• Collaborative approach concerning change or difficulties
When establishing and maintaining engagement, it is critical to demonstrate a collaborative approach concerning change or difficulties experienced by patients. I believe I demonstrated a collaborative approach and this can be listened to in multiple occasions (e.g. reviewing homework, discussing next steps in treatment). An analysis of literature (Anderson, 1997; Gehart, 2012) reveals that a collaborative approach toward treatment promotes a sincere working relationship with patients where their voices are equally respected and valued. I also asked the patient to reflect on the next steps in the treatment and his future goals.
In line with theory and my experience, in the future I
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For instance, I made use of simple and complex reflections when discussing homework, reflecting to patient what he told in terms of the homework completed and the difficulties he had found and further acknowledging the progress he made by completing it and the progress he made overall since start of treatment. In line with research (Can et al., 2012 & Thwaites & Bennett-Levy, 2007), reflections can be helpful to demonstrate empathy as well as ensure accuracy of the information gathered. These functions are known to facilitate therapy engagement and promote positive therapeutic relationships between practitioners and patients.
• Summaries including capsule summaries and major sections summaries
I used capsule summaries a few times during the treatment session, in particular at the end of the risk assessment and at the end of homework review. Summaries can be a positive way to aggregate information into topics, check in with understanding and promote further reflection. Capsule summaries in particular can provide a concise manner to demonstrate active listening and bridge different sections of the treatment (Richard & Whyte, 2011).
I feel that I have not used this competency often enough and I have missed opportunities such as when reviewing the problem statement and the goal, in which using this skill could have been helpful to ensure accuracy of information
At the point when the team moves into the "norming" stage, they are starting to work all the more successfully as a team. They are no more centered on their individual objectives, yet rather are centered on building up a method for cooperating. They respect each other's opinions and value their differences. They begin to see the value in those differences on the team.
The World Health Organization (2010) defines interprofessional collaboration in health care as occurring “when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings” (p. 7) and IPE as occurring “when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (p. 7). Interprofessional collaboration is contingent on IPE; education promotes collaborative patient-centered care by strengthening communication skills and teamwork. This paper discusses the importance of interprofessional collaboration in healthcare by examining
The Canadian Interprofessional Health Collaborative (CIHC) competencies defines interprofessional collaboration as “the partnership between a team of health care providers and a client in a participatory, collaborative and coordinated approach to shared decision-making around health and social issues” (2010, pp). To guide health care providers in achieving interprofessional collaboration Huron Perth Healthcare Alliance (HPHA) designed an interprofessional practice model (IPM). The HPHA IPM has four key domains; role clarity/scope of practice, interprofessional collaborative practice, professional development, and evidence informed practice.
These different tools are useful in building and maintaining a therapeutic relationship. Paraphrasing includes repeating the content that has been expressed in a different way, this method can provide the client with a feeling of importance and recognition. Reflection of feelings/content involves identifying the feelings and/or content in what has been said (highlighting the key aspects of the story). Again, this method encourages the patients to be validated and heard. The relationship between the person seeking help and the nurse/counsellor should be appropriate for producing therapeutic change, to ensure that the patient maximizes the therapeutic relationship.
progress that the patient is making. That open communication and collaboration effort is a must.
Interdisciplinary team approach is essential for the management of BPH, as the collaboration between team members helps to provide the patient a comprehensive treatment plan. Interdisciplinary team approach can assist patients in making treatment decisions that are specific to their individual disease state, age, life style, and co-morbid conditions (British Association of Urological Surgeons, 2013). Interdisciplinary team for managing BPH mainly includes primary provider, urologist, urosurgeon, radiologists, social worker, psychologist, and other team members based on the co-morbidities of the patient. In the case of Mr. Jose, initial symptom assessment and treatment will be provided by the primary provider.
According to the book of Daniel, the author states “But you, Daniel, shut up the words and seal the book, until the time of the end. Many shall run to and fro, and knowledge shall increase” (Daniel 12:4, English Standard Version). My opinion is that obtaining knowledge is significant to all developmental stages in a lifespan. Throughout the years, technology have grown tremendously. My grandmother used to say, “You children have it good, I remember when we only had pen and paper”.
AC 3.1: Assess the benefits of team working for an organization Team working has very good result and large scale benefits to organization and business while individual work has lesser success chances. “Two breathing is better than one breath”. It means two people working is better than individual working independently. There are some benefits written below: Wider range of Ideas Innovation Motivation More Skills Efficiency Abilities High Outcome Low Risk Mutual Support Sense of Accomplishment Improved Quality of Product and Service Easy Monitoring http://www.callofthewild.co.uk/library/useful-articles/what-are-the-benefits-of-havingteams-in-a-business-environment/ To assess the benefits, I am creating a situation.
My time spent with the group enabled me to gain the trust of patients, making them feel at ease to truthfully discuss personal and sensitive topics with me. Facilitating group discussions also enabled me to learn pertinent information pertaining on
Why Reflection and Continuing Professional Development is important for Complementary Therapy Reflective thinking is one those qualities which the practitioner has to develop as an important tool for every day’s tasks. John (2013) suggests that through writing and reflecting on practice, practitioners learn to pay attention to their own written self-assessment practice, therefore becoming more aware of patterns of thinking, feeling and responding to situations that will contribute to becoming more inquisitive and thoughtful. Gibbs’ (1988) reflective cycle inspires to think analytically about the phases of an experience or activity that should use headlines to structure the reflection. Such as, description (referring to what happened), feelings (referring to what were someone thinking and/or feeling), evaluation (referring to what was good and bad about the experience) and analysis (referring to what sense can someone make of the situation). Thinking in this way will help to identify what was the experience about and what the therapist learned from it.
According to Johnson and Weaver (1992), groupthink is defined as “an unhealthy decision-making pattern characterized by a high degree of cohesiveness and a striving for consensus among the members of a decision making group” (Introduction, para. 1). The authors’ purpose for writing this article is to highlight how the use of groupthink is engrained in our educational system and how detrimental effects occur as a result. From a young age, students are conditioned to solve problems in school and using methods that fit within the norms of behavioral expectations. Johnson and Weaver (1992) mentioned that, “ there is a general unwillingness to question what has been presented in class” (Group Think in the Classroom, para. 6). Furthermore, Johnson
Instead of going with standardized speech and instructions, putting patient’s concern as the top priority of treatment goals, and telling him that we will be working on it is also communication technique which builds the bond in the therapist-patient relationship. Moreover, delivery of patient-centered care actually involves not only the patient, the therapist, but also the people surrounding the patient. If I met a patient who was influenced by external factors such as peer pressure, I would choose to seek help from other health care practitioners, to address the patient’s problem from different facets because patient’s health involves both physical and psychological
...ly in the future I want to be mentally prepared for extra workload and the possibility of conflict in any given situation.
Collaborative learning is an educational approach that involves groups of learners working together to reach a consensus through negotiation to solve a problem, complete a task, or create a product (Bruffee, 1993). Learning occurs through active engagement among peers, wherein the main characteristics of collaborative learning are: a common task or activity; small group learning, co-operative behaviour; interdependence; and individual responsibility and accountability (Lejeune, 2003).
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help