Teamwork in the workplace is simply interdependency among workers to drive performance and patient outcomes. Teamwork enhances clinical leadership development and training in the sense that each nurse’s actions affect all other players in the care team. Teamwork and collaboration are paramount in clinical leadership functions of CNL, APRN, and care coordination due to the complexity of care delivery (Joseph & Huber, 2015). All members of care teams must recognize that no single person in the team can independently accomplish a set goal or solve a problem. As a result, there is a need to advocate for willingness to voluntarily engage in teamwork and collaboration. Collaboration is characterized by mutuality, reciprocity, and interdependence.
To facilitate teamwork and collaboration processes in the workplace I would adopt a number of strategies. As a team leader, I will promote the establishment of clear guidelines that outline the expectations for each member of the team and the process for resolving disruptive behavioral issues, follow-up plans, recommendations, and actions to be applied in case of noncompliance (Filion, 2015). I will also ensure that each member is well versed and owns these guidelines. I will ensure the guidelines address defects in communication, promote information exchange, and set a culture where each member’s roles, responsibilities, and accountability for patient care are appreciated (Weiss et al., 2014). I will set the tone in treating everyone with respect and in adhering to the behavioral standards of the agreed upon code of conduct (O’Daniel, & Rosenstein, 2008).
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In addition to interactive opportunities, I will champion for the creation of opportunities for different groups to get together. Examples of such group interactions can be open dialogue, preoperative and postop team briefings, collaborative rounds, as well as interdisciplinary task forces. In these forums, we will discuss challenges and problems as frequently as possible to come up with upfront solutions thus lowering the likelihood of disruptive events. In cases of a disruptive event, I will encourage my organization to set up a timeout, code white, or red light policy for purposes of real-time solution finding to curb any further implications.
Moreover, I will encourage internal assessment through mechanisms such as incident reports, focus groups, suggestion boxes, hotlines, direct observation, casual meetings, departmental meetings, committees, and other survey tools (O’Daniel, & Rosenstein, 2008). These mechanisms will provide assessment information that is necessary for addressing disruptive behaviors and determining next steps. Internal assessment is also key in the process of recognition and self-awareness for a healthcare and nursing organization. These mechanisms are also important in reporting disruptive behaviors. In effect, therefore, I will advocate for measures that ensure issues related to confidentiality, feelings of a double standard, and fear of retaliation is adequately addressed. More importantly, I will promote a reporting system that appreciates complaints and gives an assurance that those complaints are addressed and actions are taken. In order to support this system, I will then advocate for timely, appropriate, and consistent feedback (Filion, 2015).
Appropriate action requires that certain interventions are initiated. In my capacity, therefore, I will encourage the adoption of generic educational programs on team dynamics, conflict management, diversity training, communication skills and etiquette, assertive training, and stress management (O’Daniel, & Rosenstein, 2008). Additionally, to ensure trust and respect in team collaboration, I will promote competency training among members of the health care team. Also, in the best interest of the team, I would recommend having a clinical champion to help promote the significance of team spirit, communication, mutual cooperation, and collaboration. In cases where a member has shown consistent disruptive behavior, I would advise that he/she is subjected to more focused education sessions and counseling.
References
Filion, J. (2015, September 22). Ways nurse leaders can improve team cooperation. Retrieved from https://www.gebauer.com/blog/5-ways-nurse-leaders-can-improve-team-cooperation
Joseph, L., & Huber, D. L. (2015). Clinical leadership development and education for nurses: prospects and opportunities. Journal of Healthcare Leadership , 7 , 55-64. doi:10.2147/jhl.s68071
O’Daniel, M., & Rosenstein, H. A. (2008). Professional communication and team collaboration. In G. R. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses . Rockville, MD: Agency for Healthcare Research and Quality.
Weiss, D., Tilin, F. J., & Morgan, M. J. (2014). The interprofessional health care team: Leadership and development. Burlington, MA: Jones & Bartlett Learning.
