PORTFOLIO STATEMENT Portfolio Index Please tick Identified and evaluated personal aims Outcome 1 v Outcome 2 v Outcome 3 v Outcome 4 v Evidence to support claims against outcomes Outcome 1 v Outcome 2 v Outcome 3 v Outcome 4 v Final course evaluation v I confirm that this portfolio contains original material prepared by myself in all of the areas listed above…
FORM OF EVIDENCE 9 INTRODUCTION 9 9 10 10 11 LEARNING OUTCOME ONE Multidisciplinary teams – critical analysis Psychiatrist Care Coordinator Advanced mental health practitioner 12 Personal reflection on Multidisciplinary teams 13 References 14 14 LEARNING OUTCOME 2 Critical Analysis of the use of Reflection in professional learning 15 References 15 Use of Primary Care Models to enhance care delivery 16 References LOCATION FORM OF EVIDENCE 16 18 LEARNING OUTCOME THREE Ethics 19 References 19 21 LEARNING OUTCOME FOUR Diversity 22 References 22 FINAL REFLECTION ON THE MODULE Course Outcome Number 1: The multi-disciplinary team Reflect on and critically analyse the roles, responsibilities, collaboration and inter-agency working within the multi-disciplinary team. PERSONAL AIM (Course Outcome 1) This first section is concerned with what YOU want to achieve and is based on personal aims that you identify at the start of the module. My personal aim in relation to this outcome was: To comprehend how multidisciplinary teams function and how they establish a coordinated plan of care to meet the patients multiple needs. Please complete one of the following: Where your personal aim was achieved? Please describe how achieving this aim has influenced your practice. Yes it was achieved, and I was able to understand how multidisciplinary teams work with each other and how their different skills when combined eventually achieve favorable patient outcomes. Where your personal aim was not achieved? Please state why you think this aim was not achieved. I believe that my personal aim was not achieved in terms of my assertiveness as part of the team. I did not try a more assertive approach during meetings and was not able to express my role as a member of the team. ACTUAL OUTCOME (Course Outcome 1) This second section concerns what you have achieved, in relation to this learning outcome. It should demonstrate, as comprehensively as possible, how your practice is different as a result of this module. Please list all the evidence that is included under this outcome and where it may be found. How does the evidence support your claim that you have achieved this outcome? What form does the evidence take? Location I established a critical assessment discussing the importance of multidisciplinary teams and to establish a personal reflection of an incident I witnessed while in my placement. References are also indicated in order to support the evidence I used. Critical and reflective accounts and references Page 9-13 Course Outcome Number 2: Nursing Theory Critically analyse the use of reflection in professional learning and the use of Nursing models to enhance care delivery. PERSONAL AIM (Course Outcome 2) This first section is concerned with what YOU want to achieve and is based on personal aims that you identify at the start of the module. My personal aim in relation to this outcome was: To comprehend the importance of reflection and the role of evidence in the establishment of effective nursing practice. Please complete one of the following: Where your personal aim was achieved? Please describe how achieving this aim has influenced your practice. My personal aim was accomplished because I was able to critically assess the importance of reflection and how it can enhance my practice and learning. The assessment of the self-care model also helped me realize the importance of helping patients become ...
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There are also one of the main causes of death in accidents (Kim 2011). Being a critical care nurse in the emergency department, I encountered such a case. I was working at the teaching hospital affiliated with my college a few months back when a 23 year female, Elizabeth reported to the emergency department at 1am at night (the names have been changed to respect the privacy of the patient).
The complementary activity between various people in the organisation means that teams are important and if they are enhanced by effective communication and leadership, they are can achieve very high and quality productivity. Teams create environment that enables members to contribute towards the activity of the organisation with vigour and by challenging each other, they contribute to efficient services in the company (Meads et al, 2005, p.
The components of collaboration entail trust, partnerships, shared decision-making, and respect. For interprofessional teams of practitioners and learners to work collaboratively, the incorporation of team functioning, role clarification, collaborative leadership, and a client/community/patient/family-centered focus to services/care is given support by interprofessional communication (Canadian Interprofessional Health Collaborative, 2010).
Rightly said, and if well followed can reap results no one would imagine. Teamwork is the key to the success of all the organizations running large scale businesses all over the world. The reason being: one an individual works, there is one goal and one mind and his own effort and time.
The field f clinical psychology in the general hospital, however, remains relatively new and undefined. Practice has been inadequately described, and there is little literature as yet on the adjustments and negotiations that have to occur when psychologists interact with the medical system.
This can point to the complex issue of interprofessional relationships or professional interrelationships and are likely to have impact on the working interface between different individuals participating in a multidisciplinary healthcare team. The disturbances in interrelationship would certainly (ADAMSON, B.J., KENNY, D.T., AND WILSON-BARNETT, J., 1995) affect the outcome in patient care.
The hypothesis of collaboration, in interdepartmental and multidisciplinary teamwork is pivotal to elevation in healthcare. To make sure that there is interdepartmental multi-disciplinary integration and evolution in medical care, the adoption of personal outcomes has been embraced in a bid to make certain that services are aligned to make an impact when it comes to meeting the needs of the patients.
Structural reforms have been mooted in the educational system, in order to bring about changes in teaching and learning practices2. However, the mere introduction of structural changes may not bring about actual changes in teaching and learning
nce, if individuals work in a group of five to complete an organizational assignment, they would complete it much faster and in a better way than a single individual would have done. This is because each individual in the group contributes different ideas that at times lead to
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