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Collaborative teamwork in healthcare
Healthcare teams and collaboration
Collaborative teamwork in healthcare
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This past week was my third full week on the medical/surgical floors, which means that I was semi-independent and will continue to be until my fifth week. Four west is still my primary unit, and it also contains some PICU rooms. The unit is increasingly becoming the heart failure rooms, as we are the only full-time telemetry monitoring unit. I have been able to continue to build rapport and establish therapeutic relationships with one chronic patient, but unfortunately for me (but fortunately for her), our other long-term patient was discharged. As happy as I am to see her healing, it is difficult to continue to create/facilitate therapeutic activities on our unit, which has such a high turnover rate. As I’ve stated before, staff on this unit …show more content…
This patient was a high priority for a multitude of reasons. For one, this patient has been hospitalized for over 3 weeks and needed to have diversional activities to keep her occupied. She is also a chronic patient who will be in the hospital until up to a month after her heart transplant and this is her “new normal.” Knowing the patient's developmental age also makes her a priority, because per the CPS/SW case notes the patient was not receiving the developmentally appropriate play/stimulation at home. My preceptor and I also discussed the theoretical foundations of child life in this interventions decision making through Piaget’s Cognitive Stages of Development and Erikson’s Psychosocial Stages of Development. For example, the patient is in Piaget’s pre-operational stage of cognitive development, where she is still egocentric and is increasing her use of symbolism and abstract thought. This was evident in her imaginative play with the doctor play, which she initiated and took lead in, my role was simply taking direction from the patient. Additionally, the patient is in Erikson’s initiative vs. guilt stage of psychosocial development, where she is gaining control/positive self-purpose through choice, control, mastery, and accomplishments. This was evidenced by our interactions/conversations during the puffy paint art play session …show more content…
I was pleased with my facilitation, but as always, I am able to see areas in which I could improve in future interactions. For example, this patient often gets bored and flies through her activities. In the future, maybe I could bring more novel items (i.e., varying sizes of BandAids/Tegaderm). I saw many patients this past week and mainly worked on play sessions, but this session was significant to me since I see this patient every day and we were able to start the therapeutic play process with her. I continue to see that you have to go with the flow of things and that something that you intend to be therapeutic may turn into a normative play session and vice versa. I realize I have a lot to learn, but I was proud of myself that I was able to gain independence, reflect on my own strengths and weakness, and evaluate what I need to work on in future
When I met my patient for this service project, I was unsure of how I should introduce myself and how I would explain my role relative to their care. My community health worker, Sherron, took all the pressure away from the situation; she had already established a relationship with my patient and I felt more like an invited member into a health care team rather than a new face with something to prove. Sherron had already taken steps to help my patient and I was an added benefit with pharmaceutical knowledge. I spent most of my time reviewing disease states and answering questions about drug therapy. My first interaction with the patient was the first primary care visit; I spent my time extracting medical information from the patient alongside the new physician. This first interaction lasted over an hour, there is no way the patient retained all the details discussed, however Sherron was keeping contact with the physician and was given copies of the patient’s medical record. Sherron kept in constant contact with the patient and was truly the best resource for information besides the patient
Mrs. Farrington was constantly worrying about allowing him out of the house or be with other kids. The hospital constantly kept correcting this behavior by stating that she needs to allow him to be like other kids but sometimes it was her first instinct to prevent hospitalization. Mainly Cody is hospitalized due to weight loss or to clean mucus out of his lungs completely. Unlike Mrs. Farrington who has to deal with the medical treatments daily, her husband is in more denial. When Cody becomes sick he understands to call the hospital but Mr. Farrington has no understanding of Cody’s medicine and such. Though studies have shown that children who are cared by their mother recover faster and are discharged earlier, Mr. Farrington behavior is very concerning (Family-Centered Care and the Pediatrician’s Role, 692). He avoids the topic overall by working constantly. Mrs. Farrington finds this behavior to be strange because if something negative happened to her, Mr. Farrington needs to know these treatments, so they aren’t neglected or performed incorrectly. However, this arrangement between the parents is not very healthy because the stress of Cody condition is completely Mrs. Farrington burden. This makes Mrs. Farrington struggle giving her other children the fair attention they deserve as
These close relationships with other clients helped to create a sense of collaborative healing and, in the study conducted; the clients did not feel as much loneliness. It is imperative that the staff in inpatient settings help to cultivate an environment that allows close relationships among patients to form. Unfortunately, the findings of this article showed that very few institutions have policies in place to provide and maintain an environment where such relationships are possible (2014). This article can support the ideas presented in Rosenhan’s experiment which seemed to prove institutions themselves were not providing adequate environments. This article also supports the idea that pseudopatients and patients were negatively affected by the staff’s inability or lack of attentiveness. By not recognizing these issues within the environment, staff members could not provide adequate personal contact to promote healing
The theory of therapy that I have personalized and developed is that of an Integrative Play Therapy Approach (IPT). Gil, Konrath, Shaw, Goldin & McTaggart Bryan (2015) describe this method as an approach which utilizes a combination of two or more therapeutic styles. This will allow my personal theory to be customized as needed to meet varying client needs. In developing my individual theoretical orientation of therapy, I took into consideration my experiences within the field and my previous education, as well as my own values, personality traits and my natural therapeutic style. Additionally, the setting in which this therapeutic style is being utilized is taken into account. Given this, it is important to highlight that my approach will
I was able to see how stressful it was for parents who also had children at home and had to be at the hospital taking care of their child. Also, for the first time I experienced having to deal with parents who were arguing about their child’s care. I realized how whenever the patient’s mom was out of the room, the child was behaving appropriately for his age, but when the mom would come back into the room, the child would behave differently.
