Free Essay Example: Inter-Professional Working

Inter-professional collaboration or working is experienced when members of two or more professionals work together in the achievement of some common goals as used often in solving some problems as well as complex issues. There are many benefits of inter-professional working and collaboration. One is that the participants are able to achieve together much more than they could have achieved individually (Archibald & Estreet, 2017). They can also be able to serve a large range of people as well as experience growth on an individual or organizational level. From the case study, there is an inter-professional collaboration between a banker and a healthcare provider.

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The father, Saleem Akhtar, is a banker who works for long hours in the bank and have a limited time at his home. The wife and mother of the home, Mabina Akhtar, was working as a benefits advisor before giving birth and relocating to their new residence. She has no connections to the local services, and there is a health visitor who used to come and check her son up. The inter-professional collaboration assumes various forms and can be defined in many ways, as described by Basic, (2019). From the case study, collaborative care is seen in the provision of different specialties that are working together in the provision of care for the involved individuals as well as their families in the most appropriate and effective way. The goal here is seen to mostly involve and improve the health outcomes of the sons.

There is evidence from the case as indicated by Dingwall et al., (2017) that interprofessional collaboration and working takes place when the health practitioner and family collaborate in community development as well as the sustenance of the interprofessional works which is seen in the facilitation of optimal outcomes in the health care. The primary healthcare providers are examples of the professionals that are seen to be shifting from the provision of primary care to being providers in interprofessional teams.

Karidar & Glasdam (2019) indicated a number of factors that help in the facilitation of enhanced collaborative care. There are some competency domains that are outlined by the Interprofessional Education Collaborative for interprofessional collaborative practices. They include the adoption of the values and ethics in the inter-professional practice and understanding of the interprofessional responsibilities. There is also a need for enhanced interprofessional communication and facilitation of the teams and the team working. The Canadian Collaborative Mental Health Initiative similarly describes the key elements in collaborative mental healthcare, which are also in line with the IPEC's competencies (Lakkala et al., 2017). The key elements include an increase in the accessibility to mental health service provision, consumer-centered care, and necessity to have structures and systems that support the collaboration as well as the enhancement of the rich collaboration.

There are some organizational structures that influence inter-professional collaboration which include the clinical and the administrative systems guiding the cooperative practice and the characteristics that are found in the different organizations guiding the collaboration. The structural factors facilitating the collaboration are the leadership, the organizational cultures and the support base in the collaboration as well as the colocation. Karidar & Glasdam (2019) indicated the importance of the colocation of the team members that are working in the collaboration. That includes the cultural support in the collaboration as well as having some effective communication methods collocation here is the professional working in the inter organizations which might be located under similar roofing. There might be effects on the communication between the team members if they are working in different sites or if it happens that the working parties are housed in different areas or buildings.

For success in the interdisciplinary teams, there is need for clarity on the roles and responsibilities that will ensure optimum functioning of the teams. Different members of the team have varying understandings of the concerns and capabilities of the other team members from different professionals. The social workers who intend to work on the healthcare with the teams such as the health visitor should negotiate the role they are supposed to play no consultation with the other members of the profession. The role of the social worker is often directed to the goal of the interest agency (Archibald & Estreet, 2017). The different social workers are in positions where they can have to curve the roles in the bid to demonstrate the way they can assist the other members of the profession. Having competency in a particular profession might be dependent on another profession.

In conclusion, bodies suggest the achievement of quality collaboration in mental health care that will involve the inclusion in the competencies. Webb, (2017) suggested that if there is the inclusion of collaboration ideologies in the collaboration ideologies that can lead to better workings in the interprofessional collaboration. There are however, some stereotypes that are seen as impediments for some meaningful interprofessional working. There can be a domination of one profession over the other in inter-professional work that is seen as a major factor that strengthens the boundaries between the engaged professional groups.

References

Archibald, P., & Estreet, A. (2017). Utilization of the interprofessional education, practice, and research model in HBCU social work education. Journal of Human Behavior in the Social Environment, 27(5), 450-462. https://doi.org/10.1080/10911359.2017.1292981

Basic, G. (2019). Coherent triads and successful inter-professional collaboration: Narratives of professional actors in the Swedish child welfare system. Nordic Social Work Research, 9(3), 235-249. https://www.tandfonline.com/doi/pdf/10.1080/2156857X.2018.1518817

Dingwall, L., Fenton, J., Kelly, T. B., & Lee, J. (2017). Sliding doors: Did drama-based inter-professional education improve the tensions round person-centred nursing and social care delivery for people with dementia: A mixed method exploratory study. Nurse Education Today, 51, 1-7. https://discovery.dundee.ac.uk/ws/files/11514668/Sliding_Doors.pdf

Karidar, H., & Glasdam, S. (2019). Inter-professional caring for children who are relatives of cancer patients in palliative care: Perspectives of doctors and social workers. The British Journal of Social Work, 49(3), 595-614. https://doi.org/10.1093/bjsw/bcy080

Lakkala, S., Turunen, T. A., Kangas, H., Pulju, M., Kuukasjärvi, U., & Autti, H. (2017). Learning inter-professional teamwork during university studies: a case study of student-teachers’ and social work students’ shared professional experiences. Journal of Education for Teaching, 43(4), 414-426. https://doi.org/10.1080/02607476.2017.1342051

Webb, S. A. (Ed.). (2017). Professional identity and social work. Taylor & Francis. https://books.google.com/books?hl=en&lr=&id=JUElDwAAQBAJ&oi=fnd&pg=PP1&dq=Inter-professional+working+in+social+work&ots=1wOXD7Erch&sig=yfpB3HP6kwjTToTpDIF_nuHbymU