Collaborative Workplace Analysis Introduction Collaboration in the team is required to ensure better healthcare for the patients. The importance of a collaborative team for nurse transition is, therefore, explored. Also, the importance of effective communication for the graduate nurse is analyzed considering the communication issues between the nurse and multidisciplinary team and conflicts within the team. Conflict resolution techniques that can proactively assist a graduate nurse to mitigate conflicts are also illustrated. Critical discussion of a collaborative team Definition: (The collaborative team reflects working together and a collaborative team in healthcare involves workers in decision making, (Wayman, 2017 p.4), building trust in them (Hallam, 2015 p.194), and in others, and transparent and open communication to provide excellent quality care (Gum, 2020 p.2)). Transition of practice definition : (The transition of practice is to adopt the real work practices from the taught courses of nursing in the class. For transition, a collaborative team assists the graduate nurse to adapt to new working conditions in healthcare). Transition of graduate registered nurse is faced with many issues such as a disconnection found between what is learned and what is actually practiced in a healthcare setting. It is found that some of the content of university is hard to apply practically. However, the transition of the graduate registered nurse becomes relatively easy when she or he works with a collaborative team. Positive aspects of graduate nurse working with a collaborative team[sb1] The collaborative team enhances decision making (Hallam, 2015 p.194) and communication of the graduate nurse (Gum, 2020 p.2)). Thus, the graduate registered nurse (GRN) working in the collaborative team can enhance her decision making, communicates well and build good relationship with others. With support from team members, a graduate registered nurse can quickly adopt the working conditions of workplace[sb2] . It is also found that labour turnover intentions are considerably reduced for a graduate registered nurse (Silvestre, 2017 p.111). This positive aspect helps a GRN in the transition phase. Other positive aspects of teamwork are retaining staff and their job satisfaction (Polis, 2017 p.2). A graduate registered nurse can work for long periods that help collaborative team to provide better healthcare to the patients. This helps a registered nurse to successfully pass her transition phase. It is found that new GRN suffer from high turnover rate however interprofesional collaboration addresses the high turnover issue (Saelee, 2020 p.6[sb3] ). Thus, the collaborative team assists GRN to pass the transition phase with relatively ease. The graduate registered nurse can apply the learning in the practical context in the healthcare setting. A collaborative team assists a nurse to provide evidenced based interventions and medications (McMurray, 2017 p.11). Therefore, a graduate[sb4] nurse can also apply the best medications and interventions while working with a collaborative team. It is also found that a collaborative work environment assists to develop clinical skills for GRN (James, 2021 p.2). The transition also requires that the graduate nurses should foster competency to listen to the needs of patients and manage time well (Ankers, 2018 p.4). The positive aspects of GRN are improved outcomes for patients (Hales, 2020 p.5). The graduate registered nurse can provide improved care to the patients. A teamwork approach is fostered in a collaborative team that prevents disputes as well (Rahmani, 2016 p.2). A graduate registered nurse can also improve teamwork skills to support the collaborative team and avoid disputes[sb5] . The next positive aspect of teamwork is offering sufficient supervision for the new graduate nurses as well as offering good mentoring to improve their skills. A graduate registered nurse with better support can develop new skills to provide good healthcare to the patients. If the collaborative team or teamwork is not established, it can lead to low performance of graduate nurses as well as poor job satisfaction. It can also lead to more conflicts (Polis, 2017 p.3). A graduate registered nurse can become a good team worker and will avoid conflicts with other healthcare workers that enhance her productivity and team productivity. Collaborative team also ensures better care for the patients (Saint-Pierre, 2018 p.137). Patient safety is enhanced by a collaborative team in healthcare (Ji, 2021 p.18). These facts impact GRN positively as she can also learn the skills to provide better care to the patients. Key aspects of a collaborative team The key aspects are trust, and a sense of community development. Effective leadership, and job clarity are also the aspects of collaboration (Orchard, 2017 p.22). These key aspects improve the