Which member of the healthcare team when using the team nursing approach is responsible for prioritizing client care?

An interdisciplinary approach involves team members from different disciplines working collaboratively, with a common purpose, to set goals, make decisions and share resources and responsibilities.1

A team of clinicians from different disciplines, together with the patient, undertakes assessment, diagnosis, intervention, goal-setting and the creation of a care plan. The patient, their family and carers are involved in any discussions about their condition, prognosis and care plan.2

In contrast, a multidisciplinary approach involves team members working independently to create discipline-specific care plans that are implemented simultaneously, but without explicit regard to their interaction.3

Depending on the resources of the individual health service, a combination of the two approaches may be used when caring for older people.

Why is it important?

• Older people in hospitals often have a number of different diagnoses and consequently have multiple and complex needs. Compared to younger age groups, a greater proportion of older people require an interdisciplinary approach to their care in order to deal with complex multimorbidity, social and psychological issues.3
• The best possible outcomes for older people are achieved through a consultative, collaborative approach to care that actively involves the patient, their family/carers and an interdisciplinary team.1
• An interdisciplinary approach can help avoid risk averse thinking by weighing up the risk against benefits for the patient.
• An interdisciplinary approach can improve patient outcomes, healthcare processes and levels of satisfaction.4,5 It can also reduce length of stay 6,7 and avoid duplication of assessments, leading to more comprehensive and holistic records of care.8
• The opportunity for discussion created by interdisciplinary care planning can be used for the patient, their family and carers to develop their ongoing plan.3

How can you adopt an interdisciplinary approach to caring for older people?

The care team need to work together, utilising an interdisciplinary approach, to provide and implement a care plan that meets the patient’s goals and needs.

All health care professionals have a shared role in providing person-centred care for older people.

Elements integral to a successful interdisciplinary approach

Leadership

Positive leadership and management give clear direction and vision for the team through:

• Promoting an atmosphere of trust where contributions are valued and consensus is fostered.
• Ensuring that the necessary resources, infrastructure and training are available, as well as a mix of skills, competencies and personalities amongst team members.9

Person-centred practice

Well-integrated and coordinated care that is based on the needs of the patient can contribute to reducing delays to provision of care and duplicating assessment.1

• Involving the patient in all aspects of their care empowers them to speak up and contribute to decision-making.
• Formulating shared standardised interdisciplinary care plans and records of care to contribute to holistic and comprehensive person-centred care.

Teamwork

An interdisciplinary approach relies on health professionals from different disciplines, along with the patient, working collaboratively as a team. The most effective teams share responsibilities and promote role interdependence while respecting individual members’ experience and autonomy.9

• Ensure team members have clear goals, and an understanding of their shared roles and responsibilities within the team structure.5
• Participate in joint assessment, diagnosis and goal setting.
• Recognise the overlap in knowledge and expertise of staff from different disciplines.8
• Encourage team cohesiveness and creativity through team commitment and the identification of mutual goals.5
• Encourage less experienced team members to ask questions which may give rise to creative ideas and alternative perspectives.5
• Establish teams with members from diverse disciplines to foster higher overall effectiveness, and hold regular team meetings which are associated with higher levels of innovation.10

Communication

Communication across disciplines, care providers and with the patient and their family/carers, is essential to setting the goals that most accurately reflect the person’s desires and needs.

• Involve the patient’s GP or pharmacist to increase the success of the intervention.11
• Communicate openly to encourage genuine collaboration. A breakdown of communications between health professionals is a common factor in hospital errors and adverse events.4,12
• Document assessments and ensure clinical handover documents are completed thoroughly and stored in a central place.

1. Department of Human Services 2008, Health independence programs guidelines, State Government, Melbourne.

2. Jessup RL 2007, ‘Interdisciplinary versus multidisciplinary care teams: do we understand the difference?’, Australian Health Review, 31(3):330-331.

3. Continuing Care Section, Programs Branch, Metropolitan Health and Aged Care Services Division, Department of Human Services 2003, Improving care for older people: a policy for health services, State Government of Victoria, Melbourne. .

4. Fewster-Thuente L & Velsor-Friedrich B 2008, ‘Interdisciplinary collaboration for healthcare professionals’, Nursing Administration Quarterly, 32(1):40-48.

5. Youngwerth J & Twaddle M 2011, ‘Cultures of Interdisciplinary Teams: How to Foster Good Dynamics’, Journal of Palliative Medicine, 14(5):650-654.

6. Curley C, McEachern JE & Speroff T 1998, ‘A firm trial of interdisciplinary rounds on the inpatient medical wards – An intervention designed using continuous quality improvement’, Medical Care, 36(8):AS4-AS12.

