur r/t the initial team goals in the Confronting stage of IPC development

A
  • may be re-examined
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32
Q

according to Drinka, the team is Performing when the conflicts are…

A
  • directed more at program development than at individual members
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33
Q

according to Drinka, what are symptoms of the Performing stage of IPC development (9)

A
  • appreciate differences of members
  • members encourage and help each other
  • increase reality testing, team grows stronger
  • norm is self-initiated active participation
  • members trust each other & develop strong relationships
  • members meet regularly and come on time
  • see conflicts as normal and use as impetus for program improvement
  • emphasize productivity and problem solving
  • members responsible for leadership in teaching, wherever skills warrant it
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34
Q

according to Drinka, what are interventions for the Performing stage of IPC development (9)

A
  • encourage the appreciation of member differences
  • reinforce helping behaviors as part of the team’s culture
  • schedule open feedback of members to team
  • praise informal leadership
  • enjoy the relationships, offer to mentor new members
  • reinforce regular & on time meeting as part of team culture
  • reinforce the view of conflicts as normal as part of team culture
  • reinforce productivity and problem solving as part of team culture
  • reinforce members responsible for leadership in teaching as part of team culture & ensure all informal leadership roles are filled
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35
Q

according to Drinka, describe the duration of the Performing stage of IPC development

A
  • doesnt last long as members come and go
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36
Q

according to Drinka, the Leaving phase of IPC development occurs when..

A
  • an individual leaves
  • or the team terminantes

IPC team rarely fully dissolves, often involves departure of 1 member

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37
Q

according to Drinka, the symptoms of the Leaving phase when 1 individual leaves include (6)

A
  • individual may feel anger or sadness toward members or team in general
  • members deny impending departure bc of disbelief and regret
  • team express wish for member to remain w team –> want team to remain the same
  • team may regress to earlier phase
  • individual may express happiness over leaving team
  • see value/pride in the teamwork
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38
Q

according to Drinka, the interventions for the Leaving phase when 1 individual leaves include (6)

A
  • praise the member for team accomplishments
  • wish members well in new endeavor
  • as a team, discuss interim situation, plan for replacement
  • accept the team’s expression of wish for member to stay as a sign of signif loss to team, regard as potential ghost for team to address in future
  • determine team’s developmental phase, proceed from there (if regresses)
  • accept that member is happy & team has a shortage to address
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39
Q

according to Drinka, the Leaving phase of IPC development occurs when..

A
  • an individual leaves

IPC team rarely fully dissolves, often involves departure of 1 member

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40
Q

according to Drinka, the symptoms for the Leaving phase when the team terminants include (4)

A
  • some members withdraw, depression & sadness result
  • members express team’s superiority
  • express feelings as testimonials
  • affirm team membership as valuable
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41
Q

according to Drinka, the interventions for the Leaving phase when the team terminates include (4)

A
  • develop team & personal plan of action
  • celebrate and record the team’s accomplishments
  • listen & encourage team members to express their feelings and plan for their future
  • celebrate w an eye to the future
42
Q

according to Drinka, are all members in the same phases of IPC development?

A
  • no, members can all be in different phases depending on if are new, full-time, like working in teams, etc.
43
Q

according to Drinka, what determines which phase the overall team is in?

A
  • the phase which the most members are currently in
44
Q

according to Drinka, what are the challenges to IPE? (6)

A
  • disciplinary dominance
  • academic arrogance
  • professional power
  • IPE lite
  • resource requirements
  • continuous commitment
45
Q

according to Drinka, what is included under the Disciplinary Dominance challenge to IPE? (2)

A
  • healthcare disciplines have cultural, linguistic, and epistemological differences
  • unless al disciplines prioritize IPE it may fail –> requires coordination and shared goal
46
Q

according to Drinka, what is included under the Academic Arrogance challenge to IPE? (2)

A
  • certain healthcare disciplines may feel superior to others (often medicine)
  • IPC approach lvls the playing field and may threaten people who wish to dominate in a clinical setting
47
Q

according to Drinka, what is included under the Professional Power challenge to IPE? (3)

A
  • IPC seeks to distribute power equally
  • disciplines in power (ie medicine) are statistically more likely to have poor IPE particiption
  • physicians may believe they are able to overrule care plans created by the team
48
Q

according to Drinka, what is included under the IPC Lite challenge to IPE? (3)

A
  • professors may jump on the IPE bandwagon for personal or professional gain
  • when IPE stops being a trending topic at their institution they lose interest and stop supporting the initiative
  • grant funding may not support IPE initiatives longterm
49
Q

according to Drinka, what is included under the Resource Requirements challenge to IPE?

A
  • grant funding must be paired w genuine support from admin in order to be a longterm component of healthcare program
50
Q

according to Drinka, what is included under the Continuous Commitment challenge to IPE? (2)

A
  • programs must have longterm focus
  • must be supported by more than 1 main person
51
Q

what are the key concepts found in Lawlis (3)

A
  • populations impacting IPE
  • various factors cam serve as barriers or enables to IPE implementation
  • 5 key fundamental elements that inhibit or enhance IPE success/sustainability (successful programs typically have 1 or more of these)
52
Q

according to Lawlis, what populations impact IPE (3)

A
  • government & professional
  • institutional
  • & individual stakeholders
53
Q

according to Lawlis, the government and professional populations that impact IPE refer to…? what are examples of this population (2)?