performance of a GRN[sb6] . The conflict between multidisciplinary team and graduate register nurse as well as conflict between members of multidisciplinary team When[sb7] the misunderstanding related to the spoken word occurs in a team, graduate nurse faces issues of stress and a conflicting situation. Poor communication is found in the multidisciplinary team (Hammoudi, 2018, p.1). This is one reason that causes misinterpretation between a graduate registered nurse and the team. When the miscommunication occurs due to spoken words between team and GRN, these conflicts take place. Potential conflict between a graduate registered nurse and team can be intrapersonal conflicts, interpersonal conflicts, and competitive conflicts. Intrapersonal conflicts can be a graduate nurse being overwhelmed by the activities of patient care while arranging time for meal and bathroom while miscommunication takes place. Spoken words mistakenly understood can lead to disagreement between nurse and team that reveals an interpersonal conflict, ((Lahana, 2019 p.2) and can cause bitterness and dissatisfaction for the nurse. A role conflict is also experienced by nurses in the multidisciplinary team (Ejesi, 2018 p.31). These issues are evident between nurses and multidisciplinary teams while working together. Conflict between multidisciplinary team members Conflict between multidisciplinary team the conflict between multidisciplinary teams can be due to different professional values, different personalities, and different communication preferences (Weller, 2014 p.150. These reasons affect the communication between members of the multidisciplinary team and can cause conflicts within the team. There may is psychological barriers such as hierarchies, differences in power, and professional silos that can lead to conflicts among the multidisciplinary team (Weller, 2014 p.150). barriers such as distractions during communication, night shift working, physical separation, time pressure, different pay structure, lack of skills, lack of knowledge regarding best practices, conflicting professional values and social identity as well as different norms and values are causing conflicts between the members of the collaborative team[sb8] . Descriptions of strategies for conflict resolution The nurses can reduce conflicts at the workplace by adopting a collaborative strategy. Collaborators listen to everyone’s needs and reach an agreement that satisfies both the conflicting parties. Collaborative strategy is found to provide a win-win situation as both parties are happy with the outcome. This strategy must be practiced by a graduate registered nurse as it is found that most of the nurses who stay in the profession for long-term duration generally practice the collaborative strategy. This strategy can help the graduate nurse to listen to the needs of the clients, doctors, and other supporting staff while addressing the conflicts. It also helps the graduate nurse to recognize the root cause of the issues leading to conflicts. Therefore, to proactively reduce the conflicting situation, a collaborative strategy is suggested. The compromise strategy can help the graduate registered nurse to temporarily address[sb9] the conflict that may not be resolved permanently however, for a time being, conflict is minimized. Compromise strategy is used by nurse managers to resolve conflicts (Lahana, 2019 p.1). It reveals that the compromise strategy is useful to mitigate conflicts. Also, the accommodation strategy should be practiced by the graduate nurse. The reasons behind this are to deal with the aged people or people in the age group of 25-34. Nurses are found to practice this style for age groups over 44 and for 25-34 (Thomas, 2015[sb10] ). Senior staff nurses are also found to use this strategy more frequently. This finding reveals that the accommodation strategy is helpful in conflict resolution. This strategy reflects that a party leaves its demands to fulfill the wishes of others. It is used to maintain harmony. Therefore, a graduate nurse should practice this strategy. Avoidance and competing styles are not ideal. Competing styles used by the graduate nurse can lead to more problems as the authority used by the nurse may not hear the root issues of conflicts. Avoidance strategy also does not solve the problem as the issue will persist and in the long run, the matter becomes more complex (McKibben, 2017 p.3[sb11] ). Conclusion The analysis of graduate nurses for a successful transition from university to the practical world requires a collaborative team to assist. Open communication is vital as well as the support of the team to help nurses in the transition phase. Conflicts taking place between multidisciplinary teams and nurses can be due to ego and ambiguity in roles and responsibilities as well as for other reasons. Conflicts among team members in a multidisciplinary team can