ICare & Interprofessional Teams in Pediatric Wards


Many healthcare settings embrace the idea of interprofessional teams to meet the changing demands of their respective patients. The targeted work setting for this discussion is that of a pediatric ward in a small clinic with six beds. The unit provides timely services to children in need of immediate medical attention, care, and support. The identified function that requires continuous improvement is that of nurse collaboration. When practitioners fail to work together throughout the care delivery process, chances are high that cases of disunity will increase significantly. Nurse practitioners (NPs) who interact positively with other caregivers will ensure that high-quality services are available to more children.

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Competent NPs are usually capable of monitoring the changing needs of their respective patients. Kelly and Lefton (2017) define “compassion” as the ability to sympathize with individuals who are going through pain. The best nursing action that is essential for this component is the idea of assessing expectations and outcomes continuously. This concept is critical since it can guide nurses to collaborate while at the same time providing high-quality care. When NPs focus on the best health outcomes, a new culture for promoting care delivery will emerge. This attainment will create a scenario whereby all workers, clinicians, nurse aids, and dieticians remain compassionate and continue to assess patients’ needs. This action plan will make it possible for all young children to receive personalized services.


The concept of advocacy guides NPs and health professionals to fight for the rights of their respective patients. Those who focus on this component go further to support the formulation of policies that will eventually improve the nature of medical support. The best nursing action that resonates with advocacy is the need to make evidence-based decisions. Nurses and other practitioners working in an interprofessional team can examine current policies and identify new ideas for improving the nature and quality of services. Health experts who focus on this action plan will find it easier to present superior approaches for maximizing patients’ outcomes (Kelly & Lefton, 2017). The team will continue to advocate for quality or improved services and eventually encourage other groups to achieve their potential. This achievement will ensure that the emerging needs and expectations of more patients are met.


Members of an interprofessional team should remain resilient if they are to overcome most of the challenges and difficult situations affecting care delivery. Such a component guides nurses and other health workers to remain prepared for any potential obstacle. One of the nursing action items for improving the nature of resiliency is that of improved problem-solving. Professionals working in a team can embrace this attribute to identify challenges and apply evidence-based solutions (Reid, Briggs, Carlisle, Scott, & Lewis, 2017). Effective problem-solving measures will promote the level of collaboration and ensure that challenges do not affect the process of care delivery. This practice will create a better environment in the unit whereby practitioners are willing to present superior solutions to emerging issues. This achievement will increase the level of coordination and ensure that the needs and experiences of patients are taken into consideration.

Evidence-Based Practice

The idea behind evidence-based practice is to present and apply superior procedures that can improve patients’ health experiences, minimize expenses, and improve the quality of the sector. Reid et al. (2017) argue that the component entails the use and application of emerging research findings with the aim of transforming care delivery. The nature and evolution of scientific knowledge makes evidence-based practice a reality in the healthcare sector. The most appropriate nursing action that supports this practice is the ability to embrace the concept of evolving knowledge. This approach will ensure that members of the team collaborate, address emerging obstacles to high-quality care delivery, and reduce conflicts. When these practices emerge, the interprofessional team will offer better services to the targeted children. The selected unit will also establish a new model for meeting the needs of the targeted individuals in need of pediatric care.


The components of iCARE are essential since they encourage members of an interprofessional team to act compassionately and advocate for patients’ rights. Those who follow them will develop the best care model, remain resilient, and apply scientific knowledge to maximize patient outcomes. With the adoption of the above components, interprofessional teams with be in a position to offer high-quality and timely services to more children below the age of 10. There is a need for nurses, clinicians, nurse aids, and dieticians to consider each of the above components and the outlined actions in order to improve their respective teams continuously (Mackey & Bassendowski, 2016). As a practitioner in a pediatric ward, I will influence the development of an interprofessional group by guiding all my colleagues to focus on the above components of the iCARE model. This means that they will have to remain companionate, advocate for patients’ rights, apply emerging concepts of evidence-based practice, and focus on the concept of multidisciplinary care. These additional initiatives will encourage my workmates to consider the needs of more children and eventually improve their health experiences.


Kelly, L. A., & Lefton, C. (2017). Effect of meaningful recognition on critical care nurses’ compassion fatigue. American Journal of Critical Care, 26(6), 438-444. Web.

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Mackey, A., & Bassendowski, S. (2016). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.

Reid, J., Briggs, J., Carlisle, S., Scott, D., & Lewis, C. (2017). Enhancing utility and understanding of evidence based practice through undergraduate nurse education. BMC Nursing, 16(58), 1-8. Web.

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StudyCorgi. (2021, July 19). ICare & Interprofessional Teams in Pediatric Wards. Retrieved from https://studycorgi.com/icare-and-amp-interprofessional-teams-in-pediatric-wards/

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"ICare & Interprofessional Teams in Pediatric Wards." StudyCorgi, 19 July 2021, studycorgi.com/icare-and-amp-interprofessional-teams-in-pediatric-wards/.

1. StudyCorgi. "ICare & Interprofessional Teams in Pediatric Wards." July 19, 2021. https://studycorgi.com/icare-and-amp-interprofessional-teams-in-pediatric-wards/.


StudyCorgi. "ICare & Interprofessional Teams in Pediatric Wards." July 19, 2021. https://studycorgi.com/icare-and-amp-interprofessional-teams-in-pediatric-wards/.


StudyCorgi. 2021. "ICare & Interprofessional Teams in Pediatric Wards." July 19, 2021. https://studycorgi.com/icare-and-amp-interprofessional-teams-in-pediatric-wards/.


StudyCorgi. (2021) 'ICare & Interprofessional Teams in Pediatric Wards'. 19 July.

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