Running head: BSN STUDENT LEARNING OUTCOME 7

BSN Student Learning Outcome 7:

Communicate, Collaborate, and Negotiate as a Member and Leader Within Interdisciplinary
Health Care Teams to Improve Patient Health Outcomes
Megan J. Stucki
Dixie State University

BSN STUDENT LEARNING OUTCOME 7

Abstract
Effective communication is a necessary component of patient care due to the often multifaceted
approach. Collaboration, negotiation, and communication are essential components to ensure the
common goal of improved patient outcomes is met. As interdisciplinary teams collaborate a
collective knowledge is used to achieve collective results that the participants would be
incapable of accomplishing working alone

BSN STUDENT LEARNING OUTCOME 7

BSN Student Learning Outcome 7:

Communicate, Collaborate, and Negotiate as a Member and Leader Within Interdisciplinary
Health Care Teams to Improve Patient Health Outcomes
Much of success in healthcare is dependent on effective communication. Effective
communication is a necessary component of patient care due to the often multifaceted approach.
Because these layers are carried out by a myriad of interdisciplinary skilled practitioners,
collaboration becomes an essential component in the treatment process. Throughout the process
of treatment and collaboration, the nurse will often face situations in which negotiation with
subordinates and superiors is necessary. Collaboration, negotiation, and communication are
essential components to ensure the common goal of improved patient outcomes is met.
Effectively conveying a message is not always an easy task. This is evidenced by
medication errors, inadequate patient care, and unnecessary costs accruing due to a failure in
communication (Judd, 2013). This demonstrates the need for nursing staff and medical
professionals to develop interpersonal communication and teamwork skills early on. The skills
acquired are used to include patients in their own care.
Personal Experience with Interdisciplinary Teamwork
At the residential treatment center in which I am employed, several teams come together
to work toward a common goal. As it is not a traditional medical facility, I am afforded the
opportunity to collaborate and communicate with a wide variety of teams. These teams include:
therapists, psychiatrists, nurses, medical technicians, support staff, administrative personnel,
academic teachers, and cooks, to name a few.
Communication has been somewhat difficult at times, as we are not notified of activities
or incidents (injuries, self-harm, etc.), which occur, in a timely manner. We have encouraged

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prompt relay of information and have seen some improvement. It will likely be an ongoing issue
as new staff is hired each month, due a high attrition rate. This also means that training is
ongoing. We work together with kitchen staff in order to relay allergy information or any special
diet instructions for the students. We collaborate with the psychiatrist and pysch nurse to relay
information regarding ill effects the students may be experiencing due to medication, as well as
requests to change medication. We notify therapists of any suicidal ideation the students may
mention as we care for them on daily basis. Finally we coordinate care times, medical requests,
and medication passes with our medical technicians and support staff. We utilize handheld radios
to remain in constant contact with staff and student, should an emergency situation arise. 10-4
good buddy.
Benefits of Teamwork
Development of teamwork skills is an essential foundation for effective collaborative
practice (Shrader, PharmD, Kern, Zoller, & Blue, 2013). As members of an interdisciplinary
care team come together they bring with them their unique perspective and knowledge. This
collective knowledge is used to achieve collective results that the participants would be
incapable of accomplishing working alone (Payne, 2013).
A study showed that when interdisciplinary teamwork is utilized effectively, clinical
outcomes are more positive (Shrader, PharmD, Kern, Zoller, & Blue, 2013). This fact is due to
the ability of team members being able to collaborate with others of differing departments and
utilize each others specialized knowledge. For example, a med student was able to ask a
pharmacy student for medication-related information. This principle is applicable within every
discipline associated with direct or indirect patient care. Not only does teamwork promote
improved patient outcomes, it also enables more cost-effective health care to be delivered

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(Payne, 2013). Brainstorming eliminates unnecessary treatments, which might otherwise be

performed.
Conclusion and Future Nursing Practice
The wide array of knowledge, which is shared between interdisciplinary team members,
is invaluable to the patient. This collaboration facilitates sharing of ideas and thoughts, which
might not otherwise be considered. It supports delivery of cost-effective care as wasteful
treatments are eliminated. The interdisciplinary team facilitates improved patient outcomes as the
team members negotiate and collaborate on treatment options.
The benefit of effective communication is magnified when the patient is included in his
or her own care. They must be able to voice their preferences, their fears and their opinions if the
nurse is to support them and advocate for them effectively. By doing so the nurse, as well as the
rest of the treatment team, are able to cater to those preferences and ensure patient satisfaction.

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References
Judd, M. (2013). Broken communication in nursing can kill: Teaching communication is vital.
Creative Nursing, 19(2), 101-4. Retrieved March 23, 2016 from
http://search.proquest.com/docview/1353081946?accountid=27045
Payne, G. (2013). We can do better: With teamwork. Nephrology Nursing Journal, 40(2), 95-95,
122. Retrieved March 24, 2016 from
http://search.proquest.com/docview/1350797165?accountid=27045
Shrader, S., PharmD., Kern, D., Zoller, J., & Blue, A. (2013). Interprofessional teamwork skills
as predictors of clinical outcomes in a simulated healthcare setting. Journal of Allied
Health, 42(1), e1-6. Retrieved March 24, 2016 from
http://search.proquest.com/docview/1443469003?accountid=27045