week 6: chapter 16:Collaboration in nursing practice Flashcards
Which of the following is a guiding principle of intraprofessional collaboration within nursing practice?
a. Everyone is assigned an equal number of patients.
b. Assignments are posted every day.
c. The nurse-to-patient ratio does not exceed 1:6.
d. Nursing assignments are guided by patient acuity.
ANS: D
One of the guiding principles of intraprofessional collaboration within nursing practice is that assignments are guided by the acuity of the patient’s condition (stability, predictability, risk of negative outcome, and complexity).
Interprofessional interactions and education can be exacerbated when particular health professions are dominated by men or women. Systematic gender-related patterns of speaking interact with individuals’ orientations to their professional roles and identities and management of institutionally relevant activities. These patterns of speaking are called which of the following?
a. Interprofessional collaboration
b. Institutional dialogue
c. Institutional climate
d. Interprofessional education
ANS: B
Systematic gender-related patterns of speaking interact with what is called “institutional dialogue,” patterns of speaking related to individuals’ orientations to their professional roles and identities and management of institutionally relevant activities.
Interprofessional education (IPE) has been successful to date because champions have recognized which of the following principles?
a. A bottom-up approach is necessary.
b. IPE should be embedded in the system.
c. Experience makes the best case.
d. Curricula changes are not essentials.
ANS: B
IPE initiatives have been successful to date because champions have recognized that IPE should be embedded in the system.
Where was the first interprofessional course in Canada offered in 1992?
a. University of Alberta
b. Toronto University
c. University of Manitoba
d. Victoria University
ANS: A
One of the first interprofessional education courses in Canada was offered by the University of Alberta in 1992.
The Romanow Report of 2002 was one of the first to advocate for changes to be made in the way health workers are educated and trained, including which of the following?
a. Program accreditation for all professional programs
b. Hospital-based clinical practice programs
c. Intraprofessional education for patient-centred care
d. Interprofessional education for patient-centred care
ANS: D
Romanow (2002) stressed the importance of interprofessional education for patient-centred care, advocating for new approaches to education and training, as well as how health workers’ roles and responsibilities change when patterns of care change.
Which of the following is a goal of the Pan-Canadian Health Human Resources Strategy?
a. Facilitate and support interprofessional education
b. Implement and promote primary health care
c. Create mandatory nurse-to-patient ratios
d. Facilitate and support intraprofessional education
ANS: A
The Pan-Canadian Health Human Resources Strategy was intended (among other goals) to facilitate and support the implementation of a strategy for Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP) across all health care sectors.
Research has shown there are many benefits of interprofessional collaboration. Which of the following is an example of one of those benefits?
a. Decreased understanding of the role of other professionals
b. Enhanced recruitment and retention of health care workers
c. Decreased morbidity and mortality rates
d. Enhanced documentation of medication errors
ANS: B
Interprofessional collaboration has been shown to improve recruitment and retention of health workers, patient care, patient satisfaction, safety, and access to health care. Improved recruitment and retention of health workers, more effective employment of health human resources, and improved population health are important system outcomes.
W is the interface between nurse educators and nursing students critical to the success of interprofessional education?
a. It is where they learn about different roles.
b. It is where students confirm professional ethics.
c. It is where profession-specific socialized beliefs emerge.
d. It is where interprofessional theory is presented.
ANS: C
It is within the interface of educator and student that the values and beliefs of one’s profession emerge, and without reflecting upon, examining, and challenging these profession-specific socialized beliefs, the development of interprofessional relationships may be blocked.
Which of the following is a micro-level factor that could influence interprofessional education and collaborative practice?
a. Interprofessional facilitator development
b. Accreditation guidelines
c. Agency policies
d. Interprofessional competence
ANS: A
Micro-level factors refer to connections between students, educators, and health care providers that influence interprofessional education and collaborative practice. Micro-level factors in education relate to teaching, such as interprofessional facilitator development.
Which of the following factors could result in improved attitudes of students who learn interprofessionally?
a. Mandatory team rounds
b. Policies to outline team roles
c. Meetings to discuss care
d. A safe learning environment
ANS: D
Maintaining a psychologically safe environment, where learners believe that they are secure to express ideas and opinions openly and engage in interpersonal risk-taking in the workplace, can result in improved attitudes of students who learn interprofessionally.
Which statement reflects the difference between interprofessional collaboration (IPC) and interprofessional education (IPE)?
a. IPC is a process for completing care.
b. IPC is accomplished through interactions.
c. IPC is education on collaboration.
d. IPE is accomplished through collaboration.
ANS: B
IPC is accomplished through interactions—interactions between patients/families and health workers, interactions between health workers of various backgrounds, and interactions with the organization in which they all reside.
Which of the following statement by the nurse manager indicates that the team is supporting interprofessional collaboration?
a. “I have the solution to that problem.”
b. “We need to consult the team.”
c. “I need to search for the evidence.”
d. “I don’t need to ask the team for help.”
ANS: B
Sharing knowledge, communicating, and negotiating openly and actively leads to a collective understanding about how everyone’s work contributes to positive outcomes and to team objectives, ultimately supporting interprofessional collaboration.
Which of the following is a Canadian Interprofessional Health Collaborative (CIHC) (2010) competency domain?
a. Conflict resolution
b. Nonverbal communication
c. Time management
d. Workload measurement
ANS: A
The six CIHC (2010) interprofessional collaboration competency domains are patient/client/family/community-centred care, interprofessional communication, role clarification, team functioning, collaborative leadership, and interprofessional conflict resolution.
Barriers to interprofessional education (IPE) include which of the following? (Select all that apply.)
a. Lack of perceived value
b. Negative attitudes
c. Bias toward one’s own profession
d. Knowledge of different roles
e. Lack of rewards
f. Working as a team
g. Champions of IPE
h. Turf wars between professions
ANS: A, B, C, E, H
Barriers to effective IPE include negative attitudes, lack of perceived value, lack of rewards, turf wars between professions, and bias toward one’s own profession.
Intraprofessional collaboration occurs between which of the following professionals? (Select all that apply.)
a. Registered practical nurses
b. Physicians
c. Licensed practical nurses
d. Registered psychiatric nurses
e. Social workers
f. Physiotherapists
g. Registered nurses
h. Nurse practitioners
ANS: A, C, D, G, H
Intraprofessional collaboration occurs between registered nurses, registered practical nurses (or licensed practical nurses), registered psychiatric nurses, and nurse practitioners.
