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I will be reading this for a video presentation. It will need to be 5-10 minutes long.
Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.
Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.
As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement
Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. Your assessment will reflect on either a professional collaboration you experienced or a collaboration case study scenario that you imagine you experienced
References
Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate via video with clear sound and light.
The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.
This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a Kaltura video of your reflections, including a discussion of best practices for interprofessional collaboration and leadership strategies, supported by references to the literature.
You may choose to reflect on a collaborative interprofessional project you worked on in your current or former place of practice, or you may choose to imagine that you worked on the collaborative interprofessional scenario presented in the Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF] resource.
As part of an initiative to build effective collaboration at a site where you work as a nurse, you have been asked to:
Reflect on an interprofessional collaborative project.
Examine what happened during the collaboration.
Identify positive aspects and areas for improvement.
Research best practice for interprofessional collaboration.
Use lessons learned from your research and experience to create a video reflection (5-10 minutes) that share suggestions for improving interprofessional collaboration that can be shared with leadership and colleagues.
Using Kaltura, record a video (5–10 minutes) where you reflect on an interprofessional collaboration experience, proposing recommendations for how to improve interprofessional collaboration that can be shared with leadership and colleagues. Support these recommendations with references to the literature.
The interprofessional project that you reflect on may be one that you collaborated on at your current or former place of practice, or you may choose to imagine you collaborated on the interprofessional project presented in the Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF] Download Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF]resource and reflect on that.
Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:
Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes.
Explain aspects of the collaboration that could have been improved.
Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
Discuss the ways in which the interdisciplinary team did not collaborate effectively.
Discuss the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.
Cite the literature for support.
Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
Identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals.
Identify the strategy and its source or author and provide a brief rationale for your choice of strategy.
Cite the literature for support.
Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
Identify at least one best practice or strategy for interdisciplinary collaboration to help the team achieve its goals and work more effectively together.
Identify the strategy, its source, and reasons why you think it will be effective.
Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.
Submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation.
The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.
References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.
You may wish to refer to the Campus APA Module for more information on applying APA style.
For this assessment you will use Kaltura to create a 5–10 minute video reflection that addresses
either an interprofessional collaboration you experienced or the case study on interprofessional
collaboration presented below.
If you choose to reflect on the interprofessional case study presented below, imagine that you
are a nurse on the team and you have been assigned to talk to members of the team prior to
making the video reflection that you will share with the team and leadership where you will make
recommendations to improve interprofessional collaboration.
After you have thoroughly reviewed the case study below, return to the detailed instructions in
the courseroom to complete your assessment. Feel free to refer back to this case study as you
complete your assessment.
Case Study:
Interprofessional Collaboration for Health Promotion
and Disease Prevention in a Community Health Center
Health promotion and disease prevention are essential components of primary care that require
a coordinated and collaborative approach from healthcare professionals. Interprofessional
collaboration is essential to ensure that patients receive comprehensive and coordinated care
that addresses the social determinants of health and promotes health equity. This case study
explores the interprofessional collaboration experience for health promotion and disease
prevention in a community health center.
The community health center in this case study serves a diverse population of patients with a
range of health needs. The interprofessional team includes public health officials, nurses,
physicians, community health workers, and social workers who work together to develop and
implement health promotion programs. The team provides ongoing care to patients, including
health education, screening, and referrals to community resources.
The following are the responses when you asked each provider where the team could improve
its interprofessional collaboration.
DR. SAMUEL ORTIZ, Public Health Official. Dr. Ortiz coordinates public health initiatives and
liaises between the community health center and external health agencies. He offers guidance on public health advisories, manages disease prevention programs, and ensures the health
center’s protocols align with broader public health strategies.
“I’m so glad you’re looking into what we can do to work together more efficiently and
offer our patients more support. Working in a community setting certainly has its unique
set of challenges.
“One of the primary issues I’ve observed is the integration of health promotion strategies
with clinical care. For instance, we recently rolled out a new diabetes prevention
program that emphasizes diet and exercise. But I noticed not all the physicians were
referring patients to the program, maybe due to a lack of awareness or understanding of
the benefits. Many patients who could benefit from preventive strategies have been
missing out.
“Another challenge is the coordination with external community resources. We often
refer patients to local gyms, nutritionists, or support groups. But sometimes, there’s a
disconnect. I remember referring a patient to a local fitness center, only to find out later
that they had shut down. We need a more updated and dynamic system to keep track of
these community resources to ensure our patients get the support they need.”
NURSE LILY TOMSKI, Community Health Nurse. Nurse Tomski provides direct nursing care
to patients in the community health center and engages in health promotion activities.
She administers treatments, monitors patients’ health, provides health education, and offers
support to both patients and their families.
“You always have a way of asking the tough questions, don’t you? But I’m glad you’re
bringing this up. We’ve been through a lot together, and I think it’s essential to address
these challenges head-on. “The diversity of our patient population can be both a blessing and a challenge. I had a
patient, Mrs. Cha, who needed dietary advice for managing her hypertension. I gave her
our standard dietary guidelines, but she struggled because they didn’t align with her
cultural food preferences—and sometimes she seemed to accept the recommendations
but I wondered if there had been a language barrier that prevented me from
communicating the importance of these dietary changes. We need more culturally
tailored health promotion materials to serve our diverse community.
“And don’t even get me started on the logistical challenges of our health education
sessions. Remember the breast cancer screening workshop we organized last month?
We had a great turnout, but the room was so cramped, and we ran out of materials. It’s
frustrating when you want to provide the best care and education, but logistical issues
get in the way. We need to plan better and maybe even allocate more funds for these essential programs. But challenges aside, I know we’re making an impact in the
community every day, and I love our team. Want to grab some coffee this weekend?”
