Stakeholder Presentation- Collaborative Interdisciplinary Team

Stakeholder Presentation- Collaborative Interdisciplinary Team


-Preventable patient falls.

-Cause: death, reduced quality of life, admission to long-term care, depression, fear of falling, reduced mobility, and fractures and injuries.

-Issue largely ignored.

-Addressed by collaborative interdisciplinary team.

-Educate patients on falls.

The issue of concern has been identified as preventable patient falls. Falls are a concern since they cause death, reduced quality of life, admission to long-term care, depression, fear of falling, reduced mobility, and fractures and injuries. Issue has been largely ignored, especially among geriatric populations to whom falls and gait disorders are considered normal (Stanley, 2017). A collaborative interdisciplinary team can help to address the issue of concern by adopting a multi factorial approach to reduce fall incidences. This would entail engaging an interdisciplinary team to be involved in educating patients on falls prevention. It is noted that patient education offered by a single health care profession is likely to be ignored as generally useful advice while advice from multiple health care professions is likely to be accepted as personally relevant advice (Raingruber, 2017). Stakeholder Presentation- Collaborative Interdisciplinary Team



Interdisciplinary team involvement in patient education is central to the attitudes of the audience, and this is central to effective patient care. Such teams offer the potential for achieving more than a single discipline can achieve from working alone as the team is able to capitalize on the variety of abilities, skills and knowledge available. Interdisciplinary collaboration, supported by effective communication among the disciplines ensures that the patient education does not repeat instructions already taught and provides patient teaching collaboratively. In a well-functioning interdisciplinary team, the members would perceive each other as collective sources of information about patient participation, going on to share information that would help the rest of the team members to plan and adjust their goals while reinforcing and following through with the patient education provided. In turn, the team members would communicate superbly, both in writing and orally, and provide current and excellent progress notes about patient teaching results so that the rest of the team members are kept continuously informed (Raingruber, 2017).


-Unifying theme.

-Articulate team goals.

-Set target standards.

-Project structure.

-Deciding patient education content and delivery.

-Design assessment rubrics.

-Divide patient education activities.

-Create timeline for team activities.

An interdisciplinary approach involves including team members from different medical disciplines to work collaboratively with a shared resolve, to set goals, make decisions and share responsibilities and resources. The interdisciplinary plan will adopt an eight-step framework. The first step is to identifying the unifying theme for the team. The second step is to articulate the team goals/targets. The third step is to select the target standards for each patient group. The fourth step is to decide the project structure in terms of design thinking, who leads the team, and how communication flows. The fifth step is deciding patient education content and delivery to demonstrate interdisciplinary team approach. The sixth step is designing the assessment rubrics for the patient education. The seventh step is dividing patient education activities and decisions on which members of the team will complete which instructions. The final step is creating a timeline for the team activities (Garcia-Dia, 2019).

The interdisciplinary plan would be implemented by identifying its purpose, selecting the participants with clear roles and responsibilities, and ensuring that financial resources are available to meet the team’s needs. The financial resources will be applied in addressing budgetary elements that include communication expenses, printing and duplicating documents, workshop expenses, and office material and equipment (Snipes, 2016). Stakeholder Presentation- Collaborative Interdisciplinary Team


-Five evaluation strategies




-Stakeholder satisfaction

-Business case performance

Five standards will be applied to evaluate project success. Firstly, determining if the project kept to the original timeline/schedule. Secondly, assessing project quality in terms of meeting the standards set as evidenced by feedback from the patients and team members. Thirdly, comparing project costs against the budget. Fourthly, subjectively assessing stakeholder satisfaction in terms of what worked for the project and what would need to change in order to improve success in future projects. Finally, business case performance in terms of the realistic benefits and whether it solves the problem of patient falls (Schmidt & Brown, 2019).


Garcia-Dia, M. (2019). Project Management in Nursing Informatics. Springer Publishing Company.

Raingruber, B. (2017). Contemporary Health Promotion in Nursing Practice (2nd ed.). Jones & Bartlett Learning, LLC.

Schmidt, N., & Brown, J. (2019). Evidence-Based Practice for Nurses: Appraisal and Application of Research (4th ed.). Jones & Bartlett Learning, LLC.

Snipes, C. (2016). Project Management for the Advanced Practice Nurse. Springer Publishing Company.

Stanley, D. (2017). Clinical Leadership in Nursing and Healthcare: Values into Action (2nd ed.). John Wiley & Sons, Ltd.

Stakeholder Presentation- Collaborative Interdisciplinary Team