NURS-FPX 4030 Assessment 4: Remote Collaboration and Evidence-Based Care

Assessment Overview

Healthcare is rarely a solo endeavor. In today’s connected world, you will frequently collaborate with professionals who are not in the same building or even the same city. We focus here on the skills required to work effectively within a remote interdisciplinary team. You need to develop a strategy to improve patient outcomes using evidence-based practice (EBP) while navigating the challenges of distance and digital communication. For this assessment, you will review a specific patient scenario (such as the Vila Health activity involving Caitlin’s care) and propose an evidence-based care plan that relies on the coordinated efforts of a remote team.

You are asked to create a video presentation or write a detailed script that outlines this plan. We want to see how you identify the best evidence to guide the team and how you propose to keep communication clear and patient-centered, despite the physical separation. You must select an interdisciplinary collaboration model that supports your strategy and explain why it fits this specific case.

Assignment Instructions

Develop a 5–10 minute video presentation (or a 3–5 page transcript) for an interdisciplinary team meeting. Your presentation should address the following key components:

• Analyze the Patient Scenario: Briefly describe the clinical case (e.g., Caitlin’s situation involving cystic fibrosis and pneumonia) and identify the specific problems that require an interdisciplinary approach.
• Propose an Evidence-Based Care Plan: Present a care plan that addresses the patient’s safety and medical needs. You must cite current, peer-reviewed literature to support your clinical recommendations.
• Develop a Remote Collaboration Strategy: Explain how the team will work together. What communication tools will you use? How will you ensure data security? Select a specific collaboration model (e.g., the Interprofessional Education Collaborative core competencies) and justify its use.
• Evaluate the Outcome: Discuss what success looks like for this patient. How will you measure if the remote collaboration was effective in improving the patient’s health and satisfaction?

Formatting and Submission Requirements

• Format: Submit either a video file (Kaltura, Vimeo, etc.) with a reference list or a written script/paper in APA 7th Edition format.
• Length: Video: 5–10 minutes. Written Script: 3–5 pages.
• References: Include at least 3–5 credible, peer-reviewed sources published within the last 5 years to support your plan.
• Style: If submitting a script, use Times New Roman, 12-point font, double-spaced. Ensure professional, academic language throughout.

Grading Criteria (Rubric Highlights)

1. Evidence-Based Plan (30%): The care plan is robust, safety-focused, and directly supported by current scholarly research.
2. Collaboration Strategy (30%): The student proposes a clear, realistic method for the remote team to communicate and coordinate, referencing established collaboration models.
3. Interdisciplinary Approach (20%): The roles of different team members (nurses, respiratory therapists, social workers) are clearly defined and integrated into the plan.
4. Communication Style (20%): The presentation or script is professional, persuasive, and clear. The speaker (or writer) effectively engages the audience.

We will utilize the Plan-Do-Study-Act (PDSA) cycle to structure our remote interactions, ensuring that every team member can provide real-time feedback on Caitlin’s respiratory status. Secure telehealth platforms will serve as our primary meeting space, allowing the respiratory therapist to demonstrate airway clearance techniques to the home health nurse via video. We must establish a shared digital workspace where daily vitals and medication adherence logs are updated instantly, preventing the information gaps that often lead to readmission. Regular huddles, scheduled twice weekly via secure conference call, will keep the team aligned on treatment goals and allow us to adjust the care plan rapidly if the patient’s condition changes.

References

• Busch, I.M. et al. (2021) ‘Promoting interprofessional collaboration in healthcare settings: A systematic review of interventions and their effectiveness’, Journal of Interprofessional Care, 35(6), pp. 838–848. Available at: https://doi.org/10.1080/13561820.2020.1821245
• Green, B.N. and Johnson, C.D. (2018) ‘Interprofessional collaboration in research, education, and clinical practice: Working together for a better future’, Journal of Chiropractic Education, 29(1), pp. 1–10. Available at: https://doi.org/10.7899/JCE-14-15
• Rawlinson, C. et al. (2021) ‘An overview of reviews on interprofessional collaboration in primary care: Barriers and facilitators’, International Journal of Integrated Care, 21(2), p. 32. Available at: https://doi.org/10.5334/ijic.5589
• Reeves, S. et al. (2018) ‘Interprofessional education: Effects on professional practice and healthcare outcomes (update)’, Cochrane Database of Systematic Reviews, Issue 8. Available at: https://doi.org/10.1002/14651858.CD002213.pub3
• Schot, E., Tummers, L. and Noordegraaf, M. (2020) ‘Working on working together: A systematic review on how healthcare professionals contribute to interprofessional collaboration’, Journal of Interprofessional Care, 34(3), pp. 332–342. Available at: https://doi.org/10.1080/13561820.2019.1636007