Interprofessional Practice Flashcards
Nursing standards of practice
Professional responsibility Knowledge-based practice Ethical practice Service to the public Self-regulation
Professional responsibility
The nurse is personally responsible and accountable for their nursing practice and conduct
Knowledge based practice
The nurse continually acquires and applies knowledge and skills to provide competent evidence informed nursing care and service
Ethical practice
The nurse complies with the code of ethics adopted by the council in accordance with HPA and CARNA bylaws
Service to the public
The nurse has a duty to provide safe, competent, and ethical nursing care and service in the best interest of the public
Self-regulation
The nurse fulfills the professional obligations related to self-regulation
Indicators for knowledge based practice
The nurse supports decisions with evidence based rationale
The nurse uses critical inquiry in collecting and interpreting data, planning, implementing and evaluating all aspects of their nursing practice
Indicators for service to the public
The nurse coordinates client care activities to promote continuity of health services
The nurse collaborates with the client, significant others and other members of the healthcare team regarding activities of care planning, implementations and evaluation
The nurse explains nursing care to clients and significant others
Indicators of self-regulation
The nurse follows policies relevant to the profession as described in CARNA standards, guidelines, and position statements
The nurse practices within the legislated scope of practice of the profession
The nurse ensures their fitness to practice
Nurses scope of practice
Assist individuals, families, groups and communities to achieve their optimal physical, emotional, mental and spiritual well-being
Assess, diagnose and provide treatment and interventions and make referrals
Prevent or treat injury and illness
Teach, counsel and advocate to enhance health and well-being
Coordinate, supervise, monitor and evaluate the provision of health services
Teach nursing theory and practice
Manage, administer and allocate resources related to health services
Engage in research related to health and the practice of nursing
Scope of practice for individual nurse
Individual competence- knowledge and skills
Requirements and policies of employer
Needs of the client
Needs of practice setting
CARNA scope of practice for nurses domains
Clinical practice
Administration
Education
Research
Restricted activities
High risk activities that require specific competencies and skills to be carried out safely
Each profession makes regulations to identify the restricted activities its regulated members may perform (with conditions and supervisory requirements)
Does not mean every member is authorized in any situation or practice setting
Requires specific professional competence to perform safely
A number of health professions may be authorized to perform the same restricted activity
Supervision of nursing students
Nursing students are not regulated by CARNA
Students may perform restricted activities under the supervision of an RN in certain, very specific set of circumstances (and organizational policy)
Student is responsible for requesting consultation or guidance when needed
Supervision- direct (at the side of), indirect (available for consultation and physically present), remote (available for consultation at another location)
Students must have appropriate theory and practice in education program prior to performing restricted activities
CARNA registration requirements
Graduation within the last five years from a nursing education program in Alberta approved by nursing education program approval board
Pass the NCLEX
Meeting CARNA continuing competence program requirements
Satisfactory employer reference if more than six months have passed since graduation
RN continuing competence
Asses practice against CARNA nursing practice standards
Collect feedback from others about your practice
Select a priority learning focus
Develop a learning plan
Engage in appropriate learning activities
Evaluate the influence of learning upon your practice
Individual responsibility
Relies heavily on self-reflection and self-report and self-perception about “appropriate learning activities”
Challenges for interprofessional leadership
Each profession has separate professional responsibilities and line of management
Leaders within the team should change with the needs of the patient
Move from professional competition to a focus of sharing “expertise” in facilitating patient/family centred care
Need to balance interdependence with professional autonomy
Need training and development of leadership capacity
What is a team
Teams consist of two or more individuals
Team members have specific roles, perform specific tasks, and interact or coordinate to achieve a common goal or outcome
Teams make decisions
Teams possess specialized knowledge and skills and often function under conditions of high workload
Teams differ from small groups in that teams embody a collective action arising out of task interdependency
Members of a team
Are mutually dependent
See themselves as working collaboratively for patient-centred
Benefit from working collaboratively to provide patient care
Share information which may lead to shared decision-making
Know when teamwork should be used to optimize patient-centred care
Significance of interprofessional practice
Improves patient safety
Improves quality of care (potentially reduces wait times)
Complexity of illness and health care needs
Accessibility for patients
Driven by patient needs
Addresses shortage of health care providers
Improves job satisfaction
Reduces health care costs, reduce duplication
Information technology
Research funding
Accreditation
Goal of interprofessional collaboration
A partnership between a team of health providers and a client in participatory, collaborative and coordinated approach to shared decision-making around health and social issues
Role clarification
Learners/practitioners understand their own role and the roles of those in other professions, and use this knowledge appropriately to establish and meet patient/client/family and community goals
Interprofessional conflict resolution
Learners/practitioners actively engage self and others, including the patient/client/family, in dealing effectively with interprofessional conflict
Team functioning
Learners/practitioners understand the principles of team dynamics and group processes to enable effective interprofessional team collaboration
Collaborative leadership
Learners and practitioners work together with all participants including patients/clients/families, to formulate, implement and evaluate care/services to enhance health outcomes
Patient/client/family/community-centred care
Learners/practitioners set out, integrate and value, as a partner, the input and engagement of those in designing in and implementing care/service
Interprofessional communication
Learners/practitioners from varying professions communicate with each other in a collaborative, responsive, and responsible manner
