Question

subject-personal support worker

Essay on professional collaboration 750 words.

Registered practical nurses personal su[[ort workers collaborate in setting such as long term care in the community within assisted living facilities. in your opinion what are both the personal and professional benefits of effective collaboration? think about this statement from the point of view of hoe registered practical nurses and personal support workers work together to achieve a goal. how does effective collaboration enhance client care, safety, and quality outcomes? using the OVID database chose one peer-reviewed article which supports your statement.

Answer 1

1) Professional Collaboration requires participants to meet regularly and to take the time to develop professional collective responsibility. Effective collaboration calls for interdependence and for participants to be accountable for their own learning, while supporting the learning of others. Working in teams enables employees to share knowledge, work more efficiently and effectively. In addition, working together in teams promotes healthy employee relationships. Healthy employee relationships lead to better team performance and overall productivity. Some of the examples are interdisciplinary teams teachers share same students.Coordinate team policies and procedures,discuss students,meet with parents.Plan team activities, thematic or cross-curricular units,examine student work,participate in professional development. In order to work well together, teams must have a common purpose and goal, trust each other, clarify their roles from the start, communicate openly and effectively, appreciate a diversity of ideas, balance the team focus, leverage any heritage relationships.
Adequate resourcing for quality education is an issue in many countries. The study found that an average of 38% of teachers, and in some jurisdictions more than seven in ten teachers, work in schools in which the principal reported that a shortage of qualified or well-performing teachers hindered their school’s capacity to provide quality instruction, and one in four teachers work in schools facing shortages of instructional materials. Teachers with the competences to teach students with special needs and sufficient support personnel were in even greater demand. Despite this, the study shows that most teachers enjoy their work. Around 90% of teachers reported that, all in all, they were satisfied with their job, and enjoyed working at their school. Of significant concern, however, is the finding that less than one-third of teachers believe that their profession is valued in society and more startlingly, this was below 10% in several countries. This is of particular significance given that other OECD data show that the proportion of top math performers on PISA is greater in countries in which teachers feel valued.
TALIS confirms much of what we know from education research about effective teaching environments that when teachers can participate in school decision-making, have opportunities to collaborate and learn from their colleagues, and receive feedback centered on teaching quality and student learning, it raises both their confidence in their abilities to teach and engage students in learning, and increases the enjoyment of their work. Activities such as induction and mentoring, team teaching, joint activities across classes, observing and providing feedback on a colleague’s class, and collaborative professional learning were all shown to be associated with teachers’ sense of self-efficacy. And the more frequent the opportunities for collaboration, the greater the level of job satisfaction. Teacher self efficacy is linked to student achievement, and collaborative professional learning seems to be part of a virtuous cycle of learning. TALIS shows that teachers who participated in collaborative learning were more likely to engage in collaborative activities. And in turn, teachers who participated in a professional development network, individual or collaborative research, or teacher mentoring were in many countries more likely to employ the more active teaching practices important in engaging students in deeper learning. Yet many fewer teachers have access to these opportunities. Remarkably, over 40% of teachers reported never team teaching or never observing and providing feedback on another teacher’s class. These proportions were much higher in some jurisdictions, such as France and Spain, where very few teachers have the chance to work closely with their colleagues. Thus despite the strong potential for raising teaching quality offered by teacher collaboration, many teachers still appear to work alone, missing out on opportunities to learn from their peers. The biggest barrier to professional learning appears to be a lack of time due to conflicts with work schedules, reported by half of all teachers. The TALIS data are suggestive of a number of policy implications: Communicate the value of teaching and recognize teachers’ professionalism. Ensure education systems are adequately and equitably resourced with qualified teachers, support personnel and instructional materials. Support induction and mentoring, and provide additional supports for early career teachers. Provide time for collaboration and professional learning so that teachers have opportunities to share practices and learn from their peers. Encourage high-quality and relevant professional development that supports collaborative school practices. Good teaching doesn’t happen in isolation. Effective teaching environments are those that provide the time, conditions and resources for teachers to interact, collaborate, learn from their colleagues, and play a role in school decision making. Valuing teachers and teacher professionalism in this way can help to attract new talent into teaching, retain the most effective teachers in the classroom, and together contribute to raising the quality of teaching and learning.
2) The growing complexity of healthcare needs of residents living in long-term care necessitates a high level of professional interdependence to deliver quality, individualized
care. Personal support workers (PSWs) are the most likely to observe, interpret and respond to resident care plans, yet little is known about how they experience collaboration. This study aimed to describe PSWs’ current experiences with collaboration in long-term care and to understand the factors that influenced their involvement in collaboration. A qualitative approach was used to interview eight PSWs from one long-term care facility in rural Ontario. Thematic analysis revealed three themes: valuing PSWs’ contributions,organizational structure, and individual characteristics and
relationships. Collaboration was a difficult process for PSWs who felt largely
undervalued and excluded. To improve collaboration, management needs to provide opportunities for PSWs to contribute and support the development of relationships required to collaborate.

3) Patient safety experts agree that communication and teamwork skillsare essential for providing qualityhealth care. When all clinical and nonclinical staff collaborateeffectively, health care teams can improve patient outcomes, prevent medical errors, improve efficiency andincrease patient satisfaction.

4)Librarians and information specialists are often involved in the process of preparing and completing systematic reviews (SRs), where one of their main tasks is to identify relevant references to include in the review. Although several recommendations for the process of searching have been published, none describe the development of a systematic search strategy from start to finish.
Traditional methods of SR search strategy development and execution are highly time consuming, reportedly requiring up to 100 hours or more. The authors wanted to develop systematic and exhaustive search strategies more efficiently, while preserving the high sensitivity that SR search strategies necessitate. In this article, we describe the method developed at Erasmus University Medical Center (MC) and demonstrate its use through an example search. The efficiency of the search method and outcome of 73 searches that have resulted in published reviews are described in a separate article.

As we aimed to describe the creation of systematic searches in full detail, the method starts at a basic level with the analysis of the research question and the creation of search terms. Readers who are new to SR searching are advised to follow all steps described. More experienced searchers can consider the basic steps to be existing knowledge that will already be part of their normal workflow, although step 4 probably differs from general practice. Experienced searchers will gain the most from reading about the novelties in the method as described in steps 10–13 and comparing the examples given in the supplementary appendix to their own practice.

CREATING A SYSTEMATIC SEARCH STRATEGY
Our methodology for planning and creating a multi-database search strategy consists of the following steps:

-Determine a clear and focused question

-Describe the articles that can answer the question

-Decide which key concepts address the different elements of the question

-Decide which elements should be used for the best results

-Choose an appropriate database and interface to start with

-Document the search process in a text document

-Identify appropriate index terms in the thesaurus of the first database

-Identify synonyms in the thesaurus

-Add variations in search terms

-Use database-appropriate syntax, with parentheses, Boolean operators, and field codes

-Optimize the search

-Evaluate the initial results

-Check for errors

-Translate to other databases

-Test and reiterate.