7. Curley C, McEachern JE & Speroff T 1998, ‘A firm trial of interdisciplinary rounds on the inpatient medical wards – An intervention designed using continuous quality improvement’, Medical Care, 36(8):AS4-AS12.

8. Jacob A, Roe D, Merrigan R & Brown T 2013, ‘The Casey Allied Health Model of Interdisciplinary Care (CAHMIC): Development and implementation’, International Journal of Therapy & Rehabilitation, 20(8):387-395.

9. Nancarrow SA, Booth A, Ariss S, Smith T, Enderby P & Roots A 2013, ‘Ten principles of good interdisciplinary team work. Human Resources for Health’, 11(1):1-11. doi:10.1186/1478-4491-11-19.

10. Xyrichis A & Lowton K 2008, ‘What fosters or prevents interprofessional teamworking in primary and community care? A literature review’, International Journal of Nursing Studies, 45:140-153.

11. Nazir A, Unroe K, Tegeler M, Khan B, Azar J & Boustani M, 2013, ‘Systematic Review of Interdisciplinary Interventions in Nursing Homes’, Journal of the American Medical Directors Association, 14(7):471-478.

12. Mansah M, Griffiths R, Fernandez R, Chang E & Thuy Tran D 2014, ‘Older folks in hospitals: the contributing factors and recommendations for incident prevention’, Journal of Patient Safety, 10(3):146-153.

Many definitions for delegation exist in professional literature. One of the most commonly cited definitions of the word was jointly established by the American Nurses Association and the National Council of State Boards of Nursing. These groups describe delegation as the process for a nurse to direct another person to perform nursing tasks and activities. Delegation involves at least two individuals: the delegator, and the delegatee. The delegator is a registered nurse who distributes a portion of patient care to the delegatee.

Essential Components of Delegation

Responsibility

Based on individual states’ nurse practice acts, registered nurses have a professional duty to perform patient care tasks dependably and reliably.

Authority

Authority refers to an individual’s ability to complete duties within a specific role. This authority derives from nurse practice acts and organizational policies and job descriptions.

Accountability

Accountability within the nursing context refers to nursing professionals’ legal liability for their actions related to patient care. During delegation, delegators transfer responsibility and authority for completing a task to the delegatee; however, the delegator always maintains accountability for the task's completion. The registered nurse is always accountable for the overall outcome of delegated tasks based on each state's nurse practice act provisions.

Possible legal and ethical constraints arise regarding delegation in nursing. Therefore, the American Nurses Association developed the five rights of delegation to assist nurses in making safe decisions.

Five Rights of Delegation

• Right task

• Right circumstance

• Right person

• Right supervision

• Right direction and communication[1]

Five Rights of Delegation Case Study Approach

Mark is a new graduate registered nurse who has recently completed nursing orientation. He is now on his second week of non-precepted practice on a busy medical-surgical unit. During the middle of his busy night shift, Mark has several tasks that need to be completed quickly. These tasks include a linen change for a patient who just vomited, an assessment of a possibly infiltrated intravenous line, and the administration of intravenous pain medication for a patient who rates her pain 10 out of 10. Mark also needs to make hourly rounds within the next few minutes, and he is very behind on his charting. He knows he must delegate some of the tasks to his coworkers. However, Mark is unsure what he can delegate and to whom. He decides to use the five rights of delegation to help with his delegation decisions.

Right tasks

First, Mark needs to determine which tasks are right to delegate. Some questions he may ask at this time would include (1) which tasks are legally appropriate to delegate and (2) can I delegate these tasks based on this organization’s policies and procedures? Correctly answering these questions will require familiarity with institutional and nurse practice act guidance. Generally, registered nurses are responsible for assessment, planning, and evaluation within the nursing process. These actions should not be delegated to someone who is not a registered nurse.[2]

Right circumstances

After determining the right tasks for delegation, Mark considers the right circumstances of delegation. In so doing, Mark may ask the following questions: (1) are appropriate equipment and resources available to perform the task, (2) does the delegatee have the right supervision to accomplish the task, and (3) is the environment favorable for delegation in this situation? To appropriately answer these questions, it is imperative that Mark completes an assessment on each client. Patients who are or may become unstable and cases with unpredictable outcomes are not good candidates for delegation. For example, it may be appropriate for unlicensed assistive personnel to feed patients requiring assistance with the activities of daily living. However, if a patient has a high risk for aspiration and a complicated specialty diet, delegation of feeding to unlicensed assistive personnel may not be safe.