“We can’t turn away from a patient’s pain just because it’s difficult” (chapman, 2015, p. 88). I know the path of least resistance is taking a path of ignorance. Easy, is to ignore or neglect the true pain patients experience in times of crisis. As caregivers I believe we all want to heal others or we wouldn’t be in the field of nursing, but there are only handfuls willing to be present during the healing process because sharing one’s pain hurts. As a surgical nurse, I find being genuinely present takes hard work on my behalf, not only mentally but emotionally. On a unit where patient’s needs and conditions are changing at astonishing rates, being present requires mental strength in order slow down enough to recognize the value presence
In this article Pereira (2014) focuses on techniques that can be used to include children in family therapy. This article specifically refers to children who are 6 years or older, being that the techniques used may be too complicated for younger children to understand. Most therapists struggle to find ways to actively engage children in family therapy due to the differences in level of verbal expressions, as well as differences in life experiences (Pereira, 2014). To make family therapy more effective for all members of the family, play is often incorporated.
With my clinical placement being in the cardiology unit at Hamilton General I have been exposed to a variety of acute circumstances that required continuous critical thinking skills. Thus, with periods of such high demand and acute care situations it becomes undoubtedly difficult at times to acknowledge the patient as a whole and understand their story. Dealing with an acute patient population and continuous turn over rate it was visible to me that providing therapeutic relationship was not a priority on this unit, displaying empathy was easily missed and consequently, affecting
Since Ava is at an impressible age, it is important for her to be involved. The therapist engages the family in exchange role-playing with the use of puppets. The use of puppets is a good tool to use when dealing with younger children and it also adds the element of play into serious discussions (Pereira, 2014). The therapist will assign a role to family members and touch bases on the issue at hand. Family members will have to speak through the puppet. This will help Roger and Tina, not only better see each other’s perspective, but they will also be able to identify with Ava and any negative effects she may be experiencing. The therapist gives the Hoffmans an in- home assignment, family puppet story, another method discussed in Pereira’s Can we play too? Experiential techniques for family therapists to actively include children in sessions. As a family, they have to pick a story to share, the characters, and the ending of the
Upon my exit from the Rehab Center, I consider my interaction with the patient who had spin my new world upside down. Thrown completely off guard, I realized two things: sickness can change people into something you, or even they, might not expect, and the second, I don't take things personal. No one wants to be sick or in the hospital by any means, and as a nurse student it is part of my education and professional obligation to hold my anxiety and disappointments of my patient’s odd behavior. Finally I promised to myself to deal with people at their worst, and always have positive attitude toward them and try to heal them back to their best.
My clinical week was emotional and physically draining this week. I enjoyed being the lead on Thursday because it gave me the opportunity to stop and observe. The nurses and the CNAs were very stressed out, and I clearly saw the effect on the patients. For instance, one of the CNAs asked me to help her with an occupied bed change. I was excited. However, she kept passing a bunch of comments of how hard nursing is and how she did not want to be old. I did not acknowledge any of her comments. Perhaps she thought she could express herself (as a result of her stress) in front the patient since the patient was non verbal and could not understand. I felt very bad. I was very uncomfortable and sad. For me, it doesn’t matter whether the patient
For example, when considering Landreth’s definition of play, does this research even study play (Landreth, 2012)? Clearly, there is a difference of opinions on what constitutes as play, as Landreth believes that play is child-oriented, but in this study play is completely initiated by the parent. On a more positive note, both Landreth and the researchers of this study agree that it is important for parents to be partners in therapeutic play (Landreth, 2012). Another interesting relation to class discussions, is how play used in the study can be categorized as any of the three types of play practice because it all depends on how the parent and child interacted when ‘playing’ with the plush toy. If the child used the toy to learn about his surgery and it aids in learning/development then this could fall under educational play practice. Conversely, if the child used the toy to play freely or as an outlet for discovery, this could be considered recreational play practice. Equally, if the child used the toy to be expressive or as a way to confront stressors, then this type of play could be associated with the ideals of therapeutic play practices (Howard & McInnes, 2013). This study also aligns decently with the ideals and practices of Child Life Specialists (CLS), and the implications of this study for CLS can be far-reaching. The authors state that
I believe that my relationship with the child must be warm and supportive (Axline, 2013: 23-35). Whilst my sessions are taking place, the girl must feel safe in order to ensure progress. If she feels comfortable in her surroundings she will be more willing to share he thoughts and opinions with me. It is very important for me that she unconditionally accepts me and that I unconditionally accept her (Axline, 2013: 23-35). This is where I must gain her trust. The first session consisted of an assessment, the second session is where I engage in play therapy. Here I need to build a consistent relationship with her using toys and verbal communication. I will also allow her to freely express her emotions during the sessions (Axline, 2013: 23-35). Whilst she’s playing with the sand and figures, I will encourage any emotions (as long as it stays safe). For me to be able to help her I need to assess her different emotions surrounding different situations.
Play is necessary for normal cognitive development. When looking at the stages developed by Jean Piaget, it is not difficult to understand how his theory influenced the concept of play therapy. His four stages are greatly influenced by play. In the first stage (sensorimotor) the child learns about object permanence as well as how to master his or her own bodies and external objects. The child does so through practiced play, he or she learns to manipulate objects and the effects of play on their environment. During the second stage (preoperational) the child’s language is at its peak learning, and the child does so through role playing and make-believe games. By the end of this stage, the child starts to become more interested in games with rules, structure and social interaction. The third stage (operational), the rules of play are more focused on the social aspects and are connected with acceptance by the group. During the last stage, (formal operations) the child’s play becomes more competitive and games with codes of rules begin to
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...