Introduction
This essay explores the role of interprofessional communication during a nursing placement, using reflective practice to analyse a specific situation and its impact on both myself as a student nurse and the service users involved. Interprofessional communication is a cornerstone of effective healthcare delivery, ensuring collaborative care that prioritises patient safety and well-being (Reeves et al., 2017). By reflecting on a particular experience within a hospital setting, this essay aims to examine my communication skills, identify areas for improvement, and evaluate the broader implications for patient care. The discussion will focus on the context of the experience, the dynamics of interprofessional interaction, and the outcomes for myself and the service user, supported by relevant literature and reflective models.
Context of the Placement Experience
During my second-year nursing placement on a busy medical ward, I was involved in the care of an elderly patient with complex needs, including diabetes and mobility issues. The patient, whom I will refer to as Mr. Smith for confidentiality reasons, required coordinated input from nurses, physiotherapists, and dietitians to manage his condition effectively. My role included liaising with these professionals to ensure Mr. Smith’s care plan was implemented consistently. However, I encountered challenges in communicating assessment updates to the physiotherapy team, which initially led to a delay in adjusting his mobility exercises. This experience highlighted the importance of clarity and timeliness in interprofessional communication, prompting me to reflect on my approach using Gibbs’ Reflective Cycle (Gibbs, 1988).
Analysis of Interprofessional Communication
Reflecting on the incident, I initially felt frustrated by the miscommunication, as I assumed the physiotherapy team had received my verbal update during a brief ward handover. However, I failed to confirm their receipt of the information or document it formally. According to Reeves et al. (2017), effective interprofessional communication requires structured processes, such as shared documentation and confirmation of understanding, to prevent errors. My oversight arguably contributed to a temporary gap in Mr. Smith’s care, though no harm occurred. For myself, this incident was a learning curve, exposing my inexperience in navigating interprofessional dynamics. Indeed, I recognised the need to develop assertiveness and familiarity with formal communication tools, such as electronic patient records, which are vital in multidisciplinary settings (NHS England, 2019).
Impact on the Service User and Personal Development
For Mr. Smith, the delay in communication briefly affected the continuity of his mobility support, potentially impacting his confidence in the care team. Nevertheless, once the issue was resolved through a follow-up discussion with the physiotherapy lead, his care plan was promptly updated, and he expressed satisfaction with the outcome. This experience taught me the value of patient-centered communication, ensuring that service users are not disadvantaged by lapses in team coordination (Nursing and Midwifery Council, 2018). Personally, I have since prioritised active listening and documentation skills, seeking feedback from mentors to enhance my confidence in interprofessional settings. Furthermore, reflecting on this situation has reinforced my commitment to lifelong learning, a key aspect of nursing practice.
Conclusion
In conclusion, this reflective essay has explored a specific instance of interprofessional communication during my nursing placement, highlighting both challenges and learning opportunities. The experience with Mr. Smith underscored the necessity of structured communication and documentation in ensuring effective care delivery. While the incident had a minor impact on the service user, it significantly shaped my understanding of my role within a multidisciplinary team. Moving forward, I aim to apply these lessons to improve my practice, contributing to safer and more collaborative healthcare environments. This reflection not only benefits my personal development but also aligns with broader goals of enhancing patient outcomes through effective teamwork, as emphasised in contemporary nursing literature.
References
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- NHS England. (2019) Better Use of Care Records: Guidance for Health and Care Professionals. NHS England.
- Nursing and Midwifery Council. (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. Nursing and Midwifery Council.
- Reeves, S., Xyrichis, A., and Zwarenstein, M. (2017) Teamwork, collaboration, coordination, and networking: Why we need to distinguish between different types of interprofessional practice. Journal of Interprofessional Care, 32(1), pp. 1-3.
