...AHP -3-503 -Inter-professional Learning Reflection on group process Reflection summary Following completion of the above unit, I reflected on the group process (comprising 10 members of students from various allied health professions), considering my role in the group, how I related to others and the group in relation to the relevant theory. I have written this reflection using John’s Model For Structured Reflection (2000). Looking in During this unit, each group was given a task to design a campaign to raise awareness about the allied health professions, to be pitched at those who were in primary and secondary education and also to graduates. This was then to be presented to some of the other groups at the end of the unit. We began by discussing and sharing our ideas within our group. Reflecting back over this unit, I was quite aware of how the group of ten did appear quite large to begin with, and I felt it was difficult at times for everyone to have their say, including myself. I did feel that I held back on saying some of my ideas, partly because initially I did not feel comfortable sharing them in a group of people I didn’t know very well and felt that I was lacking a bit of confidence to speak up. There were some members who spoke more than others, which I was expecting, but I did feel that everyone was trying to make a contribution and felt happy that everyone was been given an opportunity to speak and share ideas. As we got to know each other better, I...
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...directly to patients. This was the most interesting part of the class where we dealt with real issues pertaining to the health of patients and how as pharmacists we can improve healthcare through the services we offer. Ed and his wife visited us during the semester and they talked about how having a pharmacist help with their medication management has provided better outcomes in their health over the years. The experience we had as a class provided insights about how the field of pharmacy has changed the dynamic of patient care in the modern healthcare industry. All aspects of our studies encouraged team based learning and information sharing by sitting in teams. Being a member of the phriendly pharmers has improved my learning, listening and sharing skills. I am more open to the idea of interprofessional collaboration now than ever and how working, as a team is better to achieve a cohesive and comprehensive healthcare for our...
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...Kyle Thompson – 05970640 Management of discharge Management skills in adult nursing UZTR6D4-40-2 05970640 The NMC Code (2008) charges nurses to protect confidential information, and to only use it for the purposes given – for their treatment. Therefore all patients and events mentioned in this essay are inspired by real patients and events, but names, locations, dates and other details have been altered or obscured to make identification impossible. Following the introduction of the knowledge and skills framework (DH 2004a) and emphasis on quality of health care and patient centred, interprofessional, health and social care (DH 2000; Leathard 2003; Thompson et al. 2002) health care professionals and students will need to be able to demonstrate the quality of our care and team working abilities. There is a connection between practice and thinking about practice – action and reflection are interdependent; they need one another. Reflection may be triggered by an awareness of a gap between theory and practice, a difference between what ‘should be’ and ‘what is’ (Sullivan & Decker 2005). Our actions and the quality of our care are improved by reflection-on-action, by making sense of what we have experienced, and thinking about how we might act differently in the future (Lillyman & Ghaye 2000). Reflection has a rôle in maintaining one's personal portfolio and maintaining competency and continuing professional development. Support and supervision from managers, who already have a responsibility...
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...Collegiality has proven to be a key aspect of nursing as well. I experienced this through the mega simulation that I was able to participate in this semester which focused on interprofessional education. This simulation combined nursing students with students in areas such as occupational therapy, athletic training, social work, and health administration. By working together as a team throughout this simulation, we were able to implement interventions related to the case of a young, pre-diabetic college student in order to provide her with optimal healthcare. A few of the key interventions that took place were assessments performed by the nursing students within our scope of practice, creation of a care plan and healthcare goals, involvement from social work students to assist the patient in obtaining a...
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...of effective teams: a literature review Characteristics of effective teams: a literature review SHARON MICKAN AND SYLVIA RODGER Sharon Mickan is a PhD student and Sylvia Rodger is a Senior Lecturer in the Department of Occupational Therapy at The University of Queensland. Sharon holds a NH&MRC Public Health Postgraduate Research Scholarship. Abstract Effective healthcare teams often elude consistent definition because of the complexity of teamwork. Systems theory offers a dynamic view of teamwork, in which input conditions are transformed via optimum throughput processes into maximal output. This article describes eighteen characteristics of effective teams across input conditions and teamwork processes, which have been identified from the literature. Background Research into team effectiveness has traditionally searched for characteristics of effective teams. Quantitative evaluations of specific interventions have largely been inconclusive and emphasised the need for further research (Schwartzmann 1986). The complexity of team functioning precludes reducing teams to their least number of components. Rather, a systems theory approach recognises the relationships and interdependence between and within teams. Given the importance of teamwork to delivering healthcare, a better understanding of how teams function effectively will be invaluable for educating and developing teams. This article will summarise and evaluate characteristics that create and maintain teams in healthcare...
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...Chapter 33. Professional Communication and Team Collaboration Michelle O’Daniel, Alan H. Rosenstein Background In today’s health care system, delivery processes involve numerous interfaces and patient handoffs among multiple health care practitioners with varying levels of educational and occupational training. During the course of a 4-day hospital stay, a patient may interact with 50 different employees, including physicians, nurses, technicians, and others. Effective clinical practice thus involves many instances where critical information must be accurately communicated. Team collaboration is essential. When health care professionals are not communicating effectively, patient safety is at risk for several reasons: lack of critical information, misinterpretation of information, unclear orders over the telephone, and overlooked changes in status.1 Lack of communication creates situations where medical errors can occur. These errors have the potential to cause severe injury or unexpected patient death. Medical errors, especially those caused by a failure to communicate, are a pervasive problem in today’s health care organizations. According to the Joint Commission (formerly the Joint Commission on Accreditation of Healthcare Organizations, JCHAO), if medical errors appeared on the National Center for Health Statistic’s list of the top 10 causes of death in the United States, they would rank number 5—ahead of accidents, diabetes, and Alzheimer’s disease, as well as AIDS, breast...
