Interview and Interdisciplinary Issue Identification

I interviewed a nurse working in the medical ward unit. He performs various roles and responsibilities. Firstly, he educates patients and their families about their medical conditions. Secondly, he monitors patients, takes their histories, and maintains accurate documentation. Thirdly, he provides patient-centered services such as safe medication administration. The nurse is satisfied with his role due to the optimized ratio of nurses to patients. However, he reports that the medical ward has recorded an increase in the incidence of catheter-associated urinary tract infections (CAUTI) over the past four months. According to the nurse, the increase in the cases of CAUTI is attributed to inadequate interdisciplinary collaboration.

Interdisciplinary collaboration in the medical unit is impeded by various factors. The healthcare facility lacks policies and procedures that advocate for interdisciplinary collaboration. Consequently, nurses and other members of the interdisciplinary team work independently. This culture has affected care coordination at the healthcare facility. Furthermore, the nurse reported that departments at the healthcare facility lacked elaborate goals and objectives. As such, interdisciplinary team members do not collaborate to achieve a common goal. Further probing revealed that the healthcare facility doesn’t conduct regular staff training on the relevance of interdisciplinary collaboration.

I embraced various strategies to gather detailed information from the interviewee. Firstly, I planned adequately by formulating relevant structured questions to guide the interview. Secondly, I created rapport with the interviewee via different techniques, such as active listening and embracing empathy. I embraced proper turn-taking and utilized non-verbal communication cues to achieve active listening. These techniques enabled me to gather comprehensive details from the nurse.

Issue Identification

Catheter-associated urinary tract infection (CAUTI) is an issue of concern. Bacteria and fungi have been implicated as the etiological agents for CAUTI. Escherichia coli, Staphylococcus aureus, and Candida albicans are examples of causative organisms (Mong et al., 2022). Findings demonstrate that CAUTI has a prevalence of approximately 10 to 30 percent among patients who are catheterized for two to four days (Mong et al., 2022). Furthermore, it has a more than 90 percent prevalence among patients who are catheterized for more than 4 days (Mong et al., 2022). Risk factors that predispose an individual to CAUTI include diabetes mellitus, irrational use of antibiotics, and prolonged catheterization (Wanat et al., 2020). Additionally, nosocomial infection is more prevalent in females and immunocompromised individuals (Mong et al., 2022). Interdisciplinary collaboration is key in the management of CAUTI. An interdisciplinary approach is relevant in the prevention and management of CAUTI. Subsequently, nurses should collaborate with physicians, pharmacists, and laboratory technicians. Physicians and pharmacists should promote the rational use of systemic antimicrobial medications to reduce the risk of CAUTI. Nurses should adopt aseptic catheter insertion techniques (Schiessler et al., 2019). Laboratory technicians should perform culturing and provide timely, accurate findings. Interdisciplinary collaboration will improve the quality of patient care and reduce cases of CAUTI.

Change Theories That Could Lead to an Interdisciplinary Solution

Havelock’s theory of change will facilitate an interdisciplinary approach to problem-solving. This theory is accomplished in sequential steps. The first step entails relationship building (Saleem et al., 2019). The second step entails problem diagnosis (Saleem et al., 2019). The third step entails conducting research. The fourth step allows the researchers to select a solution. The fifth step entails accepting the solution (Saleem et al., 2019). The last step entails stabilizing and implementing the change. Havelock’s theory will enable the interdisciplinary team to develop a rapport and acknowledge the existence of the problem (CAUTI). Furthermore, the theory will trigger research and promote the adoption of evidence-based practices in managing and preventing CAUTI. Havelock’s theory will ensure that the interdisciplinary team works in harmony to implement evidence-based practices. This source is credible because it fulfills the CRAAP (“currency, relevance, accuracy, authority, and purpose”) criteria (Esparrago-Kalidas, 2021).

Leadership Strategies That Could Lead to an Interdisciplinary Solution

Various leadership strategies should be embraced to promote interdisciplinary collaboration. Firstly, shared leadership advocates for autonomy and transparency (Folkman et al., 2019). This will create buy-in among members of the interdisciplinary team and promote collaboration. Secondly, appreciative inquiry advocates for the reinforcement of the strengths of members of the interdisciplinary team (Folkman et al., 2019). Every team member has unique specialty knowledge that promotes care coordination and quality healthcare delivery. Consistently, an appreciative inquiry will ensure that members of the interdisciplinary team remain dedicated to organizational goals and objectives (Folkman et al., 2019). This collectivist culture is relevant in the prevention and management of CAUTI because the best practices will be adopted. This source is credible because it fulfills the CRAAP (“currency, relevance, accuracy, authority, and purpose”) criteria (Esparrago-Kalidas, 2021).

