Interprofessional Collaboration In Practice Social Work Essay

Inter skipper Collaboration In Practice favorable Work stressInter affairal education (IPE) is an occasion where two or to a greater extent schoolmasters learn with, from and nearly separately(prenominal) some separate to facilitate collaboration in practice (CAIPE, in Freeth et al 200211). Barr (2005) noned that the level of c atomic come up 18 given to do designrs was adversely affected by the prejudice and ignorance some captains b peevisht with them when working together. IPE seeks to care for this.carpenter (1995) writes how IPE was therefore devised to improve the naildown in trust and communication amid professions. aid users amaze needs that cannot be covered by ane profession al adept (Means, 2010) hence the need for impressive collaboration. The two sidereal day throng renderd an opportunity for collaboration amid a range of health c are professionalsThere were a large number of nurses on my concourse table and I decided to rent this experienc e a compulsory one and develop my learning to bene con variation to my future practice. It appeared as though totally in all members of the congregation were confident speakers and I briefly wondered if we would allow each former(a) the opportunity to be heard or give each other duration to talk. However, we all had space to talk, were listened to and valued for our contributions. I mat up this was a confident(p) start to the theme work.We discussed the stereotypes attached to our professions, there were more for accessible work than there were for other professions, although I heard nurses describe as rough and loud. Unfortunately one of the nurses in our group acted as judged when she had an argument on the second day with another nurse, in spatial relation of all att abateing the conference. Sellman, cited in Pollard, et al (2000156171) writes People have restore ways of behaving and act consistent with their characters. He also voices how influences from a personal, p rofessional and structural perspective can affect whether practitioners seek to be willing, bank or leaders in interprofessional working. The behaviour of this student allowed others to see an inexpert side of her and may have re-inforced prejudice.Mandy et al (2004) write about how the saving of healthcare is affected by interprofessional stereotypes, rivalry and tribalism. It was refreshing to hear of the positive experiences some of the nurses had with affectionate workers.Some nurses thought that sociable workers had a rough deal a comment from one of them was Its so unfair you are dammed if you do and dammed if you dont, but I think you people are to be admired for all you do. It do me realise that not all professions have a ostracise impression of social work.Whilst working on our group sentences (See Appendix), language differences were discussed. I felt confident to quarrel the word of the use patient since social workers are employed in a number of settings, therefor e the use of the word patient would not always be confiscate. Dalrymple and Burke (2006) and Martin and Henderson (2001) illustrate the terminuss used to describe those in ac acquaintance of value of processs will always be a source of discussion and change, but it could be argued that the terms that professionals use can have negative connotations for the person. Bruce and Borg (2002) discuss the term patient reinforcing the sick occasion and creating the idea that the various(prenominal) needs to be taken care of. The group agreed conjointly to use the term service user, however Heffernan (2005) draws us to recognise that this term can be damaging to the ethical practices of social work. Heffernan proposes that labelling individuals with this term could pass on their sense of dependence on services. Upon reflection I realised that as professionals we need to be sensitive to the preferences of the individual. converse and service user intricacy were issues discussed at gr eat length within the group. The use of jargon betwixt professions and illegible handwriting meant it was difficult to access teaching relating to care and made it problematic for service users to contribute. Reeves et al (201065) provides a devastating example of suffering communication- a patient having wrong site surgery. We discussed situations that had poor outcomes for service users and its colligate to ineffective communication. On reflection, the absence of effective communication and constructive relationships within the interprofessional police squad impacted on the ability to work collaboratively. Hirokawa cited in Royeen et al (200949) highlights communication is the key component to interprofessional working and Tomlinson et al (2008108) puts communication of import in monastic order to provide a non-discriminatory service that is promoting linguistic competence. experience and clarity of subroutines is an element key to successful interprofessional teams. Ree ves et al (201062) considers how Clear roles attend define the nature of each team members tasks, responsibilities and scope of practice. She clarifies that where each members role is seen as essential and there are clear team goals teamwork is effective. Sargent et al (2008) adds to Reeves discussion, by making professionals aware that in learning about the roles of other disciplines, you need to be aware of how they complement your own practice, in order for effective teamwork to happen.The play by the Dramatic Voices drama group Up to here, allowed an insight into the perspectives of service users, carers and professionals and the tensions and conflicts within those roles (e.g. needing a break from caring, pressures of targets) whilst highlighting the frustrations when one feels unsupported. The DVD Alison Ryans Story by Patient Voices (2010) emphasised the importance of carers and their expertise of a condition, so should be listened to and more fully problematic. Cooper and Spencer (2006) rationalize in their article the important contribution service users can make to IPE for students at the beginning of their training. Service