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NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

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    NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

    Student Name

    Capella University

    NURS-FPX 6614 Structure and Process in Care Coordination

    Prof. Name


    Enhancing Performance as Collaborators in Care


    Greetings, everyone. I’m Charmaine Kenneth, and I extend a warm welcome to all of you to today’s meeting. I’d like to recognize the presence of our esteemed healthcare professionals in the audience, including nurses, physicians, hospital administrators, nutritionists, physiotherapists, and information technologists. This presentation will delve into the crucial aspect of interprofessional collaboration aimed at supporting overweight hypertensive patients. Our collaborative efforts aim to educate these patients about the advantages of embracing a healthier lifestyle.

    Strategies for Improving Inter-professional Collaboration

    Overview of Evidence-based Practice Every day, new discoveries enhance treatments and streamline patient care. The continuous influx of research findings equips healthcare providers with better techniques and stronger evidence for patient treatment (O’Cathain et al., 2019). To enhance evidence-based practice, organizations should initiate relevant training for healthcare professionals. Allowing adequate time for staff to review and implement research findings is crucial. Professionals well-versed in evidence-based approaches can serve as mentors, fostering a culture of collaboration (Lafuente et al., 2019). Healthcare leaders should facilitate access to resources supporting evidence-based literature, thus promoting inter-professional collaboration (Lafuente et al., 2019).

    Planning Stages Explanation

    To promote evidence-based practices and foster collaboration, consider the following steps:

    1. Forming inter-professional teams: Include nurses, physicians, nutritionists, physiotherapists, hospital administrators, and IT specialists (Frank et al., 2020).
    2. Appointing team leaders: Leaders will employ data-supported strategies and assess the need for a new approach (Frank et al., 2020).
    3. Regular team meetings: These meetings, led by designated leaders, establish goals based on patient needs, allowing healthcare workers to express their views and preferences (Frank et al., 2020).

    Educational Services and Resources Effective Educational Strategies Utilizing Health Information Technology (HIT):

    Telehealth can be employed to educate patients and monitor adherence to healthier habits (Chike-Harris et al., 2021). Identifying patient learning preferences: Tailor educational methods to individual preferences, whether through telehealth or printed materials (Chike-Harris et al., 2021). Tailoring education to patient interests and abilities: Consider patients’ preferences, cognitive abilities, and limitations for effective education (Yen and Leasure, 2019).

    Collaborating with Inter-professional Team Members Implementation Process Implementing the Chronic Care Model (CCM):

    Facilitates comprehensive care coordination for obese hypertensive patients (Lee and Bae, 2018). Care coordination team composition: Includes the patient, family, primary care provider, care coordinator, nutritionists, physiotherapists, and peer psychologists (Lee and Bae, 2018). Quality management processes: Design processes for ongoing monitoring and evaluation after patient education (Lee and Bae, 2018).

    Collaboration and Partnership Plans

    To encourage collaboration, establish a social platform for interdisciplinary communication. Weekly meetings and brainstorming sessions will provide opportunities for staff to discuss patients and formulate care plans (Moser et al., 2018). Integrating collaboration into routine activities can enhance communication and information sharing (Schmutz et al., 2019). Implementing a HIPAA-compliant text messaging platform could facilitate effective staff collaboration (Ganapathy et al., 2020).

    Outcomes Assessment Results Evaluation

    Utilizing OECD criteria for assessing a strategy: relevance, comprehensibility, effectiveness, efficiency, impact, and sustainability (OECD, 2021).

    Furthermore, effective inter-professional collaboration will lead to the achievement of goals for patients with obesity and hypertension. It will contribute to the development of more precise and efficient methods for educating overweight hypertensive patients (Schommer et al., 2018). These effective educational strategies will motivate patients to make healthier dietary and physical activity choices. Through enhanced interprofessional collaboration, healthcare staff will work together, exchange information and ideas, and respect each other’s roles and responsibilities.

    Academic Validation Ansa et al. (2020) emphasized that patients are more likely to receive optimal treatment when healthcare professionals collaborate. They underscored the importance of interprofessional collaboration (IPC) in the face of increasing comorbidities and the complexity of patient care (Ansa et al., 2020). Arenson and Brandt (2021) also highlighted the essential role of collaboration in family medicine residency education.


