Discussion: NUR 514 Inter-professional Relations

Discussion: NUR 514 Inter-professional Relations

DQ2 From your experience, how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives? What are some ways you can form an interprofessional team and collaborate with other advanced registered nurse roles? Make sure to incorporate the Interprofessional Education Collaborative (IPEC) competencies in your response.

“Collaborative interactions exhibit a blending of professional cultures and are achieved though sharing skills and knowledge to improve the quality of patient care” (Bridges et al., 2011). I work normally with patients who have experienced strokes and we collaborate with physical, occupational and speech therapy quite regularly. Interprofessional Education Collaborative (IPEC) describes competencies related to roles and responsibilities that state we need to recognize one’s limitation in skills, knowledge and abilities (2016). We place a lot of trust in these professionals to safely discharge these patients. Many of the nursing staff is aware that physical therapists specialize in moving patients so we take their recommendations very seriously. Patients with strokes can have new deficits and they need education how to adjust to their new normal. We also work very closely with speech therapy and they help us safely feed our patients. We use communication tools, as described in IPEC competency CC1, to ensure everyone is on the same page (2016).

We have forms that specify how the patient should sit, how they should take their medications, and how their food or liquids should be changed in size or consistency. If you establish trusting relationships with other healthcare professionals now, as described in IPEC competency VE6, the entire team will benefit when you advance to your future role as an advanced registered nurse because the foundation is already in place (2016). It is critical to be aware of the skills and competencies of other healthcare professionals and to recognize that everyone has something to offer in terms of patient care. As an advanced practice nurse, it is critical to understand your scope of practice as well as the scope of practice of those with whom you work.

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Discussion: NUR 514 Inter-professional Relations

What are the factors impacting informatics support for clinical and translational research?

In recent years, there have been numerous initiatives undertaken by members of the biomedical informatics (BMI) community to describe people, organizational, and leadership factors that influence the collection, management, analysis, and dissemination of data, information, and knowledge in support of biomedical research [1–4]. A common theme spanning these reports has been the critical role of predisposing or enabling factors that may impact the likelihood of achieving the promise of computational-approaches to such information needs [5]. As clinical and translational science (CTS) emerges as a national priority, the correlating growth in the scale and scope of CTS research programs also causes a corresponding increase in the acuity of such information needs. [6–8]. At the same time, systematic evaluations of optimal people, organization, and leadership models related to the provision of data, information, and knowledge management technologies and methods relevant to the conduct of CTS are notably lacking. In this report, we describe an effort, focused on such factors in the specific context of clinical and translational science programs situated in academic healthcare centers (AHCs), intended to address the preceding gap in knowledge.

Key terms and definitions
Given that the intent of this report is to describe a survey and evaluation of such people, organizational and leadership factors that impact informatics support for CTS, it is important to provide shared context for key terms and concepts that we will use in the remainder of the manuscript. Do address this nee, we will utilize the following working definitions:

Computational and Information Science: The term Computer Science (CS) came into common use in the 1960’s, but does not necessarily correlate with a specific and community accepted definition of the focus and scope of the field. In a broad sense, CS can be defined, according to the Association for Computing Machinery (ACM) conventions, as the branch of science concerned with the theoretical and applied use of computers to process information. Of note, significant debate exists with regards to whether CS is a form of applied mathematics, engineering, or a distinct discipline unto itself [9]. In a similar manner, a broadly accepted definition for the domain of Information Science (IS) is also lacking. Per an assessment of the relationships between CS, IS, and Biomedical Informatics by Shortliffe and Blois, the label, IS, “is occasionally used in conjunction with computer science, originating in the field of library science and is used to refer, somewhat generally, to the broad range of issues related to the management of both paper-based and electronically stored information”[10].

Biomedical Informatics: Biomedical Informatics (BMI) is “the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving, and decision making, motivated by efforts to improve human health” [11]

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