users provided the students with real life examples of how they had learnt through experience, enable them to become experts, and as such stakeholders within the interprofessional team.Interprofessional working has many benefits for all involved. It can eradicate barriers between professionals, whilst highlighting the value each profession has to stretch forth. Combining the needs, skill and expertise from all professionals means that needs are identified sooner, leading to earlier and more effective intervention. A megabucks of care that is focussed around the individual and is more co-ordinated with a speedy deliver time should result in better outcomes. Tirrito et al (199631) examines the benefits The node benefits from the collective wisdom, professionals benefit from the support of colleagues and society benefits from the elimination of duplicate services.Conclusions from inquiries and legitimate policies have summarised that interprofessional education and working are essential to good practice. The matter Service model for Mental Health (DH, 1999), The National Service Framework for Older People (DH, 2001) and The National Service Framework for Children (DH, 2004), Partnership in Action New Opportunities for Joint Working Between Health and Social Services (DH, 1998) and the Laming Report (2003) have insisted practitioners to encompass an interprofessional attitude to their work.Despite the commission regarding interprofessional working, there are regrettably cases where this has not occurred resulting in preventable deaths of children. capital of Seychelles Climbies death led to Lord Lamings report (2003), identifying the failures of professionals to protect her. Irrespective of this, cross Peter in 2007 and Khyra Ishaq in 2008, die whilst under the care of several(prenominal) profession als. Serious case reviews from Haringey and Birmingham (2009 and 2010 respectively) regarding their deaths emphasise inadequate communication (amongst other failures) between professionals as well as missed opportunities for intervention. The Government green composition Every Child Matters(2004) recommended changes to policy regarding information sharing to procure all agencies obtain a full reckon of a childs life. Following from this the governing body has released a new guideline Working Together to Safeguard Children (2010) which provides a national framework for individuals and professions. It sets out ways of working together to shelter and promote the welfare of children. This includes working together with an agreed plan of action, information sharing and recording and ensuring that their work is child-centred, that the focus is always on the child. This should look that further tragedies are avoided at all costs.1332 wordsSECTION 2DISCUSS HOW YOU WOULD TAKE AWAY WHAT YOU HAVE LEARNT ABOUT IP on the job(p) INTO PRACTICEThe interprofessional conference was an immense learning opportunity for me. The importance of service user involvement, person-centred planning and communication within interprofessional teams highlighted in the conference gave me a herd to consider for future practice.Upon reflection of the conference, I was aware that I could be working with people who have not had IPE, so considered how I could collaborate with those that are not willing to encompass interprofessional working. This led me to muse forward experience, my precedent spatial relation experience, my next practice placement and where IPW fit into this.Every Child Matters (2004) require that all practitioners will be involved in information sharing that welcomes all views as equally valid however I witnessed a situation that had the opposite effect.In my previous experience as a nursery nurse, I had raised concerns following(a) a disclosure from a child. To summ arise, the social worker dismissed my opinion, reflexion that I was unqualified to make any comment as I was just a nursery nurse. The reality that I had a lot of contact with this child was disregarded. Nurse (2007) discusses the difficulties in interprofessional working where one professional believes that only they have the expertise and knowledge to make a perceptiveness regarding concerns. In the future as a SW in an interprofessional team I may be outnumbered by other professions, but I will present confidence in my profession and my role in order to be heard and will respect the view of other professionals regard slight of job title or qualification.My previous practice placement allowed me to see an interprofessional team in action. I was able to observe a team meeting for a mental health team. There were professionals be from health and social care backgrounds. All professionals were given time to address any concerns they had regarding a service user and were able to se ek/offer advice from others. Medical and social perspectives were taken into account, allowing all professionals to work from their own notional base but working in sort outnership to provide doggedness of care. Martin et al (2001) recognise how the sharing of background and experience while identifying peoples roles within the multidisciplinary team allows the members perspectives to be explored. This becomes a source of strength, with this integrated practice having benefits for service users and patients. I was grateful of the opportunity to witness the outcomes of effective interprofessional working.I am hoping for my next placement to be in a hospital setting. In order for my experience of IPE to be extended I will begin to devise an action plan to maximise my learning opportunities and experience of interprofessional working. I would ask about the opportunities where professions interact and ask to be an observer to this (e.g. raise planning meeting). I would ask for the opportunity to meet other students from other professions at the placement in order to share our learning experiences, professional policies and procedures in order to recognise similarities. I would arrange time tailing other professions, in order to get a fuller picture of their role. I would also request time with my placement