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...SDO Project (08/1501/94) Changing Management Cultures and Organisational Performance in the NHS (OC2) Research Report Produced for the National Institute for Health Research Service Delivery and Organisation programme April 2010 prepared by: Russell Mannion (University of Birmingham), Huw Davies (University of Dundee & St Andrews), Stephen Harrison (University of Manchester), Frederick Konteh (University of York), Ian Greener (University of Durham), Ruth McDonald (University of Nottingham), George Dowswell (University of Birmingham), Kieran Walshe (University of Manchester), Naomi Fulop (King’s College, London), Rhiannon Walters (King’s College, London), Rowena Jacobs (University of York), Paula Hyde (University of Manchester) Address for correspondence: Professor Russell Mannion Health Services Management Centre University of Birmingham Park House 40 Edgbaston Park Road Birmingham B15 2RT Queen’s Printer and Controller of HMSO 2010 1 SDO Project (08/1501/94) Contents Acknowledgements ....................................................8 1 Introduction .......................................................9 1.1 Aims and objectives of the study ..................................... 9 1.2 Research design and project overview .............................10 1.3 Structure of the report ..................................................11 2 Policy and Organisational Culture in the NHS: An Overview ..........................................................
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...GROUP INTERACTION JOURNAL ARTICLES Compiled by Lawrence R. Frey University of Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger...
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...THE Professional Practice S E R I E S James W. Smither Manuel London EDITORS Performance Management Putting Research into Action A Publication of the Society for Industrial and Organizational Psychology Performance Management The Professional Practice Series The Professional Practice Series is sponsored by The Society for Industrial and Organizational Psychology, Inc. (SIOP). The series was launched in 1988 to provide industrial and organizational psychologists, organizational scientists and practitioners, human resources professionals, managers, executives and those interested in organizational behavior and performance with volumes that are insightful, current, informative and relevant to organizational practice. The volumes in the Professional Practice Series are guided by five tenets designed to enhance future organizational practice: 1. Focus on practice, but grounded in science 2. Translate organizational science into practice by generating guidelines, principles, and lessons learned that can shape and guide practice 3. Showcase the application of industrial and organizational psychology to solve problems 4. Document and demonstrate best industrial and organizationalbased practices 5. Stimulate research needed to guide future organizational practice The volumes seek to inform those interested in practice with guidance, insights, and advice on how to apply the concepts, findings, methods, and tools derived from industrial...
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...Professional Practice S E R I E S THE James W. Smither Manuel London EDITORS Performance Management Putting Research into Action A Publication of the Society for Industrial and Organizational Psychology Performance Management The Professional Practice Series The Professional Practice Series is sponsored by The Society for Industrial and Organizational Psychology, Inc. (SIOP). The series was launched in 1988 to provide industrial and organizational psychologists, organizational scientists and practitioners, human resources professionals, managers, executives and those interested in organizational behavior and performance with volumes that are insightful, current, informative and relevant to organizational practice. The volumes in the Professional Practice Series are guided by five tenets designed to enhance future organizational practice: 1. Focus on practice, but grounded in science 2. Translate organizational science into practice by generating guidelines, principles, and lessons learned that can shape and guide practice 3. Showcase the application of industrial and organizational psychology to solve problems 4. Document and demonstrate best industrial and organizationalbased practices 5. Stimulate research needed to guide future organizational practice The volumes seek to inform those interested in practice with guidance, insights, and advice on how to apply the concepts, findings, methods, and tools derived from industrial and organizational psychology...
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...http://www.nap.edu/catalog/9728.html We ship printed books within 1 business day; personal PDFs are available immediately. To Err Is Human: Building a Safer Health System Linda T. Kohn, Janet M. Corrigan, and Molla S. Donaldson, Editors; Committee on Quality of Health Care in America, Institute of Medicine ISBN: 0-309-51563-7, 312 pages, 6 x 9, (2000) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/9728.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department tollfree at 888-624-8373, visit us online, or send an email to feedback@nap.edu. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying...
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...Handbook of Management Accounting Research Volume 3 Edited by CHRISTOPHER S. CHAPMAN Imperial College London, UK ANTHONY G. HOPWOOD University of Oxford, UK MICHAEL D. SHIELDS Michigan State University, USA AMSTERDAM – BOSTON – HEIDELBERG – LONDON – NEW YORK – OXFORD PARIS – SAN DIEGO – SAN FRANCISCO – SINGAPORE – SYDNEY – TOKYO Elsevier The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, UK First edition 2009 Copyright © 2009 Elsevier Ltd. All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone ( 44) (0) 1865 843830; fax ( 44) (0) 1865 853333; email: permissions@elsevier.com. Alternatively visit the Science and Technology Books website at www.elsevierdirect.com/rights for further information Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for...
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