Posted: October 22nd, 2023

Reflect on your experiences as a member of a clinical team

Module 3 Discussion

o). What makes a team?

Reflect on your experiences as a member of a clinical team. What makes a team effective or ineffective in terms of achieving expected outcomes for the patients? (Saunders, EfOIA)

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Effective teamwork is essential for achieving positive patient outcomes in clinical settings. As healthcare becomes increasingly complex, multidisciplinary collaboration is necessary to provide holistic, high-quality care (World Health Organization, 2010). This paper will explore the key factors that contribute to an effective clinical team based on research and reflections from my experience working in healthcare. Clear communication, role definition, trust and respect among team members, and a shared commitment to patient-centered care are foundational elements. When these components are in place, teams can work interdependently to meet patient needs.
Communication
Clear, consistent communication is vital for clinical team effectiveness (Körner et al., 2016). Teams must have regular opportunities to share information about patients’ conditions, treatment plans, and any changes or issues that arise. According to Lingard (2012), lack of communication is a primary cause of adverse events in healthcare. Effective teams use various strategies to facilitate open communication, such as daily huddles or debriefs, shared documentation systems, and establishing communication norms or protocols (e.g. SBAR) (Institute for Healthcare Improvement, 2023). Visual aids like whiteboards updated in real-time can also help disseminate key patient details to all members of the team (Gittell, 2016).
While face-to-face interaction remains important, healthcare teams now increasingly leverage technology for communication. For example, secure messaging apps and patient portals allow for asynchronous updates between in-person meetings (Lal et al., 2015). During the COVID-19 pandemic, telehealth became essential for maintaining connections between providers, patients, and family members engaged in care (Hollander & Carr, 2020). As technology continues to evolve, clinical teams must adapt communication strategies but maintain personal connections as the foundation for collaboration.
Role Definition
Clearly defined roles and responsibilities are another hallmark of effective clinical teams (Xyrichis & Lowton, 2008). All team members should understand their specific functions as well as how their roles intersect and complement those of others on the team. For instance, in an acute care setting nurses may be responsible for direct patient care and monitoring while physicians focus on medical decision making. Other team members like physical therapists, social workers, and dietitians also have well-defined domains of expertise.
Regular performance reviews and role clarification discussions can help ensure all team members are fulfilling their intended functions (Manser, 2009). This is particularly important as team composition may change over time. Proper onboarding for new additions and adjustments when roles evolve are necessary (Körner et al., 2016). With distinct yet interdependent roles, clinical teams can operate seamlessly and without duplication of efforts. Patients also benefit from understanding the roles of each provider on their care team.
Trust and Respect
At the core of any effective team is a foundation of trust and mutual respect among members (Hall, 2005). This involves genuinely valuing each person’s unique skills and perspectives regardless of professional designation or seniority. When trust is present, team members feel comfortable questioning decisions or practices in a constructive manner without fear of retaliation (Manser, 2009). They are also willing to acknowledge errors and near misses to facilitate organizational learning.
Establishing psychological safety fosters open communication and allows teams to function at their highest level (Edmondson, 1999, as cited in Weaver et al., 2014). Regular “check-ins” that focus on non-work topics can help build interpersonal relationships outside of clinical tasks. Inclusive decision making that solicits input from all disciplines represented on the team also promotes trust and shared ownership of patient outcomes (Xyrichis & Lowton, 2008). Overall cohesion and positivity within the group supports its effectiveness.
Patient-Centered Approach
At the core of any clinical team’s work is a steadfast commitment to patient-centered care. This means maintaining the patient’s needs, values, and preferences as the driving force behind all treatment decisions (Institute of Medicine, 2001). Effective teams view patients and their families as essential partners rather than passive recipients of care. They empower patients to be well-informed participants in their own health through open communication and health literacy support.
A patient-centered approach also involves care coordination and continuity and smooth transitions between settings or providers. Teams ensure comprehensive care plans are developed with input from patients and accessible across settings to avoid duplication, gaps in services, or unnecessary re-work (Mitchell et al., 2012). They consider social and environmental factors like transportation, finances, caregiver support that impact a patient’s ability to follow treatment recommendations. Overall, keeping the patient at the forefront leads to greater satisfaction and adherence to care plans (Baker, 2001).
Conclusion
In summary, clear communication, well-defined roles, trusting relationships, and a steadfast focus on patient-centered care are hallmarks of effective clinical teams. When these elements are in place, teams can work interdependently towards the shared goal of optimal patient outcomes. As healthcare grows increasingly complex, the ability of multidisciplinary teams to collaborate will remain essential. Continuous quality improvement efforts should evaluate team dynamics and implement strategies to strengthen these foundational components of teamwork.
References
Baker, R. (2001). Characteristics and determinants of patient-centred care. The Joint Commission journal on quality and patient safety, 27(4), 246–255. https://doi.org/10.1016/s1553-7250(10)27043-2
Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350-383.
Gittell, J. H. (2016). Rethinking coordination theory using the relational model of coordination: The role and process of relational coordination. In P. S. Adler, P. Heckscher & P. Prusak (Eds.), The Oxford handbook of social capital (pp. 144-166). Oxford University Press.
Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of interprofessional care, 19(sup1), 188-196.
Hollander, J. E., & Carr, B. G. (2020). Virtually perfect? Telemedicine for Covid-19. New England Journal of Medicine, 382(18), 1679-1681.
Institute for Healthcare Improvement. (2023). SBAR technique for communication: A situational briefing model. http://www.ihi.org/resources/Pages/Tools/SBARTechniqueforCommunication.aspx
Institute of Medicine (US) Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. National Academies Press (US).
Körner, M., Bütof, S., Müller, C., Zimmermann, L., Becker, S., & Bengel, J. (2016). Interprofessional teamwork and team interventions in chronic care: A systematic review. Journal of interprofessional care, 30(1), 15-28.
Lal, S., Adair, C. E., McGrath, P., Ozwa, J., & Hwang, S. W. (2015). E-communication interventions for health professionals managing patients with chronic disease: a systematic review. Journal of telemedicine and telecare, 21(1), 3-7.
Lingard, L. (2012). Rethinking transformational leadership: An interdisciplinary conceptual framework for healthcare. Journal of Interprofessional Care, 26(6), 390-398.
Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: a review of the literature. Acta Anaesthesiologica Scandinavica, 53(2), 143-151.
Mitchell, S. E., Sadikova, E., Jack, B. W., & Paasche-Orlow, M. K. (2012). Health literacy and 30-day postdischarge hospital utilization. Journal of health communication, 17(S3), 325-338.
Weaver, S. J., Lubomski, L. H., Wilson, R. F., Pfoh, E. R., Martinez, K. A., & Dy, S. M. (2013). Promoting a culture of safety as a patient safety strategy: a systematic review. Annals of internal medicine, 158(5_Part_2), 369-374.
World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. World Health Organization. http://www.who.int/hrh/resources/framework_action/en/
Xyrichis, A., & Lowton, K. (2008). What fosters or prevents interprofessional teamworking in primary and community care? A literature review. International journal of nursing studies, 45(1), 140-153.