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NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Student Name

Capella University

NURS-FPX 4010 Leading in Intrprof Practice

Prof. Name:


Collaboration and Leadership Reflection Video

Hello, everyone. My name is NiftAli, and I am a nurse at our hospice care facility. Today, I want to share some reflections and insights on our interprofessional collaboration, a topic that is crucial to the work we do every day. In this video, which I will share with our team and leadership, I will discuss our experiences working together in this challenging yet rewarding environment. I aim to highlight the successes we have achieved and the areas where we can improve. Through conversations with many of you and reflecting on our daily practices, I have gathered thoughts on enhancing our teamwork, communication, and overall approach to patient care. I will also be drawing upon relevant literature to support my recommendations. So, let us begin this journey of reflection and improvement together. Our collective goal is to provide the best possible care to our patients, and by enhancing our collaboration, we can achieve even more excellent outcomes (Capella University, n.d).

Reflection on Interdisciplinary Collaboration Experience

Successful Aspects

The interprofessional team in our hospice exemplifies successful collaboration in several ways. The team’s ability to address the comprehensive needs of patients with life-limiting illnesses is commendable. This success is attributed to the diverse composition of the team, which includes physicians, nurses, social workers, chaplains, and volunteers. Their collaborative approach centers on providing holistic care that encompasses the patients’ physical, emotional, and spiritual needs. For instance, Dr. Richardson’s attentive care to Mr. Magalski and Nurse Mitchell’s emotional support to patients underscore their dedication to patient-centered care. These examples highlight the team’s ability to work together effectively in addressing the multifaceted aspects of palliative care.

Unsuccessful Aspects

Despite these successes, the collaboration needed to meet its desired outcomes in some areas. A notable issue is the communication gap within the team, as seen in the incident involving Mr. Magalski’s pain management. Dr. Richardson’s prescription change did not reach the evening shift promptly, resulting in prolonged patient discomfort. This incident underscores the need for improved information flow across different shifts and personnel. Additionally, Nurse Mitchell’s experience with emotional burnout points to a lack of adequate support systems for staff facing the emotional challenges inherent in palliative care. These examples illustrate areas where collaboration could be strengthened to achieve better outcomes.

Reflective Nursing Practice

Reflective nursing practice is pivotal in understanding and improving these collaboration experiences. By engaging in reflection, nurses can better recognize their work’s emotional toll on them, leading to the development of strategies for resilience and self-care. For instance, acknowledging the emotional impact of cases like Mrs. Garcia’s can guide the creation of support mechanisms for staff. Reflective practice can also inform the development of more effective communication protocols. Learning from instances like the miscommunication in Mr. Magalski’s case can help establish more transparent, more reliable communication channels, ensuring that critical information is shared efficiently and accurately across the team. This reflective approach is essential in continually improving nursing practice and, by extension, the effectiveness of interdisciplinary collaboration in hospice care settings.

Poor Collaboration and Resource Management

Inefficiencies in Collaboration

The case study highlights significant inefficiencies in collaboration within the interdisciplinary team. Poor coordination, particularly in Mr. Patel’s medication management, exemplifies the risks associated with disjointed communication. This issue, stemming from ineffective collaboration, jeopardizes patient safety and misallocates resources. Similarly, emotional burnout, as experienced by Nurse Mitchell, points to inadequate support systems. This can decrease staff efficiency and morale, crucial for sustaining high-quality patient care.

Implications for Human Resources

Emotional burnout due to poor collaboration, directly impacts human resources. As Al-Surimi et al. (2022) discuss, burnout among healthcare professionals can lead to increased turnover, decreased job satisfaction, and a higher likelihood of leaving the profession. This turnover affects the continuity of patient care and incurs significant costs related to recruiting and training new staff. Additionally, a demoralized workforce can compromise the overall quality of patient care.

Implications for Financial Resources

Inefficient collaboration also has profound financial implications. The medication error in Mr. Patel’s case exemplifies how poor communication can increase healthcare costs. Such errors often require additional interventions, which escalate healthcare expenses. Moreover, as Cass & Charlton (2022) note, communication failures in healthcare teams are a leading cause of inefficiencies, leading to unnecessary testing and extended hospital stays, which further burden the financial resources of healthcare institutions.

Best-Practice Leadership Strategies in Interdisciplinary Teams

The complexities of interprofessional collaboration in healthcare are particularly pronounced in hospice settings. Effective leadership strategies are essential to navigate these complexities. Transformational leadership and structured communication models like SBAR stand out as crucial approaches. These strategies are critical for enhancing team cohesion and improving patient care.

