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Collaboration and Leadership Reflection Video

Collaboration and Leadership Reflection Video

Hello and welcome to today’s presentation. We will begin by reflecting on a previous experience with interdisciplinary collaboration. We will then identify the impact of poor communication on management. We will then identify leadership strategies that promote interdisciplinary collaboration. Finally, we will identify techniques that promote interdisciplinary collaboration.

Previous Experience in Interdisciplinary Collaboration

I participated in an interdisciplinary collaborative effort to lower the incidence of complications among patients with diabetes mellitus (DM). The team comprised dieticians, physicians, nurses, laboratory technicians, and pharmacists. The initial success of this intervention can be attributed to various factors. Firstly, the interdisciplinary team received periodic training on their unique roles in managing DM. Secondly, team leaders conducted regular performance evaluations and provided timely feedback. This feedback enabled team members to make necessary adjustments and remain focused on the project’s goal. Thirdly, the healthcare facility’s administration remunerated the best-performing team. By so doing, team members were motivated to collaborate effectively to accomplish the project’s goal. All members of the interdisciplinary team played a crucial role in patient education. The scope of this education entailed the relevance of medication adherence and lifestyle modification. Physicians, nurses, and laboratory technicians were critical to patient screening. Dieticians provided pertinent information regarding dietary modification, whereas pharmacists provided relevant information regarding medication therapy and reiterated the relevance of medication adherence.

Various factors impeded the project’s success. Team leaders discontinued training programs and performance evaluations. This impacted teamwork by creating laxity and diminishing accountability. The team’s motivation declined, as evidenced by reduced patient follow-up activities, a reduction in screening exercises, and patient education activities. Furthermore, the healthcare facility’s administration withdrew remuneration plans for the best-performing teams. Reflective practice will enable nurses to learn from their past experiences. By so doing, they will adopt evidence-based best practices for the quality of healthcare services.

Impact of Poor Collaboration on Management

At this point, I would like to discuss the impact of poor collaboration on human and financial management. Writing in 2021, Belrhiti, Van Belle, and Criel reported that poor collaboration impedes open communication, creates confusion, increases the risk of conflict, and promotes time-wasting. Open communication allows the team to work harmoniously by establishing clear and concise goals and milestones. A lack of open communication due to poor collaboration will create confusion and increase the likelihood of conflict. By so doing, human and financial management is impeded. Writing in 2019, Lapierre, Lefebvre, and Gauvin-Lepage reported that conflict could arise from unnecessary competition from poor collaboration. Conflict causes poor engagement and impedes human and financial management. In 2019, Lapierre, Lefebvre, and Gauvin-Lepage reported that time-wasting caused by poor collaboration implies that organizational goals are not accomplished as planned. Failure to fulfill goals reflects ineffective human and financial management.

Leadership Strategies to Achieve Goals

I want to discuss the strategies that enable leaders to accomplish goals via interdisciplinary collaboration. Writing in 2019, Folkman, Tveit, and Sverdrup reported that leaders should embrace appreciative inquiry and self-governance to allow a multidisciplinary team to fulfill its goals. In 2020, Armstrong, Holmes, and Henning wrote that appreciative inquiry focuses on the specialties and strengths of team members. To accomplish this, leaders should embrace dialogue and open communication. Appreciative inquiry acknowledges the strengths of each member and allows them to remain focused on achieving organizational vision and mission. Writing in 2019, Folkman, Tveit, and Sverdrup reported that self-governance acknowledges that interdisciplinary team members are autonomous individuals. It advocates for transparency and information sharing. By so doing, multidisciplinary team members will collaborate effectively to accomplish the group’s goals and objectives.

Interdisciplinary Collaboration Strategies

Allow me to discuss the strategies of interdisciplinary collaboration. Four methods can be used to promote multidisciplinary cooperation to allow teams to fulfill their goals. Firstly, Ngangue, Forgues, and Nguyen, writing in 2020, reported that open communication allows team members to remain focused and work in harmony toward a common goal. As earlier stated, open communication eliminates confusion and conflict via clear role definition and formulation of concise goals. Secondly, Buljac-Samardzic, Doekhie, and Van Wijngaarden, writing in 2020, reported that remuneration would enable the team to stay motivated towards a common goal. Both monetary and non-monetary remuneration boosts the team’s morale in collaborating to accomplish shared goals. Thirdly, Buljac-Samardzic, Doekhie, and Van Wijngaarden, writing in 2020, reported that social interactions such as team-building events promote interdisciplinary collaboration. Social interactions allow team members to create a rapport among themselves. By so doing, the likelihood of information sharing is increased, and the team remains focused on the group’s goals. Fourthly, Ngangue, Forgues, and Nguyen, writing in 2020, reported that training equips team members with the knowledge and skills to execute their roles effectively to achieve interdisciplinary collaboration.

In conclusion, poor collaboration impacts human and financial management by impeding open communication, creating confusion, increasing the risk of conflict, and promoting time-wasting. Leaders should embrace appreciative inquiry and self-governance to enable interdisciplinary teams to accomplish their goals. Team members and leaders should embrace open communication, reward systems, training, and team building for effective multidisciplinary collaboration.


Armstrong, A. J., Holmes, C. M., & Henning, D. (2020). A changing world, again. How Appreciative Inquiry can guide our growth. Social Sciences & Humanities Open, 2(1), 100038.

Belrhiti, Z., Van Belle, S., & Criel, B. (2021). How medical dominance and interprofessional conflicts undermine patient-patient-centered hospitals: Historical analysis and multiple embedded case study in Morocco. BMJ Global Health, 6(7).

Buljac-Samardzic, M., Doekhie, K. D., & Van Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: A systematic review of the past decade. Human Resources for Health, 18(1), 1–42.

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in Interprofessional Collaboration in Health Care. Journal of Multidisciplinary Healthcare, 12, 97–107.

Lapierre, A., Lefebvre, H., & Gauvin-Lepage, J. (2019). Factors Affecting Interprofessional Teamwork in Emergency Department Care of Polytrauma Patients: Results of an Exploratory Study. Journal of Trauma Nursing, 26(6), 312–322.

Ngangue, P. A., Forgues, C., Nguyen, T., Sasseville, M., Gallagher, F., Loignon, C., Stewart, M., Belle Brown, J., Chouinard, M. C., & Fortin, M. (2020). Patients, caregivers and healthcare professionals’ experience with an interdisciplinary intervention for people with multimorbidity in primary care: A qualitative study. Health Expectations, 23(2), 318–327.


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Collaboration and Leadership Reflection Videoo

Collaboration and Leadership Reflection Video

  1.  Teachers typically make five decisions when they plan for instruction. List and briefly describe these five planning decisions. (Chapter 11)
  2. Describe three ways teachers can increase students’ interest in learning activities. (Chapter 11)
  3. List and briefly four different types of reform that you might experience when you begin teaching. (Chapter 12)
  4. List and briefly describe the four major goals of Race to the Top. (Chapter 12)
  5. Explain how high- and low-collective-efficacy schools differ in general student achievement and achievement differences between high and low-SES (socio-economic status) students. (Chapter 8)
  6. Identify the characteristics of an effective school and explain why they are important. (Chapter 8)
  7. Describe four common challenges you’re likely to face as a first-year teacher.

(Chapter 13)

  1. Describe three stages of teacher development, including the focus and concerns of each stage. (Chapter 13)

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