Scholarly Summary Activity

Student’s Name

Institution of Affiliation

Course Name

Date

Overview

            The scholarly activity that I participated in was a ground round in the ICU. Grand rounds were part of this facility’s tradition and happened after every two weeks. Grand rounds were honored since they had proven to be very educative and enhanced the ability of the various staff who worked in the ICU to acquire new knowledge and skills. The grand round was about two patients: one patient had sustained 40% 2^nd-degree burns following oil spillage from an oil tanker. The other patient was diagnosed with a severe head injury and pneumothorax secondary to a road traffic accident. The grand round was well organized and started on time. It was conducted by a multidisciplinary team which comprised of a critical care doctor, a nutritionist, nurse practitioner, laboratory technician, and a pharmacist.

These patients were observed and examined by the senior critical care doctor with prompt documentation of findings. These findings were openly discussed among the aforementioned healthcare providers who had in-depth experiences, goals, and interests in the management of these patients. The entire exercise was an inspiration to nurses who were passionate about working in the critical care/intensive care unit in the future. The grand round’s target audience was healthcare providers who worked in the ICU. The meeting aimed to critically analyze the care provided to seriously ill patients,  assess their progress, the existing gaps in care, are outcomes and how care can be improved using a multidisciplinary team approach. As an aspiring critical care nurse, the grand round was of great significance as it improved my understanding of how multidisciplinary collaboration promotes culturally competent care and care outcomes.

Problem

There were two major cases for review in the ground that I attended as indicated below.

• Quality of Life (1)
• Coordination of care (1)

The multidisciplinary team members analyzed the facts in each case and listened from all healthcare staff. In each case, a specific set of questions were used to establish if the care provided was excellent (3), good (2) or poor (1).

Solution

Quality of Life (QoL) – a score of 3(excellent care) was given. No gaps in practice were identified but recommendations for continuous education of ICU staff were made.

Care Coordination-a score of 2(good care) was given. The team identified several gaps in care including the lack of a surgeon,a cardiologist and renal specialist in the multidisciplinary team. This was reviewed and updated in the policy by the unit’s manager.

Opportunity

            Through this scholarly activity, individual knowledge and skills on how to provide safe, quality and coordinated care through multidisciplinary teams for critically ill patients to improve health outcomes were improved. I attained the (Domain 1) professional competency role through collaboration with critical care staff namely: a critical care doctor, a nutritionist, nurse practitioner, laboratory technician and a pharmacist to address major issues in critical care (1.1), assuming leadership and management roles to promote culturally competent and holistic care(1.3) and  also took part in policy  development to improve communication and accountability among multidisciplinary team members for good health outcomes of critically ill patients(1.4). This scholarly activity also provided an opportunity to explore the theories in nursing practice (Domain 2) by applying critical thinking in real-world patient scenarios in the clinical setting (2.3). The informatics domain (Domain 4) was also addressed through comprehensive discussions and decisions that were held among multidisciplinary team members with the ICU nurse practitioner as the first line communication manager.

Program Competencies Addressed

Competency 1.1, 1.3.1.4, 2.3 and 4.3

References

Costa, D. K., Barg, F. K., Asch, D. A., & Kahn, J. M. (2014). Facilitators of an interprofessional approach to care in medical and mixed medical/surgical ICUs: a multicenter qualitative study. Research in nursing & health, 37(4), 326-335.

Yoo, E. J., Edwards, J. D., Dean, M. L., & Dudley, R. A. (2016). Multidisciplinary critical care and intensivist staffing: results of a statewide survey and association with mortality. Journal of intensive care medicine, 31(5), 325-332.

Urisman, T., Garcia, A., & Harris, H. W. (2018). Impact of surgical intensive care unit interdisciplinary rounds on interprofessional collaboration and quality of care: Mixed qualitative-a quantitative study. Intensive and Critical Care Nursing, 44, 18-23.

Scholarly Activity Summary

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.