Transformational Leadership

Transformational leadership is a style where leaders work closely with their teams to identify change needs, create a vision to guide the change and implement it collaboratively. This approach, detailed by Snow (2019), is particularly beneficial in healthcare settings. Transformational leaders motivate and inspire team members, fostering an environment where innovative problem-solving is encouraged. This leadership style is ideal for managing the emotional dynamics of healthcare teams, as evident in the hospice setting of the case study. For example, addressing the emotional burnout experienced by Nurse Mitchell would require a transformational leader to understand team challenges and collaboratively develop supportive strategies. Additional literature supporting this approach includes Ferreira et al. (2020), who discuss the impact of transformational leadership on organizational outcomes, and Usman (2020), who emphasize the role of transformational leaders in creating and sustaining effective organizational change.

Structured Communication Models – SBAR

The second strategy is the implementation of structured communication models like SBAR (Situation, Background, Assessment, Recommendation). Lo et al. (2021) promote SBAR as a tool to enhance clarity and efficiency in communication among healthcare professionals. This model addresses communication challenges and ensures that critical information is conveyed accurately and promptly, reducing errors and improving patient outcomes. In the case study context, using SBAR could rectify issues like the communication gap in Mr. Magalski’s pain management. Yun et al. (2023) also highlight SBAR’s role in improving clinical communication, while Cho et al. (2020) demonstrate its effectiveness in enhancing patient safety in healthcare.

Best-Practice Interdisciplinary Collaboration Strategies

Interdisciplinary collaboration in healthcare is vital for delivering comprehensive and high-quality patient care, particularly in specialized settings like hospice care. Enhancing this collaboration involves implementing strategies that unite diverse professional groups, facilitating effective communication and shared understanding. Two such strategies, supported by various authors in the field, are particularly effective in achieving these goals.

Regular Interdisciplinary Team Meetings

Regular interdisciplinary team meetings, structured with clear agendas to discuss patient care plans, challenges, and successes, are crucial for effective collaboration. Various authors advocate this strategy’s effectiveness in fostering understanding and collaboration among professional groups. Flores‐Sandoval et al. (2020) emphasize the importance of regular team meetings in creating a shared understanding of patient care goals and strategies. These meetings can ensure that all team members are updated and actively engaged in decision-making processes. Banister et al. (2019) also support this strategy, noting that regular interdisciplinary meetings enhance team cohesion and ensure that patient care is coordinated and comprehensive. Furthermore, Rosa et al. (2021) highlight that such meetings are critical for developing and maintaining a shared understanding of each team member’s roles and responsibilities, enhancing overall team performance and patient care quality.

Joint Training and Education Programs

Joint training and education programs for team members from different disciplines are another effective strategy for fostering interdisciplinary collaboration. These programs are designed to develop a shared knowledge base and understanding among team members from various professional backgrounds. Cortes (2019) argues that joint training initiatives help break down professional silos and foster a culture of collaborative practice. Such training provides opportunities for team members to learn about each other’s roles, responsibilities, and perspectives, which is crucial for effective collaboration. Additionally, Baernholdt et al. (2019) suggest that interdisciplinary education programs can significantly improve communication and mutual respect among team members, leading to better patient outcomes. Holmes et al. (2019) also support this view, stating that joint training enhances team performance by improving members’ understanding of each other’s professional capabilities and limitations.


As we reach the end of this reflection, I want to recap the crucial points we have covered. We have explored the significance of interprofessional collaboration in our hospice setting and identified strengths and areas for improvement within our team dynamics. We discussed the impact of our collaboration on patient care and our team’s well-being, acknowledging the challenges we face, such as communication gaps and the emotional toll of our work. Importantly, we have also examined some best-practice strategies, including transformational leadership and structured communication models like SBAR, which can significantly enhance our teamwork and patient outcomes. This ongoing improvement journey and our collective efforts can make a profound difference. We can strengthen our collaboration and continue providing exceptional patient care by embracing strategies such as regular team meetings and joint training programs. We should reflect on these insights and consider how to apply them in our daily interactions and responsibilities. Let us continue to support each other, share our knowledge, and grow together as a team. Thank you for taking the time to engage with this reflection. Your dedication and compassion make our hospice care facility a place of healing and hope. Together, we can continue to impact the lives of our patients and their families positively.


