For NRS 415 Personal Reflection, a collaborative learning community (CLC) provides students with opportunities to enhance their understanding of research topics, including the evaluation of healthcare organizations based on a developed strategic plan as a means of readiness for change (Alberti et al., 2021). As such, the CLC assignment on the evaluation of Providence Health involved using different techniques. The group used different tools and techniques that included the GCU system CLC group communication wall, email, and WhatApp. The communication tools and techniques enabled the group to effectively coordinate and collaborate to complete the evaluation assignment.
The core strengths of the group when collaborating included effective communication and coordination, inclusion, and involvement of all members. For instance, each member of the group worked on a different area of the assignment and shared their findings to enrich the CLC presentation. However, the core weakness of the group in collaborating to complete the project was time management. Some members required more time to complete their part of the assignment.
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The strategy or approach that can improve the collaborative practice in future projects is effective time management. Time management will enable the members to complete future projects and share their findings before presenting them to larger audiences (Dang et al., 2021). Effective time management will improve coordination and solve any future challenges that may arise during the collaboration
Inter-professional collaboration is essential in supporting quality and improvement of patient outcomes in health care settings. Inter-professional collaboration leads to improved coordination and development of a common care plan that allows providers to enhance quality care leading to better patient outcomes. Inter-professional collaboration supports quality and improvement of patient outcomes by suggesting and implementing evidence-based practice approaches (Rawlinson et al., 2021). Again, it supports quality through research activities that lead to better interventions and continuous quality improvement (CQI) initiatives.
Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). The effectiveness of team-based learning in
nursing education: a systematic review. Nurse Education Today, 97, 104721.
DOI: 10.1016/j.nedt.2020.104721.
Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins
evidence-based practice for nurses and healthcare professionals: Model and guidelines. Sigma Theta Tau.
Rawlinson, C., Carron, T., Cohidon, C., Arditi, C., Hong, Q. N., Pluye, P., & Gilles, I. (2021). An overview of reviews on inter-professional collaboration in primary care: Barriers and facilitators. International Journal of Integrated Care, 21(2). https://ijic.org/articles/10.5334/ijic.5588
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