supervisor in order to reflect on IPW and its challenges, difficulties and benefits.This practice could promote relationship twist for the future, as well as accentuating how other professionals can support my role as a social worker. It would allow me to identify and develop clutch skills in my practice. Hostility between professions could be reduced and collaboration and team dynamics could be increased and improved as those who are not familiar to IPE can see it demonstrated in their students.The importance of service user involvement was highlighted in the conference. The Children Act 1989, National Health Service and Community Care Act 1990, and the Community Care (Direct Payments) Act 1996 were among the scratch line pieces of legislation related to service user involvement. Policy steerage, practice guidance and service standards have developed from this. For example, the GSCC (2002) and Skills for Care (2002) provide guidance for social workers related to service user involvement.I had witnessed examples of poor practice in the past where the service user had no stopping point regarding their care (e.g. a woman who speaks Bengali having her treatment discussed about her with no translator want to explain it to her). Service users now have more power to challenge decisions and refuse care should they wish, as they are now experts by rectitude of their experience (Tanner et al (20086). Lishman (2007270) reminds practitioners that holding meetings with individual service users, case conferences, informatory committees (to name a few examples) are power sharing structures in relation to decisions but the level of active li stening by social workers and other professionals ensure the service users voice is heard and valuable to the decision making process. Wallace and Cooper (2009) highlight the importance of putting the service user at the centre and the organisations of services with and around them in order to break down the barriers of the organisation we work in.I recall on my previous placement a situation that provides an example of person-centred care. I was at a day centre of adults with dementia and was a observing a group of gentleman playing dominos. Upon recognising a gentleman observing not playing, I discovered he couldnt come back how to play. Through joint reminiscing of our elders playing dominoes and allowing the gentleman to recall himself playing when he was in Jamaica, triggered his memory so he was able to play again.Brooker cited in Innes et al (20066) signpost iv elements essential to providing person centred care, one of which is a positive social surround to enable the per son with dementia to experience relative well-being. Providing culturally appropriate conversation, as well as time for this gentleman to reminisce allowed him to remember a part of his cultural identity that was of importance to him and through computer memory how to play dominoes, was able to socially interact with other members of the centre.The role of a SW is very much dependant on the setting- assessment, crisis intervention, patient wellbeing and advocacy are just a few of the myriad of roles I could undertake. Holoskom et al (1992) demonstrate the multiple roles a SW could be part of in health care settings. It highlighted the lack of clearly defined role competences specific to social work. Wilson et al (2008) suggest social workers are less able to define what their specific contribution to an inter-professional team might be .It could be argued however that SW are essential to how care is delivered. As a SW I could be helping patients problem crystalise and cope with situation or illness, link individuals with resources and services and promote effective and humanitarian service systems. Carlton, cited in Holoskom et al (1992 8) stress the significance of the social workers as being the only professional who has the central foundation that a holistic perspective of the service user is of utmost importanceI have realised that it is important for me to enhance knowledge of medical issues so that I can be knowledgeable when talking to patients and can enrol fully in interprofessional teams. The team will also gain knowledge about my role as a social worker with views, determine and perspectives being shared in order for my presence to be optic and effective to the delivery and structure of health care.I left the conference with a positive attitude to interprofessional working. As one of the next coevals of health and social care workers I will ensure that what I have learnt will be used in practice to ensure interprofessional working is at the heart of patient centred care.I would like to end with a quote that I feel expresses the process of interprofessional working glide path together is a beginning keeping together is progress working together is success(Henry Ford 1863-1947)1310 wordsAppendix -Agreed Group SentencesCommunication Issues between Health and Social Care ProfessionalsEffective communication between the multi-disciplinary team including the service user and their family is paramount to client centred care.All communication should be clear and concise without the use of jargon or abbreviation to facilitate collaborative working.Contrasting professional perspectives / set within teamsBy considering the perspectives of the service users and other professionals, practitioners are able to broaden their understanding in order to improve delivery of care.There are contrasting perspectives and values between professionals but it is our responsibility and duty of care to compromise for the service users best intere st.Stereotyping, power imbalances and team processesAlthough there may be perceived hierarchys within health and social care professionals, everybodys different skills, knowledge and input signal is variable to the needs of the service user at that particular time and therefore should not be translated into power imbalances and conflicts with the Interprofessional team.It is human nature to form stereotypes of others but we must notallow this to impact the care we provide to service users.