Al-Surimi, K., Almuhayshir, A., Ghailan, K. Y., & Shaheen, N. A. (2022). Impact of patient safety culture on job satisfaction and intention to leave among healthcare workers: Evidence from Middle East context. Risk Management and Healthcare PolicyVolume 15, 2435–2451. https://doi.org/10.2147/rmhp.s390021 

Baernholdt, M., Feldman, M., Davis-Ajami, M. L., Harvey, L. D., Mazmanian, P. E., Mobley, D., Murphy, J. K., Watts, C., & Dow, A. (2019). An interprofessional quality improvement training program that improves educational and quality outcomes. American Journal of Medical Quality34(6), 577–584. https://doi.org/10.1177/1062860618825306 

NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Banister, G., Portney, L. G., Vega-Barachowitz, C., Jampel, A., Schnider, M. E., Inzana, R., Zeytoonjian, T., Fitzgerald, P., Tuck, I., Jocelyn, M., Holmberg, J., & Knab, M. (2019). The interprofessional dedicated education unit: Design, implementation, and evaluation of an innovative model for fostering interprofessional collaborative practice. Journal of Interprofessional Education & Practice, 100308. https://doi.org/10.1016/j.xjep.2019.100308 Case study: Interprofessional collaboration for palliative care in a hospice setting. file:///C:/Users/Dell/Downloads/nurs-fpx4010-assessment-01-supplement-collaboration-and-leadership-reflection-video-B.pdf 

Cass, A. R., & Charlton, K. E. (2022). Prevalence of hospital‐acquired malnutrition and modifiable determinants of nutritional deterioration during inpatient admissions: A systematic review of the evidence. Journal of Human Nutrition and Dietetics35(6). https://doi.org/10.1111/jhn.13009 

Cho, H.-H., Nam, K., Park, J.-S., Jeong, H.-E., & Jung, Y.-J. (2020). The effect of simulation training applying SBAR for nursing students on communication clarity, self-confidence in communication, and clinical decision-making ability. Journal of the Korea Academia-Industrial Cooperation Society21(7), 73–81. https://doi.org/10.5762/KAIS.2020.21.7.73 

Cortes, T. (2019). Building interprofessional teams through partnerships to address quality. Nursing Science Quarterly32(4), 288–290. https://doi.org/10.1177/0894318419864343 

Ferreira, V. B., Amestoy, S. C., Silva, G. T. R. da, Trindade, L. de L., Santos, I. A. R. dos, & Varanda, P. A. G. (2020). Transformational leadership in nursing practice: Challenges and strategies. Revista Brasileira de Enfermagem73(6), 1–7. https://doi.org/10.1590/0034-7167-2019-0364 

Flores‐Sandoval, C., Sibbald, S., Ryan, B. L., & Orange, J. B. (2020). Healthcare teams and patient‐related terminology: A review of concepts and uses. Scandinavian Journal of Caring Sciences35(1), 55–66. https://doi.org/10.1111/scs.12843 

Holmes, T., Vifladt, A., & Ballangrud, R. (2019). A qualitative study of how inter‐professional teamwork influences perioperative nursing. Nursing Open7(2), 571–580. https://doi.org/10.1002/nop2.422 

Lo, L., Rotteau, L., & Shojania, K. (2021). Can SBAR be implemented with high fidelity and does it improve communication between healthcare workers? A systematic review. BMJ Open11(12), e055247. https://doi.org/10.1136/bmjopen-2021-055247 

Rosa, W. E., Parekh de Campos, A., Abedini, N. C., Gray, T. F., Huijer, H. A.-S., Bhadelia, A., Boit, J. M., Byiringiro, S., Crisp, N., Dahlin, C., Davidson, P. M., Davis, S., De Lima, L., Farmer, P. E., Ferrell, B. R., Hategekimana, V., Karanja, V., Knaul, F. M., Kpoeh, J. D. N., & Lusaka, J. (2021). Optimizing the global nursing workforce to ensure universal palliative care access and alleviate serious health-related suffering worldwide. Journal of Pain and Symptom Management63(2). https://doi.org/10.1016/j.jpainsymman.2021.07.014 

Snow, F. (2019). Creativity and innovation: An essential competency for the nurse leader. Nursing Administration Quarterly43(4), 306–312. https://doi.org/10.1097/naq.0000000000000367 

Usman, M. (2020). Transformational leadership and organizational change: In the context of today’s leader. International Business Education Journal13(1), 95–107. https://doi.org/10.37134/ibej.vol13.1.8.2020 

NURS FPX 4010 Assessment 1 Collaboration and Leadership Reflection Video

Yun, J.-M., Yun Ji Lee, Kang, K., & Park, J.-M. (2023). Effectiveness of SBAR-based simulation programs for nursing students: A systematic review. BMC Medical Education23(1). https://doi.org/10.1186/s12909-023-04495-8 

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