Collaboration Approaches for Interdisciplinary Teams

Various approaches should be adopted to enable the interdisciplinary team to work in harmony. Firstly, open communication will eliminate role ambiguity, establish elaborate goals, and minimize confusion and conflicts (Folkman et al., 2019). As such, the team will remain focused on the goal hence achieving interdisciplinary collaboration. Secondly, training will equip the team with key information on the importance of collaboration and the execution of specific roles and responsibilities (Folkman et al., 2019). In this scenario, training will equip the team with evidence-based approaches used in the prevention and management of CAUTI. It will also enable members to identify and acknowledge the unique roles they play in the management of CAUTI. This source is credible because it fulfills the CRAAP (“currency, relevance, accuracy, authority, and purpose”) criteria (Esparrago-Kalidas, 2021).

References

Esparrago-Kalidas, A. J. (2021). The Effectiveness of CRAAP Test in Evaluating Credibility of Sources. International Journal of TESOL & Education, 1(2), 1–14. https://i-jte.org/index.php/journal/article/view/25

Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in Interprofessional Collaboration in Health Care. Journal of Multidisciplinary Healthcare, 12, 97–107. https://doi.org/10.2147/JMDH.S189199

Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice about catheter-associated urinary tract infection (CAUTI) prevention: A cross-sectional study. Journal of Clinical Nursing, 31(1–2), 209–219. https://doi.org/10.1111/jocn.15899

Saleem, S., Sehar, S., Afzal, M., Jamil, A., & Gilani, D. S. A. (2019). Accreditation: Application of Kurt Lewin’s Theory on Private Health Care Organizational Change. Saudi Journal of Nursing and Health Care, 02(12), 412–415. https://doi.org/10.36348/sjnhc.2019.v02i12.003

Schiessler, M. M., Darwin, L. M., Phipps, A. R., Hegemann, L. R., Heybrock, B. S., & Macfadyen, A. J. (2019). Don’t Have a Doubt, Get the Catheter Out: A Nurse-Driven CAUTI Prevention Protocol. Pediatric Quality & Safety, 4(4), e183. https://doi.org/10.1097/pq9.0000000000000183

Wanat, M., Borek, A. J., Atkins, L., Sallis, A., Ashiru-Oredope, D., Beech, E., Butler, C. C., Chadborn, T., Hopkins, S., Jones, L., McNulty, C. A. M., Roberts, N., Shaw, K., Taborn, E., & Tonkin-crime, S. (2020). Optimizing interventions for catheter-associated urinary tract infections (Cauti) in primary, secondary, and care home settings. Antibiotics, 9(7), 1–13. https://doi.org/10.3390/antibiotics9070419

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For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes of your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger-scale project (n.d.).

You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a healthcare professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

It would be an excellent choice to complete the PDSA Cycle activity before developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Reference
Institute for Healthcare Improvement. (n.d.). How to improve. http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx

Demonstration of Proficiency
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and system outcomes.
Summarize an interview focused on past or current issues at a healthcare organization.
Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Organize content so ideas flow logically with smooth transitions; contain few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Professional Context
This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.

Scenario
This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.

For this assessment, you will need to interview a healthcare professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

Remember: this is just the first in a series of three assessments.

Instructions
For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to the issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient, and distinguished scores.

When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.

Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Summarize an interview focused on past or current issues at a healthcare organization.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
Describe potential change theories and leadership strategies that could inform an interdisciplinary solution to an organizational issue.
Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.
Additional Requirements
Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
APA formatting: Make sure that in-text citations and reference lists follow the current APA style.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Interview and Interdisciplinary Issue Identification: Interview Guide
For the Interviews and Interdisciplinary Issue identification assessment, your first step will be to interview a classmate, a nursing colleague, an administrator, a business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that they are experiencing or have experienced, or an area in which they are seeking improvements. This guide provides a selection of questions that you should consider asking your interviewee. They are by no means questions you must ask, or the only questions you should ask. Feel free to ask your questions and follow-ups as the interview proceeds. These are merely a guide to get you started.
Sample questions
• How would you describe your organization?
• What is your position within the organization?
• What are your primary duties in your position?
• How would you describe some current or past issues within your organization?
• How did or do these issues affect your ability to complete your duties?
• How have you, or the organization, attempted to address these issues?
o What has been done and what were the results?
o What has been the role or actions of leadership in any attempts to address these issues?
 How effective do you think their actions have been?
• What is the general attitude toward interdisciplinary collaboration at your organization?
• Have you experienced working on an interdisciplinary or interprofessional team?
o How would you characterize the experience?
o To what degree do you think overall organizational attitudes toward collaboration influenced this experience?