    This assessment assumes that improved health outcomes for individuals with obesity and hypertension can be achieved through collaboration.

    Ethical Considerations Maintaining ethical principles is crucial in team-based care. Healthcare providers must respect patients’ autonomy, preserve privacy rights, and recognize cultural diversity and individual differences (Varkey, 2021). Upholding a relationship of trust with patients, families, and colleagues is paramount.

    Autonomy in Medical Ethics

    Autonomy, a cornerstone of medical ethics, supports a patient’s right to refuse treatment. Healthcare professionals must provide comprehensive information, respecting the autonomy of overweight or obese patients in making decisions about their treatment (Pirotte and Benson, 2021).


    Collaboration among healthcare professionals is essential for developing effective strategies to educate patients about healthy lifestyle choices. Interdisciplinary collaboration supports the creation of precise methods for educating overweight hypertensive patients, motivating them to adopt healthier habits. Through enhanced collaboration, healthcare staff can work together, exchange information, and respect each other’s roles and responsibilities.


    Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. Healthcare, 8(3), 323.

    Arenson, C., & Brandt, B. F. (2021). The importance of interprofessional practice in family medicine residency education. Family Medicine.

    CDC. (2020, January 28). Hypertension Resources for Health Professionals | Centers for Disease Control and Prevention.

    Chike-Harris, K. E., Durham, C., Logan, A., Smith, G., & DuBose-Morris, R. (2021). Integration of telehealth education into the health care provider curriculum: A review. Telemedicine and E-Health, 27(2), 137–149.

    Cosimo Marcello, B., Maria Domenica, A., Gabriele, P., Elisa, M., & Francesca, B. (2018). Lifestyle and hypertension: An evidence-based review. Journal of Hypertension and Management, 4(1).

    NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

    Frank, H. E., Becker‐Haimes, E. M., & Kendall, P. C. (2020). Therapist training in evidence‐based interventions for mental health: A systematic review of training approaches and outcomes. Clinical Psychology: Science and Practice, 27(3).

    Gajarawala, S., & Pelkowski, J. (2020). Telehealth benefits and barriers. The Journal for Nurse Practitioners, 17(2), 218–221.

    Ganapathy, S., de Korne, D. F., Chong, N. K., & Car, J. (2020). The role of text messaging and telehealth messaging apps. Pediatric Clinics of North America, 67(4), 613–621.

    Lafuente-Lafuente, C., Leitao, C., Kilani, I., Kacher, Z., Engels, C., Canoui-Poitrine, F., & Belmin, J. (2019). Knowledge and use of evidence-based medicine in daily practice by health professionals: a cross-sectional survey. BMJ Open, 9(3), e025224.

    Lee, J. J., & Bae, S. G. (2018). Implementation of a care coordination system for chronic diseases. Yeungnam University Journal of Medicine, 36(1), 1–7.

    Moser, K. S., Dawson, J. F., & West, M. A. (2018). Antecedents of team innovation in health care teams. Creativity and Innovation Management, 28(1), 72–81.

    O’Cathain, A., Croot, L., Duncan, E., Rousseau, N., Sworn, K., Turner, K. M., Yardley, L., & Hoddinott, P. (2019). Guidance on how to develop complex interventions to improve health and healthcare. BMJ Open, 9(8), e029954.

    OECD. (2021). Evaluation Criteria – OECD.

    Pirotte, B. D., & Benson, S. (2021, July 26). Refusal of Care. PubMed; StatPearls Publishing.

    NURS FPX 6614 Assessment 2 Enhancing Performance as Collaborators in Care

    Schmutz, J. B., Meier, L. L., & Manser, T. (2019). How effective is teamwork? The relationship between teamwork and performance in healthcare teams: a systematic review and meta-analysis. BMJ Open, 9(9). NCBI.

    Schommer, J., Brown, L., Bortz, R., Cernasev, A., Gomaa, B., Hager, K., Hillman, L., Okoro, O., Pakhomov, S., & Ranelli, P. (2018). An opportunity for pharmacists to help improve coordination and continuity of patient health care. Pharmacy, 6(3), 78.

    Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical Principles and Practice, 30(1), 17–28.

    Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284–289.