Introduction
Interprofessional teams comprise specialists from various occupations who work together to enhance patient outcomes. Such groups can improve care, advance job satisfaction, and decrease stress (James et al., 2021). Accordingly, multidisciplinary crews need competent leaders who will unite the members, guide practice, and resolve issues. I intend to lead interprofessional team members by concentrating on servant leadership, promoting collaboration and communication, and continuously developing my skills.
Leadership Theory
Various theories can guide managers’ work, but only some are effective in the medical field. James et al. (2021) propose that modern healthcare is negatively affected by such factors as political wrangling and cost containment because they undermine hope in the system that is meant to provide care for people. Therefore, society needs to focus on leaders with wholesome values, such as respect and compassion, over those who prioritize charismatic behavior (James et al., 2021). VBL (value-based leadership) is associated with teams where followers share the leader’s philosophical and ethical standpoint (James et al., 2021). Within the scope of VBL, only three theories are deemed appropriate for the nursing profession and are authentic, congruent, and servant paths (James et al., 2021). Despite the congruent approach being the one that is directly connected to clinical level leadership, it lacks evidence of being truly effective (James et al., 2021). In contrast, servant leadership appears to be most concerned with people’s needs (James et al., 2021). Accordingly, I plan to concentrate my practice on the theory of servant leadership because it corresponds with my belief in the importance of putting others first.
The selected approach will guide my work by allowing me to use my desire to help people so that I would be able to be a role model to interprofessional team members. Servant leadership prioritizes others’ needs and encourages individuals to develop (James et al., 2021). The theory can be characterized by such qualities as humility, accountability, and empowerment and can result in greater job satisfaction, stronger ethical values, and better relationships between colleagues (James et al., 2021). Due to striving to aid society, servant leaders have a substantial research capacity and can potentially enhance the quality of patient care (James et al., 2021). The approach promotes “non-stereotypical quiet” leaders by facilitating social exchanges and mutual trust (James et al., 2021, p. 8). I am passionate about providing care and seeing people’s health improve, and I believe that servant leadership can direct my practice by teaching me how to assist my co-workers in achieving more satisfactory patient outcomes.
Teamwork
Teamwork is an essential feature of a group that comprises individuals from different occupations. Prosperous relationships between multidisciplinary team members can be characterized by the effectiveness of the crew, which is often elusive (Zajac et al., 2021). Team effectiveness represents what a group can accomplish, how the involved people interact daily, and whether each person assumes that they would be able to work together in the future (Zajac et al., 2021). Leaders must consider present relations between distinct individuals, their beliefs, and possible outcomes (Zajac et al., 2021). Accordingly, I will foster teamwork by determining the expectations of the members and continuously assessing performance to identify problems and take relevant actions.
Certain issues that could potentially arise within an interprofessional team are related to the differences between the participants. First, conflicts may occur between the members due to disparities in personalities and values or disagreements about approaches to accomplishing tasks (Zajac et al., 2021). Second, challenges to collective decision-making are likely to emerge if there is ambiguity in roles and accountability (Zajac et al., 2021). Third, insufficient reflexivity can negatively influence group efficacy and how the members adapt strategies to current or future situations (Zajac et al., 2021). Partnership within multidisciplinary crews may be hindered by conflicts, inadequate decisions, and a lack of reflection.
I would concentrate on servant leadership theory and applicable principles and skills to address the above-listed problems. Zajac et al. (2021) suggest that to resolve conflicts, the opposing parties should debate solutions that would meet each person’s interests. Accordingly, I would arrange negotiations and guide discussions so that the involved people would realize that the team should prioritize patient needs and outcomes over any personal opinions (James et al., 2021). To handle issues related to making decisions, I would take accountability for final conclusions and base my judgment on principles associated with the clarity of roles and inclusion of team members (Zajac et al., 2021). Finally, I would use my ability to analyze people to determine situations in which the group should reflect (Zajac et al., 2021). I would strive to base my actions on servant leadership, honesty, and analytical skills to promote teamwork.
Collaboration, Communication, and Changes
Strategies that affect cooperation within a multidisciplinary crew depend on the endeavors of each participant. For instance, interprofessional collaboration is promoted by group reflection and discussion of practice alongside encouraging interactions among those from different occupations (Smith et al., 2018). To facilitate communication, leaders should initiate constructive debates, listen to team members, and establish a supporting and trusting environment (Smith et al., 2018). Moreover, to foster positive changes, one must act as a role model and create a climate where people are challenged, motivated, and rewarded (Smith et al., 2018). Strategies that are likely to advance interactions within interprofessional teams should focus on reflection, constructive debates, and stimulation to overcome difficulties.
Professional Development
PD (professional development) is a continuous process that maintains the competence of healthcare specialists. I would engage in PD by systematically conducting self-assessments and asking my colleagues to review my performance to identify areas for improvement and select relevant training (Hilty et al., 2019). For example, I may decide to enroll in a course based on the apprenticeship model that requires individuals to work on authentic tasks in various settings of practice (Hilty et al., 2019). Furthermore, I would promote PD to my group by providing them with opportunities to grow and improve through coaching (Zajac et al., 2021). In particular, I would organize leader-member meetings to help each person identify their developmental goals and appropriate activities (Zajac et al., 2021). Accordingly, I would encourage my team by asking about their expectations, evaluating progress, and providing feedback (Zajac et al., 2021). I anticipate that people in my multidisciplinary crew may have varying educational requirements, so I would assist them in determining ways to advance as experts in their respective fields.
Conclusion
To summarize, to effectively lead a team in my future role, I would base my behavior on servant leadership theory and strive to foster cooperation between my colleagues. I intend to embrace the servant approach to concentrate on the importance of prioritizing others by emphasizing patient needs and supporting my group members rather than controlling them. I plan to address emerging issues by initiating constructive negotiations, promoting clarity, and encouraging reflections. I will endeavor to act as a role model by exhibiting that the main goal of a healthcare professional is striving to reach positive patient outcomes.
References
Hilty, D. M., Liu, H. Y., Stubbe, D., & Teshima, J. (2019). Defining professional development in medicine, psychiatry, and allied fields. Psychiatric Clinics, 42(3), 337-356. Web.
James, A. H., Bennett, C. L., Blanchard, D., & Stanley, D. (2021). Nursing and values‐based leadership: A literature review. Journal of Nursing Management, 29(5), 1-15. Web.
Smith, T., Fowler-Davis, S., Nancarrow, S., Ariss, S. M. B., & Enderby, P. (2018). Leadership in interprofessional health and social care teams: A literature review. Leadership in Health Services, 31(4), 452-467. Web.
Zajac, S., Woods, A., Tannenbaum, S., Salas, E., & Holladay, C. L. (2021). Overcoming challenges to teamwork in healthcare: A team effectiveness framework and evidence-based guidance. Frontiers in Communication, 6, 1-20. Web.