Right person

If a task and circumstance are right for delegation, the next “right” of delegation is the right person. Mark needs to consider if the potential delegatees have the requisite knowledge and experience to complete delegated tasks safely, especially concerning the assessed patient acuity. Before delegating a task, the registered nurse must know the delegatee’s job description and previous training. Mark may be unsure about his potential delegatee’s qualifications. Therefore, he might ask the following questions before delegating a task: (1) have you received training to perform this task, (2) have you ever performed this task with a patient, (3) have you ever completed this task without supervision, and (4) what problems have you encountered in performing this task in the past?

Right supervision              

The right supervision must be available in all delegation situations. Nurse practice acts require the registered nurse to provide appropriate supervision for all delegated tasks. In the case study, Mark must be sure that the delegatee will provide feedback after the task is complete. Following task completion, Mark is responsible for evaluating the outcome of the task with the patient. Registered nurses are accountable for evaluation and the overall patient outcomes.

Right direction and communication                

Finally, the delegator must give the right direction and communication to the delegatee. All delegators must communicate performance expectations precisely and directly.[3] Mark should not assume that his delegatee knows what to do and how to do it, even for routine tasks. Mark must consider whether the delegatee understood the assigned task, directions, patient limitations, and expected outcomes before the delegatee assumes responsibility for it. The delegatee also must comprehend what, how, and when to report back after the delegated task is complete. Delegatees also need a deadline for task completion for time-sensitive tasks.[4]

Using the five rights of delegation, Mark appropriately took care of his patients’ needs. Mark delegated the linen change to trained unlicensed assistive personnel, and he entrusted his hourly rounds to his shift charge nurse. Mark opted to assess the patient with a possibly infiltrated intravenous site first. Upon finding the site infiltrated, he assessed his patient, removed the intravenous line, and placed a warm compress on the patient’s elevated extremity. He then administered another patient’s requested pain medications after delegating new intravenous catheter placement to an intravenous-certified coworker for the patient with the infiltration. Mark was able to complete all his documentation requirements by the end of his shift.

Reasons Delegation is Necessary for the Modern Health Care Environment

If delegation decisions are so challenging and legally charged, why should nurses delegate? Fiscal constraints, nursing shortages, and increases in patient care complexity have cultivated an environment in which delegation is necessary. If appropriately used, delegation can significantly improve patient care outcomes.

Improper Delegation

Improper delegation can negatively impact patient care while also potentially exposing the delegator to legal action.[5] All members of the health care team have valuable contributions to make toward safe, effective patient care.

Essentials of Communication

While employing the five rights of delegation in nursing practice, it is important to remember that the way the delegator asks the delegatee to perform a task can make a big difference. The delegator must use direct, honest, open, closed-loop communication to encourage teamwork and safe task performance.[6] Of the five rights of delegation, the right communication and direction are arguably the most important in ensuring good quality and safety outcomes.[7] Common delegation deficiencies for registered nurses occur when delegating tasks to unlicensed assistive personnel. These include unclear delegation directions from the registered nurse, a lack of retained accountability and follow-through, and the failure of the registered nurse to obtain the agreement of the unlicensed assistive personnel.[8]

Review Questions

1.

Neumann TA. Delegation-better safe than sorry. AAOHN J. 2010 Aug;58(8):321-2. [PubMed: 20704120]

McMullen TL, Resnick B, Chin-Hansen J, Geiger-Brown JM, Miller N, Rubenstein R. Certified Nurse Aide scope of practice: state-by-state differences in allowable delegated activities. J Am Med Dir Assoc. 2015 Jan;16(1):20-4. [PubMed: 25239017]

Siegel EO, Young HM. Communication between nurses and unlicensed assistive personnel in nursing homes: explicit expectations. J Gerontol Nurs. 2010 Dec;36(12):32-7. [PubMed: 20669856]

Bittner NP, Gravlin G. Critical thinking, delegation, and missed care in nursing practice. J Nurs Adm. 2009 Mar;39(3):142-6. [PubMed: 19590471]

Gravlin G, Phoenix Bittner N. Nurses' and nursing assistants' reports of missed care and delegation. J Nurs Adm. 2010 Jul-Aug;40(7-8):329-35. [PubMed: 20661063]

Weydt AP. Defining, analyzing, and quantifying work complexity. Creat Nurs. 2009;15(1):7-13. [PubMed: 19343844]

Hopkins U, Itty AS, Nazario H, Pinon M, Slyer J, Singleton J. The effectiveness of delegation interventions by the registered nurse to the unlicensed assistive personnel and their impact on quality of care, patient satisfaction, and RN staff satisfaction: a systematic review. JBI Libr Syst Rev. 2012;10(15):895-934. [PubMed: 27820462]

Kalisch BJ. The impact of RN-UAP relationships on quality and safety. Nurs Manage. 2011 Sep;42(9):16-22. [PubMed: 21873843]