This is the final instalment in the series of essays examining the subject of interprofessional working within the healthcare industry. A range of issues are discussed and the implications, findings and recommendations of a wide range of sources are used to support any arguments.
The literature reviewed highlights past errors, mistakes and pitfalls, the consequences of these and ways that healthcare professionals may work together to reduce the likelihood or prevent the repetition of such disasters and omissions of action to safeguard the vulnerable in future.
Table of Contents
1. Interprofessional Module 3 – Briefing Paper 1
2. Interprofessional Module 3 – Briefing Paper 2
3. Interprofessional Module 3 – Critique Report
4. Interprofessional Module 3 – Reflective Essay
Objectives and Core Topics
This work explores the challenges of professional accountability within the healthcare system, focusing on the transition from student to qualified practitioner. It examines the necessity of interprofessional collaboration, the impact of clinical governance on service delivery, and the reflective learning processes required to manage complex professional responsibilities effectively.
- The nature and interpretation of professional accountability in healthcare.
- Clinical governance as a framework for quality improvement and risk management.
- The necessity of interprofessional collaboration for holistic patient-centred care.
- Reflective practice and its role in personal and professional development.
- Challenges associated with delegating tasks and maintaining patient safety.
Excerpt from the Book
Interprofessional Module 3 – Briefing Paper 1
The following briefing paper aims to discuss and explore the issues raised by the above trigger and my subsequent reading around the issue of ‘accountability’; personal thoughts and feelings will be cited in order to clarify and individualise the opinions and arguments provoked. First it may be beneficial to examine the meaning of the term ‘accountability’. It is reported by Kupperschmidt (2004) that this pertains to “being responsible” to oneself and others for “behaviours and outcomes” included in the “professional role” of an individual; Brinkerhoff (2003) elaborates, highlighting that accountability also carries an “obligation of individuals or agencies to provide information about” and also “justification” for their actions.
Professionals are accountable “in many areas” or their work (Bothamley, 2006) and all staff members are personally accountable for their own practice, including any “casual mistakes or deliberate abuse” (Martin, 2001). Importantly, it is acknowledged by Brinkerhoff (2003) that with accountability there coexists an inherent risk for potential consequences for individual professionals in terms of “answerability” and “legal procedures”; adding that such risks to the individual practitioner are “at the core of enforcing accountability”.
Obviously the need for accountability is unquestionable within the healthcare system, where mistakes can have the potential to cause “wrongful death or injury” to patients (Reid, 2004); however, as a student nurse I find the anticipation and prospect of handling such responsibility post-registration can be massively daunting and the source of much anxiety. According to Bothamley (2006) I am not alone; she suggests that many student healthcare professionals do not feel or appear to be fully prepared “for professional practice and the responsibility that this involves”. This highlights personal doubts regarding my own professional abilities and also a lack of confidence. In addition, it is interesting to note that Reid (2004) states that some professional titles “may infer duties and standards” that the title-holder is unaware of or unable to fulfil; this emphasises a real need for professionals to understand exactly what they are “accountable for” and “to whom” (Martin, 2001).
Summary of Chapters
1. Interprofessional Module 3 – Briefing Paper 1: This section investigates the definition and personal implications of professional accountability for student healthcare workers entering the workforce.
2. Interprofessional Module 3 – Briefing Paper 2: This paper expands on the discussion by integrating the concepts of clinical governance, patient-centred care, and the necessity of collaborative practice within the healthcare system.
3. Interprofessional Module 3 – Critique Report: This chapter provides a formal academic critique of a peer’s briefing paper, applying specific evaluation criteria to assess the structure, argument, and evidence used.
4. Interprofessional Module 3 – Reflective Essay: This essay reflects on the learning journey during the module, emphasizing how interprofessional group work and collaborative education impact future professional practice.
Keywords
Accountability, Clinical Governance, Interprofessional Collaboration, Healthcare, Reflective Practice, Patient-Centred Care, Nursing, Professional Development, Shared Responsibility, Teamwork, Ethics, Risk Management, Practice, Supervision, Education.
Frequently Asked Questions
What is the primary focus of this collection of papers?
The work primarily focuses on the complexities of professional accountability for healthcare students and the importance of interprofessional collaboration in delivering quality patient care.
What are the central themes discussed throughout these papers?
Central themes include professional responsibility, clinical governance, the transition from student to qualified practitioner, the necessity of teamwork, and the benefits of reflective practice.
What is the author's main research or reflective goal?
The author aims to clarify their understanding of accountability and explore how collaborative, interprofessional practices can be successfully managed in their future career as a qualified professional.
Which scientific or academic methods are applied here?
The author employs literature review, critical appraisal of peer work, and personal reflective analysis to connect theoretical knowledge with practical clinical experiences.
What is addressed in the main body of the work?
The main body covers the theoretical definition of accountability, the practical difficulties of clinical governance, the significance of interprofessional group dynamics, and the value of constructive peer feedback.
Which keywords best characterize this work?
Key terms include accountability, clinical governance, interprofessional collaboration, reflective practice, patient-centred care, and professional development.
How does clinical governance impact the healthcare worker according to the author?
The author notes that while clinical governance is essential for standardizing care, it can create tension for practitioners who must balance organizational targets with patient-centred needs.
What role does peer interaction play in the author's learning?
Peer interaction, specifically through online discussion boards and critique sessions, provided a "supportive environment" that fostered critical reflection and empowered the author to refine their own professional approach.
How does the author view the transition to a qualified professional?
The author describes this transition as daunting and a significant source of anxiety, emphasizing the need for ongoing support and a clear understanding of professional duties.
- Arbeit zitieren
- Timothy John Whittard (Autor:in), 2007, Interprofessional collaboration in the healthcare industry. The benefits of getting it right and the dangers of getting it wrong., München, GRIN Verlag, https://www.grin.com/document/475182