DR. AISHA PATEL, Primary Care Physician. Dr. Patel offers medical care to patients,
focusing on both treatment and preventive measures. She diagnoses, prescribes treatments,
and provides health education, ensuring patients receive comprehensive primary care.
“From a physician’s perspective, one of the challenges I often face is the time constraint
during patient consultations. With the number of patients we see daily, it’s tough to
spend adequate time discussing preventive measures. I had an asthma patient just a
few days ago and I wanted to spend more time discussing the details of smoking
cessation with him, but with back-to-back appointments, all I could was tell him his
asthma would be a lot better if he quit and hand him a pamphlet.
“Another issue is the consistency in health promotion messages across the team. I
remember prescribing a specific dietary plan for a diabetic patient, only to find out later
that she received a different set of guidelines during a health education session. We
need to be sure our messages are consistent to avoid confusing our patients and
damaging our team’s credibility with patients when there’s inconsistency.”
MARIA GONZALES, Community Health Worker. Ms. Gonzales engages directly with the
community, offering health education and gathering insights on community health needs.
She conducts home visits, organizes health talks, and acts as a bridge between the community
and the health center. “On the ground, one of the challenges I face almost every day is a lack of real-time
communication with the health center. When I’m out in the community, conducting home
visits or health talks, I often come across new health concerns or issues. But relaying
this information back to the center and getting timely feedback can be a hurdle.
“Additionally, there’s the challenge of building trust within the community. Many residents
are wary of new health initiatives, probably due to cultural beliefs or previous negative
experiences. I tried to introduce a new vaccination program in a particular neighborhood
a year or two ago and the resistance was palpable. It took multiple sessions and
collaborations with local leaders to gain their trust.”
JAMES KIM, Social Worker. Mr. Kim addresses the psychosocial needs of patients and
connects them with relevant resources. He offers counseling, assists with social determinants of
health, and connects patients with both internal and external resources.
“From my end, the big challenge often lies in addressing the social determinants of
health. Many of our patients face issues like unemployment, housing instability, or
domestic violence. These factors significantly impact their health, but our current system isn’t fully equipped to address them. Several patients of mine over the years repeatedly
miss their appointments because they don’t have stable housing. We need more
integrated services to address housing issues holistically.
“Another challenge is coordinating with mental health services. Many of our patients
require immediate psychological support, but the wait times for counseling and therapy
are so long that it’s hard to keep a patient motivated to get the help they need. Just last
week, a patient with severe depression reached out and the earliest appointment I could
get for her was a month out. The same thing happened to her last time she reached out
and she disappeared for almost a year and she sounded worse this time. We need to
bolster our mental health services and make sure patients can access them when they
need them.”
DR. ELEANOR McHUGH, Staff Epidemiologist. Dr. McHugh monitors and analyzes health
data to guide the center’s health promotion and disease prevention strategies. She collects and
analyzes community health data, conducts research studies, and makes sure that research
findings are integrated into health promotion programs.
“This is a great conversation you’re starting—I’m glad you’re doing it. We really need to
be keeping better tabs on gaps in service and performance so that we can address them
properly. “From an epidemiological standpoint, one of the big challenges I face is the timely
collection and analysis of health data from the community. For effective health promotion
and disease prevention, we need up-to-the-minute data on disease prevalence,
vaccination rates, and other health indicators, but there are often delays in data
reporting, which impacts our interventions. During the flu season last year, transmission
had already blown up by the time we realized the severity of the outbreak on the north
side of the county. That data failure means more people get sick and our job is harder
when we’re trying to protect their families and neighbors, because there’s already more
stress on the health care system.
“Another issue is integrating research findings into practice. We conduct studies and
surveys every year to understand health behaviors and determinants in our community.
But there’s often a gap between those findings and their implementation in our health
promotion programs. We did a study a couple years ago on barriers to prenatal care in
young mothers. The insights were valuable, but it took months before they were
incorporated into our maternal health programs. We need a more streamlined approach
to make sure that our research benefits the community as quickly as possible.”

Total Points Possible
This assignment is worth 125 points.
Preparing the Assignment
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
General instructions
Use Canva.com or other infographic development tool of your choice to create a patient teaching aid about over-the-counter treatments for constipation.
Include the following sections/headings. You do not have to use these exact words for headings, but they should be labeled in a way that is very clear to your instructor of which topic you are addressing.
When should a laxative be used?
Classification/Types (Bulk, Osmotic, Stimulant, Surfactant)
How each type works
Examples of each
When should each laxative type be considered?
When would each laxative type be contraindicated?
Caution of laxative overuse
Symptoms of laxative overuse
Long-term health risks of laxative overuse
Who is at risk?
Possible referrals
Format
Readability
Lay language for patients
Creativity
The format should not match the layout shown in the example image. Be creative.
Reference(s)
References used should be noted at the bottom of your infographic in a smaller font as not to distract from information provided but also validating the information came from a reliable source.
References should be from either your textbook or a professional source such as American Gastroenterological Association, Prescriber′s Digital Reference, etc. References should not be from sources such as MayoClinic, WebMD, etc. Additionally, avoid use of journal articles for this assignment as you are looking for a more global consensus than that of one journal article.
Screen shot
Provide a screen shot of your infographic in Canva or other platform of your choice. Make sure to highlight in some manner the day and time your infographic was created like the image below. The infographic you submit should match the screen shot you submit with your assignment. Of course, the date your infographic is created should also coincide with the session of your submission.