A
  • encompass the top-lvl stakeholders that influence the incorporation of IPE into higher education health professional degree programs
    ex. government organizations and accreditation boards
54
Q

according to Lawlis, the institution population that impacts IPE refers to… what is an example of this population?

A
  • the areas within a higher education instituion that influence the embedding of IPE into the health professional education
    ex. mngmt
55
Q

according to Lawlis, the individual population that impacts IPE encompasses… (3)

A
  • staff
  • instructors/educators/professors
  • and/or students

all of which can positively or negatively impact the embedding of IPE into the health professional curriculum 1

56
Q

according to Lawlis, what are the categories of barriers to implementing IPE?

A
  • gvmt and professional
  • institutional
  • individual
57
Q

according to Lawlis, what are the gvmt and professional barriers to implementing IPE (2)

A
  • lack/limited financial resources
  • changes within the organizations and higher education institutions involved
58
Q

according to Lawlis, what are the institutional barriers to implementing IPE? (6)

A
  • lack/limited financial resources
  • lack/limited support
  • limited faculty development initiatives
  • scheduling of IPE within current program (health professional degree calendars – different lengths of degree year, different degree time-tables, rigid/condensed curriculum)
  • extra-curricula versus required course/unit
  • differences in assessment requirements
59
Q

according to Lawlis, what are individual barriers to implementing IPE (10)

A
  • faculty attitudes
  • lack of reward for faculty
  • high workload (including teaching & admin)
  • lack/limited knowledge about other health professions
  • not understanding IPE concept
  • lack of perceived value
  • diff student learning styles
  • “turf” or professional battles
  • bias towards own profession
  • lack of respect towards other HCP
60
Q

according to Lawlis, what are the categories of enables to IPE (3)

A
  • gvnmt & professional
  • institutional
  • individual
61
Q

according to Lawlis, what are the categories of enables to IPE (3)

A
  • gvnmt & professional
  • institutional
  • individual
62
Q

according to Lawlis, what are the gvnmt/professional enables to IPE (4)

A
  • establishment of collaborative groups from diff higher education institutions and organizations
  • stakeholder commitment
  • shared ownership and unified goals
  • gvmt funding
63
Q

according to Lawlis, what are the institutional enablers to IPE (3)

A
  • funding by organizations
  • organizational structures within higher education institutions developed
  • faculty development programs
64
Q

according to Lawlis, what are the individual enablers to IPE (8)

A
  • skill of the facilitator
  • enthusian of facilitator/staff
  • staff as role models
  • champions for IPE within a student group or faculty
  • commitment
  • understand of IPE and CP
  • shared interprofessional vision
  • showing of equal status regardless of position or background
65
Q

according to Lawlis, what are the 5 key fundamental elements that inhibit or enhance IPE success/sustainabiliy

A
  • gvmt funding
  • higher education institution fundings
  • faculty development programs
  • higher education institution organizational structures to support the embedding of IPE into health professional curricula
  • staff ownership and commitment across all disciplines involved in IPE program s
66
Q

what are the 9 Belbin Team Roles?

A
  • resource investigator
  • teamworker
  • co-ordinator ( the social roles)
  • monitor evaluator
  • specialist (the thinking roles)
  • shaper
  • implementor
  • completer finisher (the action or task roles)
67
Q

what are the thinking roles of the 9 Belbin Team Roles (3)

A
  • plant
  • monitor evaluator
  • specialist
68
Q

what are the action roles of the 9 Belbin Team Roles (3)

A
  • implementer
  • shaper
  • completer finisher
69
Q

what are the People roles of the 9 Belbin Team Roles (3)

A
  • resource investigator
  • teamworker
  • co-ordinator
70
Q

describe the role of the resource investigator

A
  • uses their inquisitive nature to find ideas to bring back to the team
71
Q

describe the role of the Teamworker

A
  • helps the team to gel, using their versatility to identify the work required to complete it on behalf of the team
72
Q

describe the role of the coordinator

A
  • needed to focus on the team’s objective
  • draw out team members and delegate work appropriately
73
Q

describe the role of the Plant

A
  • tends to be highly creative and good at solving problems in unconventional ways
74
Q

describe the role of the monitor evaluator (3)

A
  • provides a logical eye
  • makes impartial judgements where required
  • weighs up the team’s options in a dispassionate way
75
Q

describe the role of the Specialist

A
  • brings in-depth knowledge of a key area to the team
76
Q

describe the role of the Shaper

A
  • provides the necessary drive to ensure that the team keeps moving and does not lose focus or motivation
77
Q

describe the role of the implementer

A
  • needed to plan a workable strategy & carry it out as efficiently as possible
78
Q

define: team

A
  • a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable
  • focus: mutual and individual accountability
79
Q

define: group

A
  • a number of people assembled together or having some unifying relationship
  • focus: individual goals and accountabilities

use team over group on exam

80
Q

define: interprofessional education

A
  • occasions when members or students of 2 or more professions learn with, from, and about each other to improve collaboration and the quality or care & services

key words = with, from, and about

81
Q

what are some of the benefits of IPC/IPE (7)