be possible due to emotional barriers, organizational barriers, differing personalities, etc. These issues need to be resolved for better care to patients. A graduate nurse needs to practice compromise, accommodating, and collaborative resolution techniques to resolve conflicts. References[sb12] Amudha, P. H. (2018). Effective communication between nurses and doctors: Barriers as perceived by nurses. J Nurs Care, 7(03) , 1-6. DOI: 10.4172/2167-1168.1000455 Ankers, M. D. (2018). A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program. . Collegian, 25(3) , 319-325[sb13] . Ejesi, I. (2018). Relationship Between Role Conflict, Role Ambiguity, and Interprofessional Team Collaboration Among Nurses Caring For Older Adults in the Intensive Care Unit (ICU). Gum, L. F. (2020). Exploring interprofessional education and collaborative practice in Australian rural health services. Journal of interprofessional care, 34(2) , 173-183. doi.org/10.1080/13561820.2019.1645648 Hales, P. W. (2020). A case study of a collaborative allied health and nursing crisis response. . Journal of Interprofessional Care, 34(5) , 614-621. https://doi.org/10.1080/13561820.2020.1813093 Hallam, P. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. . NASSP bulletin, 99(3), , 193-216. DOI: 10.1177/0192636515602330 Hammoudi, B. M. (2018). Factors associated with medication administration errors and why nurses fail to report them. . Scandinavian journal of caring sciences, 32(3) , 1038-1046. doi: 10.1111/scs.12546 Ji, Y. L. (2021). Developing an Integrated Curriculum for Patient Safety in an Undergraduate Nursing Program: A Case Study. doi: 10.1186/s12912-021-00694-0. James, A. J.-B.-B. (2021). Practice Assimilation for New Graduate Registered Nurses: A Clinical and Academic Nurse Leader Collaborative. Lahana, E. T. (2019). Conflicts management in public sector nursing. . International Journal of Healthcare Management, 12(1) , 33-39. DOI: 10.1080/20479700.2017.1353787 McKibben, L. (2017). Conflict management: importance and implications. . British Journal of Nursing, 26(2) , 100-103. McMurray, A. &. (2017). The nurse navigator: an evolving model of care. Collegian, 24(2) , 205-212. https://doi.org/10.1016/j.colegn.2016.01.002 Nieuwboer, M. S. (2020). Communication between Dutch community nurses and general practitioners lacks structure: An explorative mixed methods study. . European Journal of General Practice, 26(1) , 86-94. DOI: 10.1080/13814788.2020.1782883 O’Connor, P. L. (2019). A mixed-methods examination of the nature and frequency of medical error among junior doctors. . Postgraduate medical journal, 95(1129) , 583-589. Polis, S. H. (2017). Factors contributing to nursing team work in an acute care tertiary hospital. . Collegian, 24(1) , 19-25. DOI: 10.1016/j.colegn.2015.09.002 Rahmani, F. K. (2016). Lessons learnt from the use of relationship-based procurement methods in Australia: Clients’ perspectives. . Construction Economics and Building, 16(2), , 1-13. Saelee, S. (2020). Promoting New Graduate Registered NurseRetention Through a Staff Preceptorship Program (Doctoral dissertation, Walden University). Silvestre, J. H. (2017). A multisite study on a new graduate registered nurse transition to practice program: Return on investment. . Nursing Economics, 35(3) . Saint-Pierre, C. H. (2018). Multidisciplinary collaboration in primary care: a systematic review. Family practice, 35(2) , 132-141. doi:10.1093/fampra/cmx085 Thomas, C. (2015). Identify Conflict Resolution Styles used by Nursing Professionals working in Clinical and Academic settings of selected Hospitals and Nursing Colleges of Southwestern Rajasthan. International Journal of Advances in Nursing Management, 3(3), 273-277. Vangrieken, K. G. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67 , 302-315. Wayman, J. C. (2017). Leadership for data-based decision making: Collaborative educator teams. In Learner-Centered Leadership (pp. 189-206). Routledge. Weller, J. B. (2014). Teams, tribes and patient safety: overcoming barriers to effective teamwork in healthcare. Postgraduate medical journal, 90(1061) , 149-154. [sb1]Where did you find this information? Any evidence ? [sb2]how and why this occurs? [sb3]How? You are just keep adding points with out justification. [sb4]????? [sb5]Explain how? [sb6]Explain how? [sb7]described conflict from a verbal conflict position (based on your definition) in a health care setting [sb8]Any evidence of your saying? [sb9]Where is your evidence for such a long paragraph? [sb10]This is not relevant. You need to justify how that strategies help to conflict resolution? [sb11]This question is asking what strategies GRN can use to reduce potential conflict. It is not asking what is suitable or not. [sb12]Referencing still not correct. Have you used GRN literature only when I refer to the GRN? [sb13]Where is doi?
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