A
  • reduced wait times
  • increasing pt safety
  • better access to primary care
  • chronic disease mngmt
  • better human resource planning
  • improve the health outcomes of clients
  • meet the competencies for collaboration (collaborator role)
82
Q

review D’Amour framework

A
83
Q

what are considerations for effective IPE (5)

A
  • intro IPE/IPC early in professional curricula or later?
  • teaching & practicing the IPC competencies, skills of the facilitators
  • creating relevant learning experiences (formal & informal) with a structured de-briefing opportunity (learning experiences can occur in healthcare context)
  • non-threatening learning enviro –> learners should feel psychologically safe to express themselves openly (feeling like people might think they’re stupid can reduce quality of learning, familiar people & safe enviro = increase confidence)
  • develop the skill of reflective practice
84
Q

reflective practice can occur…

A
  • in action
  • on action
85
Q

describe reflection in action

A
  • reshape what you are doing while you are doing it
86
Q

describe reflection on action

A
  • look back on experiences to improve for future events and encounters
87
Q

what are some barriers to IPE (13)

A
  • lack of & limited financial resources
  • rigid cirriculum = leads to scheduling difficulties
  • different degree timetables, high workload
  • limited faculty development
  • disciplines may not see others as equal (subordinate) –> “lvl playing” field could be threatening for some
  • IPE can be marginalized and considered as an “add on”
  • faculty attitudes & not understanding IPE concepts
  • many academic units are familiar w working only in their “professional silos”
  • lack of resources (human, financial)
  • IPE seeks to distribute power (collab leadership), may be opposed by some
  • supported by admin in theory, but not providing resources to make IPE happen
  • long-term commitment for continued IPE –> needs to be woven into the academic curricula
  • scheduling of IPE into current program
88
Q

what are gvmt & professional regulatory bodies enablers to IPE (3)

A
  • stakeholder commitment
  • adequate funding
  • shared ownership
89
Q

what are organizational/institutional enablers to IPE (3)

A
  • funding support
  • faculty development
  • developed organizational structures within higher education institutions
90
Q

what are individual enablers to IPE (7)

A
  • skill of the facilitator
  • “champions”
  • staff as role models
  • commitment
  • enthusiasm of staff
  • understanding of IPE
  • shared IP vision
91
Q

according to the WRHA, what are imp characteristics to successful team functioning (6)

A
  • mindful (of the impact of their role & actions)
  • reflective (on how to improve their roles and actions within the team)
  • respectful (of one’s expertise)
  • encouraging (the pt they’re caring for to participate)
  • pt centered (adjusting healthcare plans as needed)
  • participating (in decision-making process and being inclusive in it)
    honoring (team ethics)
92
Q

according to the CIHC, what is including in team functioning (5)

A
  • understand the process/stages of team development
  • be respectful of the participation of all members
  • reflect on team’s functioning regularly
  • reflect on team ethics
  • develop set of principles for working together
93
Q

what is a tame problem

A
  • problem that can be easily defined
94
Q

what is a wicked problem

A
  • problem that is difficult to formulate, has more than 1 explanation, and if often a symptom of other problem
  • often does not resolve w simple interventions
95
Q

what are key messages from Dr. Cahn’s article

A

4 structural competencies:
- values and ethics
- role and responsibilities
- IP communication
- teamwork

96
Q

describe the dominant focus of pt centered care practices in medicine

A
  • a holistic approach to care & individualization of care
97
Q

describe the dominant focus of pt centered care practices in rehab sciences

A
  • autonomy and partnership w pts in planning and implementing care
98
Q

describe the dominant focus of pt centered care practices in nursing

A
  • pts experiences and on the development of the therapeutic relationship w the pt
99
Q

describe the dominant focus of pt centered care practices in social work

A
  • client self-determination
100
Q

what are 4 important characteristics of pt centered care

A
  • integral partners (support participation in planning & implementation of care)
  • education & support (that’s approp to the needs of the pt)
  • info sharing (respectful engagement, encouraging dialogue, take active role in healthcare decisions)
  • active listening (understand expressed needs, adapt care to meet the needs)
101
Q

what are the benefits of pt/family centered care (5)

A
  • less pt falls on unit
  • less med errors
  • less readmissions
  • less admissions from community or continuing care to ER
  • increased pt engagement and satisfaction scored
102
Q

what are common myths r/t pt centered care (5)

A
  • pts and families are interested or able to talk about their care
  • doctor knows best
  • pts should get everything they want
  • providing pt centered care is only the job of nurses
  • to provide pt centered care we need to increase our staffing ratios

NURS 4520: IPC (5 decks)

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